ma english phd

Department of English

Graduate Program Overview

Ph.D. Program in English at Princeton

The aim of the Princeton graduate program in English is to produce well-trained and field-transforming scholars, insightful and imaginative critics, and effective and creative teachers. The Ph.D. program is both rigorous and supportive. With two years of coursework and three years of research and teaching, all fully funded, it is possible to complete the degree in five years. We offer multiple funding opportunities for research fellowships in year six, should students need additional time for dissertation completion and for the academic job market, or for pursuing other career opportunities.

Princeton is a research institution with strengths across the disciplines, but it maintains a feeling of intimacy. In keeping with the goals of the University at large, the Department of English seeks to cultivate and sustain a  diverse , cosmopolitan, and lively intellectual community. Because this is a residential university, whose traditions emphasize teaching as well as research, the faculty is easily accessible to students and committed to their progress.

The  faculty  of the Department of English is notable for its world-renowned scholarly reputation, and commitment to teaching and close collaboration with colleagues and students. The faculty showcases wide-ranging interdisciplinary interests as well as a diverse range of critical approaches within the discipline. In addition to offering seminars in every major historical field of concentration, from medieval to contemporary literatures, we offer a wide range of theoretical specializations in fields such as feminist theory, gender and sexuality studies, psychoanalysis, Marxism, postcolonialism, environmental studies, political and social theory, and cultural studies. Students may also take courses in cognate departments such as comparative literature, classics, philosophy, linguistics, history, and art history.

Course of Study

The graduate program in English is a five-year program (with multiple opportunities for funding in year six) leading to the Doctor of Philosophy (Ph.D.). Students may not enroll for a Master of Arts degree. During the first two years, students prepare for the General Examination through work in seminars, and directed or independent reading. The third, fourth, and fifth years are devoted the writing of a dissertation, and to teaching in undergraduate courses. Through numerous funding opportunities, we are able to offer sixth-year students generous research support.

Although programs are flexible, during the first two years graduate students normally take an average of three courses per semester, to complete the required 12 courses by the end of the second year. The comprehensive General Examination is then taken at the beginning of the third year of study.

Students must also demonstrate a reading knowledge of two foreign languages before the completion of the General Examination.

Course Requirements

Graduate students are required to take a minimum of twelve courses over their first two years in the program, usually enrolling in three courses per semester.

Our distribution requirements are designed to acquaint each student with a diverse range of historical periods and thematic and methodological concerns. The Department values both historical expertise and theoretical inquiry, and assumes that our discipline includes the study of film, visual culture, and media studies.

Graduate Students in English must take courses in each of the following six areas:

• Medieval and Renaissance
• 18th Century and 19th Century
• Modern and Contemporary
• Race, Ethnicity, and Postcoloniality
• Gender and Sexuality

All distribution requirements must be taken for a letter grade. The six-course distribution requirement comprises 50% of the courses required for the degree, leaving sufficient room for intensive coursework in areas of specialization. 

While some graduate seminars may cover more than one field, students may not use one course to fulfill two or more distribution requirements at the same time. For example, a medieval course with a substantial commitment to theory may fulfill either the medieval and Renaissance or the theory requirements.

Each entering student is assigned a faculty advisor who works with the Director of Graduate Studies (DGS) in planning course selection in the first and second years. After successfully submitting and presenting the dissertation proposal during the spring of the third year, students choose three faculty members to serve as their dissertation advisers.

Graduate Action Committee (GAC)

The Graduate Action Committee (GAC) is a representative group of graduate students in the Department that advocates for graduate student with faculty and administration. Among its primary goals are representing the concerns of the entire graduate student body, promoting intellectual and social interaction between faculty and graduate students, organizing an annual speaker series of distinguished academics, and improving the quality of graduate student life at Princeton. Every graduate student in the Department is welcome and encouraged to participate in GAC.

Working Group on Graduate Issues (WGGI)

The Working Group on Graduate Issues (WGGI) is a four- or five-person elected group of students who meet at several points during the academic year with the chair, director of graduate studies, and one additional faculty member to represent graduate student concerns.

In addition to participating in a variety of seminars and colloquia organized by the Department and other units at the University, graduate students are welcome to organize colloquia of their own. These may involve the discussion of an article or problem, the presentation of a paper, or a forum for debate.

Graduate students who have passed the General Examination are required to teach in undergraduate courses. While the minimum Department requirement is four hours, most students teach more than this. Students may conduct sections of large lecture courses, or direct precepts in upper-division courses. This teaching is supervised by experienced members of the faculty. The Department and University also offer, on an annual basis, a teacher training seminar and workshop. Advanced graduate students may co-design and co-teach courses with faculty through the  Collaborative Teaching Initiative . 

Library Collections

In addition to the general collections of Princeton’s libraries, Firestone Library has a number of special collections that are particularly rich in materials for study: one of the most important collections of medieval and renaissance manuscripts in the United States; works of the Restoration Period, with emphasis on drama; the theater collection, which contains materials for the study of theatrical history; extensive collections concerning the history and literature of the middle Atlantic and southern states; little poetry magazines; concrete and visual poetry; the Sinclair Hamilton Collection of American Illustrated books, 1670–1870; the Morris L. Parrish Collection of Victorian Novelists; the J. Harlin O’Connell Collection of the 1890's and the Gallatin Collection of Aubrey Beardsley; and the archives of major American publishing houses. The extensive Miriam Y. Holden Collection of Books on the History of Women is located adjacent to the Department’s literature collection in the Scribner Room.

Job Placement

We offer strong support and deep resources for students pursuing careers inside and outside academia. Our Job Placement and Career Resources page provides details, as well as information and statistics about recent academic appointments.

Admission  and Financial Aid

Competition for admission to the program is keen. About ten new students from a wide range of backgrounds are enrolled each year. The Department looks for candidates of outstanding ability and intellectual promise who have the potential to be lively, effective, and sympathetic scholars and teachers. Its judgments are based on letters of recommendation, transcripts, a personal statement, and a sample of the candidate’s academic writing. GRE scores are not required. Facility in foreign languages is also taken into account. To access the online application, please visit the  Graduate Admission Office .

All admitted students are fully funded. Fellowships are awarded by the Graduate School on the Department’s recommendation. Students are also eligible to apply for competitive external and internal fellowships, such as those offered by the Graduate School, the Center for Human Values, and the Center for the Study of Religion.

English Department

The Department offices, lecture halls, and seminar rooms are located in McCosh Hall. There are two libraries in McCosh Hall: the Thorp Library, home to the Bain-Swiggett Library of Contemporary Poetry, and the Hinds Library, the Department’s reading room and lounge. There is also a separate English Graduate Reading Room in Firestone Library, where reserve books for graduate seminars are kept on the shelves. It is adjacent to the Scribner Room, the Department's large non-circulating collection of books and journals.

The Graduate School provides University housing for about 65 percent of the graduate student body. New students have first priority. Although housing in the Princeton area is expensive, many graduate students find convenient and attractive private housing, sharing accommodations or investigating neighboring towns. There are also opportunities for graduate students to apply for resident positions in the undergraduate colleges.

Visiting Princeton

Applicants for admission are welcome to visit the campus at any time, and  tours  of the campus are available. Once the formal admissions period is over by the end of February, admitted students will be invited to campus and will have the opportunity to visit seminars, and meet with faculty and current graduate students.

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The Graduate Program

At a time of rapid transition in the field of literary and cultural studies, we are intent upon sustaining our offerings in traditional historical periods, elaborating those in diverse world literatures, and engaging fully with the spectrum of current theoretical concerns. The University of Virginia is also widely recognized as a leader in digital humanities, an area for which much of the initiative comes from faculty and graduate students in the English department. We take pride in offering graduate study superintended by an internationally renowned faculty.

The Master of Arts  Program provides advanced training in literary studies, preparing students for either admission to Ph.D. programs or careers in a variety of fields that require intellectual ingenuity, skills in writing or research, or training in literary criticism and theory. Those who wish to pursue doctoral degrees regularly gain admission to other fine programs. Those seeking careers immediately following the MA have found jobs in secondary teaching, technology, the public sector, business, publishing, and higher education. The MA degree may be completed in three full semesters, though students opting to write an MA thesis often take a fourth semester. 

Students may also opt to complete an MA on a part-time basis, so long as they complete the degree within five years. Some students take a full load in their first semester and then finish the degree as a part-time student, but other schedules are possible.  Some sample MA timelines may be found here .

Note: The funding of an MA degree can be challenging, as few sources of scholarship support are currently available, either at UVA or nationally. This is a matter of much current concern and discussion in graduate education circles.  (See the description, below, of our MA Teaching concentration, a partly funded degree.) Funding issues may impinge on a student’s decision to study full or part time, in that many students take loans that require them to maintain full-time status. All students with loans should contact their lenders directly to understand any implications part-time status might have for them.  Moreover, part-time UVA students are currently not eligible to receive student wages, so may not hold student jobs at the university (though this policy is under review and may change). UVA Student Financial Services can help students understand if part-time status is the right financial choice for them.

In addition to our regular MA, we offer an  MA in English with a Concentration in Teaching Literature and Writing . This two-year program provides specialized training in teaching, and, in the second year, teaching opportunities and financial support (tuition, fees, one-person health insurance coverage, and a salary per course). In cooperation with the Law School, we offer an interdisciplinary  MA in Law and Literature . Our  BA/MA program  enables selected UVa undergraduates to take graduate courses in their fourth year and go on to complete the MA degree the following year. Interested MA students may choose to earn a graduate certificate in American Studies , Africana Studies , Gender Studies , Environmental Humanities , or  Digital Humanities .  The MA in English is a terminal degree; UVa MA students who apply to the PhD program compete with other transfer applicants. 

The PhD program , with its coursework, exams, guided dissertation research, and training in teaching, places graduates in college and university research and teaching positions, in secondary education, and in academic administration, as well as in positions in publishing, consulting, the public sector, private foundations, and journalism—everywhere that research skills, rigorous analysis, and good writing are valued. In addition to their specialized research, interested PhD students may choose to earn a graduate certificate in Premodern Cultures and Communities , American Studies ,  Gender and Sexuality Studies , Africana Studies , Environmental Humanities , or  Digital Humanities . Financial support, including health insurance and tuition remission, is awarded to all PhD students from the first through the sixth year of study. As part of their package, PhD students teach one course per semester in years two through four and in year six of the program.  The fifth year of study is a fully funded year dedicated entirely to writing the dissertation without teaching obligations. Beyond the sixth year, students in good standing may receive tuition remission, fees, and a salary in consideration for teaching. Government loans and work-study funding are also available. Students typically complete the doctoral degree in six to seven years. 

The English Department makes every effort to place its students and has a good record of doing so. Recent recipients of the PhD have found teaching positions at such institutions as Williams College, Illinois, Ohio Wesleyan, Harvard, Yale, UCLA, Virginia Commonwealth University, Bowdoin, Clemson, Iowa, McGill, Nevada, MIT, Dartmouth, Bowling Green, New Mexico State, Penn, North Carolina, Rutgers, Fordham, Tufts, Arizona, Wake Forest, and Berkeley. Find more information about placement and careers in and outside of academia here .

 The University library system is a resource of many dimensions. The  Albert and Shirley Small Special Collections Library holds a number of remarkable collections of American and British literature. Most noteworthy is the Barrett Library, one of the finest research collections in the world for American literature, including rare books and manuscripts of Cabell, Cather, Crane, Cummings, Eliot, Frost, Harte, Hawthorne, Hemingway, Holmes, Howells, James, Twain, Wharton, and Whitman. Manuscripts in the collection include  The Red Badge of Courage , the 1860  Leaves of Grass , and  The Sun Also Rises . Other collections of note include the William Faulkner Collection, the unique Sadleir-Black Collection of Gothic Novels, the Wagelin Collection of American Poetry, the Taylor Collection of American Fiction, and the Tunstall Collection of Poetry.  Alderman Library, the largest circulating library on Grounds, is an excellent research facility with a standard working collection suitable for advanced studies across the humanities.  The library's online holdings and well-staffed  Scholars' Lab  provide access to a large collection of literary works and advanced computer techniques for working with the texts.  In addition, Clemons Library holds an abundant collection of video material and a well-equipped media center. The Department itself is the home of three prize-winning journals:  New Literary History , an internationally respected journal of theory and interpretation;  Studies in Bibliography , the premier international journal of analytical bibliography and textual study; and  Meridian , a student-edited journal of writing.

Students with physical or learning disabilities which may require reasonable accommodation at the University should contact  Brad Holland, Coordinator of  Services for Students with Disabilities .  Information about the larger University and Charlottesville communities may be found  here .

The information contained on this website is for informational purposes only.  The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found at  http://records.ureg.virginia.edu/index.php .

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The graduate program in English provides you with a broad knowledge in the discipline, including critical and cultural theory and literary history. This solid foundation enables you to choose your own path based on the wide variety of areas of concentration. Our flexible program allows you to take courses outside the department to further explore your chosen field(s). Our program emphasizes excellence in writing, innovative scholarship, and eloquent presentations—important skills you will need in your future profession. The program and its faculty are committed both to diversity in its student body and in the diversity of thought and scholarship.

Examples of student theses and dissertations include “The Write to Stay Home: Southern Black Literature from the Great Depression to Early Twenty-first Century,” “Profaning Theater: The Drama of Religion on the Modernists Stage,” and “Sentimental Borders: Genre and Geography in the Literature of Civil War and Reconstruction.”

Graduates have secured faculty positions at institutions such as Brown University, Columbia University, and University of California, Los Angeles. Others have begun their careers with leading organizations such as Google and McKinsey & Company.

Additional information on the graduate program is available from the Department of English , and requirements for the degree are detailed in Policies .

Areas of Study

Unspecified | Medieval | Renaissance/Early Modern | 18th Century/Enlightenment | 19th Century British/Romantics/Victorian | Early American (to 1900) | 20th Century British | 20th Century American | Criticism and Theory | The English Language | Transnational Anglophone/Postcolonial | African American Literature | Drama | Poetry

Admissions Requirements

Please review the admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of English .

Writing Sample

The writing samples (one primary and one secondary) are highly significant parts of the application. Applicants should submit 2 double-spaced, 15-page papers of no more than 5,000 words each, in 12-point type with 1-inch margins. The writing samples must be examples of critical writing (rather than creative writing) on subjects directly related to English. Applicants should not send longer papers with instructions to read an excerpt or excerpts but should edit the samples themselves so that they submit only 15 pages for each paper. Applicants who know the field in which they expect to specialize should, when possible, submit a primary writing sample related to that field.

Statement of Purpose

The statement of purpose is not a personal statement and should not be heavily weighted down with autobiographical anecdotes. It should be no longer than 1,000 words. It should give the admissions committee a clear sense of the applicant's individual interests and strengths. Applicants need not indicate a precise field of specialization if they do not know, but it is helpful to know something about a candidate’s professional aspirations and sense of their own skills, as well as how the Harvard Department of English might help in attaining their goals. Those who already have a research topic in mind should outline it in detail, giving a sense of how they plan their progress through the program. Those who do not have a research topic should at least attempt to define the questions and interests they foresee driving their work over the next few years.

Personal Statement

Standardized tests.

GRE General: Optional GRE Subject: Optional

While there are no specific prerequisites for admission, a strong language background helps to strengthen the application, and students who lack it should be aware that they will need to address these gaps during their first two years of graduate study.

While a candidate's overall GPA is important, it is more important to have an average of no lower than A- in literature (and related) courses. In addition, while we encourage applications from candidates in programs other than English, they must have both the requisite critical skills and a foundation in English literature for graduate work in English. Most of our successful candidates have some knowledge of all the major fields of English literary study and advanced knowledge of the field in which they intend to study.

Theses and Dissertations

Theses & Dissertations for English

See list of English faculty

APPLICATION DEADLINE

Questions about the program.

M.A./Ph.D in English

M.A. / Ph.D.

Vision Statement

The MA/PhD in English degree (Literature Program) advances a curriculum that develops the analytical tools, diverse perspectives, and historical depth necessary for understanding the present. We explore the reciprocal relations between the marginal and the dominant, the past and the present, and the literary and non-literary. We marshal the most exciting, consequential, and diverse ideas that address the urgent challenges our students will engage. 

About the Program

Our Master of Arts and Doctor of Philosophy programs in English will prepare you for teaching and conducting scholarly research at the university, college, and community college levels.

The M.A. is designed both as a basis for the Ph.D. and as a program for students who for personal or professional reasons wish to pursue advanced literary studies. The Ph.D. provides professional training for academic appointments at colleges and universities; we also offer preparation and guidance for those who plan to enter non-academic professions.

Our program is staffed by a strong faculty doing innovative research engaging a full range of current critical methodologies and questions, across nearly all the traditional fields of literature. Additionally, each semester, graduate seminars typically explore cutting-edge issues that intersect both faculty’s current research and emerging critical trends.

See the English Literature M.A./Ph.D. Handbook for full details about the program.

MA/PhD in English Graduate Student Handbook

Interdisciplinary Environment

You may concentrate in a number of cross-disciplinary areas :

• American Literature and Culture
• Border Studies
• Gender Studies
• Medieval and Early Modern Studies
• American Indian Studies
• Visual and Digital Cultures
• Cultural Studies and Critical Theory
• Colonial and Post-Colonial Literature and Theory
• Rhetorical Theory
• Comparative Modernisms

Several of our students choose to develop interdisciplinary research profiles, sometimes by minoring in a discipline other than English, among them a newly developed program in Social, Cultural, and Critical Theory . You may also pursue a Ph.D. minor with other UA departments with approval from your committee chair and the Literature Program Director.

Graduate Student Funding

We have the opportunity to award Graduate Teaching Assistantships. The teaching assignment is 3 courses a year; the first year you will teach one course in the Fall and two in the Spring. During your first year, you will be enrolled in a weekly teaching preceptorship designed to instruct and support you as a university teacher. These are renewed for up to five years (assuming satisfactory progress). GTAs receive health insurance and full tuition as well as a stipend (approximately $21,750 for the academic year). University fees are not covered; for the 2024-2025 academic year, fees are $60 per semester if taking 7 units or more. International students are responsible for an additional international student fee of $200 per semester.

For general information about the program, please contact Stephanie Mao.

Specific inquires can be directed to John Melillo , Director, Graduate Literature

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• Program Description

Higher Degrees in English

The Graduate Program in English leads to the degrees of Master of Arts (AM) and Doctor of Philosophy (PhD). The AM is an integral part of the doctoral program, and therefore only students who intend to pursue the PhD are eligible for admission to the Graduate Program in English.

The Program

The program takes from four to seven years to complete, with the majority finishing in five or six years. The first two years are devoted to coursework and, in the first year, to preparation for the PhD Qualifying Exam (the “General” exam) at the beginning of the second year. The second and third years are devoted to preparing for the Dissertation Qualifying Exam (the “Field” exam) and writing the Dissertation Prospectus. The fourth, fifth, and sixth years are spent completing the doctoral dissertation. From the third year until the final year (when they are generally supported by Dissertation Completion Fellowships), students also devote time to teaching and to developing teaching skills. Students with prior graduate training or those with a demonstrated ability may complete their dissertations in the fourth or fifth years. Students are strongly discouraged from taking more than seven years to complete the program except under the most exceptional circumstances.

The program aims to provide the PhD candidate with a broad knowledge of the field of English, including critical and cultural theory. Additional important skills include facility with the tools of scholarship—ancient and modern foreign languages, bibliographic procedures, and textual and editorial methods. The program also emphasizes the ability to write well, to do solid and innovative scholarly and critical work in a specialized field or fields, to teach effectively, and to make articulate presentations at conferences, seminars, and symposia.

The minimum residence requirement is two years of enrollment in full-time study, with a total of at least fourteen courses completed with honor grades (no grade lower than B-).

The minimum standard for satisfactory work in the Graduate School is a B average in each academic year.

• A minimum of 14 courses must be completed no later than the end of the second year.
• At least ten courses must be at the 200- (graduate) level, and at least six of these ten must be taken within the department. Graduate students in the English department will have priority for admission into 200-level courses.
• Beginning with the incoming class of 2020-21, two proseminars are now required as part of the ten required seminars.
• The remaining courses may be either at the 100- or the 200-level.
• Students typically devote part of their course work in the first year to preparing for the “General” exam, focusing increasingly on their field in the second year.
• Students are strongly encouraged to take at least two courses that engage extensively with texts in Literary Theory. Such courses should introduce works by writers such as Freud, Barthes, Derrida, Foucault, de Beauvoir, Fanon, Gates, Bhabha, and Jameson, and texts such as  The Poetics  by Aristotle,  The Birth of Tragedy  by Friedrich Nietzsche,  Mimesis  by Eric Auerbach, and  The Theory of the Novel  by Georg Lukacs. We recommend students consult with mentors and the graduate office if they need help finding courses that introduce these and similar works of theory.

Proseminars

• Beginning with the incoming class of 2020-21, two proseminars will now be required as part of the ten required seminars.

• The first-year proseminar (taken in the spring semester of the first year) introduces students to the theories, methods, and history of English as a discipline, and contemporary debates in English studies. The readings feature classic texts in all fields, drawn from the General Exam list. This first-year proseminar helps students prepare for the General Exam (taken at the beginning of their second year); it gives them a broad knowledge for teaching and writing outside their specialty; and it builds an intellectual and cultural community among first-year students.

• The second-year proseminar has a two-part focus: it introduces students to the craft of scholarly publishing by helping them revise a research paper for publication in a peer-reviewed journal by the end of the course. It thus gives students the tools to begin publishing early in their career. It also introduces students to the growing array of alternative careers in the humanities by exposing them to scholars who are leaders in fields such as editing, curating, and digital humanities.

Independent Study and Creative Writing

• Students may petition to take one of the 100-level courses as independent study (English 399) with a professor, but not before the second term of residence.
• Other independent study courses will be permitted only in exceptional circumstances and with the consent of the professor and director of graduate studies (DGS).
• Only one creative writing course, which counts as a 100-level course, may count toward the PhD degree course requirements.

Credit for Work Done Elsewhere (Advanced Standing)

Once the student has completed at least three 200-level courses with a grade of A or A-, a maximum of four graduate-level courses may be transferred from other graduate programs, at the discretion of the Director of Graduate Studies.

Transferred courses will not count toward the minimum of ten required 200-level courses, but will be counted as 100-level courses.

Incompletes

No more than one Incomplete may be carried forward at any one time by a graduate student in the English Department. It must be made up no later than six weeks after the start of the next term.

In applying for an Incomplete, students must have signed permission from the instructor and the DGS, or the course in question may not count toward the program requirements. If students do not complete work by the deadline, the course will not count toward the program requirements, unless there are documented extenuating circumstances.

Language Requirements

A reading knowledge of two languages is required. Normally, Latin, Ancient Greek, Old English, French, German, Spanish, and Italian are the accepted languages. Other languages, including ASL and computer languages, may be acceptable if the DGS deems them relevant and appropriate to a student’s program of study. Students may fulfill the language requirements:

(1) by passing a two-hour translation exam with a dictionary; (2) by taking a one-term literature course in the chosen language, when conducted in the language and/or the readings are in the language (DGS approval may be necessary in some cases) (3) or by taking two terms of Old English*, elementary Latin or Ancient Greek.

Any course taken to fulfill the language requirement must be passed with a grade of B- or better. Literature-level language courses count for course credit ; elementary language courses do not. *Please note that only the spring semester of Old English will count towards the graduate course requirement (as a 100-level course, or as a 200-level course in the case of ENG 200d) when taken to fulfill a language requirement.

Examples of past language exams can be found  here .

The (Non-Terminal) Master of Arts Degree

In order to apply for the AM degree, students must complete, with a grade of B+ or better, no fewer than a total of seven courses, including a minimum of four English courses, at least three of which must be at the graduate (200-) level, and one additional course that must be taken at the graduate level, but may be taken in another department. Students must also fulfill at least one of their departmental language requirements.

General Exam

At the beginning of the second year, students will take a 75-90 minute oral exam, based on a list of authors and/or titles which the Department will make available for each entering class in the summer prior to its arrival. The examiners will be three regular members of the department (assistant, associate, or full professors), whose names will not be disclosed in advance.

Candidates whose performance on the exam is judged inadequate will be marked as “not yet passed” and must retake the exam at a time to be determined. If candidates do not pass on the second attempt, they will not be able to continue in the program.

Note: Students must fulfill at least one language requirement by the end of the first year in order to be eligible to take the General Exam.

Field Oral Exam

The purpose of the Field Oral exam is twofold: to discuss an emerging dissertation topic, and to examine students' preparation in primary teaching and the scholarly field(s) they mean to claim, particularly field(s) related to the dissertation. Students should be prepared to display knowledge of the field(s) in general based on the books and articles listed in their field bibliography.

The order of events in the exam is up to the committee and student to establish beforehand, but typically the exam has two parts: a discussion of the field(s) in which the proposed dissertation situates itself and in which the student intends to teach; and a discussion of the dissertation topic. The exam should assess both the viability of the thesis topic and the preparedness of the student to pursue it at this time. The level of preparedness should be clarified between the student and committee in their meetings before the exam. The discussion of the dissertation topic should substantially aid the student in writing the prospectus, due six weeks after the exam.

In some field exams, there is already a clear idea of the dissertation, one that the student has already discussed with the committee. The discussion in the exam can thus dive more deeply into the details of the project. In other field exams, the student's dissertation project is not yet fully formed, and the exam actively contributes to fleshing out the formation of the project's scope and direction. The committee and student should agree beforehand on the specific format and scope of the exam.

The two-hour examination is typically taken before the end of the Fall Reading Period of the third year of graduate study, although it is possible to take it as late as the end of February, should the need arise. The exam is conducted by a three-person examination committee, chosen by the individual student, normally from among the tenured and ladder faculty of the English department, (the chair is chosen by May 15 of the second year, and the remaining examiners by no later than September 1 of the third year). One faculty member acts as chair of the committee and often assists the student in selecting other members. The committee, or some part of it, will likely continue to serve as individual students’ dissertation advisors.

During the exam, students are asked to describe and discuss their dissertation project, and to demonstrate an adequate knowledge both of the major primary works and of selected scholarly works in the field(s) as they relate to their dissertation.

The twin purposes of the exam--representing the chosen field, and giving a first account of a dissertation project--are represented by two separate bibliographies, each consisting of primary and scholarly works, drawn up by the student in consultation with the examination committee. There may be considerable overlap between these two bibliographies.

At least four weeks before the exam, the student should meet with the committee, present the two bibliographies (of the chosen field(s) and of the dissertation project), and discuss the format of the exam.

The exam is graded Pass/Fail.

Dissertation Prospectus

The dissertation prospectus, signed and approved by three advisors (or two co-advisors, with a third committee member to be added at a later date), is due to the Graduate Office six “business weeks” after passing the Field Oral Examination. The “business weeks” do not include the Winter Recess, so a student passing the exam four weeks before Winter Recess begins, for example, would have another two weeks after the start of classes in the Spring Term to complete the prospectus.

The prospectus is neither a draft chapter nor a detailed road-map of the next two years work but a sketch, no longer than seven to ten pages, of the topic upon which the student plans to write. It gives a preliminary account of the argument, structure, and scope of the intended treatment of the topic. The overview will be followed by a bibliography.

The prospectus is written in consultation with the dissertation advisors, who will meet with students at least once in the spring of the third year to discuss the prospectus and to draw up a timetable for the writing of the dissertation.

In planning a timetable, students need to bear in mind (1) that two draft chapters of the dissertation must be completed by the middle of their fifth year, if they are to be eligible to apply for completion fellowships in their sixth year, and (2) that students generally enter the job market in the fall of their sixth year, with at least two final chapters and a third draft chapter completed. They should also remember that term-time fellowships and traveling fellowships may be available to them in the fifth year, but that these require applications which are due as early as December or January of the fourth year.  Note: The timetable described above can be accelerated if a student so wishes and is in the position to do so.

Article Submission and Professional Writing Workshop

Students are required to submit an article to a scholarly journal by the end of their 5th year (acceptance is not required). Failure to do so would result in the loss of good standing. This is encouraged for all students, but is a requirement beginning with the incoming class of 2015-16. In conjunction with this new requirement, the department has established a professional writing workshop open to English department students only. Attendance will not be required but expected of students in residence. Students will be expected to take the course at some time before the beginning of the 6th year, and ordinarily in the spring of their 5th year. The course will be graded Sat/Unsat.

Dissertation Advising

Students should assemble a group of faculty members to supervise the dissertation. Several supervisory arrangements are possible: students may work with a committee of three faculty members who share nearly equal responsibility for advising, or with a committee consisting of a principal faculty advisor and a second and third reader. In the first scenario, one of the three faculty members will be asked to serve as a nominal chair of the committee; in the second scenario, the principal advisor serves as chair. If the scope of the project requires it, students should consult the DGS about including a faculty advisor from a department other than English or from another university.

The advising mode chosen will be indicated to the department when the prospectus is submitted. Regardless of the structure of advising, three faculty readers are required to certify the completed dissertation. If it is deemed useful, chapter meetings between the student and the entire committee may be arranged in consultation with the chair.

The Dissertation

After the dissertation prospectus has been approved, candidates work with their dissertation directors or their dissertation committee. All of the designated advisors must approve the final work.

The doctoral dissertation is expected to be an original and substantial work of scholarship or criticism, excellent in form and content. The department accepts dissertations on a great variety of topics involving a broad range of approaches to literature. It sets no specific page limits, preferring to give students and directors as much freedom as possible.

Dissertation Defense

The Dissertation Defense will be a necessary part of receiving the PhD, though it will not be a pass/fail examination. The defense is required for all students who entered the program in 2007 or after.

The form of the defense is as follows:

• Each student’s defense will be a separate event
• In addition to the student and the advisors, the participants typically include any interested faculty and any interested graduate students
• The Graduate Office will announce the upcoming defense to all members of the department, unless otherwise specified by the student
• The event will start with a 15–20 minute presentation by the student and last at most 90 minutes
• If a student has left Cambridge and cannot return easily for this purpose, the defense may be held remotely

Arrangements will be overseen by the Graduate Office but conducted by the student (as with the Fields examination); students will be required to send an email to the Director of Graduate Studies and to the Graduate Program Administrator, with a copy to their advisors, indicating the day, time, and location of the defense.

The meeting for a November, March, or May degree must take place any time after advisors have signed off on the dissertation (by signing the Dissertation Acceptance Certificate) and, in the case of the May degree, at least a week before Commencement. In practice, however, the student will need to defend after advisors have signed off and before advisors disperse. That period will normally be between 1–14 May, and most probably in the early days of May. It is up to the student to coordinate the arrangements.

Students begin teaching in their third year*. Ordinarily they teach discussion sections in courses and in the department’s program of tutorials for undergraduate honors majors.

Preparation for a teaching career is a required part of students’ training, and Teaching Fellows benefit from the supervision and guidance of department members.

Teaching fellows are required to take English 350, the Teaching Colloquium, in their first year of teaching. In addition, they are encouraged to avail themselves of the facilities at the Bok Center for Teaching and Learning.

*English graduate students wishing to teach in their 2nd year must have 1) passed Generals, 2) completed all required course work by the end of their first year OR must have previous comparable teaching experience, and 3) received written authorization from the Director of Graduate Studies and the GSAS Dean for Admissions and Financial Aid.

Doctoral Conferences "Colloquia"

The Department of English’s  Doctoral Conferences (commonly referred to as “Colloquia”) bring together students and faculty from Harvard and other institutions to discuss current research in literature. Colloquia meet regularly throughout the academic year, and all Harvard graduate students and faculty should feel free to attend any of them, regardless of primary field(s) of interest.

Careers and Placement Seminar

As students near the end of their dissertation writing, they may take a seminar preparing them to seek academic and other employment. Students learn about the job application process, develop cover letters and CVs, and practice presenting their work in interviews and job talks, all in a rigorous and supportive environment. Students should leave the seminar with strong materials for the job market, confident identities as the expert scholars and teachers they have become, and clear articulations of how they will contribute to literary studies in the years ahead. The seminar supplements and formalizes the extensive informal placement advising offered in the department.

Graduate Student Progress Timeline

This document  provides a year-by-year breakdown of requirements for satisfactory progress in our program.

• Guidelines for Admission
• Teaching Fellows
• Fellowships
• Graduate Prizes
• Resources for Grad Students
• English PhD Alumni Network & Placement Information

College of Social Sciences & Humanities

The Master of Arts in English launches students into the study of literature, writing, and rhetoric at the graduate level. The program offers two years of intensive study in the major fields of British and American literature, covering the debates and approaches that animate the discipline of English. Our MA graduates are fully prepared to proceed to study at the doctoral level, and their training in critical thinking, language skills, and cultural history has also proven to be fruitful preparation for a range of careers outside of academia.

The Master of Arts program gives students broad exposure to the current state of literary studies—its history, its methodologies, its ever-changing canon, and its production of new knowledge. The program offers study in all areas of English and American literature, and in rhetorical criticism, the teaching of writing, and the role of rhetorical practices in shaping disciplinary, institutional, and cultural knowledges and identities. The graduate program in English encompasses a spectrum of traditional literary fields from the medieval period to postmodernism, as well as rhetoric and composition, linguistics, and digital humanities. Research and teaching in interdisciplinary areas, including American studies, African-American studies, gender studies, and cultural studies, are also well represented within the program. At Northeastern University, graduate students in English may take full advantage of the opportunities that the greater Boston area affords as the site of rich cultural and educational resources.

Learn more about the Master of Arts in English from the College of Social Sciences and Humanities .

More Details

Unique features.

• Master’s students may be nominated for scholarships
• Opportunities for involvement in cutting-edge research in centers including the NULab for Texts, Maps, and Networks; the Writing Center; the Digital Scholarship Group; and the Humanities Center as well as with individual faculty
• The department has strong graduate faculty in the fields of American literature; transatlantic and Caribbean studies; digital humanities; writing and rhetoric

Graduates of our MA program are able to:

• Employ primary and secondary materials to analyze critical debates within subfields of English studies
• Demonstrate expertise in the history, theories, and methods of three chosen subfields of English studies pertinent to the student’s plan of research and teaching
• Formulate and defend original and critically significant arguments, communicating them effectively in genres relevant to English studies (e.g., research papers, conference presentations, digital projects)
• Design and conduct sustained, sophisticated, independent research using primary and secondary sources in order to make a critical contribution to subfields within English studies

Career Outlook

Many successful MA English graduates have been accepted to well-regarded PhD programs throughout the country, including Cornell, Loyola University Chicago, Notre Dame, Princeton, Rensselaer Polytechnic Institute, the State University of New York at Buffalo, the University of California-Davis, the University of Massachusetts-Amherst, University of Minnesota, and the University of Washington. Others have found the program valuable for enhancing their credentials and opening opportunities for advancement in a variety of fields, including teaching, publishing, writing, law, and business.

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A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Personal statement
• Three letters of recommendation
• The Foreign Credential Evaluation (FCE) is a required assessment of all transcripts and documents from non-U.S. accredited post-secondary education institutions. (Review the FCE requirements by country.)
• English proficiency for international applicants
• Writing sample

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Social Sciences and Humanities admissions process, policies, and required materials.

Admissions Dates

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Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

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By enrolling in Northeastern, you’ll be connected to students at our 13 campuses, as well as 300,000-plus alumni and more than 3,500 employer partners around the world. Our global university system provides you with unique opportunities to think locally and act globally and serves as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Humanities & Social Sciences alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Commonwealth of Massachusetts
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• Liberty Mutual Insurance
• Fidelity Investments
• State Street

What They Do

• Business Development
• Community and Social Services
• Media and Communication

What They're Skilled At

• Public Speaking
• Social Media

Learn more about Northeastern Alumni on  Linkedin .

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PhD Program

The English Department will begin reviewing completed MA applications on January 1, 2024 and will continue to accept them until the March 15, 2024 deadline

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Requirements for the PhD

In the PhD Program, students move toward specialization in a particular area of study. The requirements include:

• Sixteen graduate-level courses, including a required eight courses taken in the first year.
• A successful review by the Graduate Committee upon completion of the first year.
• Demonstration of a reading knowledge of one foreign language at an advanced level or two foreign languages at an intermediate level – including one language completed as part of the first year.
• Completion of a Qualifying Oral Examination
• Submission and approval of a Dissertation Prospectus
• Completion and defense of a Ph.D. dissertation

Please note that successful completion of requirements in the first year earns each Ph.D. student an M.A. degree as a matter of course.

Satisfactory Academic Progress for PhD Students

The Graduate School of Arts and Sciences and the Department of English guarantee five full years (12 months each) of financial support for PhD students who maintain Satisfactory Academic Progress . This support will be in the form of Teaching Fellowships or Graduate Fellowships. All requirements for the doctorate, including dissertation, must be completed within seven years (exceptions require a petition to GRS). A leave of absence of up to two semesters is permitted for appropriate cause.

Given these time constraints, students should work closely with their advisers and dissertation readers to devise an efficient schedule for meeting all benchmarks. Faculty and students share responsibility for adhering closely to this schedule.

The following achievements are required to maintain Satisfactory Academic Progress:

Students must maintain a GPA of 3.0 or higher, have no more than 2 failing grades (lower than B- or an incomplete grade older than 12 months), and pass qualifying exams and other milestones on the following recommended schedule:

Year 1:      Eight graduate courses – for the M.A. degree / first foreign language requirement.

Year 2:      Continue course work and study toward the completion of the language requirement.

Year 3:     Complete course work and language requirements. In the fall of the third year, students take the pro-seminar (EN794 A1), in which they develop their Qualifying Oral Examination rationale and reading list, and form an oral exam committee.

Year 4:      Fall: Students should take the Qualifying Exam early in the Fall semester.

Spring: Prospectus submitted and dissertation writing begins.

Years 5+ : Dissertation.

Additional departmental details regarding all stages of the degree can be found in the graduate handbook

For GRS college policies and general information please see the Graduate Bulletin

Robert Chodat, Director of Graduate Studies

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Graduate education.

The Yale English Department offers a broad-ranging program of graduate education, with courses that engage all periods of British literature, American literature since its inception, and many of the contemporary interdisciplines (feminism, media studies, post-colonialism, Black studies, LGBTQIA+ studies, and the environmental humanities).

The Department aims to train future scholars, writers, and teachers of many kinds: our primary focus is on the development of college and university professors, but our alumni also go on to careers as curators, librarians, secondary school teachers, university administrators, journalists, editors, and professional writers. Our faculty believe in the values of pluralism (in what is studied and how it is studied), and they are committed to preparing students to succeed in competitive and demanding professions. To that end, we make the teaching of undergraduates an important part of graduate training, as well as offering a wide array of professional development opportunities at  The Yale Review , university libraries and museums, the Digital Humanities Lab, and elsewhere on campus.

Pluralism within the Department is enhanced by relations with other graduate programs. The English Department offers combined PhD programs with African-American Studies, Film and Media Studies, History of Art, Early Modern Studies, and Women’s, Gender, and Sexuality Studies, and has strong affiliations with graduate programs in American Studies, Comparative Literature, Medieval Studies, Religious Studies, and other humanistic disciplines. Faculty members are often joint appointees in English and another of these programs, and many courses are cross-listed. The Department encourages its students to design programs of study that combine specialization with wise generalization.

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MA/PhD Program in English Requirements

All students pursuing their PhD in English must complete the following major components of our MA/PhD program:

Graduate coursework, including language requirement

Advising meeting, portfolio project and preliminary program of study

Final program of study 

Candidacy exam

Dissertation prospectus

Dissertation

Final oral exam (dissertation defense)

The accordions below provide information about how students may fulfill each of these components. For an overview of the program, please see the representative timelines below that show roughly when in a graduate student’s career they can expect to pass each milestone.  

Program requirements

Each student must take a minimum total of 36 credit hours to earn an MA in English on the way to the PhD. Students who enter the program with a BA typically earn the MA at the end of their second year. Specific course requirements include the following:

• English 6700.01: Introduction to Graduate Study in English (three credits)
• A course in critical theory (three credits)
• Two courses to fulfill the breadth requirement (six credits)
• English 6781: Introduction to the Teaching of First-Year English (three credits)
• English 8903: Teaching College English (three credits, repeatable)
• English 6998: Research in English: Portfolio Preparation (variable credit hours)
• English 8193: Graduate Workshop (one credit)

Critical theory requirement

Students must take at least one course in critical theory (three credits); this course must be taken for a letter grade. The critical theory requirement can be fulfilled through English 6760, 6761, 6776.01, 6776.02, 6790, 6791, 7861, 7876, 7890, 7891, or 8888. Additional courses in English or other departments can be petitioned to count.

Breadth requirement

Each student must complete two courses to add breadth to the student’s program (six credits total). These courses must be taken for a letter grade and conform to the following guidelines:

• Students concentrating on literature or theory after 1800: Two courses in pre-1800 literature, rhetoric, folklore, etc.
• Students concentrating on literature or theory before 1800: Two courses in post-1800 literature, rhetoric, folklore, film, etc.
• Students concentrating in non-literary fields: Two courses to add breadth as determined in consultation with the faculty advisor and the director of Graduate Studies

Graduate workshop requirement

In addition to their regular coursework, MA/PhD students must complete two graduate workshops by the end of their fourth year in the program (preferably before candidacy).

The graduate workshops provide opportunities to enrich the department's formal graduate curriculum by regularly bringing in scholars from other institutions to discuss their recently-published and current work with students and faculty. Typically, the department is able to offer three to five workshops per academic year, which rotate among fields. Each workshop is organized by a faculty coordinator, and students enroll by signing up with the Graduate Studies office.  

The visiting speaker participates in two events: a public lecture or other kind of formal presentation, open to all members of the department and university community; and a closed session with graduate students who have enrolled in the workshop. For the smaller workshop, the visiting speaker assigns a text or group of texts for discussion (their own work or some other work relevant to the speaker's current interests). Students read the assigned texts on their own and submit short position papers to the faculty coordinator. The completion of these short essays, in combination with student participation, determine whether a student receives a grade of "S" (satisfactory) or "U" (unsatisfactory) for the workshop.

S/U grading guidelines

Individual faculty set the specific guidelines for S/U versions of graduate courses. The typical expectation for a grade of "S" (satisfactory), however, is that students complete readings, contribute meaningfully to class discussion and satisfactorily complete readings-related assignments that enrich discussion (e.g., writing brief reading responses, posting comments to Carmen discussions and/or leading in-class discussions on readings). Students taking a graduate course for S/U credit will typically not be expected to write longer papers or to complete and present on independent research projects.

Independent study

Graduate Independent Study courses require the approval of the director of Graduate Studies. Students interested in pursuing an independent study should consult with the appropriate faculty member at least a semester in advance. The faculty member should then prepare a one-page request that briefly outlines 1) the rationale for the independent study (e.g., why the student is unable to pursue similar work in regularly-scheduled courses) and 2) the syllabus for the independent study (e.g., list of readings, schedule of meetings, specific assignments or projects to be completed).

Students who enter with an MA from another program or another institution will typically transfer 30 hours, which means they will typically need to earn a minimum of an additional 56 credit hours for the PhD. Specific course requirements include the following:

• English 6700: Introduction to Graduate Study in English (three credits)     
• Critical theory requirement (three credits)
• Breadth requirement #1 (three credits)
• Breadth requirement #2 (three credits)
• English 8996: Research in English: Candidacy Exam (variable credit hours)
• English 8999: Research in English: Dissertation (variable credit hours)

Students must take at least one course in Critical Theory (three credits); this course be taken for a letter grade. Students may fulfill this requirement through coursework completed at their MA institution. The critical theory requirement can be fulfilled through English 6760, 6761, 6776.01, 6776.02, 6790, 6791, 7861, 7876, 7890, 7891, or 8888. Additional courses in English or other departments can be petitioned to count.

Each student must complete two courses to add breadth to the student’s program (six credits total). These courses must be taken for a letter grade and conform to the following guidelines:

• Students concentrating on literature or theory after 1800: Two courses in pre-1800 literature, rhetoric, folklore, etc.

Students may fulfill this requirement through coursework completed at their MA institution.

The graduate workshops provide opportunities to enrich the department's formal graduate curriculum by regularly bringing in scholars from other institutions to discuss their recently-published and current work with students and faculty. Typically, the department is able to offer three to five workshops per academic year, which rotate among fields. Each workshop is organized by a faculty coordinator, and students enroll by signing up with the graduate studies office.  

Independent Study

Graduate Independent Study courses require the approval of the director of Graduate Studies. Students interested in pursuing an independent study should consult with the appropriate faculty member at least a semester in advance. The faculty member should then prepare a one-page request that briefly outlines 1) the rationale for the independent study (e.g., why the student is unable to pursue similar work in regularly scheduled courses) and 2) the syllabus for the independent study (e.g., list of readings, schedule of meetings, specific assignments or projects to be completed).

Language Proficiency Coordinator: Galey Modan ( [email protected] )

The graduate program in the Department of English requires that students demonstrate current proficiency in a natural language other than English. (Natural languages are all languages, including ASL, that have evolved naturally among humans through use and repetition; natural languages do not include constructed languages such as Klingon or computer programming languages.) There are multiple reasons that language proficiency is required. These include the following: 


• Extensive and technical familiarity with a language other than English constitutes a powerful way for graduate students to gain an understanding of the distinctive characteristics of English language structure. 
• Proficiency in a language other than English allows students access to primary and secondary texts composed in that language. Graduate students in all areas of English studies with even a modest level of proficiency benefit from this access.
• To fulfill our department’s commitment to diversity, it is vital for students to gain proficiency in languages other than English. To gain a basic understanding of multilingual and non-English-speaking communities requires a familiarity with the languages of those communities.
• As English itself is an increasingly culturally- and geographically-differentiated language, deep familiarity with the languages that English comes into contact with is vital to an understanding of English’s global manifestations.

Doctoral research in some specialties (such as Medieval, Renaissance or U.S. ethnic literatures) may require proficiency in additional languages beyond the one that satisfies the departmental requirement. Students therefore must discuss the language requirement with faculty in their chosen area of specialization as soon as possible.

There is no set list of languages approved for PhD candidates in English. The expectation is that students will choose a language pertinent to their research interests.

Native speakers of languages other than English may use their native languages to fulfill the departmental requirement, unless their area of study requires knowledge of other particular language(s).

For doctoral students, the language requirement(s) should be met by the end of the first year of enrollment beyond the MA and must be met before any part of the candidacy examination may be scheduled.


Students can fulfill the language proficiency requirement in any of the following six ways: 

Method #1: Multimedia computer-adaptive placement test

Students wishing to fulfill the requirement with Spanish, German, French, Arabic, Hebrew, Italian or Swahili may take a multimedia computer-adaptive placement test administered by the  Center for Languages, Literatures, and Cultures . These exams test both comprehension and production. To fulfill the language requirement through a placement test, students must do one of the following:

• If the student and their advisor decide that both comprehension and production are necessary for their further research, the student must achieve a score sufficient for placement into a 2000-level language class on both sections.

• If the student and their advisor decide that comprehension alone is suitable, the student must achieve a score sufficient for placement into a 2000-level language class on the comprehension portion of the exam. Please note: Students will need to be in contact with the language proficiency coordinator prior to taking the exam if just a “comprehension” score is necessary, as the exams do not automatically produce a score solely for comprehension. The coordinator will need to confirm with the Center for Languages, Literature and Cultures that the exam is set up correctly for the student. This option involves more paperwork to set up, so the comprehension and production option above is preferred.

Method #2: Department-administered placement test

If the requirement is to be met with a language not listed above, students may take a placement test administered by an Ohio State department that teaches the language in question. As with the CLLC option, students must place into a 2000-level class. This is the method of choice for ASL and other signed languages. If the language in question is not taught at Ohio State, the student will meet with the language proficiency coordinator to set up a testing process. (Note: if the language is one tested through the CLLC, that option must be chosen.)

Method #3: Year of university-level language classes

Students may take a year's worth of university-level language classes and get at least a grade of 'B' in both semesters. Students must consult the appropriate language department for course offerings. Since sequences often begin only in the autumn semester, students should be sure to check well ahead of time when the courses will be offered. 

Method #4: Graduate reading course

Students may complete a graduate reading course offered by an Ohio State language program with a grade of 'B' or higher (see below for more information on departments offering reading courses).

Method #5: Translation test

In consultation with the student’s advisor and the language proficiency coordinator, students may take a translation test (typically a translation with the aid of a dictionary) administered by an Ohio State language program, qualified faculty member of the English department or qualified faculty member at another university, as approved by the language proficiency coordinator. Students intending to take a translation exam administered by another department should note that each language department has its own set of deadlines that must be met in order to enroll for the exam. Students should contact the relevant language department during the semester before they intend to take the exam in order to ensure that they do not miss the exam registration date. 


Method #6: Oral proficiency test

Students may take an   oral proficiency test. Students can show proficiency based on the following the criteria:

• Comprehension: The examinee understands the content of an oral text such as a radio or broadcast news story. The content may be on current events or on a topic relevant to a student’s research. The examinee must show ability to 1) summarize a given text in a cohesive and coherent manner without prompting, 2) produce a statement summarizing their own view, and 3) answer follow-up questions in a cohesive and coherent manner. 

• Production: The examinee shows ability to describe the text in a comprehensible way, producing extended, connected discourse in all major time frames (past, present, and future). The reference point for ‘comprehension’ is a speaker who does not speak other languages that the examinee is proficient in. Vocabulary may be primarily generic in nature. However, if the examinee must use the language under examination for their scholarly work, they must also show command of relevant vocabulary when dealing with topics of interest. This will be decided in consultation with the student's advisor. Circumlocution and rephrasing are to be expected. Speech must be clear and not lead to confusion. Pronunciation, vocabulary, grammar and discourse structure should not be so faulty as to prevent comprehension by a speaker not proficient in the other languages in which the examinee is proficient. Discourse may reflect the information structure of the examinee’s own language/s, rather than that of the target language.

In cases where an examiner cannot be located, students can take the Oral Proficiency Interview, as administered by Ohio State Testing Center and described  here . The department may pay the fees associated with the OPI upon approval. 

Reading courses and exam information for common language choices

Below you will find information about German, French, Spanish and Italian reading proficiency classes and testing procedures. In the past, these have been the most common choices made by students, and these departments have the most structured systems for assessing proficiency. If another language is more appropriate for your research, see above for assessment procedures.

• German:  Courses that satisfy graduate reading proficiency include German 6102 and German 6202. Contact Natascha Miller ( [email protected] ) with questions about coursework prerequisites. If you choose to take the reading exam to demonstrate proficiency, you must schedule it in cooperation with your advisor and the English department’s language proficiency coordinator. Your advisor should select a passage for you to translate and submit it, along with a completed exam scheduling form, as directed on the  exam website . Information about testing dates is usually updated the third or fourth week of the semester; visit the  exam website  to view testing dates and download the exam scheduling form.
• French:  Courses that satisfy graduate reading proficiency include French 6571 and French 6572. Contact Joan Obert ( [email protected] ) with questions about coursework prerequisites. If you choose to take the reading exam to demonstrate proficiency, you must schedule it in cooperation with your advisor and the English department’s language proficiency coordinator. The Department of French and Italian provides a detailed overview of the test, as well as information on exam preparation, evaluation, dates and registration on their  website .
• Spanish:  The Department of Spanish and Portuguese does not offer courses to demonstrate reading proficiency in Spanish. If you would like to take a translation test, you must schedule the reading exam in cooperation with your advisor and the English department’s language proficiency coordinator. The Department of Spanish and Portuguese provides a detailed overview of the test, as well as information on exam preparation, dates and registration on their  website . 
• Italian : The Department of French and Italian does not offer courses to demonstrate reading proficiency in Italian. If you choose to take the reading exam to demonstrate proficiency, you must schedule the reading exam in cooperation with your advisor. The Department of French and Italian provides an overview of the test on their  website . Contact Joan Obert ( [email protected] ) to schedule the exam and to request more detailed information on testing dates and procedures.

English 8903 is a teaching internship with a faculty member, which students must complete before they can be assigned to teach any of the 2000-level literature, language or folklore courses. English 7881.02: Teaching Basic Writing, 7881.03: Teaching of College Composition in English as a Second Language and 7881.04: Teaching Business and Professional Communication may be substituted for English 8903 by students whose teaching interests include basic writing, ESL and/or business and professional writing. However, English 8903 will be a prerequisite for teaching the relevant 2000-level courses (just as the English 7881 series is now a prerequisite for teaching the specialized writing courses).

English 8903 carries one to three credit hours. The course may be repeated. In order to coordinate their teaching interests with scheduled courses, students planning on taking English 8903 should also consult the undergraduate course offerings and faculty teaching them.

Faculty and students will have considerable flexibility in constructing the day-to-day details of the apprenticeship, but a typical pattern would look something like this:

• Student and professor agree to do English 8903 in an upcoming semester.
• When the book order requests are distributed, the professor and student meet to discuss which books they will use and why. 
• At some point before the course starts, the professor and student meet to discuss the course syllabus. They consider such matters as the objectives of the course and how best to design the schedule of readings, the students' writing assignments and the classroom atmosphere so that those objectives can be met.
• Before each class, the professor and student meet to talk about the session's goals and the pedagogical means they will use to meet them. In addition, they consider how the goals of the upcoming session fit in with the overall goals of the course. (For all class sessions but the first, this meeting might occur an hour or so before walking into the session.)
• Before each writing assignment (including exams), professor and student discuss what they want to achieve and how they might design the assignment to reach those goals.
• The professor must take responsibility for all grades assigned in the course, but the student may assist in grading by reading, commenting and assigning possible grades to a subset of the papers or exams. Since the student is an apprentice and not a TA, however, the point of this work is not to lighten the faculty member's load but rather to provide the occasion for discussion of criteria for different grades, how to address students in commentary and so on. In all cases, the professor must read the papers marked by the apprentice and assign the final grades.
• The student takes primary responsibility for some teaching, in the range of four to six hours of instruction over the course of the semester.
• After the course is over, the professor and student read the student evaluations and discuss them as well as their own assessments of what worked and what didn't.
• The course is graded S/U. The faculty member should also be prepared to write a letter of recommendation for the student's dossier.
• The student writes a report on the apprentice experience, reflecting on how their thinking about pedagogy has been influenced by English 8903.

In general, the idea of the internship is to give the student the opportunity to work closely with a faculty member on everything from the design of a course to its day-to-day operations, from its goals and purposes to its grading and evaluation.

Students may work with a professor in any undergraduate course. No more than two students may sign up for English 8903 with the same professor and the same course in any one semester. Students must take English 8903 before they are assigned their own sections of 2000-level courses, but they need to take English 8903 only once as a general preparation for that teaching. In other words, students do not have to take a new English 8903 for every new 2000-level course they teach.

Of course, students will generally gravitate toward courses in their areas and in the areas where they would most like to teach. Below are the usual links between English 8903 experiences and the assignment of undergraduate courses, but graduate students should have considerable leeway in choosing their apprenticeships and those assigning graduate students to 2000-level courses should have some flexibility in making those assignments. For example, English 4520.01 will count for 2200 and 2201; English 4560 for 2260; English 4561 for 2261; English 4550 and English 4551 for 2290.

When students are assigned their own 2000-level class, they will consult with a faculty mentor (ideally the person whose class they observed, but possibly the course director or their advisor) on the preparation of the syllabus and other issues relating to the class. The faculty member will observe the class at least once and write a report for the course director.

The advising meeting is a critical step in the process toward the PhD and, for students who enter the program with a BA, it is the formal mechanism for awarding the MA. Typically, the advising meeting will take place at the end of the spring semester of the second year for all students who enter with a BA and at the end of the spring semester of the first year for all students who enter with an MA. 

The advising meeting will include a faculty committee composed of the student's selected advisor, who serves as chair; a second faculty member chosen from a list of three submitted by the student; and a third member selected by the director of Graduate Studies or their designee. The advising meeting will last for at least one hour but for no longer than two hours. During the meeting, the student and faculty committee will consider the student's plans for completing the PhD as reflected in the Preliminary Program of Study. Students will also answer and ask questions about items included in the portfolio project.

After the advising meeting, the chair of the faculty committee will write a brief report of the meeting for the student's file. In addition to a short summary of the conversation, for students who enter with a BA, this report will include the committee's recommendation to award the MA degree based on satisfactory completion of all MA requirements. For all students, the report should also include recommendations about the composition of the student's committee for the candidacy exam and dissertation.

By week seven of the spring semester, the student will prepare a portfolio that includes:

• A Preliminary Program of Study, signed by the student’s advisor.
• A short statement about the student’s pursuit of interests outside the regular curriculum and the major field (e.g., attendance at workshops, lectures, readings and other such activities).
• A research project, which can be a traditional academic essay, a new media composition and so forth, as determined in consultation with the student's faculty advisor.

Typically, the research project will have begun in a course and been subsequently revised with a broader academic audience in mind and with a clear articulation of how its argument and methodologies fit within ongoing conversations in the relevant field or fields. The student should be working toward potential publication of the project, and/or toward its integration into her or his dissertation.

Students who enter the program with an MA may use a project begun in a course in their MA program.

The Preliminary Program of Study consists of three components:

• A description and short rationale for the student’s intended major field and minor field or fields for the candidacy exam. (See description of Final Program of Study for explanation of field areas.)
• A summer reading list of about 15 works related to one or both of these areas.
• A brief discussion of teaching and other GA work, completed and planned.

The Preliminary Program of Study should be designed in consultation with the student's faculty advisor and must be signed by the advisor in preparation for the advising meeting.

A copy of the Final Program of Study and letter of endorsement from the advisor should be submitted electronically to the graduate program coordinator ( [email protected] ) by 4 p.m. on the due date.  The Final Program of Study has two main purposes: to establish parameters for the candidacy examination and to present a detailed map of the student's path toward earning the PhD. The Final Program of Study must be completed, approved by the student's candidacy examination committee and then approved by the Graduate Studies Program and Policy Committee before the student may schedule their exam. It is important to keep in mind that the POS has multiple audiences: the student's exam chair and exam committee, but also the Graduate Studies Program and Policy Committee, which is made up of faculty who represent the various areas of specialization in the department as a whole. The POS needs to be written so that it is accessible to non-specialists in the student's specific area.  

Program of Study Components

• A list of the chair and other faculty members of the student's candidacy examination committee. The Graduate School requires four members, and the chair must hold "P" status (typically, this means a tenured associate or full professor). This committee is formed specifically to administer the candidacy exam and is not the same as the dissertation committee.
• The major field should be broadly rather than narrowly defined. Typically, the major field will be an academic job category.
• The reading list for the major field should consist of between 75 and 85 works (primary and secondary) and should both provide coverage of the broad field and locate the student’s specific interests within it.
• The reading list should not include works of criticism authored by any member of the student's exam committee as it is difficult for students to be examined impartially about material written by an examiner.
• The minor field can be primarily a supplement to the major field (e.g., a second academic job category), or
• The minor field can partially overlap with the major field, or
• The minor field can be a body of theory that is broader than but relevant to the student’s location within the major field.
• The reading list for the minor field should consist of between 40 and 45 works (primary and secondary). For two minor fields, the lists should consist of between 22 and 25 works for each.
• The draft of the dissertation prospectus should be submitted to the committee one week before the student begins the written portion of the candidacy exam.
• A concise list of completed coursework for the MA/PhD , organized by date of completion, including grades received. Please provide a one-sentence description for independent study projects.
• A concise statement of the student's teaching experience thus far , plans for taking English 8903 and plans for future teaching in the department.
• A concise timeline for the student's progress toward graduation . The timeline should be organized by year and semester, and it should indicate the projected dates for the completion of all PhD requirements, including coursework, language requirement, English 8903(s), graduate workshops, candidacy exam, dissertation prospectus, dissertation research and writing, and the job application process.
• Reading lists for the major and minor fields.

Letter of endorsement

The Final Program of Study must be submitted to the Graduate Studies Program and Policy Committee with a letter of endorsement from the student's chair for the candidacy exam committee. The letter of endorsement should confirm that the student has worked with the entire committee and that the entire committee has approved the POS; briefly contextualize the membership of the committee, with more context if the committee includes faculty from outside the department; and articulate the chair's confidence in the student's rationales for the major and minor fields.

The candidacy examination must be taken no later than two semesters after the completion of required coursework. Students must register for English 8996 with the chair of the exam committee while preparing for the candidacy exam.

The candidacy exam consists of a take-home written portion and a two-hour oral portion. The Application for Candidacy must be filed with the Graduate School at least two weeks before the oral examination. The application can be filled out on the Graduate School's forms webpage . The written portion is a three-day take-home exam, with an upper limit of no more than 5,000 words total. Failure to adhere to the word limit constitutes failure of the entire candidacy examination. No notes of any kind are permitted (i.e., no footnotes or endnotes), but in their answers to the exam questions, students should cite relevant primary and secondary works from their reading lists and use parenthetical citations.

• Written exam: The written portion of the candidacy exam should address two questions, one of which is dedicated to the student's major field and one of which is dedicated to the student's minor field or fields. The questions are written by the student's exam chair in consultation with the other members of their committee. The questions are given to the student only at the time the written exam is administered. The written exam must be taken over a seventy-two hour period; it can be sent via email or picked up by 4 p.m. on the first day and turned in to the committee and the English Graduate Studies office via email by 4 p.m. on the last day of that period. Students may opt to start the exam on a Monday, Tuesday or Friday so that it is due in the English Graduate Studies office, respectively, the following Thursday, Friday or Monday.
• Oral exam: The oral portion of the exam must follow no sooner than one week but within two weeks (i.e., 7-14 days) after the written portion is completed and turned in. The written exam should be regarded as the beginning of a discussion that will be continued during the oral exam. Prior to the oral, the student should meet with the candidacy exam chair to clarify expectations for the oral exam; at this meeting, it is expected that the chair will ask a few sample questions to assist the student with their preparations. The oral exam lasts two hours, and it covers both the candidate's major field and minor field or fields. The chair of the committee should ensure that at least 60 minutes are devoted to the major field. The final 30 minutes of the exam can include a discussion of the draft dissertation prospectus.

Candidacy Examination Committee

The Candidacy Examination Committee consists of four faculty members, chaired by a member of the graduate faculty who holds "P" status (typically, a tenured associate or full professor). The student selects the members of her or his committee in consultation with the chair. The committee must include faculty representation for both the major field and the minor field or fields. Typically, this will mean two faculty members representing the major field and two faculty members representing the minor field, or two faculty members representing the major field and one faculty member representing the first minor field and one faculty member representing the second minor field. Only in unusual circumstances should a faculty member represent both the major and a minor field for the purposes of the candidacy exam. The committee meets with the student prior to the exam to discuss the reading lists for the major and minor fields.

Students are responsible for distributing the following materials to all members of the Committee at least one week before the written exam:

• The draft Dissertation Prospectus.

Students are responsible for distributing the following materials to all members of the Committee at least one week before the oral exam :

• The Final Program of Study
• The written exam
• The student's Major Field and Minor Field or Fields reading lists (if updated from the POS)
• The official description of the Candidacy Exam; please refer faculty to the information on this page (optional).

Candidacy exam assessment

Failure of the candidacy examination occurs if the committee considers either of the following to be the case:

• The written and/or oral portions of the exam indicated that the candidate is not ready to proceed to a dissertation, owing to insufficient knowledge of the field, 
• The candidate is insufficiently focused on a dissertation project, which makes it unlikely that they will be able to submit an approved prospectus within two months. In case of failure, the committee can specify the nature of a repeat examination, but it, too, must contain a written and an oral portion. A second failure means dismissal from the PhD program (see Graduate School Handbook).

A successful pass must be a unanimous decision of the committee. The chair of the committee is required to submit a written report on the candidacy examination to the director of Graduate Studies. Failure, in whole or in part, may occur if any one member of the committee is not satisfied with the results. In the case of failure, each individual faculty member of the committee may specify areas or material on which a re-examination must take place and so instruct the student. The chair of the committee will then submit a written account of what will be required of the student to repeat the exam. The Graduate School will assign an outside representative for all second examinations.

Time limits for candidacy

If a candidate fails to complete the dissertation and final oral examination within five years after the candidacy examination, admission to candidacy is canceled. To be re-admitted to candidacy, the student must take a supplemental candidacy examination. The examination committee is comprised of the advisor and at least three other authorized graduate faculty members, and the examination must include a written and an oral portion that last approximately two hours. A graduate faculty representative is appointed if a prior unsatisfactory examination result is on record. All other rules pertaining to candidacy examination must be followed.  The supplemental examination will typically be tied to the student's dissertation and may consist of the presentation and oral defense of a chapter or a substantial part of a chapter. In short, the purpose of requiring the supplemental examination is not to punish the student but to help move them along to completion of the PhD and to ensure that they have kept up with the current scholarship in the field. On passing the supplemental examination, the student is readmitted to candidacy and must complete the dissertation and final oral examination within two years.

Dissertation prospectus process

There are three steps in the dissertation prospectus process:

• The student presents a draft of the dissertation prospectus to their candidacy exam committee at least one week prior to the written portion of the exam.
• The student then presents a revised dissertation prospectus to their dissertation committee in a prospectus conference, typically no more than six weeks after the completion of the candidacy exam.
• The student presents a final version of the dissertation prospectus, approved by their dissertation chair, to the director of Graduate Studies, typically no more than two weeks after the prospectus conference. The approved final version of the prospectus should be submitted together with a  Prospectus Approval Form .

Dissertation prospectus content

The Dissertation Prospectus should:

• State the problem that the candidate proposes to solve;
• Explain the significance of the project and its relation to current scholarship in the field;
• Describe the candidate's current knowledge of the subject;
• Indicate the direction the candidate's investigation will take;
• Reflect the candidate's familiarity with relevant bibliographical materials and critical methods.

Students and faculty should keep in mind that the prospectus is a preliminary project, not a mini-dissertation. It is meant to help students move on to the dissertation writing stage of their programs. Typically, the prospectus should be no longer than eight to twelve double-spaced pages, plus a working bibliography.

Dissertation committee

The dissertation committee consists of three faculty members, chaired by a faculty member who holds "P" status (typically, a tenured associate or full professor). This committee is constituted separately from the candidacy exam committee and can include faculty members who did not serve on the examination committee.

Prospectus conference

The prospectus conference is a meeting of the student and all members of their dissertation committee to discuss the revised prospectus and the student's plans for researching and writing the dissertation. The prospectus conference also provides an opportunity for the student and the committee to set guidelines for their working relationship.

Because graduate students pursue a wide range of research and writing projects in the Department of English, there are no department-wide guidelines for the dissertation. Students should work with their advisors and committees to determine the relevant parameters for projects in their specific fields and areas of interest.

Finalizing the dissertation manuscript

All doctoral candidates must submit the final draft of the dissertation electronically; students are no longer required to submit a final paper copy to the Graduate School. However, hard copies of the dissertation are still required for distribution to the student's committee and to the outside representative. For more details about the electronic submission process, including how to delay internet dissemination of the dissertation (strongly recommended) and how to format the dissertation, visit the Graduate School website.

Final approval

Final approval of the dissertation cannot occur until the final oral examination has been passed. Each dissertation committee member must sign the Final Approval Form. This form must be submitted no later than one week before commencement.

Students should be aware that the deadlines imposed by the Graduate School do not always allow enough time for their committees to evaluate their work.  Most committees will need to have a complete draft of the dissertation at least two or more months before all formal requirements are met, so that sufficient time for revision will be assured. A student who does not present a draft of the dissertation until the semester of anticipated graduation may encounter obstacles and delays. No faculty member is obliged to sign the Draft Approval Form until they are satisfied that the work is ready for scrutiny at the final oral examination.

This two-hour examination is held after the dissertation committee has approved the dissertation by signing the Draft Approval Form, available from the Graduate School. The Draft Approval Form must be submitted to the Graduate School no later than two weeks before the date of the final oral examination. At the time the student submits the Draft Approval Form, they must also present a hard copy of the approved dissertation draft to both the Graduate School (for the purposes of format check) and the dissertation committee members.

The oral examinatio n  deals intensively with the candidate's field of specialization and need not be confined exclusively to the dissertation defense. A successful examination is one that is awarded a "pass" by the entire examining committee, including the outside representative, who is appointed by the Graduate School. This representative must receive a hard copy of the approved dissertation draft at least one week in advance of the examination.

If a candidate fails to complete the dissertation and final oral examination within five years after the candidacy examination, admission to candidacy is canceled. To be re-admitted to candidacy the student must take a supplementary candidacy examination. This supplementary examination will typically be tied to the student's dissertation and may consist of the presentation and oral defense of a chapter or a substantial part of a chapter. In short, the purpose of requiring the supplemental candidacy examination is not to punish the student but to help move them along to completion of the PhD and to ensure that they have kept up with the current scholarship in the field. On passing the supplementary candidacy examination, the student is re-admitted to candidacy and must complete the dissertation and final oral examination within two years.

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MA/PhD Degree Requirements: Master's Degree

Students who enter the MA/PhD program without an MA in English or a related field are required to earn an MA in the first two years of the program. (Note that the UW Department of English does not admit students for a terminal MA degree.)

The degree requirements for the MA in English Language and Literature at the University of Washington are:

• Language requirement : Evidence of ability to make scholarly use of at least one language other than modern English
• Coursework : At least 40 graded credits of coursework
• Master’s essay : Graduate students who intend to continue on to the fully-integrated PhD program must complete a Master's Essay (5-10 credits) as part of their coursework

The requirements are detailed below.

Language requirement

Students are required to demonstrate intermediate-level reading competency in a language other than modern or Middle English. This requirement can be fulfilled up to three years prior to entering graduate school at UW. Students completing their MA in English Language & Literature at UW must satisfy the language requirement prior to earning their MA.

Options for completing this requirement are:

• A 3.0 or higher in the final course of a second-year college-level course sequence (or more advanced), taken within three years prior to entrance; or
• A score on a   UW language test   that demonstrates competency at the level of the final course of a second-year college-level course sequence; or
• Native-speaker ability in another language; or
• Completion of Advanced Old English language and literature ( Engl 513 ) with a grade of 3.0 or better

All credits earned in fulfilling the language requirement by coursework at the 100-400-level are in addition to the graduate credits required for the degree. 

At least forty (40) credit hours in graded graduate courses are required for the MA degree, including:

• English 506: Introduction to Graduate Study in English (5 credits)
• English 590: Master's Essay (5-10 credits)

Students who decide to leave the program with a terminal master's degree may substitute five (5) graduate seminar credits for the master's essay. If they subsequently decide to continue toward the PhD, they must complete the master's essay.

What counts for coursework:

• 500- & 600-level graded English graduate courses
• Credit for courses taken outside of the department require approval by the DGS
• Students may petition the DGS to transfer up to five (5) credits taken as a graduate student at another institution

What does not count for coursework:

• 100- through 400- level courses
• Creative writing workshops
• Internships

Master’s Essay

The master’s essay is a scholarly paper that allows students to demonstrate the research skills and knowledge they have gained throughout their master's studies. It often develops from a paper written for a course and follows the form of an article for a scholarly journal. The particulars of its argumentation and format will vary depending on a student's academic area(s) of specialization. The master’s essay is the final component of the MA degree.

The following three options are available for completion of the master’s essay:

• One quarter, 10 credits;
• Two quarters, 5 credits each. First quarter would culminate in the submission of an annotated bibliography and abstract (max. 500 words) OR an equivalent, approved by the master’s essay director;
• One quarter, 5 credits. Student would select a particular paper from a seminar and develop and expand it to publishable length.

The master’s essay is not a thesis and is not submitted to the UW Graduate School to be filed in the library.

The master’s essay director is selected by the student and must be a member of the English graduate faculty. A second reader is selected in consultation with the master’s essay director. After securing the agreement of the director, the student registers for 5-10 credits of English 590.

Specifications

The usual length of the master's essay is that of an article in a scholarly journal. It should be prepared according to the citation scheme appropriate for one's area of specialty, such as MLA, Chicago Manual, or APA.

Both the director and the second reader evaluate the essay and send copies of their evaluations to the student and to the English Graduate Advising Office. The grade for the essay (and for Engl 590) is assigned by the director.

The Director of Graduate Studies serves as advisor for all degree requirements. A student entering the program should meet as soon as possible with the Director of Graduate Studies. At this meeting the Director will review degree requirements, discuss coursework choices, and appoint a graduate faculty member who shares the student’s research interests to serve as entrance adviser to counsel the student on academic matters, including scholarship, course selection, and professional preparation. This role will continue until the student chooses a Master’s Essay Director who then assumes mentorship.

Applying for the Degree

Students wishing to graduate with the Master of Arts degree must submit an on-line application to the Graduate School. Students must be registered for a minimum of two credits during the quarter the degree is conferred. Note that the MA degree is a “non-thesis” degree option.

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College of Liberal Arts and Sciences

Department of English

Phd program in english, starting study in fall 2024 and later.

This page contains information only for students who are beginning their graduate study in Fall 2024 or later .

Our Ph.D. program in English provides students with interdisciplinary coursework in a range of research areas, mentorship from faculty at the forefront of their fields, teachi ng experience in First-Year Writing and beyond, and dedicated support for job searches in academia and beyond.   After completing required coursework, Ph.D. students work with their advisory committees to devise exam reading lists that will deepen their knowledge in their selected fields for both teaching and research purposes. Students then design a dissertation project that best suits their intellectual and professional goals – whether that project be a traditional textual dissertation, a born-digital project, or a creative or translation work with a critical introduction.     Students entering our Ph.D. program with a B.A. enjoy financial support through a teaching assistantship for six years. Students entering with an M.A. in English or Rhetoric and Composition are funded through a teaching assistantship for five years.  

Learn about Financial Support

Apply to UConn

Program Requirements

Advisory committee.

All Ph.D. students are assigned a Major Advisor by the Director of Graduate Studies upon matriculation. Associate Advisors may be members of any University department. Students should discuss all courses and program policies with their Major Advisor.

Students may change Major or Associate advisors at any time (for example, when selecting an appropriate examination committee). Forms to change Advisory Committee members are available in the Graduate English Office and on the university's website for the Graduate School .

Plan of Study

The Plan of Study for the Ph.D. degree must be signed by all members of the Advisory Committee and submitted to the Graduate School when 18 credits of coursework have been completed. The Graduate School requires 15 credits of the mandatory research course GRAD 6950. These credits can be fulfilled within two to three semesters of continuous registration with a full Teaching Assistantship.

The Plan of Study must indicate which courses have been taken and are to be taken in fulfillment of requirements, how the language requirement has been or will be fulfilled, and what the dissertation topic will be. The Plan of Study must be on file with the Graduate School before the Dissertation Prospectus Colloquium takes place. Any changes–in courses submitted, language requirement plans–must be submitted to the Graduate School on a Request for Changes in Plan of Graduate Study form. All forms are available in the English Graduate Office and the Graduate School website .

Coursework Requirements and Policy on Incomplete Grades

Students entering with an MA are required to complete 25 credits of coursework and at least 15 credits of dissertation research. Students entering with a BA are required to complete 37 credits of coursework and at least 15 credits of dissertation research. Coursework credits include distribution requirements (described below) as well as two seminars taken in the first semester in support of the teaching assistantship: ENGL 5100, The Theory and Teaching of Writing (3 credits) and ENGL 5182, Practicum in the Teaching of Writing (1 credit).

Students who feel they have fulfilled any of the course requirements at another institution may petition the graduate program office to have those requirements waived at UConn.

MA/Ph.D. students who are continuing for the PhD have until the end of the third year of coursework to fulfill the distribution requirements.

Coursework is normally taken at Storrs. Transfer of up to six credits from another institution’s graduate program, or six credits from non-degree graduate coursework undertaken at UConn, may be accepted toward the MA or the Ph.D., provided that such credits are not used to earn a degree at another institution.

The Graduate Executive Committee recommends that students take no more than six credits of Independent Study. All Independent Studies must be requested through the Independent Study Form and approved by the Graduate Executive Committee.

Distribution Requirements

All graduate students (MA and PhD) are required to fulfill three distribution requirements:

• a course in pre-1800 texts,
• a course in post-1800 texts, and
• a course in theory.

For MA students, these requirements ensure breadth of study to support common pathways beyond that degree, including secondary education and doctoral work. For PhD students, these seminars provide vital context for the deeper investigations required by PhD exams and the dissertation.

The 1800 pivot date of the chronological distribution requirements is not meant to signal an important shift in literary or cultural history but instead establishes a midpoint in common areas of study; in asking students to take coursework on either side of 1800, these distribution requirements ensure that students in earlier periods look forward to later developments in the field and that students in later periods trace the field backward.

Students can fulfill these requirements in the following ways:

• Take a course that focuses entirely on the distribution requirement’s stated area of study. For example, a Milton seminar would fulfill the pre-1800 requirement, a twentieth-century literature course would fulfill the post-1800 requirement, and a lyric theory seminar would fulfill the theory seminar requirement. Often, these courses are offered under course designations (such as ENGL 5330: Restoration and Eighteenth Century Literature or ENGL 6500: Seminar in Literary Theory) that make clear their ability to fulfill distribution requirements. However, at times courses listed under more general course designations can fulfill these requirements. Consult with the instructor of record and the Director of Graduate Studies if a course’s eligibility to fulfill a distribution requirement is unclear.
• Take a transhistorical seminar or a seminar organized by a methodology or thematic concern and complete research and writing in the distribution requirement’s stated area of study. Seminars that span centuries (such as  Shakespeare on Screen) or those that focus on a methodology or theme (such as Disability Studies) can fulfill the pre- or post-1800 distribution requirement if the student completes the major writing assignment of the seminar focusing on texts or ideas from the relevant chronological period. For example, if a student enrolls in a Medical Humanities seminar, they can fulfill the pre-1800 requirement by focusing their work for the course on a pre-1800 text, such as Defoe’s Journal of the Plague Year , even if the bulk of that seminar’s reading is post-1800. If they enroll in a seminar on adaptation of Arthurian texts, they can fulfill the pre-1800 requirement by completing work that draws substantially on Malory’s Le Morte D’Arthur in theorizing modern retellings of that text. Please consult with the instructor of record to ensure that this type of work is possible if you plan on using a transhistorical, methodology-based, or thematic seminar to fulfill a distribution requirement.
• Complete a teaching mentorship in the distribution requirement’s stated area of study.
• Submit to the graduate office proof that you have completed a seminar in the distribution requirement’s stated area of study (unofficial transcripts and, if available, a syllabus) in the completion of a previous degree. Note that while coursework completed in the course of earning a previous degree can be used to fulfill English Department distribution requirements, those credits cannot count toward your UConn degree on your plan of study.

Note that some seminars can fulfill more than one distribution requirement. For example, a seminar in African American Literary Theory fulfills the theory distribution requirement and can, with relevant research writing, fulfill either the pre- or post-1800 requirement.

Students should email the graduate program administrator when they complete a distribution requirement to ensure that the graduate office keeps accurate records.

Policy on Incomplete Grades

The Graduate Executive Committee strongly discourages incompletes. However, the Committee recognizes that, at times, extenuating circumstances merit offering a student additional time beyond the semester to complete work for a seminar. In that case, the student should determine with the faculty member teaching the seminar a reasonable timeline for completing and submitting seminar work — ideally no more than one month. It is the student’s responsibility to remain in communication with their professor about outstanding work, especially if the student requires additional time.

According to the academic regulations of the Graduate School, if a student does not submit all work required to resolve an incomplete within 12 months following the end of the semester for which the grade was recorded, no credit will be allowed for the course. A limited extension of the incomplete beyond 12 months may be granted by the Graduate School upon the recommendation of the instructor, but the Graduate School is not obligated to approve an extension if the instructor of the course is no longer at UConn.

If a student accumulates more than three incompletes on their transcript, they will be placed on probationary status by the Graduate Executive Committee and may be required to resolve those incompletes before being allowed to register for additional coursework. A student whose transcript includes four or more grades of incomplete may not be eligible for a teaching assistantship.

Language Requirement

Overview. As part of their graduate work, PhD students in English study at least one language other than English. In fulfilling the language requirement, students are not expected to achieve spoken or written fluency in another language. Instead, the goal of this requirement is to acquire reading knowledge . This requirement is in place to:

• Enrich or expand students’ research and pedagogy in their area of specialization . Basic knowledge in another language enables and encourages students to seek out and explore primary texts and scholarship in languages other than English and thus to respond more fully to the critical conversations occurring in their areas of expertise.
• Provide students with linguistic tools they will find valuable in a range of careers . English PhDs pursue careers in a wide array of contexts, including academia, nonprofits, publishing, secondary education, government institutions, libraries and archives, and museums — all pathways that could benefit from the expanded worldview, human connection, and research expertise that experience in languages provides. Moreover, anyone working in a teaching capacity, and who therefore is likely to encounter students from diverse linguistic backgrounds, benefits from an insider knowledge of the experience of reading and learning as a non-native speaker.
• Challenge an anglocentric understanding of language in our discipline and culture at large. Our department values a diversity of voices and acknowledges that many languages and ways of speaking have been silenced through violence, both physical and cultural. We encourage our students to study languages other than English, in part, to resist a push for monolingualism in America and the cultural erasures that accompany it.

The methods students may use to fulfill this requirement are outlined below. While we require students engage only one language other than English, we recognize that those specializing in certain research areas might find acquiring additional language skills necessary for their research.

The Director of Graduate Studies recommends that all students, and especially those who are not entering the program with knowledge of a language other than English, discuss their plans regarding this requirement with their major advisor early in the program, preferably during their first semester. They should plan on fulfilling the requirement prior to completing coursework. At the latest, students should plan to complete the requirement before the submission of the dissertation prospectus. Please consult with the Director of Graduate Studies if any problem arises in completing this requirement according to that timeline.

Methods. In collaboration with their major advisor, students should determine which of the methods of fulfilling the language requirement described below best suits their course of study. For methods (1) through (3), students must have completed the courses or examination no more than five years prior to submitting their PhD plan of study for approval.

The options below are arranged from those that require no additional work to those that require the deepest investment. If a student anticipates that a language will be vital to their research, we encourage them to select a means for fulfilling the requirement that allows for substantial language study. Please note that students may choose to pursue the study of written languages (such as Spanish, German, Arabic, Mandarin, etc.), digital languages (such as Python), and gestural languages (ASL). The option to pursue any particular language will depend, in part, on resources (faculty, coursework) available at UConn and beyond.

• The student may establish evidence of competence in the language through an official transcript stating that the undergraduate or a higher degree was earned with that language as the major or minor area of study.
• The student may pass an examination set by a member of the university faculty (or, if approved by the advisory committee and the DGS, a faculty member at another college or university). The examiner may be a member of the English department — and the graduate office maintains a list of faculty qualified and willing to administer language exams — but may not be a member of the student’s advisory committee.The examination will include the translation into English of a passage approximately 400 to 500 words in length with the assistance of a dictionary. The examiner will choose the passage in collaboration with the student’s major advisor. The examination must be supervised and have a reasonable time limit. In the event that a student is studying a language not typically rendered in print/text form, such as American Sign Language (ASL), the examiner will provide an appropriate text that the student will translate into English. If the result is not successful, the exam may be repeated as many times as needed.Students pursuing this option can consult with their advisors and the graduate office for resources they can use to learn independently in preparation for the exam. To schedule a language exam, the student should consult with the Director of Graduate Studies. When the exam is finished, the examiner should send an email confirming the student’s successful completion of the exam to the graduate office, copying the student and their major advisor.
• A PhD or MA reading examination in a language other than English passed at another graduate school may be accepted in transfer (subject to the above five-year limitation). The student should provide the graduate office evidence that they passed such an exam.
• The student may pass both semesters of an approved one-year reading or beginning course in the language with grades equivalent to C or higher. The courses may be taken on a Pass/Fail basis, with a grade of Pass denoting a performance that meets the language requirement. Alternatively, the student may pass a course in a language other than English or in literature written in a language other than English at or above the 3000 level, provided that the reading for the course is required to be done in the language . Language courses taken concurrently with the graduate program at other institutions are eligible to fulfill the requirement as long as the student can provide evidence that they have taken the course and received a grade of C or higher.
• The student can complete UConn’s Graduate Certificate in Literary Translation .
• The student’s native language is a language other than English.

Ph.D. Exams

The Ph.D. Qualifying Examinations are based on two reading lists (details below), which are created in the final semester of coursework and must be approved by the Graduate Executive Committee. The Graduate Executive Committee recommends the following timeline for completing the Doctoral Examination and moving to the dissertation.

• In consultation with the Advisory Committee, create exam lists in the spring semester of the final coursework year. While creating exam lists, discuss the timing and formatting of the Ph.D. exam (details below).
• Submit exam lists and the PhD Exam List Approval Form  to the Graduate Office for approval by April 15.
• Submit Plan of Study to the Graduate School in summer or early fall semester in the third year.
• Take the Doctoral Examination no later than February 28th of the academic year following the completion of coursework. The Graduate Executive Committee recommends that students take exams in the late fall.
• Submit dissertation prospectus and schedule the Prospectus Colloquium no later than April 1st of the academic year following the completion of coursework.

Creation and Submission of Examination Lists

The Ph.D. Qualifying Examinations are based on two reading lists, which provide the materials for three discrete exams: one addressing the first reading list, one addressing the second reading list, and a third which combines materials from both lists. For the purposes of the exams, each list designates a clearly defined and professionally recognizable field or subfield of scholarship (e.g., a literary-historical period such as the Renaissance, a transtemporal genre such as Drama, a critical tradition such as Feminism, an established body of literature such as Children’s Literature). The relationship between the two reading lists is to be determined by the advisory committee, with the understanding that the fields identified by each list are to complement one another (in terms of history, discipline, method, genre, or otherwise). When appropriate, students should discuss with their advisors ways to handle the challenges of representing multiple subfields and/or disciplines within the two-list structure

Traditionally, each list comprises approximately 60-75 works, including 75% primary works and 25% secondary works. A “secondary” work may refer to a book, essay, or group of essays including literary criticism, historical, or theoretical texts. Lists from students in certain fields may look slightly different. For example, lists in Rhetoric and Composition may contain entirely secondary texts, including articles and book chapters alongside book-length texts. Lists in fields such as Digital Humanities or Film Studies may include texts in a variety of modalities. Students in these fields should discuss with their advisors the best way to proceed. All lists should include no fewer than 60-75 works overall, of any genre or modality. Because each field is different, a student’s list should reflect the kind of texts (e.g., theoretical, multimodal, visual) that are important in that field. How each text “counts” on the Ph.D. exam list will be determined at the discretion of the student and their advisory committee, as the graduate office recognizes that length and complexity are not equivalent.

Generally speaking, excerpts are not permissible, though standard excerpts of exceedingly long or multi-volume works may be permitted with the approval of the advisory committee. In assembling selections of poems, essays, excerpts, etc., students should not use undergraduate-oriented anthologies such as the Norton or Bedford anthologies; instead, students should research and choose an authoritative scholarly edition that surveys adequately — for a Ph.D.-level exam — each author’s writings. The student’s reading lists should reflect both breadth and depth of reading, as well as a sense of the history of criticism throughout the fields and contemporary critical and theoretical approaches. There should be no overlap of works between reading lists. Selections of works should take into consideration both coverage of the field and preparation for the anticipated dissertation.

Reading lists are to be drawn up by the student in consultation with their advisory committee, beginning at the end of the fall semester of the final year of coursework. Students are encouraged, though not required, to meet with the advisory committee as a whole to discuss the creation of the lists. All items in each list should be numbered clearly, and lists should be arranged chronologically or in some other systematic fashion.

Each list should be accompanied by a brief rationale (no longer than 500 words), that explains its content. The purpose of the rationales is the following: (1) to identify a body of texts and its legibility as part of a professionally recognizable field or subfield; (2) to justify inclusions or exclusions that might seem idiosyncratic or which are, at least, not self-explanatory (e.g., including more drama than prose or poetry on a Renaissance list); (3) to indicate a methodological, theoretical, or other type of emphasis (e.g., a high number of gender studies-oriented secondary works).

You can find a sample examination list with correct formatting and marginal notes explaining its elements here.

The student is responsible for making copies of their lists and rationales and depositing them, along with the completed PhD Exam List Approval Form , in the Graduate English Office no later than April 15th of the final year of coursework. All reading lists will then be referred to the Graduate Executive Committee for approval. The Graduate Executive Committee will not approve lists that fail to meet the basic guidelines recommended above. Students whose ideas about the exams continue to change during the reading period may update their lists with the approval of their advisory committees.

Scheduling the Examination

After examination lists are approved, students in consultation with their advisory committees need to agree upon the timing and format of the exams (details below) as well as specific dates on which their exam is to be administered. Please complete the PhD Exam Scheduling Form which will be automatically routed to the Graduate English Office. If the student requires a space on campus to take the exam, arrangements should be made at this time. The deadline by which all students must take their Examination (including the exam conference) is February 28th of the fourth year for MA/Ph.D.s or the same date of the third year for Ph.D.s.

Understanding Ph.D. Examination Deadline and Time Limits

The Ph.D. examination was devised in part to facilitate students’ timely completion of the doctoral degree, and so the Graduate Executive Committee requires that students meet all official deadlines. Students incapable of meeting an examination deadline, for whatever reason, must apply for a time extension from the Director of Graduate Studies by submitting a typed request, signed by the student and their major advisor, ideally at least one month in advance of the deadline. The letter must state the specific reasons for the time delay and also designate the specific amount of extra time requested.

The Director of Graduate Studies, in consultation with the Graduate Executive Committee, will determine an appropriate response to the request, which will be communicated to the candidate by the Director of Graduate Studies. The Committee’s response will specify new deadlines by which the exam should be taken.

Taking the Examination

The PhD exam consists of three parts. The first two exams (Field 1 and Field 2) test the student’s knowledge of works on each field list. The third exam (Synthesis) tests the student’s ability to combine material from both reading lists in the service of a comprehensive argument, ideally one informing future work on the dissertation.

The exam can take one of two formats:

• Written exam: The student writes three essays (Field One, Field Two, and Synthesis). Each exam should include two questions, of which the student selects and answers one. This format requires an exam conference, but the student will know if they have passed the exam before that meeting. The exam conference is described below. It is ungraded.
• Hybrid exam: The student writes two essays (Field One and Field Two). The Synthesis exam is a graded, two-hour oral examination, initiated by a 15- to 20-minute presentation from the student in which they outline three to four research questions that arose from their reading, dedicating approximately equal time to each. The remaining time is led by the student’s advisors as an oral synthesis exam; advisors might, for example, ask questions that lead a student to clarify, nuance, or expand upon the research questions outlined during their presentation. Note that this exam is separate from the field exams; the student’s presentation, and the advisory committee’s questions, should not replicate the inquiries from those previous exams. In addition to the two written exams and oral exam, this format requires an exam conference, but the student will know if they have passed the exam before that meeting. The exam conference is described below. It is ungraded.

Written exams should be allotted 24 hours for completion. The three exams can be spaced across any three dates within a period of one month, with approval of all members of the advisory committee. If a student is taking the exams on three consecutive days, they should receive all exam questions at once. If a student is taking the exams according to a more dispersed timeline, they should receive one set of questions at a time.

These formats are designed to provide graduate students and their advisory committees the flexibility to design a Ph.D. exam that is intellectually challenging and responsive to a student’s needs and goals. As students prepare reading lists for their exams, they should consult with their advisory committee to select a fitting exam format. In the course of these conversations, students and their committees should take into account matters of access (outlined below) as well as students’ caretaking responsibilities, their ability to secure a quiet space to take exams, and other relevant factors. If these factors require a change in the exam’s format not recognized above, or in the event of a disagreement, the student should consult with their major advisor and/or the Director of Graduate Studies.

Examination questions are to be drafted by the candidate’s committee and reviewed by the Director of Graduate Studies, but the major advisor is responsible for assembling the exam. Candidates are not permitted to view the questions prior to the examination. The Graduate Office asks the major advisor to distribute questions for written exams upon the schedule determined by the student and their committee. The Graduate Administrator will assist in scheduling a space for the oral exam, if applicable.

The Graduate Executive Committee strongly recommends that all candidates consult their entire Advisory Committee about their understanding of the examination process and expectations for each part of it — ideally throughout their preparations but certainly early in the process of assembling the lists and at a later stage just prior to scheduling the examination.

The Graduate Executive Committee assumes that answers to written exams will be approximately 10-15 pages of double-spaced prose (with limited block quoting); that each essay will answer the question asked by the advisory committee, however creatively; that each essay will establish a clear argument and seek to back it up with textual evidence; and that each essay will be clearly written and appropriately revised. Pre-written essays are strictly forbidden. The candidate should pay attention to the question’s instructions regarding the number of texts they should use in their response and not consider a text in detail in more than one essay.

Access and Accommodations for Ph.D. Exams

The University of Connecticut is committed to achieving equal educational and employment opportunity and full participation for persons with disabilities. Graduate students who have questions about access or require further access measures in any element of the graduate program should contact the Center for Students with Disabilities (CSD), Wilbur Cross Building Room 204, (860) 486-2020, or visit the Center for Students with Disabilities website . Alternatively, students may register online with the CSD by logging into the student MyAccess portal .

The English Graduate Office advises students who would like to discuss matters related to access to consult with the Director of Graduate Studies, ideally during the creation of the exam lists. Access measures for Ph.D. exams may include, but are not limited to, extended time to complete the exam, the use of voice recognition programs and the extended time some programs require, or locating and scheduling space to take the exam.

The Examination Grade

Upon completion of the examination, students will receive a grade from their committee of “Pass,” or “Fail.” Major advisors should communicate this grade to their advisees as soon as possible and before the day set for the examination conference. Students who fail the examination will be required to meet with their advisory committee to determine an appropriate time and plan for retaking it. Students failing the examination twice will be dismissed from the program. Please Note: ABD status grants a salary increase and eligibility for a library study carrel.

The Examination Conference

Within two weeks of a student passing the Ph.D. examination, the advisory committee will meet with the student to discuss the examination. This examination conference is a mandatory, but not a graded, component of the examination. The purpose of the conference is twofold: to offer candidates a forum for a thorough discussion of their exam’s strengths and weaknesses and to help the student transition from the examination phase to the prospectus phase of the Ph.D.. To this end, the Graduate Executive Committee assumes that advisory committee members will divide time appropriately between offering feedback on each of the three exams and working collaboratively to establish a clear understanding of expectations, goals, deadlines for completion of the prospectus.

The Dissertation

In light of growing diversity in students’ motivations for attaining a PhD in English and professional opportunities available to humanities PhDs, the department supports and encourages dissertations in many forms. For example, the dissertation might take the form of a prototype for a book manuscript; a born-digital project or a project with some online or computational components; or a creative work or translation with a critical introduction.

​Students should consult with their advisory committee and, if necessary, the Director of Graduate Studies about the proposed format of their dissertation as early in their graduate career as is practical. During those conversations, students and their advisors should consider the format of the dissertation in relation to the students’ scholarly needs and professional goals, the expectations and standards of the profession or intellectual community the student plans to enter, and the resources the student will require to complete the proposed project, including time, funding, advising, and skills. The student, advisory committee, and Director of Graduate Studies will agree upon the form and scope of the dissertation through the submission, review, and approval of the prospectus.

Prospectus Colloquium

The Dissertation Prospectus Colloquium is an opportunity for the student to discuss the thesis topic in detail with the Advisory Committee. The colloquium should take place before the student begins writing the dissertation. The Advisory Committee expects to be presented with a Prospectus sufficiently far along in its development for a judgment to be made on its scholarly validity and potential as a fully developed dissertation. The student and Major Advisor should inform the Director of Graduate Studies at least one month in advance of the day and time of this event. Departmental Representatives need at least two weeks notice before the actual colloquium to read the prospectus. The readers are expected to attend the colloquium; however, it is not necessary that they do so. Comments from the readers can be given to the Major Advisor and student.

Dissertation Chapter Advisory Conference

The Dissertation Chapter Advisory Conference is a non-graded opportunity for students to discuss with their advisory committees the strengths and weaknesses of a complete draft of a dissertation chapter. The conference is designed to serve three basic purposes: 1) to facilitate the transition of ABDs into the process of researching and writing the doctoral dissertation; 2) to encourage early communication between students and their committee members, and between primary and secondary advisors; 3) to encourage discussion of a future plan for the completion of the other dissertation chapters/parts. The Graduate Executive Committee requires every Ph.D. student to submit a complete draft of a chapter to the advisory committee, within 3 months but no later than 6 months after the date of the Dissertation Prospectus Colloquium. By “complete,” the Committee wishes to emphasize that the intellectual integrity of the submitted chapter must not be compromised by any omitted material (such as notes, bibliography, etc.), by significant stylistic weaknesses, grammatical errors, etc. After the Conference, students must turn into the Graduate office a First Chapter Conference Form , which must be signed by all advisory committee members.

Dissertation Defense

A dissertation defense is required of every student by the Graduate School. The student’s Advisory Committee and 2 Departmental Representatives are required to attend; members of the department and the University community are invited to attend. The defense is both an examination and a forum for the candidate to comment on the scope and significance of the research. As a result of the dissertation defense, the student’s Advisory Committee may require revisions and corrections to the dissertation. The student initiates scheduling of the Defense by consulting first with members of the Advisory Committee and the Graduate Office. At least five members of the faculty (including the members of the student’s Advisory Committee) must attend the defense. Only members of the Advisory Committee, however, may actually recommend passing or failing the student.

According to the Graduate School catalog, the dissertation should represent a significant contribution to ongoing research in the candidate’s field. While the Graduate School does not stipulate a minimum length for dissertations, the Graduate Executive Committee strongly suggests a minimum length of 60,000 words inclusive for a traditional dissertation in English (not a creative dissertation or a “born-digital” DH dissertation). The committee suggests this length as representing approximately 2/3 of the standard length of an academic monograph according to current publication practices. Students who wish to complete a creative dissertation, a “born-digital” dissertation, or a project in a format other than a collection of textual chapters should consult with their advisory committee and the Director of Graduate Studies.

Students must schedule the dissertation defense with the Graduate Office and Advisory Committee at least three months ahead of time. Electronic copies of the dissertation should be distributed at least three weeks prior to the defense: to each Advisory Committee member and to department representatives. The student must also notify the UConn Events Calendar two weeks in advance. For further information, see this helpful guide from the Graduate School .

Annual Review of Progress toward Degree

Beginning in their first semester following the completion of coursework, Ph.D. students must annually report their progress by completing an Annual Review of Progress toward Degree , including a self-evaluation and a response from their major advisor. Neither evaluation need exceed 250 words. These evaluations are reviewed each spring semester by the Director of Graduate Studies (DGS) in consultation with the Associate Director of Graduate Studies (ADGS). In the preparation for the review, students and their major advisors should consult with one another about the students’ achievements, progress, and any potential delays over the previous academic year. The review is due to the Graduate Office no later than April 1. Please see the form for submission instructions.

For students in the first year following the completion of coursework, satisfactory progress is measured by the student and major advisor in terms of their preparation for and writing of their PhD examinations. Subsequent reviews focus on the remaining milestones in the program, including the language requirement, the dissertation prospectus and colloquium, and progress toward the dissertation defense. Note that students can consult with their major advisors and/or the DGS to request extensions on deadlines, which are designed to help students complete their degree within funding .

For students who are ABD, the Review of Progress toward Degree  should focus on the dissertation. The self-evaluation from the student should record milestones achieved and set forth research and writing accomplished since the last evaluation as well as research and writing plans for the next twelve months.

If the student’s review raises concerns about their progress, the DGS will arrange a meeting with the student to devise a plan for moving forward.

Job Training and Professional Development

In the semester prior to submitting applications for a job, contact the Director of Graduate Studies to announce your intentions to go on the job market. The department runs annual meetings on CV and cover letter writing, teaching portfolio workshops, MLA and campus interviewing, etc. The Executive Committee recommends that Ph.D. students attend all of them.

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Graduate Studies in English

Graduate program, what can you do with an ma in english.

Our program prepares students for teaching English at the middle-school, high school, and college levels. (An MA in English can sometimes lead to a pay increases for teachers.) Our students have received offers to competitive PhD programs (including Duke University, University of Washington, University of Illinois—Chicago, UC Los Angeles, UC Irvine, University of South Carolina, University of Kansas, and Claremont Graduate University). Finally, some of our students have gone on to work in corporate and non-profit organizations as professional writers and editors.

MA in English Studies

The English Studies graduate program provides a strong foundation in primary knowledge areas, including history of the English language, the major genres and the theory of genre, approaches to literacy, and the impact of technology on reading and writing. The program invites MA candidates to build on this foundation by developing an expertise in teaching, and by expanding their content knowledge with courses in rhetoric, literature, film, and applied linguistics.

• Outstanding applications that arrive before March 1 of each year, for Fall or Spring enrollment, will be considered for merit-based partial tuition scholarships.  
• We are part of the Western Regional Graduate Program, which allows students from several participating states to pay in-state tuition if accepted to our graduate program. Click here for more information, and to find out if you're eligible.

Master of Arts in English Studies Requirements

I.  general requirements (15 hours).

• ENGL 5100 Introduction to Graduate Studies
• ENGL 5135 Linguistics & Global English
• ENGL 5145 Theory (Literary and Rhetorical Theory)
• ENGL 5155 Genres of Writing
• ENGL 5165 Technologies of Writing

II. Electives (12 hours)

Students may choose to concentrate 12 hours of English graduate courses in a particular area of study that meets the student’s goals in the program. 

III. Language Diversity Requirement

The English MA Language Diversity Requirement can be fulfilled in the following ways:

• First language other than English
• Two semesters (or the equivalent) at the college level of any second language, including Old English, American Sign Language, computer coding, translation
• ENGL 5601: Principles and Practices of Second Language Acquisition (would also count as an elective)

IV. Capstone Project (3-6 hours)

• ENGL 6970 Portfolio Exam (3 hours)  OR
• ENGL 6950 Master's Thesis (4-6 hours) 

V. Additional Information

Candidate for degree:.

Graduate students must be registered for at least one credit hour during the semester that they graduate. Those who have completed all required courses and requirements may register for Candidate for Degree: CAND 5940 section 900

Teaching Assistantships:

Graduate students who receive a teaching assistantship must take ENGL 5913 Practicum in Language and Rhetoric in the fall during their first semester as a teaching assistant. ENGL 5913 may also be counted as an elective.

Independent Study:

Graduate students may only count 6 credit hours of Independent Study toward the English degree.

Total Hours Required: 

30-33 hours  **All courses are 3 credit hours unless otherwise noted**.

For questions about the MA in English Studies or to schedule a Zoom meeting to talk about the program, please contact Gillian Silverman , Graduate Director, Department of English 

Graduate Studies Information

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English, MA

• Program description
• At a glance
• Accelerated program options
• Degree requirements
• Admission requirements
• Tuition information
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Creative Writing, Digital Humanities, Interdisciplinary, Lawyer, Pedagogy, Politician, Pre-law, Reading, Writer, english, linguistics, literature, rhetoric, teaching, theory

Leverage your love of literature and deepen your understanding of language while fine-tuning your critical thinking skills. Learn how to use the power of the English language to explain complex concepts through clear and concise expressions.

The MA degree program in English addresses the many facets of English: its literature; its linguistic, social and cultural histories; and its capacities for persuasion, exposition and elucidation.

The program is grounded in scholarly tradition but designed for the demands of today's world. Its innovative curriculum has been developed to train present and future educators as well as individuals pursuing careers in the wide variety of professions that value advanced critical thinking, research and communication skills.

World-class faculty is ready to help enhance skill sets, deepen knowledge bases and prepare students to put the Master of Arts in English degree to work in their chosen professions.

• College/school: New College of Interdisciplinary Arts and Sciences
• Location: West Valley

Acceptance to the graduate program requires a separate application. Students typically receive approval to pursue the accelerated master’s during the junior year of their bachelor's degree program. Interested students can learn about eligibility requirements and how to apply .

30 credit hours including the required capstone course (ENG 597)

Required Core (6 credit hours) ENG 502 Contemporary Critical Theories (3) or MAS 505 Theories of Change, Culture and Mind (3) ENG 582 Pedagogy (3)

Electives or Research (12 credit hours) ENG 500 Research Methods (3) ENG 591 Seminar (3) ENG or LIN courses (6)

Open Elective or Research Courses (9 credit hours)

Culminating Experience (3 credit hours) ENG 597 Graduate Capstone Seminar (3)

Additional Curriculum Information For electives or research, students should see the academic unit for the approved course list from ENG and LIN courses through New College. ENG 500 is a required research course for all students and must be included in the plan of study.

For the open elective or research courses, nine credit hours can be selected from ENG coursework offered by New College faculty. Students who wish to take ENG courses offered by faculty outside of New College, or courses with a non-ENG prefix, must first receive approval from the program director.

Applicants must fulfill the requirements of both the Graduate College and the New College of Interdisciplinary Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• two letters of recommendation
• an academic writing sample (preferred) or professional writing sample
• resume or curriculum vitae (optional)
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

The statement of purpose should describe the educational background, scholarly interests and academic and professional goals of the applicant.

It is preferred that the letters of recommendation are from faculty members who know the applicant's work well; if such faculty are not available, then recommendation letters from individuals in supervisory or professional roles are acceptable.

The ability to influence and motivate behavior through the power of well-crafted language is a skill valued in every industry dependent upon customers, employees, suppliers or investors.

Graduates with a master's degree in English are able to use language to accomplish organizational goals; utilize advanced critical thinking abilities and advanced skills for clear and effective verbal communication; construct well-supported and persuasive arguments; and perform complex textual analysis. They are knowledgeable about historical trends in written discourse, have an awareness of the role of literary discourse in broader social and historical contexts, and have the ability to engage in big-picture thinking.

Career fields are many and varied. Examples include:

• business communication
• community college teaching
• grant writing
• nonprofit consulting
• public relations
• secondary education and continuing education
• technical writing
• web (content management, social media management)

School of Humanities, Arts, and Cultural Studies | FAB N101 [email protected] 602-543-3000 Admission deadlines

PhD in English

We offer a broad range of graduate-level courses in English studies and encourage interdisciplinary approaches informed by cultural studies and contemporary critical theory. In addition, we offer focused areas of study in American studies, composition and rhetoric, and early modern and Renaissance studies.

Application information & deadlines

December 15, 2023.

Interdisciplinary research informed by cultural studies and critical theory with specialized tracks in American studies, composition, and rhetoric.

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Staff supervise research in most areas of English and associated studies, and have expertise in the following areas: theory, modernism and postmodernism, 18th and 19th-century studies, women’s writing, literature and visual arts, Shakespeare and the Renaissance, early modern literature and culture, medieval studies, American literature, postcolonial literature and modern poetry.

Key information

• Duration MA 1 year full-time PhD 3 to 4 years full-time
• Start date MA: September PhD: September, January, May
• Location Canterbury

The School of English has a strong international reputation and global perspective, apparent both in the background of its staff and in the diversity of our teaching and research interests.

Our expertise ranges from the medieval to the postmodern, including British, American and Irish literature, postcolonial writing, 18th-century studies, Shakespeare, early modern literature and culture, Victorian studies, modern poetry, critical theory and cultural history. The international standing of the School ensures that we have a lively, confident research culture, sustained by a vibrant, ambitious intellectual community. We also count a number of distinguished creative writers among our staff, and we actively explore crossovers between critical and creative writing in all our areas of teaching and research.

The Research Excellence Framework 2021 has produced very strong results for the School of English at Kent. With 100% of its research environment and 100% of its research impact judged to be ‘world leading’ or ‘internationally excellent’. The Times Higher Education has ranked English at Kent in the UK top 20 in its subject league table, out of 92 universities. As scholars and creative practitioners, academic staff in the School of English are national and international leaders in their fields. The expert panel judged 93% of its research overall and just under 90% of its research outputs, as ‘world leading’ or ‘internationally excellent’.

Everything you need to know.

Entry requirements, study support.

A first or second class honours degree in a relevant subject (or equivalent).

A first or upper-second class honours degree in a relevant subject (or equivalent) and, normally, a taught MA qualification.

All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications. 

Please see our International Student website for entry requirements by country  and other relevant information. Due to visa restrictions, students who require a student visa to study cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.

English language entry requirements

This course requires a Good level of English language, equivalent to B2 on CEFR.  

Details on how to meet this requirement can be found on our English Language requirements webpage . 

Examples:  

IELTS 6.0 with a minimum of 5.5 in each component 

PTE Academic 63 with a minimum of 59 in each sub-test 

A degree from a UK university 

A degree from a Majority English Speaking Country 

Need help with English?

Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways . 

Postgraduate research is a fantastic opportunity and significant investment in your future, enabling you to expand your knowledge, skills and career options – all while making a meaningful impact and contribution to an area you are passionate about.

At Kent, we also recognise the significant financial investment that comes with postgraduate study, and we offer a range of scholarships for our postgraduate researchers, to help keep your mind on your studies, and off your finances.

Scholarships can be broad, or specific to your situation, background or even country – so please do use our scholarships finder to discover the options available to you.

We also have research partnership funding with research councils and government schemes in specific areas of interest that can help you take your research to the next level with additional financial support.

Find out more on our fees and funding page and discover what option is right for you.

As a research student, you meet regularly with your supervisor, and have the opportunity to take part in informal reading groups and research seminars to which students, staff and visiting speakers contribute papers. You also benefit from a series of research skills seminars that run in the spring term, which gives you a chance to share the research expertise of staff and postdoctoral members of the department.

As a basis for advanced research, you must take the School and Faculty research methods programmes.

Postgraduate resources

The Templeman Library is well stocked with excellent research resources, as are Canterbury Cathedral Archives and Library. There are a number of special collections: the John Crow Collection of Elizabethan and other early printed texts; the Reading/Raynor Collection of theatre history (over 7,000 texts or manuscripts); ECCO (Eighteenth-Century Collections Online); the Melville manuscripts relating to popular culture in the 19th and early 20th centuries; the Pettingell Collection (over 7,500 items) of 19th-century drama; the Eliot Collection; children’s literature; and popular literature. A gift from Mrs Valerie Eliot has increased the Library’s already extensive holdings in modern poetry. The British Library in London is also within easy reach.

Besides the Templeman Library, School resources include photocopying, fax and telephone access, support for attending and organising conferences, and a dedicated postgraduate study space.

Conferences and seminars

Our research centres organise many international conferences, symposia and workshops. 

School of English postgraduate students are encouraged to organise and participate in a conference which takes place in the summer term. This provides students with the invaluable experience of presenting their work to their peers.

The School runs several series of seminars, lectures and readings throughout the academic year. Our weekly research seminars are organised collaboratively by staff and graduates in the School. Speakers range from our own postgraduate students, to members of staff, to distinguished lecturers who are at the forefront of contemporary research nationally and internationally.

The Centre for Creative Writing hosts a very popular and successful weekly reading series; guests have included poets Katherine Pierpoint, Tony Lopez, Christopher Reid and George Szirtes, and novelists Abdulrazak Gurnah, Ali Smith, Marina Warner and Will Self.

Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. They also edit several periodicals including: Angelaki: Journal of the Theoretical Humanities ; The Cambridge Bibliography of English Literature: 600-1500 ; The Dickensian; Literature Compass ; Oxford Literary Review ; Theatre Notebook and Wasafiri .

Researcher Development Programme

Kent's Graduate School co-ordinates the Researcher Development Programme for research students, which includes workshops focused on research, specialist and transferable skills. The programme is mapped to the national Researcher Development Framework and covers a diverse range of topics, including subject-specific research skills, research management, personal effectiveness, communication skills, networking and teamworking, and career management skills.

Research in the School of English comes roughly under the following areas. However, there is often a degree of overlap between groups, and individual staff have interests that range more widely.

Eighteenth Century

The particular interests of the Centre for Studies in the Long Eighteenth Century converge around gender, class, nation, travel and empire, and the relationship between print and material culture. Staff in the Centre pursue cutting-edge approaches to the field and share a commitment to interdisciplinary methodologies.

The Centre regularly hosts visiting speakers as part of the School of English research seminar programme, and hosts day symposia, workshops and international conferences.

Nineteenth Century

The 19th-century research group's interests include literature and gender, journalism, representations of time and history, sublimity and Victorian poetry.

American Literature

Research in North American literature is conducted partly through the  Centre for American Studies , which also facilitates co-operation with modern US historians. Staff research interests include 20th-century American literature, especially poetry, Native American writing, modernism, and cultural history.

Creative Writing

The Centre for Creative Writing is the focus for most practice-based research in the School. Staff organise a thriving events series and run a research seminar for postgraduate students and staff to share ideas about fiction-writing. Established writers regularly come to read and discuss their work.

Medieval and Early Modern

The  Centre for Medieval and Early Modern Studies  has a distinctive brand of interdisciplinarity, strong links with local archives and archaeological trusts, and provides a vibrant forum for investigating the relationships between literary and non-literary modes of writing in its weekly research seminar.

Modern Poetry

The Centre for Modern Poetry is a leading centre for research and publication in its field, and participates in both critical and creative research. Staff regularly host visiting speakers and writers, participate in national and international research networks, and organise graduate research seminars and public poetry readings.

Postcolonial

The Centre for Colonial and Postcolonial Research has acquired an international reputation for excellence in research. It has an outstanding track record in publication, organises frequent international conferences, and regularly hosts leading postcolonial writers and critics. It also hosts a visiting writer from India every year in association with the Charles Wallace Trust.

Staff research interests

Kent’s world-class academics provide research students with excellent supervision. The academic staff in this school and their research interests are shown below. You are strongly encouraged to contact the school to discuss your proposed research and potential supervision prior to making an application. Please note, it is possible for students to be supervised by a member of academic staff from any of Kent’s schools, providing their expertise matches your research interests. Use our ‘ find a supervisor ’ search to search by staff member or keyword.

Full details of staff research interests can be found on the School's website .

Many career paths can benefit from the writing and analytical skills that you develop as a postgraduate student in the School of English. Our students have gone on to work in academia, journalism, broadcasting and media, publishing, writing and teaching; as well as more general areas such as banking, marketing analysis and project management.

The 2024/25 annual tuition fees for this course are:

• English - MA at Canterbury
• English - PhD at Canterbury

For details of when and how to pay fees and charges, please see our Student Finance Guide .

For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact [email protected] .

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from  UKCISA  before applying.

General information

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Additional costs

General additional costs.

Find out more about  general additional costs  that you may pay when studying at Kent. 

Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:

• University and external funds
• Scholarships specific to the academic school delivering this programme.

We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.

Unlock your potential with scholarships up to £5,000

Ready to apply?

Learn more about the  application process  or begin your application by clicking on a link below.

You will be able to choose your preferred year of entry once you have started your application. You can also save and return to your application at any time.

Need help deciding?

Our friendly team is on hand to help you with any queries you have.

Find the right supervisor for your and your research project.

Experience our stunning campuses.

Everything you need to know about applying to Kent from abroad.

Apply for entry to English

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Supporting your success

We are here to support your postgraduate journey.

Kent ranked top 50 in The Complete University Guide 2024 .

Support for funding so you can focus on your studies.

Research excellence.

Kent has risen 11 places in THE’s REF 2021 ranking, confirming us as a leading research university.

It’s easy to study on or off campus at Kent – discover what is right for you.

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M.A. Graduate Student Handbook

A source of guidance and information about your journey pursuing an M.A. in English

Overview of the M.A. Program

Students will design their areas of study in close consultation with the chair of their committee. These areas of study may be selected from well-established fields of national literature and/or historical periods (e.g., British, American, Native American, post-colonial Anglophone, medieval, early modern, Eighteenth, Nineteenth or Twentieth century), Rhetoric and Writing studies, theoretical approaches (feminism/gender studies, critical race/ethnicity studies, Marxism, poststructuralism), media studies (film, graphic novel), or more recent areas of scholarly interest (transnational literature, new kinds of interdisciplinary studies, digital humanities). The committee must consist of a committee chair and two other members of the graduate faculty.

Faculty are committed to preparing graduate students through preparation in coursework, mentoring, and professional development. Students have published their work in prominent journals and presented at national and local conferences. Teaching assistantships are competitive with those of peer institutions, and financial assistance for dissertation completion and conference travel is available through the department and Graduate College. The department has been successful in helping students find employment in academia and beyond. 

Initial advisement should occur just prior to the beginning of the fall and spring semesters. In your admission letter you are informed of the name of the assigned faculty member from the Graduate Committee who will be your adviser for the first semester or year. As soon as possible, students should seek an advisor from among the faculty in their area of study. Until the student has found a permanent adviser, he or she should seek advisement from the assigned adviser and the Director of Graduate Studies.

During the first several weeks of the first semester in the program, new graduate students will meet collectively with the faculty and advanced students for an Orientation session and Q&A.

After the student has chosen a faculty member to serve as adviser, the adviser will thereafter help the student construct a coherent plan of study according to the regulations of the Graduate College and the structure of the M.A. program.

A plan of study will be prepared by the student and the Adviser, and approved by the Director of Graduate Studies, before enrollment for the second semester.

LCS M.A. Program Requirements

• ENGL 5113 Teaching College Composition Proseminar (3 Credits)
• ENGL 5313 Literary Criticism Proseminar (3 Credits)
• 7 Seminars (21 Credits)
• ENGL 5980 MA Thesis Hours (3 Credits)

Total Credits = 30 Hours

For the most up-to-date sense of requirements, refer to the OU M.A. in English: Literary Studies program details.

RWS M.A. Program Requirements

• ENGL 5403 Introduction to Rhetoric and Writing Studies Proseminar (3 Credits)
• ENGL 6103 Research Methods in Rhetoric and Writing Proseminar (3 Credits)
• 6 Seminars (18 Credits)

For the most up-to-date sense of requirements, refer to the  OU M.A. in English: Rhetoric & Writing Studies program details.

Written Requirement: 

The student chooses a seminar paper from a class taken as an MA student in this program. The student develops the paper into a publishable article working with the advice and guidance of their M.A. Thesis Committee, particularly the Thesis Chair. The thesis should be an article length project.

Masters’ Creative Writing Thesis:

The Creative Writing Thesis in Prose consists of a 50-70 page manuscript, either fiction or creative nonfiction or a combination of both, with a 5-7 page critical introduction in which the writer analyzes the influences, forms, subjects, and intentions of his or her own creative work within the literary context of the writers studied during graduate coursework. The determination of whether the student will submit a creative writing thesis or a 30-page critical paper should be made in consultation with student, his/her advisor or committee chair, and graduate faculty, especially the creative writing faculty member in the appropriate genre. Students opting for a Creative Writing Thesis can choose to be either in the LCS or RWS tracks.

Oral Requirement (Oral Defense of the M.A. Thesis):

The student turns in and defends the thesis in their fourth semester at the M.A. level.

M.A. Committee:

The M.A. Thesis Committee must consist of 3 members of the English faculty.

Language Requirements: one language at reading proficiency level.

• Two undergraduate courses in the language (must have received at least a B in each class)
• A translation exam offered by the Department of Modern Languages or other appropriate department.
• A graduate level reading class offered in Modern Languages (this class is offered each summer and only Spanish or French are offered).
• Native proficiency

*Before the department informs the Graduate College that a graduate student has met the requirement for language proficiency, the student’s chair must determine whether the student has met the necessary proficiency level for the student’s particular area and research project. Some fields require greater language proficiency than the first three options above may allow for.

**The graduate level reading course does not count for the degree credits nor do any other language courses taken during degree time count for credits toward the degree. Students can petition the graduate college for extra waivers to take language classes.

With permission, students may avail themselves of all three options. However, these options will only be approved in exceptional circumstances:

• Directed Readings (3 Credits):  When a student cannot proceed with their main course of study without taking a directed reading, the student and their chair can petition the graduate committee for permission to replace a seminar with a directed reading. Students may petition to take up to one directed reading at the M.A. level and one directed reading at the Ph.D. level. The student and faculty must also fill out a directed reading contract specifying required assignments, readings, and meetings.
• Students may take up to  one graduate 4000 level course (3 Credits)  when that course is truly necessary for the student’s course of study with the approval of the graduate committee and the student’s chair. This course must result in a 20+ page research paper. Students may petition to take up to one 4000 level course at the M.A. level and one at the Ph.D. level.
• Students may take up to  one graduate level seminar (3 Credits)  in another department when that course is truly necessary for the student’s course of study with the approval of the graduate committee and the student’s chair. Students may petition to take up to one seminar in another department at the M.A. level and one at the Ph.D. level.

Each graduate student will be evaluated formally and collectively at the end of each academic year during a meeting of the faculty. The annual evaluation of each current graduate student will be an occasion for a careful (re)assessment of his or her scholastic progress, accomplishments, and prospects of continuation in the program. Students are evaluated upon their timely progress in the program and the quality of their work.

In the spring semester, students will submit a self-assessment to their Adviser on the Annual Student Progress Report (ASPR), sent through email by Sara Knight, with the required information for that academic year. The Adviser will submit the ASPR with his or her written evaluation of the student’s work based on a review of the student's grades, performance in courses, and timely progress toward degree. At the end of the Spring semester, the full graduate faculty meet to discuss each student’s performance and consider whether or not the student’s progress is satisfactory or unsatisfactory.

If a student's annual evaluation indicates that he or she is not making satisfactory progress in the program, the Graduate Committee will review the case and make an official recommendation to the Graduate College. If a student receives an “Unsatisfactory” on an annual review, thereafter, he or she will be evaluated every semester. The Graduate College automatically disenrolls students who receive two “Unsatisfactory” reports. Unless there are extenuating circumstances approved by the advisor, students are automatically disenrolled by the Department if their cumulative GPA falls below 3.0.

4 weeks prior to the last day of finals  (and at least 10 working days prior to the defense): Deadline to submit a reading copy of the thesis to the committee and to submit the  Report of Reading Copy Submission and Request for Authority to Defend  to the Graduate College.

• Explanation: Students will now be required to submit a full reading copy to the committee and to report to the Graduate College that they have done so as part of the process of requesting authority to defend.   

3 weeks prior to the last day of finals  (and at least 5 working days prior to the defense): Deadline for committee members to sign the  Report of Reading Copy Submission and Request for Authority to Defend .

• Explanation: Committee members will affirm that they received the reading copy as reported by the student and will provide their assessment of whether the thesis or dissertation is ready to defend. The timeline provides committee members with one week (5 working days) to make this assessment.   

2 weeks (10 working days) prior to the last day of finals:  Deadline to defend the thesis or dissertation.

• Explanation: This deadline allows the student to spend one week making limited revisions and still graduate during the current semester. Academic units may wish to encourage or require earlier defenses if more extensive revisions tend to be needed, or to encourage committees to provide feedback earlier in the process.    

1 week (5 working days) prior to the last day of finals:  Deadline to submit the thesis or dissertation to SHAREOK in order to graduate during the current academic term.

• Explanation: A large proportion of theses and dissertations require formatting adjustments or other corrections after initial submission to SHAREOK. This deadline allows these issues to be resolved by the end of the semester for graduation and timely degree clearance.   

Two additional changes in policy and practice will accompany these timelines.

• The  Request for Degree Check  will be due during the first two weeks of the semester. This will enable the grad college to identify and address any potential barriers to graduation early in the semester and facilitate processing of the  Request for Authority to Defend  once all signatures are received. The  Request for Degree Check  is easy to submit, and there is no penalty for requesting a degree check but not graduating that semester. In addition, requiring it early in the semester will encourage students and committees to confer about the plan for completion. 
• The grad college will enforce the requirement to enroll in the subsequent semester if degree completion requirements are not met in accordance with the above timelines. Students will be eligible to graduate without repeating the defense if they submit their thesis or dissertation to SHAREOK within 60 calendar days after the defense, but they will be required to enroll in the following semester if their submission occurs after the final day of classes. (The grad college will continue to entertain petitions to waive the enrollment requirement if serious exigent circumstances are present, but the grad college will not approve petitions in the absence of such circumstances.)

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College of Arts and Sciences Bulletin 2024-26

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College of Arts and Sciences

Departments, major in english - master of arts (m.a.).

Transfer Credit Transfer credit, satisfactory academic progress, and dismissal from the certificate program will follow University Graduate School policy as published in University Graduate School Bulletin and Graduate Handbook. Current policy is as follows: Transfer Credit: With the approval of the steering committee and in accordance with pertinent IU policies, students may transfer in one four- credit course in partial satisfaction of certificate requirements. No course may be transferred from another institution unless the grade is a B or higher. Satisfactory Academic Progress and Dismissal A 3.0 GPA is required for good standing. Any semester’s work averaging less than a B will result in the student being placed on academic probation. Accumulation of three individual course grades of C (2.0) or lower for graduate credit will result in dismissal of the student from the program. The department evaluates each student’s progress toward the degree every year. Dismissed students must sit out at least one semester. The curriculum committee will read petitions from students seeking re-entry on a rolling basis. The committee will look for evidence that the student has addressed the underlying issues and obstacles to academic success. Petitions must be submitted at least six weeks ahead of the academic term for which the student seeks enrollment.

Degree Structure and Requirements  

Students pursuing the collaborative M.A. in English will complete a two-part degree program that includes a 20-credit stand-alone graduate certificate chosen from the following three options, Literature, Language & Literature, or Composition Studies (Part I), and 16 credits of additional master’s degree coursework (Part II).   

Required courses for the online M.A. in English will run using the ENG subject code and carry 4 credits.  

Part I:  Completion of one following three Graduate Certificate options (20 credits)  

Option #1 Graduate Certificate in Literature  

To earn the Graduate Certificate in Literature, students must complete five graduate courses for 20 credits.     

Course requirements are as follows :  

Introductory Course—Teaching Literature at the College Level   

ENG-L 503 Teaching of Literature in College

History, Methods, and Practice of Literary Study  

ENG-L 553 Studies in Literature  

Course on the History and Development of the English Language or English Literature   

Complete one of:  

ENG-D 600/ENG-G655 History of the English Language  

ENG L639 English Fiction To 1800  

ENG L641 English Literature 1790-1900  

ENG L660 Studies In British and American Literature  

ENG L681 Genre Studies    

Two Electives—any two ENG-L courses (in addition to L503 and L553)  

ENG-L class at the  500/600 level  

ENG-L class at the 500/600 level  

Option #2 Graduate Certificate in Language and Literature  

To earn the Graduate Certificate in Language and Literature, students must complete five graduate courses for 20 credits.     

Course requirements are as follows:  

Introductory Course—Graduate Composition Studies—  

ENG W509 Introduction to Writing and Literacy Studies, Or  

ENG W500 Teaching Compositio n

ENG L503 Teaching of Literature in College  

ENG L681 Genre Studies  

Writing Pedagogy for College Instructors   

ENG W600 Topics in Rhetoric and Composition  

ENG W682 Special Topics in Rhetoric and Composition  

ENG W508 Graduate Creative Writing for Teachers  

ENG W554 Practicum: Teaching of Creative Writing  

Certificate Elective  

Complete an additional ENG-L 500/600   

Option #3 Graduate Certificate in Composition Studies  

To earn the Graduate Certificate in Composition Studies, students must complete five graduate courses for 20 credits.     

Introductory Course--Graduate Composition Studies—  

Complete one of: ENG W509 Introduction to Writing and Literacy Studies, or  

ENG W500 Teaching Composition

Stylistics  

Complete one of: ENG G660 Stylistics   

ENG L646 Readings in Media, Literature, and Culture  

Applied Writing Pedagogy   

Complete one of:   ENG W510 Computers in Composition  

ENG W553 Theory and Practice of Exposition  

ENG W590 Teaching Composition: Theories & Applications  

ENG W620 Advanced Argumentative Writing   

Complete one of: ENG W501 Practicum on the Teaching of Composition in College  

Rhetoric Seminar or Capstone  

Complete one of: ENG R546 Rhetoric and Public Culture  

Part II:  Additional Coursework for the M.A. in English (16 credits)  

To earn the Master of Arts in English, students must complete an additional four graduate courses for 16 credits.     

Courses in Core Skills and Methods of Advanced Literary Study  

Complete two courses chosen from the following list (8 credits)  

(cannot duplicate certificate enrollments)  

ENG L506 Introduction to the Methods of Criticism and Research  

ENG R546 Rhetoric and Public Culture  

ENG W509 Introduction to Writing and Literacy Studies  

ENG G500 Introduction to the English Language  

Electives Courses (8 credits)  

Complete any two ENG-X 500/600 level courses.    

May include by permission only, ENG-W 609 Independent Writing   

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