Writing an Academic Research Statement on the Job Market

Writing an Academic Research Statement on the Job Market

We’ve looked at the 12 Sentences That Should Be Included in Your Academic Cover Letter and the CV and The Teaching-Centric Cover Letter.  Today we look at the Research Statement (RS).

What is a Research Statement?

It is typical for academic job applications to include a declaration of research interests (or a research statement). The Research Statement is an engaging summary of your research successes, present work and anticipated future direction of your study are summarized in this document.

The following are examples of topics that should be in your statement: funding history and potential requirements for laboratory equipment, and space and other resources. Potential research and industrial collaborations: show your research contributes to your field. Future directions of your research.

It reveals to search committees the many aspects of your professional identity as well as the path of your academic career. It conveys the impression that your study will flow naturally from your previous work and will be unique, significant, and original. It puts your study interests into context—why is your research important? So, what exactly is the problem? It mixes your previous accomplishments and present work with a research plan for the future. It aids hiring committees in their evaluation of you as a TT professor.

(source Twitter Adam Grant, May 2022)

Why a Research Statement?

It tells the story of your academic and professional life to potential employers, and it serves as a record of your achievements. It conveys the idea that your future work will build on the work you've already done and will be unique, significant, and original in some way. It helps put your research goals into perspective—why is it important? What's the point of all of this? Proposal for future research is included into your accomplishments and present work Helps hiring committees evaluate: 

• compatibility with the department or school
• ability to think and communicate like a serious scholar and/or scientist
• areas of specialty and expertise
• potential to get funding
• academic strengths and abilities

The goal of the research statement is to introduce yourself to a search committee, which will probably contain scientists both in and outside your field and get them excited about your research. To encourage people to read it: make it one or two pages, three to four only for advanced candidates, use informative section headings and subheadings, use bullets, use an easily readable font size, make the margins 1” all sides. It must be on Letterhead with your name in the subheading or page header. So, in short, the Research Statement, just like the Teaching Statement, needs to be one to two pages in length, single spaced.  And like the teaching statement, it needs to be in 11 or 12 point font (Times or Arial) and have decent one-inch margins. Put your name and the words “Research Statement” centered at the top.

 

Note Bene: I highly advise all job seekers to thoroughly research the norms of their respective areas and to heed the advice they get from professionals in their respective fields on this topic. Do not just make the assumption that a larger research statement or any other job document is preferable. Moreover, the research statement I'm referencing may be seen in many simple job applications. In order to be considered for fellowships or postdocs, you must submit a "research proposal." An outline should be followed while writing them, since the word count will be specified. Do not make the mistake of conflating this with another kind of document.

Organization of Research Statements

Think of the overarching theme guiding your main research subject area. Write an essay that lays out:

1. The main theme(s) and why it is important and what specific skills you use to attack the problem.
2. A few specific examples of problems you have already solved with success to build credibility and inform people outside your field about what you do.
3. A discussion of the future direction of your research. This section should be really exciting to people both in and outside your field. Don’t sell yourself short; if you think your research could lead to answers for big important questions, say so!
4. The Second Project
5. A final paragraph that gives a good overall impression of your research.

Writing Research Statements

Style:

Avoid jargon. Make sure that you describe your research in language that many people outside your specific subject area can understand. Ask people both in and outside your field to read it before you send your application. A search committee won’t get excited about something they can’t understand.

Get to the point. Write as clearly, concisely, and concretely as you can.

Show the details of your past research using specific examples, don't tell them vague platitudes. If you struggle with writing concrete evidence of your research, read our post on What do you Mean by Specific? Ask others to proofread it. Be sure there are no spelling errors. I strongly advise using a free spelling and grammar checker like Grammarly. I personally have a premium subscription, but the free version works well on the basics. Especially if English is not your native language, you definitely must use software or a professional editor to help you.

Content: 

(Choose 3-4 topics to discuss in 2 pages)

The GOLDEN RULE: focus on your research work, not yourself.

Show Them, Don't Tell Them You're Awesome

Show Them, Don't Tell Them You're Awesome

How specific is specific?

The absence of clear, specific examples from the curriculum and the classrooms is one of the most prevalent difficulties my students have with the teaching sections of their cover letters or teaching statements. In situations like these, I like to see rather than tell. A teacher's personality is shown via the examples they provide—so dhow them what you've done and give specific examples!

But what is specific enough?  On a regular basis, I've seen that grad students believe they are being specific, even when they aren't. As soon as someone begins to talk about classroom approaches in a more tangible manner, customers are likely to respond, "Ah! This is what it means to show, rather than explain."

And that's how students get sucked into what I term "meso-level details," which is a trap I love to set. When writing about teaching experience, this style focuses on documenting or describing approaches, rather than providing real instances of how they function with actual students.

It is common for students to begin with a negative habit of telling rather than demonstrating, for example, the following is likely to be included in their teaching paragraph or teaching thesis statement

Worst: "It is important to me that my classroom is a place where students can both express themselves creatively and think critically."

In response to my constant reminders that what I'm saying is "vague blah blah," they go into the micro. This is what it looks like:

Better, but not good enough:

"In all of my courses, I emphasize critical and creative thinking. For example, I often provide writing challenges to my students in order to help them hone their creative writing abilities. After conducting a series of in-class discussions on subjects pertinent to the course content, students are then required to write a position paper that incorporates ideas from those debates."

They mention of certain types of tasks seems to be clarity and specificity if you begin with flowery thoughts about "the aim of liberal arts." It's not, though. No pictures are being shown here; just told.

How can one get from a level of micro-specificity to a level of macro-specificity? Any discussion of teaching methods should be anchored to real-world classroom examples:

Best and Specific:

"In all of my courses, I emphasize critical and creative thinking. If I want my Art Aesthetics students to learn how to write creatively, I offer them challenges like, “Write a cocktail party discussion between Foucault and Habbermas,” or “Write an advertisement for a lost pet from Weberian perspective."

-or-

"Students learn critical thinking skills through participating in in-class debates and other collaborative tasks related to the course's topic of discussion. The students in my Introduction to Sociology class were debating whether gossip was a form of bullying, while in my Infectious Disease and Epidemiology seminar, students had to conduct a clinical intake of Hamlet catching COVID19 to assess him as a possible super-spreader of disease."

Don't stop at the meso-level with vague MBA descriptions. Make sure to describe not just the educational methods you use, but also precise instances of how they appear.

Your self-description should follow the show, don't tell rule, too! The best way for an employer to see whether you are 'dynamic and driven' is to see what you've accomplished, rather than relying on a few positive phrases in your resume and cover letter. Remember that they don't know you yet, so take the time to explain the significance of these skills in the context of your professional history and former employers.

Similar posts: 

How to Write a Killer Scientific Research Paper -- Starting a publication pipeline in graduate school

Using the FORCE to Write Better (Academically): "Do. Or Do Not. There Is No Try"

Cover Letter Series, part 1: The Crucial First Paragraph

12 Sentences That Should Be Included in Your Academic Cover Letter

How To Write a Journal Article Submission Cover Letter

How To Write a Journal Article Submission Cover Letter

At some point in your academic career, you will have to write a cover letter (actually i have never not written one for my articles, but every journal and discipline is different.)

As formal letters go, this one to had a standard formula. 3 short paragraphs that day something substantial about your manuscript. Don't use vague platitudes. If thou don't know how to do that well, and professionally (I.e., don't act like a grad student), see the post XXX here.

LETTERHEAD

Dr. EDITORS NAME

Editor-in-Chief Journal of XXX

Their Address

Their CITY, STATE, ZIP CODE

Dear Editor in Chief,

Please accept our manuscript entitled, "TITLE OF YOUR PAPER" to tour prestigious journal. 

The first paragraph says your thesis or objective of the paper. Next sentence is the primary result. The third sentence is the impact of your paper. Here is your "hook" and convince the editor to process your manuscript to be considered for publication. 3-4 sentences, remember editors are free and unpaid labor and are very busy faculty.

"The goal of the current study was to estimate the hazards of conversion from unimpaired to mild cognitive impairment (MCI) to probable dementia and death for underweight, normal, overweight, and obese older adults in an aging cohort where the timing of examinations may be associated with the severity of dementia." 

In the second paragraph, you can write 3-4 concise sentences about the results section.

"We found that obesity in late-life protected against developing dementia following an MCI state (aHR=XX; 95%CI [XX-XX]) and death following a dementia state (aHR=XX; 95%CI[XX-XX) After adjusting for the effects of diabetes, cardiovascular disease, vigorous physical activity, age, and race/ethnicity."

The third paragraph is Novelty.  What is the uniqueness of your paper? Write 2 short  concise sentences.

"Novelty: Prior research shows the risk of dementia associated with obesity at older ages is either attenuated or reversed. Our findings support a protective factor of obesity in late-life against conversion to dementia and death."

The fourth short paragrapgh is Impact. This is the "So What?" point of your paper submission. 

"Impact: Obesity in late-life is a sign of possible resources available to the brain as people age and maybe a proxy for better health after a mean age of 74 years old, as frailty becomes a threat."

The final paragraph will list 2-3 possible reviewers for the manuscript and will thank the editor for considering the manuscript for publication. Contact email info can be added here. Nothing more. **Some Journals may want a disclosure or authorship statement in the CL.**

"We recombined three authors as possible reviewers. Dr. Alexander, Professor of TITLE, at abc@university.edu. Dr. Tumin, Professor of anesthesiology at XX@university.edu. etc. Third author information.

** "The manuscript has not submitted or published somewhere else. All authors are in agreement to publish this manuscript in your prestigious journal." 

"Sincerely Yours,

Ms/Dr./Mx./Mr. YOUR NAME

(Signature)

And that's about it. Send to your mentor for review.

~JTTT

Similar Posts:

How To Write a Revise and Resubmit (R&R) Submission Cover Letter and Memo

How To Write a Revise and Resubmit (R&R) Submission Cover Letter

Today’s post is a special request post for several clients who have written to inquire how to write a cover letter for a Revise and Resubmit (R&R) submission of an article manuscript to a journal. See How To Write a Journal Article Submission Cover Letter for more information.

As formal letters go, this one to had a standard formula. 3 short paragraphs that day something substantial about your manuscript. Don't use vague platitudes. If thou don't know how to do that well, and professionally (I.e., don't act like a grad student), see the post Show Them, Don't Tell Them You're Awesome.

LETTERHEAD

Dr. EDITORS NAME

Editor-in-Chief Journal of XXX

Their Address

Their CITY, STATE, ZIP CODE

Dear Editor in Chief,

The first paragraph is to remind the editor of your manuscript and thank them again for the opportunity to R&R. 

"Thank you for the opportunity to revise and resubmit our manuscript, Manuscript ID AJADD-22-XXX, entitled "TITLE". Attached is our much-revised manuscript."

The next paragraph describes 1) summarize key points from the reviewers (highlighted in yellow below), and 2) what you and the co-authors did to address the weaknesses (in blue). Choose one example of what you changed for each Reviewer (in pink for Reviewer 2). 

"In this round of reviews, the reviewers caught discrepancies between the review memo and the manuscript, and further identified some additional changes in the background and discussion sections. For example, we discuss combination of obesity with other protective / risk factors and reviewed the suggested literature citations to make a stronger front end. We have also included additional two citations on MSM models. Reviewer 2 requested more literature and explanation in the Discussion. Reviewer 2 requested more literature and explanation in the Discussion. We have added two substantial sections in the Discussion."

The Third paragraph explains how you responded to each Reviewer comment in the memo. First, you agree with the authors that changes were necessary. Second, thank them for their time, expertise, and help making the manuscript better. Third, tell the editor the formatting of the memo that follows. 

"We agree with the reviewers that this represents a minor but crucial improvement over the prior manuscript. We thank the reviewers for their time, care, and expertise to improve these manuscripts. We have detailed our responses below and have highlighted the changes to our manuscript. Reviewer Comments were pasted verbatim and italicized (labelled “Comment”), while our response follows (labelled “Response”). Finally, we took this opportunity for all authors to take a thorough review of the resulting manuscript to improve flow and ensure that all changes indicated in the review memo exactly matched those in the manuscript."

Sincerely Yours,

(Signature)

Ms/Mr/Dr./Mx. Name

That's it for the cover letter.

~JTTT

Cover Letter Series: 12 Sentences That Should Be Included in Your Academic Cover Letter

12 Sentences That Should Be Included in Your Academic Cover Letter

I just found a handy little blog post by Philip N. Howard that has been circulating around the internet for the past 6 years, called A Dozen Sentences That Should Appear in Your Academic Cover Letter.  It was originally published on the University of Washington Graduate College Mentor Memo site, and was later reprinted in Inside Higher Ed. Philip N. Howard identifies the lines that are needed in every cover letter by a graduate student or new Ph.D. seeking an academic job.

First and foremost, I'm grateful that someone has offered such practical, concrete counsel. This knowledge is really needed, and I've been working in such a vacuum for so long, that I'm relieved to see that someone, anybody, is truly attempting to provide solid and precise job market guidance.

This post is my response:

           1. I would like to be considered for the position of [title copied from job ad] in [exact    department name from job ad] at the [exact institution name from job ad]. I am an advanced doctoral candidate in [your department].Yes, except that this line includes the misuse of feeling-talk (I would want) that is common among job hopefuls. "I am writing in application to the post..." is something I would suggest. While "I would like" isn't an issue in and of itself, it becomes a touch excessive when combined with the rest of the feeling-talk that Howard encourages in following phrases. The bottom line on sentiments in employment letters is that applicants believe that expressing their strong feelings is the key to being employed, and that expressing their "passion," "excitement," and "eagerness" would ensure that they get hired. Remember that you and 250/500/750 other people are all attempting to pitch the same level of enthusiasm, eagerness, and excitement, and it's already old before you've even begun. Actually, rather than telling, what gets you recruited is demonstrating that you have followed an active career of study, publishing, and teaching without resorting to cheap emotional phrases.

            2. My doctoral project is a study of [cocktail party description]. Much of the research on this topic suggests that [characterize the literature as woefully inadequate]. But I [demonstrate, reveal, discover] that contrary to received wisdom, [your punch line].

Yes indeed

            3. To complete this research I have spent [X years] doing [fieldwork/lab work/archival work/statistical analysis]. I have traveled to [these cities or libraries], interviewed [X number of experts], created [original datasets/original compositions/original artwork].

This line should be followed by a paragraph that tells the tale of how you conducted your research. Overwhelm the committee with the number of objects you've examined, individuals you've spoken with, time you've invested, and locations you've visited.

The phrase is necessary in and of itself. What you looked at is important to search committees. Never, ever, ever "overwhelm" a search committee with facts, and for the love of God, don't write a "narrative" about your research "process"!! 9 out of 10 job candidates believe their dissertation is SO fascinating, SO compelling, SO urgent, SO earth-shattering that they would gladly overwhelm everyone they meet with endless amounts of minutiae about it, AND the endless story of how they unearthed this, and then transformed to that, and then developed a passion in this (see below), and then were "lucky enough to have the chance to" be doing that. etc. ad nauseum. No one has the time for that. In no more than two sentences, provide this information succinctly and accurately.

        4. I have completed [X] of [Y] chapters of my dissertation, and I have included two substantive chapters as part of my writing sample.

This is ok, although telling them what chapters you have finished in the dissertation is less important than telling them a concrete defense date in the first sentence, in my view.  Talk is cheap, but a defense date doesn’t lie. "I completed <X number of> chapters of my dissertation, which focus on <TOPIC A> and <TOPIC B> in <WHAT SETTING>. Based on <RESEARCH METHODOLOGY USED>, using <THEORY>, my findings showed <RESULTS STATEMENT>. My research contributes to the fields <TOPIC A> and <TOPIC B> by showing <DISCUSSION SUMMARY^†>. I have a manuscript <under review/accepted/in print/published> focusing on how these <OUTCOMES> impact participants’ <TOPIC B>.” is something I would suggest.

^†A succinct summary of your dissertation should read like this: <…how people legitimize lay medical knowledge when professional medical knowledge fails to provide answers to patients’ suffering.>

           5. I have well-developed drafts of several other chapters, and expect to defend in [month, year]. [OR] Having defended in [month, year], I plan to [turn it into a book-length manuscript for a major scholarly press/select key chapters for publication in disciplinary journals].

It's too premature for you to be on the academic job market if (1) any of your committee members are reluctant to commit to even a semester of the year for your defense date, or (2) if you don't have two substantial chapters to submit to the hiring committee. […] except that going on the market early may help you get your biggest blunders out of the way while you still have time, affiliation, and, we assume, support.

            6. Although my primary area of research is [disciplinary keyword], I have additional expertise in [another disciplinary keyword here] and am eager to teach in both areas. I have [taught/served as a teaching assistant] in courses about [A, B and C]. In the next few years, I hope to develop courses in [X and Y].

Of course, you must explain teaching abilities, but do so without making broad claims or using emotive language. Chomping at the bit? Wish? Eager? What good would that do us? Again, 250 other young adults will base their arguments on the same emotions. Instead, provide us with specifics and facts. Show, Don’t Tell.

            7. For the most part, my approach to research is through [social science or humanistic method keyword here], and I would be interested in developing a methods class on this approach to research.

All candidates must be able to teach both specialist topics pertaining to their research as well as general education subjects like Intro, Methods, and Theory. As a result, he is accurate in saying that you should be able to talk about a methods class. He reverts to feeling-talk once again ("I would be intrigued"). Candidates overuse the words "interest" almost as much as "passion" and "excited," and are frequently so self-absorbed that their letters devolve into an unending maelstrom of "I am interested in xxxx, and I have an additional interest in yyy, and I would be interested in teaching zzzz, and I have a great interest in the work of zzz, and my interests in www coincide......" It's a reliance. "Nobody Cares What You Are Interested In," I wrote an entire piece on it. That is, don't TELL search committees that you are interested in anything. SPECIFICALLY SHOW THEM YOU'RE INTERESTED.

            8. Although I have been focused on my graduate research for several years, I have been actively involved in conversations with [scholars in the department you are applying to, or scholars at other universities/professional associations/conferences/other disciplines].

What? What good does it do to have a conversation? Talk is cheap, and anybody, especially a graduate student, may talk about his dissertation. That does not set you apart.

This can be a single paragraph noting conferences you've attended, seminars you've hosted, and other ways you've contributed your discipline/industry. Instead, “I have been actively involved in <mentorship/poster presentations/grand rounds/special topics seminars> at <University A> and <University B>.” The key here is conferences. Those are peer-reviewed and your attendance at them will set your record apart.  Never hang your hat on service.

        9. In the next few years, I hope to be able to investigate [reasonably related problems or questions].

Everyone needs a secondary project. Please don't use vague aspirational sentiment language like "hope" to express it. Is it true that you're so unsure? That doesn't give me a lot of hope. Also, while we're on the topic, avoid using the words try, attempt, effort, or seek. Read my article: Using the FORCE to Write Better (Academically): "Do. Or Do Not. There Is No Try" I would, instead, write, “Beyond my dissertation, I maintain an active research agenda and am involved in projects that examine the <TOPIC B> in the <SETTING> process.”

        10. I am interested in this post for a variety of reasons: [something about the character of the department/university/community/city].

This is what tailoring is all about, and it's crucial. I advise my clients to pen, “<DEPARTMENT ASPECT A> and <DEPARTMENT ASPECT B> make this job particularly Choose an item.. I look forward to collaborating with <FACULTY A> on <PROJECT TOPIC A>, and <FACULTY B> on <PROJECT TOPIC B>.”

        11. Because of my graduate training, my doctoral research, and my teaching [experience/interests], I am uniquely qualified for this job.

Oh, for the love of God. Really? Are you one-of-a-kind? Did your parents tell you about it?

Those words are emptied of meaning. They constitute pitiful, desperate rhetoric.

When a steering committee reads 300 letters, each of which claims that the candidate is "uniquely qualified" (which, by the way, they already do regardless of his post's direction), such words lose their significance. They are terrible and pathetic statements. Without resorting to groveling claims, connect your achievements and performance to the job.

        12. In the next few months, I will be attending [conference A] and [conference B]. If you or your colleagues are also planning to attend, I would be happy to meet for an informal conversation.

This also comes out as needy to me. The academic employment market is a case of "don't bother us, we'll call you." They'll ask whether they want you. Instead, close with, “I look forward to hearing from you soon.  Thank you. Sincerely, Signature, Printed Name”

How to be a better Academic Writer (Beginner) 

My former mentor in undergrad gave me the best advice on academic writing. When their advice wasn't misinformed and annoying unhelpful, it was always hilarious (but that's a subject for another time). One day, I went into his office to present them with my most recent conference paper. My lecturer told me, after reading my grad school application statements, "Do or do not." “There is no such thing as a try."  They were also a big fan of Top Gun and those aviator glasses Tom Cruise wore..(was it Tom Cruise?). I realize now looking back at how uncertain and insecure I was about my future research projects, heck, Im still uncertain as a disabled female in Academia.

 

"Do it or don't do it."
There is no such thing as a try."
Yoda's legendary words to Skywalker the young. 

Just Say No To the Sobbing Teaching Statement.

 Just Say No To the Sobbing Teaching Statement

I created a piece called "TheWorst Job Letter Ever Written (Not Really)" a while ago. Today I'd want to share a similar dreadful teaching statement with you (with kind permission of the writer, discipline obscured.) However, I don't dub it "the worst teaching statement" since virtually all initial drafts of teaching statements are so bad that using the superlative in this context is impossible. But this one is particularly terrible, and in a manner that illustrates the genre's most typical flaw, particularly when written by women: hyper-emotionalism.

All words that evoke emotion and the type of desire and striving that is inherent to this genre have been italicized, and adjectives have been bolded (there is quite a bit of overlap between the categories, however). This teaching statement is a cyclone of repetitive feeling-talk in lieu of clear, distinct, and memorable content due to the mix of emotionalism, striving, and adjectives.

Facts over emotions, showing over telling, substance over claims, nouns (and effective verbs) over adjectives apply to the teaching statement as they do to all other professional writings.

I'm pleased to report that the client's new Teaching Statement shows no similarity to this draft at all. Thank you for being ready to share, client.

Cover Letter Series pt.3: The Teaching-Centric Letter

 The Teaching-Centric Cover Letter

I'm focusing today's article to the teaching-centric letter in response to several requests. On a site called “Journey to Tenure Track” that claims to cover every facet of the academic job hunt, the lack of such an article on this topic until now may seem unexpected. However, this was done on purpose. The truth is that only a small percentage of tenure-track positions outside of community institutions need a teaching-centric letter, and this is a common source of misunderstanding among job seekers. Despite the fact that many liberal arts institutions, mid-rank universities, and tiny teaching colleges profess to be "teaching-oriented" and "student-centric," recruiting and tenure decisions will be firmly centered on research.

Because they mistakenly accept institutional language about the significance of teaching at its value, job seekers often misidentify the opportunities that need a teaching-focused letter. Regardless of the PR on their websites, the great majority of institutions, departments, and posts value research significantly more than teaching.

However, there are situations when a letter with a teaching purpose is acceptable. 

For a community college, they include:

• If you're looking for a career that requires a master's degree,
• For a teaching-focused institution's temporary replacement hiring

For a continuing teacher post at any university, as long as there is no expectation of research; this will be obvious from the advertisement, which will make no mention of research in any form.

For tenure-track posts at low-ranked, regional, and maybe religiously associated teaching institutions and liberal arts colleges. Williams, Amherst, Wellesley, Davidson, Smith, Grinnell, and other well-known SLACs should get research-focused letters, not teaching-focused letters.

Temporary replacements (e.g., Visiting Assistant Professorships) at research-oriented institutions and prestigious SLACs will likely need a letter that balances research and teaching equally. In other words, although teaching is obviously important, and applicants must reference particular courses indicated in the ad, the committee's discussions are likely to place a heavy emphasis on the candidates' research profiles, since they desire active researchers even among their temporary staff).

If you decide that a teaching-centric letter is required after careful consideration and conversation with mentors, start by reading the blog pieces [insert]. What Do I Mean When I Say Be Specific? Avoid blathering on about your love of and enthusiasm for student learning at all costs. Keep your feelings on the profession of teaching to yourself. While I understand that you believe your enthusiasm distinguishes you, in an atmosphere where everyone is selling the same passion, it is just white noise. Please visit my piece, [insert], for additional information.

If the job description specifies that you may be required to teach certain courses, you must address those classes directly and discuss your teaching technique, approach, readings, and assignments. If no courses have been specified by name, start with the most common ones you'll be asked to teach. A teaching-only post is unlikely to request sophisticated small seminars; instead, you're likely to be recruited to teach huge intro courses, surveys, methodologies courses, and so on (but judge each ad on its own merits).

Use the following form to write your letter; you may change the wording as needed, but keep the following sequence in mind.

First Paragraph:

        <Your Current University Letterhead>

<Sunday, April 3, 2022>

Search Committee Chair

Department
College/University
Street Address
City, State Zip

"Dear Professor XXX/Chair of Search Committee

    I am applying for JOB TITLE in the DEPARTMENT.  My Ph.D. is in FIELD OF DISSERTATION, from the DISSERTATION UNIVERSITY, in the field of DISSERTATION TOPIC, (20XX).  I am currently CURRENT JOB TITLE.  My teaching specializations are TEACHING TOPIC A and TEACHING TOPIC B, with an additional expertise in TEACHING TOPIC C."

Helpful Tips when filling out the Cover Letter Above:

• Teaching Experience: 2-3 courses in total; these will respond to the courses mentioned in the ad, or be the basic courses you are likely to be asked to teach.

"My teaching focuses on YOUR PRIMARY TEACHING PHILOSOPHY WITH IMPORTANT THEMES AND OBJECTIVES RELATED TO YOUR SUBJECT AND SECTOR.  For example, in COURSE A, I use SPECIFIC READING A and SPECIFIC READING B to help students understand THEMATIC CONTENT A IN YOUR FIELD, with the goal of increasing their awareness of THEORETICAL CONCEPT A.  Similarly, in COURSE B, I used TEACHING PEDAGOGY METHOD A to help students conceptualize THEMATIC CONCEPT B and THEMATIC CONCEPT C with the goal that students can Choose an item. CENTRAL COURSE TOPIC. Similarly, in COURSE D, I used TEACHING PEDAGOGY METHOD C to help students conceptualize THEMATIC CONCEPT D and THEMATIC CONCEPT F with the goal that students can Choose an item. CENTRAL COURSE TOPIC. I am prepared to teach courses such as COURSE A FROM THEIR UNIVERSITY/ OR JOB AD, JOB AD/CATALOG B, and JOB AD/COURSE CATALOG C." 

• Do not tether any of your past teaching experiences or courses named to the other campuses at which you taught; render your teaching capacities as general and portable.
• 1 or 2 quantitative averages, no cheesy student quotes

"My effectiveness in the classroom is attested by my quantitative evaluations, with a mean score of EVALUATIONS SCORE compared to the departmental average scores of DEPARTMENTAL SCORE. I have taught NUMBER OF CLASSES TAUGHT Choose an item. On TOPIC A and TOPIC B. I have also supervised NUMBER MA or MS and NUMBER Ph.D. theses centered on STUDENTS’ THESES TOPICS. PERCENT of my students received Choose an item.. I have Choose an item. KEY PROJECT or COMMITTEE featured by UNIVERSITY in 20XX. HERE ADDRESS ANY ADDITIONAL PEDAGOGICAL REQUIREMENTS MENTIONED BY THE AD."

• Awards: no runner-up “almost” awards. Show, Don't TELL.

"My success in the above efforts has led to AWARD A Click or tap to enter a date. by INSTITUTION whereby THE REQUIREMENTS OF THE AWARD and resulted in increased responsibility in RESPONSIBILITIES OF THE AWARD. I also received AWARD/FELLOWSHIP B Click or tap to enter a date. by INSTITUTION whereby THE REQUIREMENTS OF THE AWARD and resulted in increased responsibility in RESPONSIBILITIES OF THE AWARD."

• Research description: [if you have/if necessary for the job—not necessary for teaching-ONLY instructor positions].  Approximately six sentences: your dissertation topic; its material/data/texts; its theoretical or conceptual approach; the questions/themes pursued; your core conclusion; contribution to the field.

“Beyond my dissertation, I maintain an active research agenda and am involved in projects that examine TOPIC A and TOPIC B in SETTING. My current publications are products of my interest in BROAD RESEARCH INTEREST TOPIC. One manuscript examines the TOPIC C using STATISTICAL MODELLING, specifically focusing on the OUTCOME VARIABLE. My coauthors, CO-AUTHOR A and CO-AUTHOR B, and I find that MAIN RESULT. We find support HYPOTHESIS OF MANUSCRIPT. These findings build off AUTHORS OF LITERATURE THEORY’s (Click or tap to enter a date.) work on THEORY.  We advance understandings of TOPIC C and TOPIC D, showing that MANUSCRIPT TAKEAWAY STATEMENT. This manuscript is currently Choose an item.at the JOURNAL.“

• Publications [if you have/if necessary for the job—not necessary for teaching-ONLY instructor positions

~JTTT

Similar Posts:

1. Using the FORCE to Write Better (Academically): "Do. Or Do Not. There Is No Try"
2. You Really Need Recommendations From Faculty Outside Your Department: Academic Job Market 101
3. Rejection is unavoidable: 6 meaningful ways to deal and move on

Cover Letter Series, Part 2.: Research and Contribution Sections

Cover Letter Series, Part 2.: Research and Contribution Sections

Let's go on to the next paragraphs, the present research and contribution, now that we've discussed the cover letter's introduction paragraphgraph. This will be about your current endeavor, which in most cases is the dissertation, in a research-oriented Cover Letter. It's what you've been thinking about for the past several years, and it's what you've sacrificed your social life, leisure time, and money for. Whether you like it or not, this piece of text contains a significant portion of your identity. As a result, things get a little tangled.

We frequently read dissertation paragraphs that are far, far, far too lengthy, when all we need are two paragraphs: content and contribution. Candidates are frequently advised by their counsel to go extremely thorough in order to highlight how unique their concept is. Even if it is unique, search committees only have around 30 seconds to spend to it (out of about 1.5 minutes devoted to the letter as a whole). Search committees must be able to immediately understand the scope of your proposal and determine whether it is feasible. So keep it brief, sweet, and to the point.

Avoid Jargon. Jargon should be avoided at all costs. I don't care how much you have to use it to appear respectable in your closed-off and obnoxious graduate program. It's not something you want to include in a letter. To begin with, academics outside of 2-3 insular and outrageously arrogant graduate institutions despise the language produced by those 2-3 programs. Second, practically every selection committee has an external member, who, depending on their position within the university hierarchy, may be rather strong. You require this individual's assistance. If they don't grasp what you're about, how can they be your champion? At JTTT we frequently advise customers to picture discussing their topic to a group of enthusiastic upper-division undergraduates. You must make your project understandable to everyone. If you believe that level is too low, you have a fundamental misunderstanding of the job hunt conditions limited time and energy. Please pay attention to this caution if you are a student of Comparative Literature, English, Ethnic Studies, or Women's & Gender Studies.

Claim agency. "My project tracks X," "My dissertation traces Y," and "My book highlights the necessity to accomplish Z" are examples of weak verbs. The verbs are not only ambiguous, but they also conceal your researcher identity. We discuss a lot about different methods to reclaim agency on productivity Tuesdays. This is one of them! Use research action verbs like "analyze," "compare," "describe," and "conclude" when talking about your study. If you stick to your guns, you won't have to resort to grandiosity in the next paragraph.

I've already written on the distinction between content and contribution:

You discuss the topic of your dissertation in the first dissertation paragraph graph–the major argument, methods, and findings. You discuss the contribution your unique argument/findings/approach brings to the wider area you're working in in the second paragraph graph–what it illuminates, what debates it intervenes in. You must take a step back, move away from the issue at hand, and instead apply a broader lens to the development of arguments in the field as a whole.

It’s essentially the question of how you fit into the academic landscape of your field. Now, because we’re academics, this often means that job candidates veer into one of two extremes: Grandiosity or impostor syndrome. If you’re telling me that the entire school of formal logics has made the same mistake, but that you, the hero of these pages, all alone,  have solved it, forgive me if I am skeptical. Likewise, if you spend the contribution paragraph going on and on about what others didn’t do, or how everybody but you is a blithering idiot, you won’t make any friends. Of course, the other extreme is impostor syndrome, the candidate thinking that they’re not worthy and it’s only a matter of time until they are found out.  It's fundamentally an issue of how you fit within your field's academic environment. Because we're academics, this frequently leads to one of two extremes: grandiosity or impostor syndrome among job applications. If you're telling me that the entire school of formal logics committed the same error, but that you, the hero of these pages, have fixed it all by yourself, please pardon me if I'm unconvinced. You won't win any friends if you spend the whole paragraph whining about what others didn't do or how everyone but you is a blithering moron. Impostor syndrome, on the other hand, is when a candidate believes they are found unworthy and it is only a matter of time before they are.

I'm frequently asked why we should explain how we fit into our profession to folks in our field. They can't tell, can they? Actually, it doesn't make a difference. They need to hear YOU discuss it so they can be confident that you'll be able to secure financing for the project and show a classroom of undergraduates why it's important. The financial component is particularly crucial: If you demonstrate to a search committee that you can effectively convey your work and its significance, they will be more confidence in your ability to obtain grants and financing in the future. Why should we be concerned?

Writing a great research discussion or dissertation paragraph becomes easier. Your cover letter is not you. His counsel is consistent with what I say early in the book, long before we get into the nuts and bolts. In Chapter 13, I discuss the importance of developing a professional character. You may want to go on and on about your research, but your "professional persona" will remember to keep the summary to five sentences, because your persona understands that the job search is all about getting actionable information to the search committee as quickly as possible, given the search committee's real-life time and energy constraints. You may want to shout that you are the only one who can save the world (and you may, if you've discovered the HIV vaccine), but instead, your professional persona will calmly demonstrate the importance of your work with evidence and substance, rather than hysterical posturing, bragging, and grandiosity.

In the long term, building a persona like this will spare you a lot of heartache because otherwise you'll learn to interpret everything that happens as a critique of your persona and your work, rather than you as an individual. It will assist you in writing two excellent research and contribution paragraphs in the near term.

Similar Posts:

1. Cover Letter Series pt.3: The Teaching-Centric Letter
2. Cover Letter Series pt.4: The Worst Job Application Letter Ever Written
3. 12 Sentences That Should Be Included in Your Academic Cover Letter

Cover Letter Series, part 1: The Crucial First Paragraph

 Cover Letter Series, part 1: The Crucial First Paragraph

A cover letter (CL) is a one-page document that acts as your personal introduction to the recruiting manager. When applying for a job, you must provide a cover letter with your CV. A strong cover letter will result in an interview, putting you one step closer to your dream job. That is why your cover letter must demonstrate that you are a solid applicant. Consider your cover letter to be your elevator pitch, preferably even shorter.

Almost every area of a cover letter has its own set of complexities and traps. For example, the tailoring sector may quickly become a place where arrogance and desperation collide ("I'll be a fantastic addition to you, and I'll name my first-born after you if you only give me the job"). Similarly, the teaching paragraph may quickly devolve into a list of places you've taught rather than what and how you teach, with cliched references to clear inspirations (Paulo Freire is a person, not a teaching goal). While most people can talk a lot about their research, presenting it to the SC in a concise and digestible manner may be difficult. There's no getting around the fact that writing a decent CL is difficult.

The opening, on the other hand, is a reasonably basic paragraph. Many clients, however, who are chomping at the bit to have their stuff in order, go beyond.

They jam all of their biggest achievements into the first paragraph: their dissertation subject, honors they've received, what reviewers have said about their books, all of the locations they've taught, and, of course, that they'd be an outstanding candidate.

I'm sure there are counselors out there who teach their students to think of the first paragraph as a "best-of," or as one person put it, a "teaser." Nein. Nyet. Non. No one wants to be teased; they want to scan through your entire resume without any "hard sell." And a hard sale is precisely what is a frantic begging opening paragraph.

Consider the following scenario: you're at a party, and someone approaches you and introduces themselves. Then they launch into a monologue about who they are, where they've worked, the accolades and prizes they've received, what they hope to do, and what others have said about them.... What are your thoughts on this? Do you wish to stay for a while? Or should you run?

Imagine instead a good introduction; you learn a few tidbits, and you think: “Oh, ok, tell me more…”

So, here's how to make an introduction, replace your own words in the place of < text>:

"Dear <NAME OF THE CHAIR> and Members of the Search Committee,"

“I am writing to apply to the advertised position of <job title> in <type of job department>. I have a < degree, Ph.D.> in <discipline/field> (or-I am completing a Ph.D. in XXX and will be defending my dissertation on <topic of dissertation>, <year>.  Currently, I am a <job title> at <name of University>. My research agenda focuses on <topic A> and <topic B>.”

The intro is like a business card. Unless your name is “Prince William, duke of Cambridge, in full William Arthur Philip Louis, Duke of Cambridge, Earl of Strathearn and Baron Carrickfergus, formerly Prince William of Wales” (in which case I give you permission to disregard everything in this post), your card will not give too much info; it will just situate you.

I often argue that your blockchain address is in the first paragraph of the CL. The Search Committee just needs to know your current location and where you came from. Because the job letter might get difficult, keep it simple at first.

Similar Posts:

1. Cover Letter Series, Part 2.: Research and Contribution Sections
2. Cover Letter Series pt.3: The Teaching-Centric Letter
3. Cover Letter Series pt.4: The Worst Job Application Letter Ever Written
4. You Really Need Recommendations From Faculty Outside Your Department: Academic Job Market 101