statement of purpose for phd in english literature

English (Literature), PHD

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At a Glance: program details

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD English (Literature)

The PhD program in English with a concentration in literature trains students in various methodologies, pedagogies and areas of inquiry that constitute literary and cultural studies.

With a diverse and distinguished faculty, the program offers opportunities for specialization in traditional areas of literary criticism, cultural analysis and theory, as well as various fields of interdisciplinary study.

A doctorate in literature equips students with a range of highly sought-after skills and competencies: research and analysis of complex material, communication in written and oral modes, collaboration, independence and self-motivation, creativity and adaptability.

The PhD in English (literature) at ASU is a premier graduate program in the U.S. with strong interdisciplinary ties and faculty links to research centers on campus and in the state, including the Arizona Center for Medieval and Renaissance Studies, the Center for the Study of Race and Democracy, the Institute for Humanities Research, and the Virginia G. Piper Center for Creative Writing. With these resources and a strong mentorship program at their fingertips, our graduates are prepared for a wide array of professional opportunities including careers in college teaching, research, writing, editing, higher education, and humanities-related organizations.

Lee Bebout ,  Director  

Kira Assad, Program Manager

Faculty in Literature

Doctoral Examinations

Doctoral Procedures and Timeline

Teaching Assistantships

Degree Requirements

Curriculum plan options.

• 84 credit hours, a foreign language exam, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

A student with an appropriate master's degree must complete a minimum of 54 credit hours of approved graduate work, which includes 12 credit hours of dissertation, provided the student's master's degree is accepted by the supervisory committee and the academic unit. Research hours may be used toward coursework in consultation with the advisor.

A student without an appropriate master's degree must complete 84 credit hours of work at ASU. At the advisor's discretion, students may include up to 12 credit hours of appropriate, graduate-level coursework undertaken at another university and not previously counted toward any other degree.

Specifically required are six credit hours in theory courses and ENG 501 Approaches to Research. Students must complete eight graduate courses in any of the following categories:

• cultural studies
• ethnic studies
• gender studies
• history and structure of the English language
• literature 1500--1660
• literature 1660--1900
• literature since 1900
• literature to 1500
• postcolonial or anglophone literatures

Students must take at least five graduate seminars at the 600 level en route to the doctorate, at least three of which must be taken in the doctoral program. Up to 12 credit hours taken outside the department may be counted toward the degree. Students should consult with their supervisory committees when choosing electives.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree 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 a minimum cumulative GPA of 3.50 (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
• resume or curriculum vitae
• three letters of recommendation
• academic writing sample relevant to the field
• statement of teaching philosophy (teaching assistantship only)
• proof of English proficiency

Additional Application Information An applicant whose native language is not English and has not graduated from an institution of higher learning in the United States must provide proof of English proficiency, regardless of current residency. Applicants can find more information about English proficiency requirements on the school website . Please note that official scores must be sent to ASU in order for the application to be processed.

The well-considered, one- to two-page, single-spaced statement of purpose should explain the applicant's scholarly background and training, career goals, proposed research specialization, any secondary field of interest and why the applicant wishes to pursue a PhD in English (Literature) at Arizona State University. Applicants applying for funding must also submit a statement of teaching philosophy.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Identify and evaluate various disciplinary arguments, trends, traditions and debates within the knowledge community of literary and cultural studies scholars.
• Demonstrate the ability to produce written work of publishable quality.
• Demonstrate research skills necessary to bring a project of literary or cultural analysis to fruition, including the ability to evaluate disciplinary debates and developments; and the ability to produce research on historical and cultural meanings of texts and related cultural productions.

Career Opportunities

Graduates are prepared for careers in higher education and other fields that value this expertise. Sectors employing high numbers of arts and humanities graduates include information and communication, financial and insurance, public administration and defense, arts and entertainment, and education.

Career examples include:

• art director
• criminal investigator or special agent
• intelligence analyst
• market research analyst
• museum curator, educator or exhibit designer
• political analyst
• public relations specialist or manager
• technical writer

Global Opportunities

Global experience.

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs. https://mystudyabroad.asu.edu

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-3194

Admissions Overview

2025-26 admissions theme: environmental humanities.

The Department of English currently has a themed admissions process. This means that the cohort of students admitted each year shares a particular area of research or methodology. Previous themes have included Black studies, Pre-1900 literature, and Poetry and poetics. This year’s theme is described below. Such a themed approach to PhD admissions has pluses and minuses: it allows the department to focus course offerings and programming, but strong applicants may be excluded by the particularity of a given year’s theme. We have nonetheless decided to continue with themed admissions at present. Note that the department anticipates that each theme is broadly salient and will be realized in varied ways. All themes are conceived as inclusive of multiple time periods and subfields.

For the 2025-2026 graduate admissions cycle, the University of Chicago English Department is prioritizing applications focusing on literature and culture in relation to environment, ecology, and space. Possible areas of interest include (but are not limited to) the environmental humanities; built environments and literature; geography and urbanization; the atmosphere and setting of literary and artistic works and circles; ecopoetics; the poetics and politics of space.  We encourage applications from students wishing to work in all historical periods, and on texts from and about any region of the world. We welcome hybrid scholars working in creative and critical modes or across media, or doing public humanities and public-facing work that foregrounds environmental and spatial concerns.   For more information on faculty and current graduate students in this area, please visit the  department website .

You may indicate up to five Areas of Study in which you are interested, in ranked order.  

Admissions Themes

 Year 2 (2025–26): Environmental, ecological, and/or spatial matters, including eco-aesthetics, built environments and literature, geography and urbanization, and environmental e/affects. Prospective students might also consider connections to the Committee on Environment, Geography and Urbanization.

Year 3 (2026–27): Transnational literature, migration, and movement, including decolonial literatures, speculative fictions, the movement of cultural meaning, and translation.

Request More Information Here  

Request More Information

Students applying to the PhD program in English Language and Literature at the University of Chicago must complete an online application and upload the following to that application:

• Scanned transcripts from all college-level, degree-track programs. [Note: For Spring 2020 transcripts, ‘Pass’ grades and letter grades will be regarded as equivalent as we evaluate applications for admission to our PhD program.]
• 3-4 confidential letters of recommendation (recommenders may upload directly or you may use a service like Interfolio).
• A 15-20 page writing sample (double-spaced; page count does not include bibliography)
• A statement of academic purpose, 1-3 pages, single-spaced

The online application for the 2024-25 academic year will open in October. 

The application deadline for Autumn 2024 will be: December 14, 2023  

Learn more here

English Proficiency

Applicants for whom English is not a primary language may be required to submit current scores from the Test of English as a Foreign Language ( TOEFL ) or the International English Language Testing System ( IELTS ). Current scores are no more than two years old at the time of application submission. A complete description of the English proficiency policy may be found at  this website , and questions about the English proficiency requirement should be directed to  [email protected] .

For more information on English proficiency requirements refer to the  UChicagoGRAD webpage .

Frequently Asked Questions

Information for applicants impacted by covid-19.

The English Department as well as other Graduate programs at the University of Chicago share a desire to identify the most promising students for admission, and assess a wide variety of factors on a holistic basis. Faculty and admissions committees are aware of the disruptions impacting not just academic coursework and grading systems, but also research, travel, internships, employment, and many other activities. In light of the unprecedented challenges associated with COVID-19 facing individuals, institutions, and organizations, UChicago will evaluate applicants with these significant impacts in mind.

The University fully expects that admissions committees will evaluate all applicants with this in mind during future admissions cycles, including respecting decisions, whether made by institutions or individual students, to grade courses in Spring 2020 on a Pass/No Pass or other basis.

Does the Department of English accept applications by mail? No. The department, with the rest of the Humanities Division graduate programs, only accepts  online applications .

GRE & GPA

Does the Department of English require the GRE exam? No.  The department does not require  any  GRE exam scores.

Does the Department of English Admissions Committee have cutoff levels for GPAs? No. The Admissions Committee does not have specific cutoff levels for GPAs, nor does the Department report average GPAs. Please note that the Admissions Committee generally considers your writing sample, statement of purpose, and recommendation letters to be of most relevance.

Questions about Application Materials

My writing sample is over 20 pages long. Will my application still be considered?

Your application will still be considered if your writing sample is over the recommended upper limit of 20 pages. This recommended limit is not absolutely fixed, but we strongly suggest that applicants try to adhere to it as closely as possible. If you are unable to reduce the paper you want to use as a writing sample in your PhD application to 20 pages, please consider providing an 20-page excerpt from that paper and supplying a brief (one-page or less) abstract that contextualizes the function and place of the excerpted section within the paper as a whole. Place the explanation and writing on one pdf.

What is the deadline for uploading all application materials?  

All application materials  must  be uploaded on the application  by the application deadline  to guarantee inclusion with your application. We cannot guarantee that materials uploaded after the deadline will be included in the review process as your application may have already been reviewed by the committee. We strongly prefer that faculty recommendations be uploaded by the application deadline. If this is impossible, recommenders should contact Humanities Admissions at [email protected] .

Do page counts refer to single- or double-spaced pages?

 The writing sample should be 15-20 pages double-spaced. The statement of academic purpose (also referred to as the Candidate or Personal Statement, or the "Statement of Intent") should be 1-3 pages single-spaced. Additional PhD application information can be found on the  Division of Humanities Admissions  webpage.

Master's Degree

Does the Department of English offer a master's degree? No. The Department of English does not offer a terminal MA degree. We recommend that students interested in master's-level work consider applying to the  Master of Arts Program in the Humanities  (MAPH). MAPH provides students with strong pedagogical support, including writing colloquia, a core course, and master's thesis workshops.

Department of English students can earn an MA while on the PhD track, providing they do not already hold an MA in English.

Does the PhD program have different requirements for students who already hold a master's degree in English? The admissions committee will review the transcripts of students entering the program with an MA in English to evaluate if any of their previous graduate course work will be counted as fulfilling requirements in our program. Typically, students who enter the program with an MA in English must take at least one year of course work, plus an additional two courses in their second year of the program. (By contrast, students who enter the program with a BA degree are required to take two full years of courses.)

• University of Chicago Admissions FAQ
• Division of the Humanities Admissions

Miscellaneous

Should I contact faculty with whom I would like to study before applying?  

It is not necessary or advantageous to contact individual faculty regarding your application. 

Once I've submitted my application, how can I check that my materials were received?  

Once your application is submitted, you can log in to the submission site to track the receipt of your application. As the Admissions Office receives your application materials, they will update your checklist.

Does the Department of English fund all admitted students?

All incoming doctoral students receive a comprehensive funding package to support them in their scholarly and pedagogical training and are eligible to be registered for up to 9 years. The funding package includes:

• An academic year stipend (and teaching remuneration)
• Full tuition aid
• Health insurance premium aid

How many applicants does the PhD program receive per year and how many of these applicants are admitted? In recent years, we have received around 500 applications a year and have admitted anywhere from 2% to 5% of those applicants into our PhD program.

I would like to apply for a joint degree program at the University of Chicago. How can I go about doing this? Please refer to the  Division of the Humanities  page regarding joint degree information. 

I am currently enrolled in a PhD program at another University and would like to transfer to the University of Chicago. How can I do this? The PhD program in English does not accept transfer students. For admission, you must apply as would any other prospective student, regardless of your academic background. The admission committee will assess your academic progress and see what graduate courses, if any, may be counted toward your PhD course work at University of Chicago.

How many times a year do you accept PhD applicants?  We only accept new PhD students in the fall. The application portal opens in early October and closes mid-December. We recommend that you check the Division of the Humanities page . 

I am an international applicant. Where can I find more information about resources available for international students at the University of Chicago? For more information about international student resources at UChicago see the Division of the Humanities Resources for International Students .

How can I fulfill the Foreign Language Requirement? Graduate students must prove they are proficient in one language other than English to meet the Department's requirement. There are a number of ways in which students can fulfill the Foreign Language Requirement:

• For students who want to study a new language: Taking (a) two quarters of classes in a language here (100 level or above) or (b) six weeks in an intensive summer course in a language here (100 level or above) and receiving grades of A or A- in those courses.
• For students who want to continue training in a language they’ve already begun studying: Taking (a) two quarters of classes in that language at the level the placement exam indicates) or (b) six weeks in an intensive summer course in a language here, also at the level where the placement exam indicates) and receiving grades of A or A- in those courses.
• Subject to review by Director of Graduate Studies: Taking (or getting credit for) two years of a language in an undergraduate or another graduate program.
• Receiving at least a B grade in a one-quarter graduate literature course, or a 200-level undergraduate literature course, in the literature of one language, taken at this University. Texts must be read in the language, and the student must have taken classes in this language previously.
• Receiving an A or A- grade in the one-quarter graduate course, German 33300: German for Research Purposes (or similar courses in other languages, should those be developed), providing that the student selects a set of literary and critical texts (as described in no. 4, above) to use as “sources from their own field of study” in fulfilling the course requirements. It is the student’s responsibility to see that the course instructor understands this requirement and communicates to the Director of Graduate Studies that the student has met it.
• Subject to review by Director of Graduate Studies: Taking other intensive summer language courses elsewhere funded by a FLAS grant.
• Taking one of the following course sequences in Computer Sciences (either during the year or in the summer) and receiving at least a B grade in both quarters: (1) CS 10100 and 10200, Introduction to the World Wide Web 1 & 2; (2) CS 10500 and 10600, Fundamentals of Computer Programming 1 & 2; (3) CS 12100 and 12200 Computer Science with Applications 1 & 2; or (4) CS 15100/16100 and 15200/16200 (Honors) Introduction to Computer Science 1 & 2.

Can prospective students schedule campus visits? For information about campus tours, please visit  UChicagoGRAD . The Department of English hosts an Open House each year, solely for prospective students who have  already  been admitted to the PhD program. If other prospective students have questions about the program, they should e-mail department staff at  [email protected] .

• Humanities Division Financial Aid
• Humanities Division Financial Aid For Prospective Students

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Information for Prospective Ph.D. Students

Application deadlines, the appliation for fall 2025 will be available in september 2024. application deadline is december 1 2024..

PhD Admissions Open House Want a PhD in English? Why NYU? New York University, Department of English

Friday, October 20, 2023 at 11:00AM EST https://nyu.zoom.us/j/91310527661  (approximately 1 hour)

2022 Open House:  Zoom Recording 

Are you considering a PhD in English? Come meet faculty and graduate students from the NYU Department of English, who will share their experiences about the structure and culture of the program. You will get a quick overview of what a degree here entails, including the university’s new Advanced Certificate in Public Humanities. We hope to highlight what we (and New York City’s landscape of civic and arts institutions and archives) can offer you as you prepare for a future in teaching, research, and writing. 

APPLICATION REQUIREMENTS 

Your application to the PhD program should consist of the following components:

• The Online Application .
• A Curriculum Vitae (CV) or resume.  This should provide an overview of your academic and, if applicable, professional experience.
• A Statement of Academic Purpose.  The work of the faculty of the Department of English at NYU is characterized by a wide variety of interdisciplinary approaches, encompassing literary history, theory, and criticism, as well as careful reflection on the methods of literary study. We are especially interested in graduate students who will be comfortable bridging historical periods in their reading and writing, and who are curious about a wide variety of approaches to literary studies. The admissions committee requires from all applicants a statement of academic purpose, which will be judged as a piece of writing. It will use this statement to evaluate how well your aspirations and interests suit those of the Department of English at NYU. This statement of academic purpose should be succinct (no more than 1200 words) and address most, if not all, of the following questions: What kinds (genres, styles, forms, etc.) of literature most engage you? What, for you, is the purpose of reading literature critically? Are there particular kinds of criticism/theoretical approaches/methods of literary study that you would like to work within or learn more about? How have your intellectual and scholarly interests been shaped by your time outside and beyond the college classroom? In the light of the description above, do you have a particular reason for wishing to work within the Department of English at New York University?
• A Writing Sample  of academic literary criticism is required. It should demonstrate your strongest work in that mode and should not exceed 20-25 double-spaced pages, including any bibliography or notes.
• Three Letters of Recommendation . It is important to have strong letters of recommendation that come from professors and instructors who know you and are familiar with the your academic work. Applicants who have been out of school for several years should make every effort to reconnect with former teachers to ensure that their letters of recommendation address their academic preparation and abilities and their readiness to pursue the degree for which they are applying.  http://gsas.nyu.edu/admissions/gsas-application-resource-center/faqs/letters-of-recommendation.html
• Transcript . An official, electronic copy of your transcript.For further Admissions information, please visit http://gsas.nyu.edu/admissions/gsas-application-resource-center/faqs/academic-transcripts.html  
• TOEFL or IELTS:  TOEFL or the IELTS is required of all applicants who are not native English speakers or who do not have a bachelor's or master's degree from an institution where the language of instruction is English.  http://gsas.nyu.edu/admissions/gsas-application-resource-center/faqs/testing-requirements.html

All accepted Ph.D. students in English receive up to five years of funding through the Graduate School’s MacCracken program. In 2024-2025 students will receive a $35,000 stipend for nine months, plus a full tuition scholarship, registration and services fees, and full coverage of NYU student health insurance for an individual under the comprehensive plan. The MacCracken award includes a one-time $1,000 Dean's Supplementary Fellowship Grant. This grant is intended to provide support for start-up research and educational expenses such as books, academic supplies, and computer equipment. In addition, the Department of English offers a one-time $3,000 Supplementary Grant that may be used at the student's discretion and a $7,000 summer stipend during your first and second years of study and $3,000 summer stipend for your third year of study. While teaching is not required as a condition of the MacCracken award, the English Department still sees teaching as crucial to the professional development of its doctoral candidates. We therefore expect that our Ph.D. students will teach for four semesters starting after the second year of study, typically scheduled across the third through fifth years. Students who participate fully in the department's teaching program will receive in excess of $22,000 in adjunct-instructor compensation for their four semesters of teaching service, over and above the fellowship stipend payments they will receive during the term of the MacCracken award.

The English Ph.D. program is designed to be completed within the five-year term for which the MacCracken award ensures full funding. However, students can arrange to set aside as much as half of the fellowship stipend they receive during each semester in which they teach, to be drawn on at later points in the period of their enrollment. Thus if they follow the Department’s recommendation and teach for a total of four semesters during the MacCracken term, they can guarantee themselves an additional year of full funding in case they require a sixth year of matriculation in order to secure employment and complete the degree.

Teaching opportunities primarily include serving as a recitation leader in general education courses in the undergraduate college, and in departmental undergraduate survey courses. Students who follow the department's teaching protocol will be assigned to a range of different courses over their four semesters of service, and will thereby achieve the breadth of literacy-historical knowledge appropriate to doctorate holders in the discipline. Students who forgo teaching may be required to demonstrate the breadth of their literary-historical knowledge through other means.

If your question is not answered, please contact the director of graduate admissions, Jenny Mann. 

Open House for Newly Admitted Doctoral Students

Students who are admitted to the Ph.D. program are invited to attend our annual Open House for Newly Admitted Doctoral Students, which this year will take place on (dates to be determined). Admitted students will be asked to arrive in New York City the afternoon of (TBA), when there will be an informal cocktail party with English Department faculty and current students. Scheduled events on (TBA) will allow admitted students the opportunity to interact with faculty as well as current graduate students and other admitted, prospective students, attend classes and tour the campus.

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Stanford Online

How to write a compelling statement of purpose for graduate school.

A statement of purpose (SOP) is a critical component of most graduate school applications, and are often required for various types of graduate level programs, including Graduate Certificates and Master’s Degrees .

An SOP offers you the opportunity to showcase your motivations, qualifications, and aspirations to a school’s Office of Admissions. Crafting an effective SOP requires careful planning and attention to detail. Whether you're applying to Stanford or any other institution, here's a guide on how to write a standout statement of purpose that shows how your goals align with the program's expectations.

Understanding the Prompt

A prompt's comprehensive nature offers you the chance to provide a holistic view of your journey, motivations, and aspirations. Be sure to check the websites of any programs you’re applying to, as they often have additional information or suggested frameworks to get you started.

Stanford Master’s Degree

If you are applying to a Stanford master’s degree program , the recommended maximum length for your SOP is 1,000 words and the prompt for the statement of purpose emphasizes several key elements:

• Reasons for applying
• Preparation for the field of study
• Research interests
• Future career plans
• Relevant aspects of your background

Stanford Graduate Certificate

If you are applying to take individual graduate courses or pursue a graduate certificate through Stanford Online, the prompt contains less elements than for the master’s program. This statement of purpose should be brief, as you’re limited to 4000 characters. You should summarize:

• Specific course work on your transcript that meets the course and or certificate prerequisites
• Relevant aspects of your professional experience

Tips for Writing your Statement of Purpose

After you fully understand the prompt for the program you’re applying to, use these tips to guide your writing:

• Be Concise and Focused Most institutions have maximum lengths for words or characters. With limited space, it's important to be concise and focused. Use each word purposefully to convey your message. Ensure that every paragraph adds value and contributes to your overall narrative.
• Start Strong Your opening should be attention-grabbing. Consider sharing a personal anecdote, a relevant quote, or a thought-provoking question that sets the tone for your SOP. Engaging the reader from the beginning can make your statement more memorable.
• Address the Prompt Thoroughly Cover each aspect of the prompt thoroughly, addressing your reasons for applying, your background preparation, your research interests, and your future career plans. Use specific examples to illustrate your points. For instance, if you're applying to a computer science program, discuss projects, coursework, or experiences that highlight your passion and readiness for further study in this field.
• Showcase Fit with the Program Demonstrate a clear understanding of the program you're applying to and explain why it's an ideal fit for your academic and career goals. Highlight specific courses, professors, research opportunities, or unique features of the program that attracted you. This showcases your commitment to the program and demonstrates that you've done your research. You may consider including reasons your presence will benefit the program as your uniqueness may help set you apart from other applicants.
• Highlight Research Interests Discuss your research interests in detail. Explain how your past experiences have shaped your interests and how the program's resources can help you further develop them. Share any relevant research projects you've been a part of and explain their impact on your academic journey. If your program includes a capstone, you may want to include more actionable, compelling examples.
• Connect to Your Future Career Articulate your future career plans and explain how the program will prepare you for success. Whether you plan to pursue academia, industry, or another path, convey how the skills and knowledge gained from the program will contribute to your career trajectory.
• Weave in Personal Background Share aspects of your personal background that are relevant to your journey. This could include challenges you've overcome, experiences that have shaped your perspective, or unique qualities that set you apart. Ensure that these details contribute to your overall narrative and that adding them showcases your qualifications.
• Edit and Proofread After writing your SOP, review it meticulously for grammar, punctuation, and clarity. Typos and errors can detract from the impact of your statement. Consider seeking feedback from mentors, professors, or peers to ensure your SOP effectively conveys your message.
• Tailor for Specific Programs If you're applying to multiple programs, make sure to customize each SOP to align with the specific program's offerings and requirements. Avoid using a generic SOP for all applications, this tends to be very noticeable to admissions.
• Seek Inspiration from Examples If you’re applying to a Stanford Master’s program, the Stanford Graduate Admissions website provides specific guidance on the statement of purpose. Review your program’s recommendations and, if available, consider reading sample SOPs from successful applicants to gather inspiration and insights.

Writing a compelling statement of purpose for graduate school requires thoughtful reflection, careful planning, and clear communication. By addressing the prompt comprehensively, showcasing your fit with the program, and demonstrating your passion and readiness, you can craft an SOP that stands out and may even increase your chances of admission to your desired program. Although it’s far from the only criteria that will be considered in the admissions process, your SOP is your chance to tell your unique story and show why you are a perfect candidate for graduate study. We hope you find this guide useful as you write your statement of purpose, please know that following this guide does not guarantee your admission to any program.

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2024-25 edition, english, ph.d..

The Ph.D. program in English at UCI is the #1 department for literary and critical theory nationally (US News and World Report). The research and teaching of department faculty represents and cuts across a range of fields, historical periods, and methodological approaches. Our  graduates have gone on  to faculty positions at a range of nationally ranked colleges and universities, including, in recent years, the University of Michigan, Tulane, Rice, Clemson, BYU, and Connecticut College.

Many of our Ph.D. faculty and students participate jointly in collaborative, interdisciplinary research clusters and reading groups. Some groups currently active include  The Center for Early Cultures , the Culture and Capital Center,  Medieval Devysings ,  Poetics | History | Theory , the Queer Theory Reading Group, and the Rhetoric Reading Group. Our Ph.D. program allows students to customize their study and research around their own intellectual interests. Students can also take seminars in other programs and departments, and can receive interdisciplinary certificates in  Asian American studies ,  Chicano/Latino Studies ,  Critical Theory ,  Gender and Sexuality Studies ,  Latin American Studies ,  Medical Humanities ,  Rhetoric and Composition , and  Visual Studies

All admitted students receive a multi-year funding package, including a range of teaching opportunities. Students may enter the graduate program in English with either a B.A. or an M.A. In either case, the first two years are spent taking courses, completing the language requirement, and writing the M.A. paper. In the third year, students select two or three fields of study for their qualifying exams - exam lists are developed by the student in consultation with their advisor and are intended to help the student build expertise and confidence toward a future dissertation. After successfully completing the qualifying examination, students write a dissertation under the supervision of a three-person dissertation committee, which they select.

Admission to the Ph.D. program in English is determined by careful review of the applicants' prior academic performance, writing sample, letters of recommendation, and personal statement. Admission is for the following fall quarter only. The application and supporting documents (transcripts, writing sample, and three letters of recommendation) are required by the deadline. Applicants must use the university's electronic application process.

Since admission to the graduate program is competitive, it is recommended that prospective applicants consider carefully the following information:

• One of the most important components of an application is the writing sample. This should be a critically-oriented piece that illustrates an applicant's ability to do scholarly research and interpret literary or cultural texts. It is helpful if the writing sample is relevant to your proposed field of study, although this is not a requirement. Only one writing sample should be submitted, and it should not exceed 20 pages. Please note: the writing sample and the statement of purpose (part of the university's online electronic application) are two separate essays, and both are required for the Ph.D. application.
• The statement of purpose is generally 1-2 pages and should tell the admissions committee who you are as a scholar, what your research interests are, and why you are applying to the UCI English Ph.D. program in particular. The personal history statement , also part of the online application, is not required but is highly recommended, especially for those applicants who think they may be eligible for a diversity fellowship. It should address aspects of your background or personal experience relevant to your application and/or to your academic interests.
• A minimum undergraduate grade point average of 3.50 in the last two years of undergraduate study is recommended to be competitive.

For more information about the application process, including deadline and information for international students, visit the UCI Graduate Division application page .

Students must take a minimum of 15 graduate seminars, of which a maximum of three can be taken outside the English Department, though students are allowed to petition for additional courses to count toward the requirement. Courses should expose students to a variety of topics, approaches, genres, and theoretical issues in literary history as well as prepare students for an area of specialization. Adequate historical coverage generally entails at least one course on literatures in English in each of the following periods: medieval; Renaissance; the long 18th century; Romanticism; Victorian or late 19th century; the 20th century. Students should take courses from a number of different faculty in order to provide a good basis for choosing members of committees and to gain educational breadth and diversity. All work for the Ph.D. degree must be in courses limited to graduate students.

M.A. Examination

As the coursework for the M.A. nears completion, students meet with their advisor to plan for the M.A. examination. The advisor and the student will select a seminar essay the student has already written and which will be revised for the M.A. examination (the essay should be article length, i.e. between 20 and 40 pages). The purpose of the revision is to demonstrate that a student has the skills needed to pursue a Ph.D. in English. The final paper must, therefore, be well-written and clearly argued. The student will also prepare a "Statement of Purpose" which addresses coursework to date and plans for subsequent courses; plans for the qualifying examination and dissertation; and professional aims. The exam meeting itself will be conducted by a member of the departmental M.A. Examination Committee and two other faculty members, including the student's M.A. advisor. Examinations usually last one hour.

Foreign Language Requirement

The student must demonstrate a highly proficient reading knowledge of one foreign language by passing a translation test. The test must be passed before the M.A. examination. The tests are two-hour sight translations - during which the use of dictionaries is permitted - and may be re-taken. The Graduate Committee asks qualified members of the Department or other departments to set and mark the examinations.

The Department expects its graduates to obtain considerable teaching experience before completing the Ph.D. The amount of teaching any candidate may do will depend upon the availability of teaching assistantships and the maximum limit of 12 quarters of appointments before advancement to candidacy and 18 quarters of total teaching support. (Both are campuswide limits.) Appointments are made on the basis of academic progress and performance as a teacher at the university level. All other considerations being equal, students making normal progress toward the degree have a more compelling claim to support than those who do not. For instance, although students can receive up to 18 quarters of support, priority is normally given to those who have not yet used 15 quarters.

Qualifying Examination

After students have completed the coursework (and any other requirements), they prepare for the qualifying examination. Working closely with the chair of the committee (confirmed at the M.A. examination), the student should select three other members of the examination committee. A fifth member, working or non-working, from outside the Department and sometimes from outside the School of Humanities, is selected by the chair of the committee in consultation with the student. The primary function of the qualifying examination is to test the student's knowledge of two or three fields of specialization. Working with the advisor and the other members of the committee, the student will prepare reading lists in each of these two or three fields; the number of works read for the examination should total 120-150. Each field list will also be prefaced by a "headnote," written by the student, of 500-1000 words. The examination itself will take place in the spring quarter of the student's third year. It consists of eight hours of on-campus writing and (a week later) a two hour-long oral exam covering both the written exam essays as well as any texts on the student's lists.

Upon satisfactorily completing the qualifying examination, the student is admitted to candidacy for the degree.

Dissertation

After completing the qualifying examination, the candidate will form a suitable dissertation committee of three members, chaired by a member of the Department. The candidate and the committee will discuss expectations for a substantial piece of writing - a prospectus, introduction, or chapter draft to be completed in the quarter immediately following the qualifying exam. The committee and the candidate will discuss the piece and make plans for the dissertation as a whole. After submitting the full dissertation to their committee members, students will be required to pass an oral dissertation defense with their doctoral committee prior to filing the dissertation and graduating.

The normative time for completion of the Ph.D. is seven years, and the maximum time permitted is nine years.

The following interdisciplinary emphasis programs are available for English Ph.D. students as an optional supplement to their coursework and study.

Emphasis in Asian American Studies

The emphasis in Asian American Studies is offered to students in an array of fields in the Schools of Humanities, Social Sciences, Social Ecology, and the Arts. Completion of this rigorous academic sequence demonstrates significant scholarly ability and ethical commitment to the critical study of race broadly, and of Asian Americans in particular.

Emphasis in Chicano/Latino Studies

The emphasis in Chicano/Latino Studies is available in conjunction with all Ph.D. programs offered at UC Irvine. As a supplementary program of study, it provides substantive, theoretical, and methodological training in Chicano/Latino studies. Additional coursework allows students to develop an interdisciplinary understanding of Chicano/Latino issues to further their research program and be better prepared to engage with diverse communities.

Emphasis in Critical Theory

Critical Theory at UCI is understood in the broad sense as the study of the shared assumptions, problems, and commitments of the various discourses in the humanities. An emphasis in Critical Theory is available for doctoral students in all department within the School of Humanities.

Emphasis in Feminist Studies

The Department of Gender and Sexuality Studies offers an emphasis in Feminist Studies , which emphasizes interdisciplinary, multicultural scholarship and includes course work in feminist theories, the cultural roles of women, women's socioeconomic condition, women's history, women's literature in a cross-cultural frame, women's images in fine arts and film, women of color, and lesbian and gay studies. 

Emphasis in Latin American Studies

The graduate emphasis in Latin American Studies is open to students from all fields and allows students to gain interdisciplinary knowledge about the study of Latin America and form scholarly relationships with a range of faculty and graduate students interested in Latin America from across the UCI campus.

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2023-2024 Catalogue

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Comparative Literature

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Harvard’s Department of Comparative Literature is one of the most dynamic and diverse in the country. Its impressive faculty has included such scholars as Harry Levine, Claudio Guillén, and Barbara Johnson. You will study literatures from a wide range of historical periods and cultures while learning to conduct cutting-edge research through an exhilarating scope of methods and approaches.

Your dissertation research is well supported by Harvard’s unparalleled library system, the largest university collection in the world, comprising 70 libraries with combined holdings of over 16 million items.

Recent student dissertations include “Imagined Mothers: The Construction of Italy, Ancient Greece, and Anglo-American Hegemony,” “The Untimely Avant-Garde: Literature, Politics and Transculturation in the Sinosphere (1909-2020),” and “Artificial Humanities: A Literary Perspective on Creating and Enhancing Humans from Pygmalion to Cyborgs.”

In addition to securing faculty positions at academic institutions such as Princeton University, Emory University, and Tufts University, graduates have gone on to careers in contiguous fields including the visual arts, music, anthropology, philosophy, and medicine.  Others have chosen alternative careers in film production, administration, journalism, and law.

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

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 Comparative Literature .

Writing Sample

The writing sample is supposed to demonstrate your ability to engage in literary criticism and/or theory. It can be a paper written for a course or a section of a senior thesis or essay. It is usually between 10 and 20 pages. Do not send longer papers with instructions to read an excerpt; you should edit the sample so that it is not more than 20 pages. Writing samples should be in English, although candidates are permitted to submit an additional writing sample written in a different language.

Statement of Purpose

The statement of purpose should give the admissions committee a clear sense of your individual interests and strengths. Applicants are not required to indicate a precise field of specialization, but it is helpful to tell us about your aspirations and how the Department of Comparative Literature might help in attaining these goals. The statement of purpose should be one to four pages in length.

Personal Statement

Standardized tests.

GRE General: Optional GRE Subject: Optional

Theses and Dissertations

Theses & Dissertations for Comparative Literature

See list of Comparative Literature faculty

APPLICATION DEADLINE

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PhD in English Language and Literature

• Admissions FAQ

The online application portal for 2024 applications will be available tentatively on August 21, 2024.

This is a strict deadline..

All applications and supplemental materials (including at least two letters of recommendation) are due by 11:59pm, EST, on December 10, 2024 to meet our deadline. 

The fee for United States citizens and those with permanent resident visa status is $75. The fee for non-U.S. citizens is $90. The application fee for current Rackham students, regardless of citizenship, is $10. This fee is non-refundable and subject to change.

Make sure you have every document uploaded before you submit your application (excluding letters of recommendation), once you click on the submit button, you will not be able to go back into your application to make any changes. 

Admission decisions for Fall 2025 will be made and applicants will be notified in early March 2025.

Applicants with Master's degrees are given equal consideration for admission, but are not guaranteed advanced standing in the program. We do not accept Non-Candidate for Degree status applicants to our program. We do not offer online courses, our program is a full-time residency program.

Submitting your application

PLEASE READ THE FOLLOWING FOR MORE DETAILS. 

In some sections what we require differs from what is stated on the generic application form. 

Transcripts

Transcripts:.

• All applicants must upload a scanned copy, front and back, of their official transcript/academic record issued by the Registrar or Records Office to the applicant, to ApplyWeb for each bachelor’s, master’s, professional, or doctoral degree earned or in progress. The scanned copy of the official transcript is used for initial review by the graduate program faculty.
• A downloaded transcript from your school portal or system is an unofficial transcript and not acceptable for review.
• If you are attending or have graduated from a Non-U.S. institution, review the Required Academic Credentials from Non-U.S. Institutions for requirements by country.
• If you have community or junior college, non-degree, or study abroad coursework, indicate this information on page ten of the application under the “Additional Information” section. Do not submit any transcripts from a community or junior college, non-degree, or study abroad coursework to Rackham unless you attended a Non-U.S. institution. 

Applicants that are attending/graduated from a NON-U.S. Institution

• Review  Required Academic Credentials from Non-U.S. Institutions  for transcript/academic record requirements by country or region. Submitting transcript/academic records is a two-step process:

1: Uploading transcripts through the ApplyWeb application account:

Upload an electronic version of your official transcript/academic record for each Bachelor's, Master's, Professional, or Doctoral degree earned, or in progress, through your application account.

2: Sending official transcripts to the Rackham Graduate School:

Submit an official transcript/academic record for each institution attended at the time of application. See our detailed instructions on how to submit transcripts/academic records to the Rackham Graduate School: https://rackham.umich.edu/admissions/applying/transcripts/

Test Scores

Submit the following electronically through the online application.

GRE Test Scores - NOT required

• The General GRE Test is NOT required. The application will still ask for this information, but it does not need to be sent in.

• The GRE Subject test is NOT required.

English Proficiency Tests Accepted:

Ecpe , ielts , met , toefl, for a complete description of english proficiency tests accepted please visit rackham english proficiency requirements website page., test of english as a foreign language (toefl).

• Applicants whose native language is not English are required to take the TOEFL.

• The minimum TOEFL score accepted is 620 on paper, 260 on the computer, or 106 internet.

• The test date must be within 2 years of the application deadline.

• Photocopies and/or faxed scores will not be accepted.

• For a complete description of English proficiency tests accepted please visit Rackham English Proficiency Requirements website page.

• Be sure to include our Institution code of 1839 when sending your TOEFL scores.

• The department code is not required.

• Exceptions are made if your degree was earned from:

an institution where the language of instruction is English, exclusively. This exception does not apply if some classes completed were taught in a language other than English. Vertification from the school may be required.

a country where the official language is English (Australia, England, New Zealand).

Three Letters of Recommendation

Please register your recommenders on the "Letters of Recommendation" application page and submit recommendation request before you submit your final application. This will ensure that all materials are submitted by the Decemer 10 deadline. You do not need to wait to submit this request until you submit your final application.

All application materials, including the recommendation letters are due by the December 10 deadline. 

We do not accept hard copies, faxed, e-mailed, or recommendation letters submitted through Interfolio.

You can submit your application prior to the submission of all three letters of recommendation.

Additional Required Application Materials

Submit the following as PDFs through the online application.

Academic Statement of Purpose

A clearly labeled academic and intellectual Statement of Purpose: up to three pages, double spaced, statement about your academic and research background, your career goals, and how Michigan's graduate program will help you meet your career and educational objectives. Disregard the 500 word limit as stated on the application.

Personal Statement

A clearly labeled biographical Personal Statement: up to two pages, double spaced, statement about how your personal background and life experiences, including social, cultural, familial, educational, or other opportunities or challenges, motivated your decision to pursue a graduate degree at the University of Michigan. This is not an Academic Statement of Purpose, but a discussion of the personal journey that has led to your decision to seek a graduate degree. Disregard the 500 word limit as stated on the application.

Curriculum Vitae / Resume

No page limit.

Writing Sample

A writing sample of around 25 pages, double spaced, of critical or scholarly writing, excluding notes and bibliography. Notes and bibliography have no page limit.

Please select a sub-plan. You may refer to the list below for examples of sub-plans, though a sub-plan need not be listed here to be valid on the application.

Admissions Conduct Code

The Admissions Conduct Code questions are part of the online application process. You will be prompted to provide the necessary information and your response will be submitted electronically. There is no need to follow-up with paper copies.

International Students: Medical Screening

Immunizations for International StudentsThe University of Michigan does not require immunizations. However, it is recommended that students come to school fully immunized to protect their health. Immunizations are one of the most effective public health measures in preventing communicable diseases.  Immunization recommendations can be found on the University Health Services website .

• All credentials submitted for admission consideration become the property of the University of Michigan and will not be returned in original or copy form.

• Make sure you receive an electronic confirmation of your submitted application.

If you have additional questions please email [email protected]

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Flawless Statement Of Purpose For PhD: Samples & Tips

As an aspiring PhD student, you’ve probably heard it time and time again – your statement of purpose (SOP) is one of the most important elements of your application. In just a few short pages, the admissions committee needs to understand your research interests, fit for the program, and long-term career goals. It’s no small feat to efficiently and powerfully convey all this within the character limit restrictions. That’s why we are here to walk you through everything you need to know to create the perfect SOP and bolster your chances of admissions success. In this post, we’ll unpack the anatomy of a compelling SOP, including essential components and structure. We’ll also share statement of purpose for PhD samples from both real and fictional but effective essays to give you a sense of the different styles and tones you can take.Finally, we’ll provide my top writing and editing tips to help you put your best foot forward and craft the type of polished, punchy statement that makes admissions officers eager to admit you into their program. Let’s dive in and get started on building your application’s most pivotal piece.

Understand the purpose

A statement of purpose for a PhD program is more than just a formal requirement for the application process; it is a critical component that helps the admission committee understand your academic journey, your research interests, and your fit into the program. The SOP serves a dual purpose- it demonstrates your ability to articulate complex ideas clearly and concisely, reflecting your communication skills, and it outlines your intellectual curiosity and dedication to your field of study. The committee uses the SOP to gauge whether your research interests align with those of the faculty, whether you have the potential to contribute significantly to the field, and whether you have the resilience and dedication to withstand the rigors of a PhD program. Essentially, the SOP is your opportunity to convince the committee that you are a compatible candidate for the program and that you have the ambition, curiosity, and academic prowess to succeed.

What your statement of purpose should not do

While your statement of purpose should provide a comprehensive picture of your academic journey, it should not merely rehash what can already be found on your resume or CV. The resume primarily lists your qualifications, the courses you’ve taken, the projects you’ve completed, and the positions you’ve held. Simply repeating these details in your statement does not add any value to your application and can be redundant.

As demonstrated in the statement of purpose for PhD samples below, the aim of the essay is to provide context, explain the motivations behind your academic and professional decisions, and to outline your future research goals and aspirations. Rehashing your resume wastes valuable space that could be used to highlight your research interests, demonstrate your analytical thinking, and elucidate your understanding of the academic field. Moreover, it reflects a lack of creativity and an inability to think critically, traits that are extremely important for a successful PhD candidate. Therefore, it’s crucial to ensure that your SOP goes beyond your resume, offering a deeper insight into your intellectual journey and your commitment to your chosen field of study.

Here is an illustration of how your statement of purpose can provide a comprehensive account of your academic journey without simply echoing your resume or CV:

“As an undergraduate, I was drawn to the complexities and intricacies of molecular biology, a fascination that was kindled during my sophomore year project on DNA replication. This wasn’t simply a course requirement for me, but a thrilling dive into the minuscule yet mighty world of cells and DNA. The project led me to identify my research interest and, subsequently, to choose an internship in a lab specializing in gene editing techniques. This experience allowed me to work with renowned professionals and gain hands-on experience, igniting a desire to contribute meaningfully to this field. My decision to apply for a PhD program in molecular biology stems from this inquisitiveness and the profound desire to delve deeper into the mysteries of genetic codes. If granted the opportunity, my aim is to focus on gene therapy research to combat genetic disorders, a pursuit that I believe can change countless lives. This is not merely an academic endeavor for me; it is my commitment to contribute to a field that holds immense potential for human health.”

Know your audience

Understanding your audience is central to crafting a compelling statement of purpose for a PhD program. When preparing your SOP, consider the specifics of the program and department you’re applying to — what are their research focus areas, what methodologies do they frequently employ, who are the key faculty members, and what are their contributions to the field? Incorporating these details into your SOP will demonstrate that you’ve done your homework and that you’re genuinely interested in the program.

It’s not about pandering to the department; rather, it’s about showing that you’ve taken the time to understand their objectives and that you see a genuine alignment between their work and your research interests. For instance, if the department is known for its focus on quantitative methods, you might want to highlight your experience with these methods and how you plan to utilize them in your research. Similarly, if a faculty member in the department is doing groundbreaking work in your area of interest, mentioning this work and how it aligns with your research goals could work in your favor.

Remember, the SOP is not just about selling your skills and achievements; it’s about weaving a narrative that shows a deep understanding of the program, a clear vision of your research journey, and a firm belief in your compatibility with the department’s goals and values. Among the statement of purpose for PhD samples provided in this blog post, the following one demonstrates how to do just that:

“As an aspiring PhD candidate, I am drawn to the University of XYZ’s Department of Neuroscience due to its renowned focus on neurodegenerative diseases. I have a particular interest in the methodologies that Dr. Jane Doe employs in her groundbreaking research on Parkinson’s disease. Having utilized quantitative methods extensively during my master’s thesis, I plan to further refine these skills to contribute to this field’s evolving discourse. I am particularly impressed by the department’s innovative approach to integrating molecular biology and computational modeling . This aligns closely with my own vision of utilizing a multi-disciplinary approach to understand the complexities of neurodegenerative disorders. My past research endeavors along with my desire to delve deeper into this particular field have equipped me with a unique perspective and a steadfast determination. I firmly believe that the application of my skills and the alignment of our research interests will significantly contribute to the department’s ongoing projects and overarching goals.”

Focus on your research experience

In your statement of purpose, the articulation of past experiences forms a pivotal part. It lays a foundational layer that demonstrates your abilities, commitment, and growth. Each experience that you narrate should be a reflection of your intellectual curiosity, research acumen, and dedication to your chosen field.

This does not mean that you just sequentially list your experiences. Instead, it is essential to focus on those that had a significant impact on your academic journey or shaped your research interests. Discuss your learnings, illustrate how challenges were addressed and remember to underline your contribution to each experience shared.

The idea is to paint a picture of your capabilities, showcasing not just your technical skills, but also your problem-solving ability, perseverance, and team spirit. When an admissions committee member reads your SOP, they should not only grasp your past experiences but also see your potential to effect meaningful change in the future.

As such, your SOP should be a blend of your present and future – a snapshot of who you have been, who you are, and who you aspire to become. Therefore, invest the time to reflect, compose, and meticulously proofread your SOP, as it serves as a powerful tool that can impress the admissions committee, setting you apart from other candidates.

“During my undergraduate studies, I had the opportunity to be a part of a research team working on nano-sensor technology. This experience ignited my passion for nanotechnology and sensor systems, as I found the potential of these technologies in addressing some of the pressing environmental issues remarkable. I contributed to this project by identifying a novel approach for enhancing the sensor’s sensitivity, which was an outcome of my methodical problem-solving approach and rigorous testing. This experience was not without its challenges, and it was during these trying times that my perseverance shone through. There were instances when our team hit roadblocks, but we resolved them collaboratively, highlighting my ability to work effectively in a team. The knowledge and skills that I gained from this experience have significantly influenced my academic path and future aspirations. Now, I aim to delve deeper into this domain in my graduate studies, with the ultimate goal of developing innovative solutions for environmental challenges. I believe that my dedication, combined with my problem-solving skills and team spirit, will enable me to contribute significantly to the ongoing projects at your esteemed institution.”

Highlight your research interests

As shown in the statement of purpose for PhD samples below, general statements about being interested in a broad field, such as ‘molecular biology’ or ‘international relations,’ will not make you stand out. Instead, delve into the intricate aspects of your area of interest, demonstrating your profound understanding and passion for the subject.

For instance, if your research interest lies in the domain of molecular biology, you might specify that you are particularly intrigued by the role of microRNAs in gene regulation and its implications for cancer treatment. If international relations is your field, you might express a keen interest in the interplay of economic sanctions and nuclear disarmament, using specific case studies such as North Korea or Iran.

Back your assertions with evidence of your knowledge and skills – refer to relevant research you’ve done, courses you’ve taken, or seminal literature you’ve read. Tying your research interests to current debates and pressing issues in the field will further underscore your commitment and preparedness for PhD-level work. You also need to mention potential research questions you wish to explore, thereby showcasing your ability to conceptualize and execute research.

Remember, your research interests are the cornerstone of your PhD journey, and the statement of purpose is an opportunity to demonstrate that these interests are informed, well-articulated, and aligned with the department’s expertise.

“My fascination with molecular biology is deeply rooted in the complex world of microRNAs and their potential in gene regulation. I am particularly captivated by the implications this has for cancer treatment, a connection I have explored in my undergraduate research examining the role of microRNA-155 in breast cancer progression. This research, coupled with my advanced coursework in cellular biology and genetics, has equipped me with a robust understanding of the molecular mechanisms driving disease. Furthermore, my keen interest extends to pressing debates in the field, as I am actively engaged in studying the potential of microRNAs as therapeutic targets. Looking forward, I wish to delve deeper into this area during my PhD, with an initial research question centered around understanding the differential expression patterns of microRNAs in various cancer types. I am confident that the department’s expertise in molecular biology, notably the groundbreaking work on microRNA-based therapies, aligns perfectly with my research interests, and I am excited about the possibility of contributing to this pioneering field.”

Emphasize your motivation

Your motivation is the driving force behind your aspiration to pursue a PhD, and it is crucial to articulate this effectively in your statement of purpose . It is not enough to merely state that you are passionate about your subject; you need to demonstrate your commitment and dedication through tangible examples and anecdotes.

For instance, you might talk about a seminal moment or experience that sparked your interest in the field – perhaps a particular course you took or a paper you read that opened up a new perspective. You might recount how you pursued this interest, undertaking independent reading, engaging in research projects, or seeking out mentors in your field. You might discuss how these experiences fueled your passion further, inciting an insatiable curiosity and a determination to contribute to the field.

Convey how your subject has influenced your worldview, shaped your career goals, and ingrained a sense of purpose and direction in your life. This passion should seep into every facet of your statement of purpose, presenting a compelling narrative that resonates with the admissions committee. Ultimately, your motivation should underscore your willingness to embrace the rigors of a PhD program, your readiness to delve deeper into your field, and your ambition to make a profound impact on it.

“My fascination with neurobiology was truly sparked when I took an introductory course in my sophomore year of undergraduate studies. The intricate workings of the human brain and how it influences behavior captivated me. I sought to dive deeper into this subject, undertaking independent reading beyond the scope of my coursework. I also volunteered for a research project under the guidance of a respected professor in the field. This hands-on experience introduced me to the thrill of discovery and the satisfaction of contributing to scientific knowledge. These experiences reinforced my passion for neurobiology, instilling an insatiable curiosity and a determination to delve deeper. Today, this subject has evolved from merely an academic interest to a defining aspect of my life, shaping my career aspirations and directing my purpose. My motivation to pursue a PhD stems from this profound desire to deepen my understanding, participate in groundbreaking research, and ultimately contribute significantly to our understanding of the human brain.”

Discuss your qualifications

Your qualifications form a significant part of your application and should be highlighted effectively in your statement of purpose. Start by discussing your academic background, emphasizing the relevance of your degrees, courses, and thesis projects to your proposed area of study.

For example, if you’re applying for a PhD in psychology, you might mention your bachelor’s and master’s degrees in the same field, the psychology courses you’ve mastered, and the dissertation you’ve completed on a related topic.

Next, delve into relevant work experiences, internships, or research projects you’ve partaken in, explaining the insights and skills you’ve gleaned from these opportunities. Be specific about your roles and responsibilities, the methodologies you’ve used, the challenges you’ve overcome, and the results you’ve achieved.

Remember, each aspect of your qualifications should align with your research interests and underscore your readiness for the PhD program.

Show how you can contribute

In the conclusion of your statement of purpose, it’s essential to clearly articulate how you can contribute to the PhD program and the broader academic community. This involves showing how your unique perspectives, experiences, skills, and aspirations can enrich the learning environment, push the boundaries of your field, and address pertinent societal issues.

For example, you might highlight how your innovative research methodology can fill existing gaps in knowledge, how your commitment to mentorship can foster a supportive academic culture, or how your interdisciplinary approach can facilitate collaborations and yield groundbreaking insights.

Be sure to also touch on your long-term career goals, such as becoming a professor, a policy-maker, or a consultant, and explain how these align with the objectives of the PhD program and the institution’s mission. This gives the admissions committee a clear vision of your future trajectory and reassures them of your determination and potential to succeed.

Remember, your conclusion is your final chance to leave a lasting impression, so ensure it’s compelling, coherent, and reflective of your passion, readiness, and potential to excel in the PhD program.

“To conclude, I am keen to join your esteemed PhD program as I see it as a platform where my experiences, skills, and aspirations can have a significant impact. With my in-depth background in environmental science and a passion for data analytics, I intend to explore innovative methodologies that address the pressing issue of climate change. This interdisciplinary approach, I believe, can fill gaps in current research and provide novel insights that could potentially lead to impactful solutions. I am equally committed to fostering a supportive academic culture through active mentorship in the X program, leveraging my experience as a TA during my master’s in Y activities. Looking ahead, my ultimate career goal is to work as a policy consultant, leveraging research to shape powerful environmental policies. I am confident that this aligns with the mission of your institution and the objectives of the PhD program. In summary, I am eager to contribute to the academic community and believe that with my passion, readiness, and potential, I will be a valuable addition to your program.”

Express clearly and concisely

As demonstrated in the statement of purpose for PhD samples above, writing an essay that is clear and concise necessitates a logical structure and a succinct, yet compelling language.

Use simple, direct language, focusing on precision and clarity. Be mindful of wordiness and redundancy, as these can dilute your message and confuse the reader. It’s crucial to use strong, active verbs and to avoid jargon, ensuring that your SOP is accessible and engaging. Breaking down complex ideas into simpler terms not only demonstrates your understanding of the subject but also makes your SOP easier to read.

Each paragraph should flow seamlessly into the next, maintaining a logical progression of ideas. Providing relevant examples and conveying them succinctly can further enhance the clarity and impact of your SOP. Moreover, a well-structured, concise SOP reflects your ability to communicate effectively, a skill integral to any academic pursuit. Whether you’re describing your research interests, academic achievements, or future plans, make every word count.

Remember, your goal is to convince the admissions committee that you are a promising candidate who will contribute positively to their program.

Show, don’t just tell

One of the most persuasive techniques in writing a compelling SOP is to employ a ‘show, don’t tell’ approach. This involves illustrating your claims with vivid examples and stories that demonstrate your qualifications and passion, rather than merely stating them.

For instance, instead of claiming that you have strong research skills, you might describe a complex project that you successfully managed, explaining the strategies you used and the challenges you overcame. You could bring your academic interests to life by detailing the precise moment when you realized your passion for your field of study, whether it was a fascinating lecture, a thought-provoking book, or a groundbreaking research paper.

You can also substantiate your career aspirations by recounting relevant experiences, such as internships, workshops, or leadership roles, that shaped your career goals and prepared you for the future. These narratives not only provide concrete evidence of your attributes but also make your SOP more engaging and memorable.

Be sure to use vibrant language to paint a clear picture and evoke emotions, making your experiences resonate with the reader. Incorporating a personal touch — your unique perspective, insights, or reflections — can give your SOP a distinct voice that stands apart from others.

Through compelling storytelling, you can transform your SOP into a captivating narrative that leaves a lasting impression on the admissions committee.

Warning: The purpose of statement of purpose for PhD samples

When it comes to crafting an impactful statement of purpose, samples can serve as invaluable tools. They offer a glimpse into the structure, content, and tone expected in a well-curated SOP. More than mere templates to be copied, statement of purpose for PhD samples should be viewed as guides for understanding how to articulate your academic and career aspirations effectively. They showcase successful attempts at conveying passion for a field, highlighting academic achievements, and outlining future goals within the constraints of a limited word count.

Despite the benefits of statement of purpose for PhD samples, it’s critical to remember that each SOP is unique and personal. Simply copying a sample would undermine the primary purpose of the SOP: to provide a distinct and authentic narrative of your journey and aspirations. The correct way to utilize these statement of purpose for PhD samples is by analyzing the writing strategies used, deriving inspiration, and then creating an original piece of work that reflects the applicant’s unique story. This approach ensures that the SOP not only meets the formal requirements set forth by the academic institution but also captures the individuality of the applicant, thus making a lasting impression on the admissions committee.

The high stakes of your statement of purpose

Your SOP is much more than a mere component of your application; it is a crucial determinant of your acceptance. This document breathes life into your application, rendering a vivid picture of your past, present, and future aspirations to the admissions committee. Its weight is such that a well-crafted SOP can elevate an otherwise average application, while a poorly constructed one can diminish the impact of an exceptional academic record.

Think of it as a double-edged sword, capable of either bolstering your chances of admission or, alternatively, significantly undermining them. The smallest of errors — be it a grammatical faux pas, a lack of coherence, or a failure to aptly convey your passion — can be detrimental, casting doubt on your abilities and commitment.

On the other hand, a compelling, polished SOP that succinctly encapsulates your journey, goals, and potential can resonate profoundly with the committee, positioning you as a desirable candidate. The stakes, then, are undeniably high. It’s a daunting task to undertake alone, and the margin for error is slim. Assessing your work objectively can be challenging, and subtle nuances may escape your notice. Seeking feedback in this critical endeavor may prove invaluable in ensuring your SOP is not just good, but exceptional.

Let’s recap. As demonstrated through our statement of purpose for your PhD samples, the SOP is one of the most important elements of the application process and needs to distinctly capture your research interests, fit for the program and future aspirations in its few pages. We have provided you with helpful information about components and structure, given real samples to emulate, and shared tips on writing and editing to ensure you submit a top-notch statement that will leave a favorable impression. Now that you know how to write an effective SOP for your PhD application confidently, what are you waiting for? Put your newfound knowledge into action and get started on creating an outstanding SOP that truly speaks for itself. And if you find yourself struggling or needing a bit of guidance along this journey, we offer statement of purpose services – whether it be helping you write your SOP from scratch or providing personalized feedback. Make sure to check them out!

With a Master’s from McGill University and a Ph.D. from New York University, Dr. Philippe Barr is the founder of The Admit Lab . As a tenure-track professor, Dr. Barr spent a decade teaching and serving on several graduate admission committees at UNC-Chapel Hill before turning to full-time consulting. With more than seven years of experience as a graduate school admissions consultant, Dr. Barr has stewarded the candidate journey across multiple master’s programs and helped hundreds of students get admitted to top-tier graduate programs all over the world .

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Writing a research proposal for the PhD in English Literature

You apply for the PhD in English Literature through the University’s online Degree Finder. Here is our guidance on how to write an effective application.

The two elements of an application that are most useful to us when we consider a candidate for the PhD in English Literature are the sample of written work and the research proposal.

You will probably choose your sample of written work from an already-completed undergraduate or masters-level dissertation or term-paper.

Your research proposal will be something new. It will describe the project that you want to complete for your PhD.

Your research proposal

Take your time in composing your research proposal, carefully considering the requirements outlined below. Your proposal should not be more than 2,000 words .

PhD degrees are awarded on the basis of a thesis of up to 100,000 words. The ‘Summary of roles and responsibilities’ in the University’s Code of Practice for Supervisors and Research Students stipulates what a research thesis must do. 

Take me to the Code of Practice for Supervisors and Research Students (August 2020)

It is in the nature of research that, when you begin, you don’t know what you’ll find. This means that your project is bound to change over the time that you spend on it.

In submitting your research proposal, you are not committing yourself absolutely to completing exactly the project it describes in the event that you are accepted. Nevertheless, with the above points in mind, your research proposal should include the following elements, though not necessarily in this order:

1. An account of the body of primary texts that your thesis will examine. This may be work by one author, or several, or many, depending on the nature of the project. It is very unlikely to consist of a single text, however, unless that text is unusually compendious (The Canterbury Tales) or unusually demanding (Finnegans Wake). Unless your range of texts consists in the complete oeuvre of a single writer, you should explain why these texts are the ones that need to be examined in order to make your particular argument.

2. An identification of the existing field or fields of criticism and scholarship of which you will need to gain an ‘adequate knowledge’ in order to complete your thesis. This must include work in existing literary criticism, broadly understood. Usually this will consist of criticism or scholarship on the works or author(s) in question. In the case of very recent writing, or writing marginal to the established literary canon, on which there may be little or no existing critical work, it might include literary criticism written on other works or authors in the same period, or related work in the same mode or genre, or some other exercise of literary criticism that can serve as a reference point for your engagement with this new material.

The areas of scholarship on which you draw are also likely to include work in other disciplines, however. Most usually, these will be arguments in philosophy or critical theory that have informed, or could inform, the critical debate around your primary texts, or may have informed the texts themselves; and/or the historiography of the period in which your texts were written or received. But we are ready to consider the possible relevance of any other body of knowledge to literary criticism, as long as it is one with which you are sufficiently familiar, or could become sufficiently familiar within the period of your degree, for it to serve a meaningful role in your argument.

3. The questions or problems that the argument of your thesis will address; the methods you will adopt to answer those questions or explain those problems; and some explanation of why this particular methodology is the appropriate means of doing so. The problem could take many forms: a simple gap in the existing scholarship that you will fill; a misleading approach to the primary material that you will correct; or a difficulty in the relation of the existing scholarship to theoretical/philosophical, historiographical, or other disciplinary contexts, for example. But in any case, your thesis must engage critically with the scholarship of others by mounting an original argument in relation to the existing work in your field or fields. In this way your project must go beyond the summarising of already-existing knowledge.

4. Finally, your proposal should include a provisional timetable , describing the stages through which you hope your research will move over the course of your degree. It is crucial that, on the one hand, your chosen topic should be substantial enough to require around 80,000 words for its full exploration; and, on the other hand, that it has clear limits which would allow it to be completed in three years.

When drawing up this timetable, keep in mind that these word limits, and these time constraints, will require you to complete 25–30,000 words of your thesis in each of the years of your degree. If you intend to undertake your degree on a part-time basis, the amount of time available simply doubles.

In composing your research proposal you are already beginning the work that could lead, if you are accepted, to the award of a PhD degree. Regard it, then, as a chance to refine and focus your ideas, so that you can set immediately to work in an efficient manner on entry to university. But it bears repeating that that your project is bound to evolve beyond the project described in your proposal in ways that you cannot at this stage predict. No-one can know, when they begin any research work, where exactly it will take them. That provides much of the pleasure of research, for the most distinguished professor as much as for the first-year PhD student. If you are accepted as a candidate in this department, you will be joining a community of scholars still motivated by the thrill of finding and saying something new.

Ready to apply?

If you have read the guidance above and are ready to apply for your PhD in English Literature, you can do so online through the University of Edinburgh's Degree Finder.

Applications to start your PhD in September 2025 open in October 2024.

Take me to the Degree Finder entry for the PhD in English Literature

If you've got any questions, please do not hesitate to contact Dr Aaron Kelly by email in the first instance.

Email Dr Aaron Kelly

Writing the Statement of Purpose

The statement of purpose should convince the admissions committee that your achievements show promise for your success in graduate study. Think of the statement of purpose as a composition with four different parts.

Make sure to check on the appropriate departmental website to find out if your statement should include additional or specific information.

Part 1: Introduce yourself, your interests and motivations

Tell them what you’re interested in, and perhaps, what sparked your desire for graduate study. This should be short and to the point; don’t spend a great deal of time on autobiography.

Part 2: Summarize your undergraduate and previous graduate career

a) Research you conducted. Indicate with whom, the title of the project, what your responsibilities were, and the outcome. Write technically, or in the style of your discipline. Faculty are the people who read these statements.

b) Important paper or thesis project you completed, as well as anything scholarly beyond your curricular requirements.

c) Work experience, especially if you had any kind of responsibility for testing, designing, researching or interning in an area similar to what you wish to study in graduate school.

Part 3: Discuss the relevance of your recent and current activities

If you graduated and worked prior to returning to graduate school, indicate what you’ve been doing: company or non-profit, your work/design team, responsibilities, what you learned. You can also indicate here how this helped you focus your graduate studies.

Part 4: Elaborate on your academic interests

Here you indicate what you would like to study in graduate school in enough detail to convince the faculty that you understand the scope of research in their discipline, and are engaged with current research themes.

a) Indicate the area of your interests. Ideally, pose a question, define a problem, or indicate a theme that you would like to address, and questions that arise from contemporary research. This should be an ample paragraph!

b) Look on the web for information about departments you’re interested in, including professors and their research. Are there professors whose research interests parallel yours? If so, indicate this. Check the specific program; many may require you to name a professor or professors with whom you might work.

c) End your statement in a positive manner, indicating your excitement and readiness for the challenges ahead of you.

Essential Tips

1. What the admissions committee will read between the lines: self-motivation, competence, potential as a graduate student.

2. Emphasize everything from a positive perspective and write in an active, not a passive voice.

3. Demonstrate everything by example; don’t say directly that you’re a persistent person, show it.

4. If there is something important that happened to you that affected your grades, such as poverty, illness, or excessive work, state it. Write it affirmatively, showing your perseverance despite obstacles. You can elaborate more in your personal statement.

5. Make sure everything is linked with continuity and focus.

6. Unless the specific program says otherwise, be concise; an ideal essay should say everything it needs to with brevity. Approximately 500 to 1000 well-selected words (1-2 single space pages in 12 point font) is better than more words with less clarity and poor organization.

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How to Write a Statement of Purpose for PhD Admission

The dreaded doctoral statement of purpose — every PhD program asks for it, but why is it so difficult to write? Writing a strong statement of purpose is essential to getting into your top PhD programs. A PhD statement of purpose gives admissions committees an introduction to your research interests and why their specific program is of interest to you.

Like a cover letter for a job application, a great statement of purpose allows you to highlight your strengths, interests and experience. If you need statement of purpose advice, keep reading for guidance on how to write a successful statement of purpose that will make your PhD application stand out.

Statement of purpose vs. personal statement

Though the two may sound similar, they’re not necessarily interchangeable. A personal statement gives insight into who you are, while a statement of purpose is meant to showcase what you want to do. Rarely will you be asked to write a personal statement for a PhD program.

As you go through the PhD application process, you will likely see schools requesting either a statement of purpose or a research statement. In most cases, they're both looking for the same thing. Admissions committees want to know about your academic background, your research goals and what you hope to accomplish as a candidate in a PhD program.

Your research goals should align with faculty research

Being admitted to a PhD program is a great feeling, but if you enroll in a program that doesn’t match your research interests or help support your career goals, you may be setting yourself up for disappointment later down the road.

Applying for admission to a program is all about fit. Faculty reviewers are looking for students who best represent the department’s mission and will help them obtain their research objectives.

By the time you apply, you should have a solid understanding of what the department’s primary research and content areas are, as well as which faculty members you’d like to work with more closely. This might mean finding information about what their labs do and reading published articles related to their work.

Be sure to include how your interests and past experiences align with the work that they do and how you would be an active contributor to those endeavors. This approach shows that you took the time to look into their program, so the committee will be more willing to invest theirs in reviewing your application.

Don’t be afraid to address your weaknesses

Many people assume they should avoid listing their shortcomings in their essays. The whole point of applying to a program is to impress the reviewers, right? But constructively addressing your weaknesses can be a great way to demonstrate how this program can help you achieve your academic goals.

Look at the catalog and read through the courses that are part of the program. If there is a particular class that fascinates you, talk about how it could help you obtain a new skill or a better understanding of a concept that you’ve struggled with before.

This demonstrates that you are actively seeking programs to help you better your education. It also exhibits that you’re mindful of what areas of your knowledge need some improvement, which shows maturity and the ability to self-assess.

Keep it succinct

If your program of interest does not specify a page word or word limit, it’s best to assume that your statement should not exceed two pages total. It should be enough to give them a glimpse of who you are and what you have to offer but not share your life story.

The aim is to communicate how and why this particular program will help you meet your academic and career goals. Limited space means you must prioritize what you include in your statement.

Create an outline before you start writing to ensure you are including points that are relevant to your application and the program to which you are applying. Your statement is also an example of how well you can write. By framing your essay before you write it, you can avoid stream-of-consciousness writing that can often come across as undefined and incoherent.

Proofread! And read it over and over

When you think you have a finished product, read your essay out loud. This makes it easier to catch typos, poor grammar, and oddly worded sentences. If you have a friend who is also applying to grad school, help each other out by editing each other’s essays.

Having someone else read your statement and ask questions can help you clarify your points and make it more compelling. Your statement is your one chance to present yourself professionally in your own words. The occasional mistake is excusable, but messy writing will make them think you lack attention to detail.

Before you hit submit on that application, be sure that you have attached the correct document for the right institution. It can be very embarrassing if your statement mentions the wrong faculty member’s name or refers to another school’s library! It could also cause the reviewers to think you are not as serious about their program.

You’ve spent a good amount of time perfecting your application, so take your time to review everything before you submit it so you can rest easy knowing you’ve presented your best.

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• Applying to graduate school

How to Write a Statement of Purpose | Example

Published on February 13, 2019 by Shona McCombes . Revised on June 1, 2023.

When you apply for graduate programs or scholarships, the admissions committee is looking for more than just a list of grades. The statement of purpose (also known as a statement of intent or motivation letter) is your chance to stand out from the crowd and showcase your motivation, skills and potential. It should:

• Outline your academic or professional interests and goals
• Discuss relevant skills, experience and achievements
• Demonstrate why you’d be a good fit for the program

Table of contents

Successful statement of purpose example, requirements and prompts, personal introduction, experience and achievements, goals and motivations, fit with the program, tips for an effective statement of purpose, other interesting articles.

The torment of the Founding Fathers is responsible for my interest in Classics. My desire to learn Latin stemmed from reading American Revolutionary-era history during junior high and high school, and particularly from the countless Latin quotations I found in John Adams’ writings. Always eager for a challenge, I was intrigued by the American founders’ accounts of the torture of learning such a difficult language. In my first semester at university, I started learning Latin and thoroughly loved it. As I learned more and more about classical civilization through the language, I realized that I was passionately interested in many aspects of the field of Classics. I have since taken courses on mythology, art and archaeology, and religion, on ancient history, and on the classical tradition. I have also learned Greek, of course, starting with an intensive two-semester course at the university’s summer school. My experience studying abroad in Florence and traveling through Italy and Greece intensified my zeal for the field and, in particular, fueled my ambition to specialize in classical archaeology.

My personal philosophy of life is that everything is connected, and this conviction drives my desire to study Classics. The most rewarding moments for me are discovering and investigating connections – both broad ones, between fields and disciplines, and more specific ones, like the relationship between a piece of literature and an object of material culture. My liberal arts education has equipped me with a broad base of knowledge in the sciences, social sciences, humanities, and arts, and in the honors program I pursued independent projects exploring academic and personal connections, including a paper on ancient Mayan astronomy, a self-observation study on the effects of nutrition and hydration on exercise performance, and a paper on the influence of political context on the changing artistic representations of John Adams. By seeking out connections between seemingly unrelated areas of academia, I have acquired a well-rounded outlook which helps me approach new ideas with both a range of prior experiences and a mind always open to different interpretations.

In accordance with my personal philosophy, I have also continued to explore connections within Classics and between Classics and other fields. In 2007, I published an article in my university’s undergraduate humanities journal; inspired by my studies in Florence, I compared representations of the birth of Venus in ancient and Renaissance literature and art. My major academic achievement to date, however, has been my senior honor thesis on John Adams’ connection to the Classics. Funded by a Hilldale Research Fellowship, I conducted research in the Adams Papers at the Massachusetts Historical Society and in John Adams’ personal library at the Boston Public Library on the influence of the classical tradition on Adams’ worldview and how he consciously modeled himself on classical ideals. It was particularly fulfilling to connect historical and classical research in writing about the figure most responsible for instigating my study of the Classics.

As well as my research skills, I have demonstrated proficiency in the classical languages, winning prizes for both Latin and Greek translation from the Classics Department, as well as receiving an enthusiastic nomination from the department for the Pearson Fellowship from the American Philological Association. I am also the president of the undergraduate Classics Society, which allows me to share my enthusiasm for Classics with other students and the larger community.

One of the most appealing aspects of studying Classics is the vast range of topics encompassed by the field. Because my interests are broad and I value an interdisciplinary approach, I would like to pursue graduate study ultimately leading to a PhD in Classical Archaeology. Archaeology in itself is, of course, a multi-faceted field, requiring knowledge of history, language, anthropology, and various scientific and technological methods. I have already started building my skills in this area: I participated in a microartifact analysis from the excavation of a Maya site in Belize as part of an honors project, and this summer I will take part in two archaeological projects in Turkey after working as a research assistant on related material in the spring semester. This PhD program includes many other opportunities I am eager to explore, such as palaeography and papyrology courses, and especially the variety of fieldwork and museum experiences available. I believe that my strong background in the classical languages and wide range of courses on classical civilization and archaeological methods have prepared me well for this program, and I am convinced that, guided by my philosophy of interconnectedness, I will flourish in this program.

The first step is to read the application instructions. These should include the length of the document (usually 1-2 pages), any formatting requirements, and often a question or prompt that indicates what you should focus on.

In some cases, you might also be asked to submit a personal statement . Similar advice applies to both of these documents—both should give a sense of who you are, what you’ve done and what you want to do. But a statement of purpose is often more formal, tightly focused on your academic background and your suitability for the program.

If you are working on multiple applications, don’t try to write a one-size-fits-all text—tailor your statement of purpose to each program. Make sure to respond to the prompt and include all the information you’re asked for. A typical statement of purpose prompt looks like this:

Your focus will be slightly different depending on whether you’re applying for research-based academic programs (such as a PhD ) or professional qualifications (such as an MBA). But all statements of purpose should contain the following elements.

This is your chance to introduce yourself to the admissions committee and let them hear your voice. The statement of purpose shouldn’t tell your life story, but it should give a glimpse into who you are.

Academic and personal background

Give an overview of your academic background, and show what drives your interest in this field or profession. You might want to include some personal background too—your family history, social circumstances, personal relationships and life experiences have all shaped your trajectory and perspective. What unique insights will you bring with you?

Characteristics and personality

Think about aspects of your character that make you well-suited for graduate school. Don’t just list generic adjectives—give examples that demonstrate your strengths and show why they’re relevant.

• Are you organized enough to handle a high-pressure workload?
• Do you have the creativity needed to develop original ideas, or a systematic mindset perfect for problem-solving?
• Do you have strong leadership skills, or are you great at working collaboratively?

Avoid including irrelevant autobiographical detail in the statement of purpose. Everything you include should be aimed at showing why you’d be a strong candidate for the program.

Your experience shows that you have the necessary skills to succeed in graduate school. Don’t just summarize everything you’ve done—pick out some highlights to build a clear picture of your strengths and priorities, illustrating how you’ve learned and developed along the way.

Academic experience

If you’re applying for a research-focused program, such as a PhD, show your knowledge of the field and outline your research experience. This might include:

• A brief summary of your thesis or final project
• Courses that you found particularly valuable
• Projects you contributed to
• Publications
• Presentations
• Extracurriculars that gave you relevant skills or experience

Professional experience

If you’re applying for a professional program, such as an MBA, outline your experience so far and show how it relates to your career plans. This might include:

• Past or current job roles
• Projects you led or participated in
• Internships
• Voluntary work
• Training courses

In all cases, give specific examples with details of what you worked on, what you achieved, and what you got out of the experience.

As well as showing that you’re prepared for the program, explain what you expect to get out of it. What are your motivations for applying? How do you plan to make the most of its opportunities, and how will it help you achieve your goals?

Academic motivations

For academic programs, indicate your research interests, showing how they follow from and build upon what you have studied so far. This might include:

• A subfield that you want to strengthen your expertise in
• A specific problem or question that you’d like to address
• An initial idea for a research project
• A theoretical or methodological approach that you want to develop

This isn’t the place for an in-depth research plan, but it’s a chance to show your enthusiasm and knowledge of your field.

Professional motivations

For professional programs, outline your career aspirations and show how your experience informs your goals. This might include:

• The next step you want to take in your career. What position are you aiming for and how will the program help you achieve it?
• Your motivations for a career change. Can you make a link between your previous experience and your new direction?
• Your long-term goals. Where do you want to be in five or ten years, and how do you see yourself getting there?

The admissions committee wants to know that you’re genuinely motivated to complete the program, and the clearer your plans, the more convincing your commitment.

It’s important to show not only why you want to study this subject, but also why you want to do it in this particular institution and department.

• Do your research, and mention particular classes, specialisms or faculty that attracted you.
• Show why you’re a good fit. Do your priorities align with the values and culture of the institution? What will you contribute to the department?
• Discuss the specific skills, knowledge and experience you expect to get from the program.

The statement of purpose isn’t only about selling yourself—it’s about illustrating an ideal match between you and the program.

Once you’ve made sure to cover all the key elements, you can work on strengthening and polishing the text. Follow these tips to make your application the best it can be.

Stay focused

It can be tempting to try to cram in everything you’ve done, but a good statement of purpose requires careful selection to craft a focused narrative. One way to do this is by building your text around a central theme—for example, a character trait, an intellectual interest, or a career goal.

This strategy helps structure your text and puts your priorities centre stage. Link each paragraph back to the central idea, making it clear how everything fits together.

Think about your structure

The structure of a statement of purpose is somewhat flexible, as long as you include all the relevant information in an order that makes sense.

For example, you might start with a chronological story of where your interests began, or you might open with your goals and then select a series of examples that show your capacity to achieve them. If you’re desperate to study in this specific program, you could lead with a summary of why it’s your ideal choice, and then elaborate on each aspect to show why you’re a perfect fit.

The important thing is that the text showcases your strengths and motivations in a compelling, coherent way. As in any other piece of academic writing, make sure each paragraph communicates one main idea, and that each sentence flows smoothly and logically from the last. Use transition words and topic sentences to move between paragraphs.

Add meaning to your resume

The bare facts of your achievements—grades, prizes, work experience—are already included in your graduate school resume and transcripts. Use the statement of purpose not to repeat yourself, but to add personal meaning and texture to these facts.

If you got top marks for your thesis, describe the research process and demonstrate your enthusiasm for the topic. If you completed an internship or participated in a project, explain what new skills you learned and which aspects you found most valuable. If you already have lots of experience in the field, show how each step developed your skills and shaped your current plans.

Revise, edit, proofread

Your statement of purpose isn’t only about the content—it’s also a chance to show that you can express yourself fluently, confidently and coherently in writing. Spend plenty of time revising, editing and proofreading your text before you submit.

Make sure you stay within the recommended length, and check if there are any specific formatting requirements. If not, use a standard 12pt font, 1-inch margins and 1.5 line spacing.

When you have a final draft, our professional statement of purpose proofreading service can offer an extra pair of eyes to make sure every sentence is perfect.

Proofread my statement of purpose

Checklist: Statement of purpose

My statement of purpose clearly responds to the prompt.

I have introduced my academic, professional and/or personal background.

I have described any relevant experience and shown my development over time.

I have highlighted key achievements that demonstrate my talents.

There is a clear connection between my previous experience and my future plans.

I have explained how the program will help me achieve my goals.

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PhD Admissions

Dates and Deadline

The online application for 2024 entry is now closed. The  APPLICATION DUE DATE for the entering class of 2025 December 4th, 2025 at 11:59pm PST. 

What You Need to Know

• The application, including the statement of purpose, the writing sample, the names of three recommenders, and unofficial transcripts must be submitted  VIA THE WEB.  Late applications will not be accepted.
• The Stanford Application will be available as of late September.
• Do not wait until the last day to submit your application to allow for the possibility for technical difficulties. 
• Please make sure to include an unofficial transcript in your application materials. Official transcripts are not required until an offer of admission is made.  
• The Graduate Record Exam (GRE) is not required.
• Admissions decisions will take place during the last two weeks of February.
• Applicants will be notified by early March.

The selection of PhD students admitted to the Program in Modern Thought & Literature is based on an individualized, holistic review of each application, including (but not limited to) the applicant’s academic record, the letters of recommendation, the statement of purpose, personal qualities and characteristics, and past accomplishments.

The Program in Modern Thought and Literature recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Application Procedure

The Program in Modern Thought and Literature seeks to admit students who, as individuals, exhibit great intellectual capacity and the intent to carry out innovative interdisciplinary programs of study, and who, as a group, are of diverse backgrounds and interests. Successful applicants show a commitment to literary or cultural studies, but must also be prepared to make their way in their chosen non-literary field or fields. The Program has a commitment to supporting non-traditional and emergent forms of scholarship. We accept students who have just completed their undergraduate degrees and also welcome students who have pursued careers or degrees in other fields.

An application to the Program in Modern Thought and Literature must include the following elements:

Statement of Purpose

• Supplemental section regarding your proposed interdisciplinary project

Writing Sample

• Letters of Recommendation

To apply for admission, please go to Graduate Admissions

To reach Graduate Admissions, please submit a ticket using the help section of your application in the SLATE portal.

Of primary importance, the  statement of purpose  should demonstrate that the applicant’s focus is interdisciplinary and can be effectively pursued at Stanford.  You should suggest a project or two that would provide a sense of how you wish to pursue interdisciplinary study, and why the Program in Modern Thought and Literature is a good fit for you.  Although there is no hard and fast requirement regarding length, the Statement of Purpose should be a concise description of your academic goals,  no longer than 1500 words.

Supplemental section

In addition to the statement of purpose, you will be asked to complete a supplemental section regarding your proposed interdisciplinary project. 

Because they must forge links among disciplines and seek out relevant faculty members from across the university, students in Modern Thought and Literature need to develop their projects earlier than students in more traditional fields. Applicants should also bear in mind that the academic job market is overwhelmingly discipline-focused. Please answer the following questions BRIEFLY (2-3 sentences for each) to indicate that you’ve considered these issues. It’s of course assumed that your project will change and evolve as you study; this is in no way a binding statement of purpose. (*All three questions are required.)

1. What is the central question you intend to pursue?

2. Describe the need for an interdisciplinary approach.

3. Explain the relevance of your project to at least one discipline or field within which you could situate yourself upon completion of your doctoral degree.

Similar issues should be addressed by those not planning to pursue an academic career. Where do you see your project taking you?

Submit a critical or analytic sample of scholarly writing, approximately  7000 words maximum . Although we encourage applicants to choose writing samples that display their interdisciplinary interests, this is not a requirement. Choose a sample that reflects your best scholarly work. The writing sample should not be a sample of creative writing. Applicants may submit two or more shorter samples to a total of about 7000 words, but keep in mind that shorter samples are usually less well suited to demonstrate your research and argumentation skills.

The writing sample and letters of recommendation should again indicate your preparedness for interdisciplinary work, and why your interests would be best served in a program such as ours.

Completed applications must be submitted by the due date above.

Knight-Hennessy Scholars 

Join dozens of Stanford School of Humanities and Sciences students who gain valuable leadership skills in a multidisciplinary, multicultural community as Knight-Hennessy Scholars (KHS).

KHS admits up to 100 applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of KHS's leadership program, and receive full funding for up to three years of your PhD studies at Stanford.

Candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment.

If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 9, 2024. Learn more about KHS admission.

Program Administrator

Assistant Director of Student Services  (for questions about the application process)  

Modern Thought and Literature 450 Jane Stanford Way, Building 460, Room 219 Stanford University Stanford, CA 94305-2022

Only On-Line Applications Will be Accepted

Please note: there is no paper option for applications. All applications must be submitted online. Letters of recommendation should also be submitted online. Modern Thought & Literature will accept letters by mail only in exceptional cases and when absolutely necessary.  Your Statement of Purpose, your Writing Sample, and your Unofficial Transcripts must be uploaded with your online application. 

• University application forms (submitted online)
• A statement of purpose (submitted online)
• Transcripts from every post-secondary institution you have attended for at least one year as a full-time student (submitted online; official transcripts mailed to address below )*
• Three letters of recommendation submitted through the online application platform; recommendation packets sent through Interfolio will not be accepted.
• A recent (non-fiction) writing sample of approximately 7000 words.  PLEASE NOTE:  The Writing Sample must be submitted online. 
• Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver
• Application Fee Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .
• Funding Package All Ph.D. students admitted to the program receive five years of 12-month financial support which is typically provided as fellowship stipend and tuition. Information about the cost of attendance and funding options are available from  Financial Aid Office . For Incoming Students
• Status Page : Where incoming students can find their matriculation checklist and Graduate Admissions mailing and email address for sending official documents.
• Official Transcripts & Degree Conferral Documents : Complete instructions for sending official documents.
• FAQ : Answers to frequently asked questions on requirements of admission for incoming students.

To access the MTL Applicant Checklist (after you have submitted your application), go to: https://gradadmissions.stanford.edu/applying/starting-your-application

• Check the agreement box and click “start application.”
• At the bottom of the menu on the next screen you’ll find:  Manage Your Account
• Choose “Review Your Activity” and to access the checklist.

Please Note:  Do not be concerned if the checklist indicates that your application is not complete due to missing official scores or official transcripts.

For the review process:

• “Self-reported” scores are acceptable.
• The uploaded “unofficial” transcripts are acceptable.

However, before any formal offer of admission can be made, official scores and official transcripts must be submitted.

Links for international applicants

• Stanford’s assessment of foreign degrees https://gradadmissions.stanford.edu/applying/international-applicants
• Frequently Asked Questions https://gradadmissions.stanford.edu/about/frequently-asked-questions/international-students
• Required Examinations Most international students must take the TOEFL (Test of English as a Foreign Language).  Information on the required tests (including information on exemptions from the TOEFL requirement) can be found at: https://gradadmissions.stanford.edu/about/frequently-asked-questions/gre-and-toefl
• Information for international students at Stanford Visit the Bechtel International Center site: https://bechtel.stanford.edu/
• Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

PhD Program in English Language and Literature

The department enrolls an average of ten PhD students each year. Our small size allows us to offer a generous financial support package. We also offer a large and diverse graduate faculty with competence in a wide range of literary, theoretical and cultural fields. Each student chooses a special committee that works closely along side the student to design a course of study within the very broad framework established by the department. The program is extremely flexible in regard to course selection, the design of examinations and the election of minor subjects of concentration outside the department. English PhD students pursuing interdisciplinary research may include on their special committees faculty members from related fields such as comparative literature, medieval studies, Romance studies, German studies, history, classics, women’s studies, linguistics, theatre and performing arts, government, philosophy, and film and video studies.

The PhD candidate is normally expected to complete six or seven one-semester courses for credit in the first year of residence and a total of six or seven more in the second and third years. The program of any doctoral candidate’s formal and informal study, whatever his or her particular interests, should be comprehensive enough to ensure familiarity with:

• The authors and works that have been the most influential in determining the course of English, American, and related literatures
• The theory and criticism of literature, and the relations between literature and other disciplines
• Concerns and tools of literary and cultural history such as textual criticism, study of genre, source, and influence as well as wider issues of cultural production and historical and social contexts that bear on literature

Areas in which students may have major or minor concentrations include African-American literature, American literature to 1865, American literature after 1865, American studies (a joint program with the field of history), colonial and postcolonial literatures, cultural studies, dramatic literature, English poetry, the English Renaissance to 1660, lesbian, bisexual and gay literary studies, literary criticism and theory, the nineteenth century, Old and Middle English, prose fiction, the Restoration and the eighteenth century, the twentieth century, and women's literature.

By the time a doctoral candidate enters the fourth semester of graduate study, the special committee must decide whether he or she is qualified to proceed toward the PhD. Students are required to pass their Advancement to Candidacy Examination before their fourth year of study, prior to the dissertation.

PhD Program specifics can be viewed here: PhD Timeline PhD Procedural Guide

Special Committee

Every graduate student selects a special committee of faculty advisors who work intensively with the student in selecting courses and preparing and revising the dissertation. The committee is comprised of at least three Cornell faculty members: a chair, and typically two minor members usually from the English department, but very often representing an interdisciplinary field. The university system of special committees allows students to design their own courses of study within a broad framework established by the department, and it encourages a close working relationship between professors and students, promoting freedom and flexibility in the pursuit of the graduate degree. The special committee for each student guides and supervises all academic work and assesses progress in a series of meetings with the students.

At Cornell, teaching is considered an integral part of training in academia. The field requires a carefully supervised teaching experience of at least one year for every doctoral candidate as part of the program requirements. The Department of English, in conjunction with the  John S. Knight Institute for Writing  in the Disciplines, offers excellent training for beginning teachers and varied and interesting teaching in the university-wide First-Year Writing Program. The courses are writing-intensive and may fall under such general rubrics as “Portraits of the Self,” “American Literature and Culture,” “Shakespeare,” and “Cultural Studies,” among others. A graduate student may also serve as a teaching assistant for an undergraduate lecture course taught by a member of the Department of English faculty.

Language Requirements

Each student and special committee will decide what work in foreign language is most appropriate for a student’s graduate program and scholarly interests. Some students’ doctoral programs require extensive knowledge of a single foreign language and literature; others require reading ability in two or more foreign languages. A student may be asked to demonstrate competence in foreign languages by presenting the undergraduate record, taking additional courses in foreign languages and literature, or translating and discussing documents related to the student’s work. Students are also normally expected to provide evidence of having studied the English language through courses in Old English, the history of the English language, grammatical analysis or the application of linguistic study to metrics or to literary criticism. Several departments at Cornell offer pertinent courses in such subjects as descriptive linguistics, psycholinguistics and the philosophy of language.

All PhD degree candidates are guaranteed five years of funding (including a stipend , a full tuition fellowship and student health insurance):

• A first-year non-teaching fellowship
• Two years of teaching assistantships
• A fourth-year non-teaching fellowship for the dissertation writing year
• A fifth-year teaching assistantship
• Summer support for four years, including a first-year summer teaching assistantship, linked to a teachers’ training program at the Knight Institute. Summer residency in Ithaca is required.

Students have also successfully competed for Buttrick-Crippen Fellowship, Society for the Humanities Fellowships, American Council of Learned Societies (ACLS), Shin Yong-Jin Graduate Fellowships, Provost’s Diversity Fellowships, fellowships in recognition of excellence in teaching, and grants from the Graduate School to help with the cost of travel to scholarly conferences and research collections.

Admission & Application Procedures

The application for Fall 2025 admission will open on September 15, 2024 and close at 11:59pm EST on December 1, 2024.

Please do not reach out directly to faculty with inquires, instead email  [email protected] , if you have questions.

Our application process reflects the field’s commitment to considering the whole person and their potential to contribute to our scholarly community.  Applicants will be evaluated on the basis of academic preparation (e.g., performance in relevant courses, completion of substantive, independent research project). An applicant’s critical and creative potential will be considered: applicants should demonstrate interest in extensive research and writing and include a writing sample that reveals a capacity to argue persuasively, demonstrate the ability to synthesize a broad range of materials, as well as offer fresh insights into a problem or text. The committee will also consider whether an applicant demonstrates a commitment to inclusion, equity, and diversity and offers a substantive explanation for why study at Cornell is especially compelling (e.g., a discussion of faculty research and foci). Admissions committees will consider the entire application carefully, including statements and critical writing, as well as transcripts, letters of recommendation, and a resume/cv (if provided). Please view the requirements and procedures listed below, if you are interested in being considered for our PhD in English Language and Literature program.

Eligibility: Applicants must currently have, or expect to have, at least a BA or BS (or the equivalent) in any field before matriculation. International students, please verify degree equivalency here . Applicants are not required to meet a specified GPA minimum.

To Apply: All applications and supplemental materials must be submitted online through the Graduate School application system . While completing your application, you may save and edit your data. Once you click submit, your application will be closed for changes. Please proofread your materials carefully. Once you pay and click submit, you will not be able to make any changes or revisions.

Deadline: December 1st, 11:59pm EST.  This deadline is firm. No applications, additional materials, or revisions will be accepted after the deadline.

PhD Program Application Requirements Checklist

• Academic Statement of Purpose Please describe (within 1000 words) in detail the substantive research questions you are interested in pursuing during your graduate studies and why they are significant. Additionally, make sure to include information about any training or research experience that you believe has prepared you for our program. You should also identify specific faculty members whose research interests align with your own specific questions.  Note that the identification of faculty is important; you would be well advised to read selected faculty’s recent scholarship so that you can explain why you wish to study with them. Do not rely on the courses they teach.  Please refrain from contacting individual faculty prior to receiving an offer of admission.
• Personal Statement Please describe (within 1000 words) how your personal background and experiences influenced your decision to pursue a graduate degree and the research you wish to conduct.  Explain, for example the meaning and purpose of the PhD in the context of your personal history and future aspirations.  Please note that we will pay additional attention to candidates who identify substantial reasons to obtain a PhD beyond the pursuit of an academic position. Additionally, provide insight into your potential to contribute to a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn (productively and positively) together.
• Critical Writing Sample Your academic writing sample must be between 3,000 and 7,500 words (12-30 pages), typed and double-spaced. We accept excerpts from longer works, or a combination of shorter works.
• Three Letters of Recommendation We require 3 letters of recommendation.  At the time of application, you will be allowed to enter up to 4 recommenders in the system.  Your application will be considered “Complete” when we have received at least 3 letters of recommendation.   Letters of recommendation are due December 1 . Please select three people who best know you and your work. Submitting additional letters will not enhance your application. In the recommendation section of the application, you must include the email address of each recommender. After you save the information (and before you pay/submit), the application system will automatically generate a recommendation request email to your recommender with instructions for submitting the letter electronically. If your letters are stored with a credential service such as Interfolio, please use their Online Application Delivery feature and input the email address assigned to your stored document, rather than that of your recommender’s. The electronic files will be attached to your application when they are received and will not require the letter of recommendation cover page.
• Transcripts Scan transcripts from each institution you have attended, or are currently attending, and upload into the academic information section of the application. Be sure to remove your social security number from all documents prior to scanning. Please do not send paper copies of your transcripts. If you are subsequently admitted and accept, the Graduate School will require an official paper transcript from your degree-awarding institution prior to matriculation.
• English Language Proficiency Requirement All applicants must provide proof of English language proficiency. For more information, please view the  Graduate School’s English Language Requirement .
• GRE General Test and GRE Subject Test are NO LONGER REQUIRED, effective starting with the 2019 application In March 2019, the faculty of English voted overwhelmingly to eliminate all GRE requirements (both general and subject test) for application to the PhD program in English. GRE scores are not good predictors of success or failure in a PhD program in English, and the uncertain predictive value of the GRE exam is far outweighed by the toll it takes on student diversity. For many applicants the cost of preparing for and taking the exam is prohibitively expensive, and the exam is not globally accessible. Requiring the exam narrows our applicant pool at precisely the moment we should be creating bigger pipelines into higher education. We need the strength of a diverse community in order to pursue the English Department’s larger mission: to direct the force of language toward large and small acts of learning, alliance, imagination, and justice.

General Information for All Applicants

Application Fee: Visit the Graduate School for information regarding application fees, payment options, and fee waivers .

Document Identification: Please do not put your social security number on any documents.

Status Inquiries:  Once you submit your application, you will receive a confirmation email. You will also be able to check the completion status of your application in your account. If vital sections of your application are missing, we will notify you via email after the Dec. 1 deadline and allow you ample time to provide the missing materials. Please do not inquire about the status of your application.

Credential/Application Assessments:  The Admission Review Committee members are unable to review application materials or applicant credentials prior to official application submission. Once the committee has reviewed applications and made admissions decisions, they will not discuss the results or make any recommendations for improving the strength of an applicant’s credentials. Applicants looking for feedback are advised to consult with their undergraduate advisor or someone else who knows them and their work.

Review Process:  Application review begins after the submission deadline. Notification of admissions decisions will be made by email by the end of February.

Connecting with Faculty and/or Students: Unfortunately, due to the volume of inquiries we receive, faculty and current students are not available to correspond with potential applicants prior to an offer of admission. Applicants who are offered admission will have the opportunity to meet faculty and students to have their questions answered prior to accepting. Staff and faculty are also not able to pre-assess potential applicant’s work outside of the formal application process. Please email [email protected] instead, if you have questions.

Visiting: The department does not offer pre-admission visits or interviews. Admitted applicants will be invited to visit the department, attend graduate seminars and meet with faculty and students before making the decision to enroll.

Transfer Credits:  Students matriculating with an MA degree may, at the discretion of the Director of Graduate Studies, receive credit for up to two courses once they begin our program.

For Further Information

Contact [email protected]

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Sample Application to a Literature Program

The following is a copy of a successful application to the PhD program at the University of Iowa from a student who graduated from Washington University, St. Louis, Missouri, with a degree in English. A copy of the actual application is available in the English Department office.

Statement of Purpose

I wish to study American literature and culture, particularly fiction and non-fiction prose of the late nineteenth and twentieth centuries. My career goal is to teach at the university level and research the relationship between literature and culture.

Personal Statement

Writers and politicians who would attempt to lead Americans to a sense of national identity must do so tentatively, respectful of the individualistic spirit that resists grouping unless assured the right to withdraw from any association that unduly infringes on self-determination. Technological advances in the late nineteenth and early twentieth centuries reordered society in ways that threatened this individualism, which had drawn Americans together within a sense of shared independence. Industrialization stimulated urbanization, with people coming closer to each other and to their machines in an uneasy relationship that strained the boundaries between public and private life. The literary project of capturing the American spirit, as attempted by Walt Whitman, now contended with depersonalized systems of mass production and commerce that dimmed the prospects of self-autonomy. The conceptual geography of America, originally considered by the settlers as the promised "New Eden," was remapped as a land whose riches would be reaped in the cities and factories. Highly concentrated populations, seeking a return to the possibilities of frontier individualism, traversed the country at higher speeds and communicated at farther distances. As the tools of human progress facilitated contact, people were least in touch with their country and each other.

The Naturalist movement presented the self as an animal-machine, living in the greater machine of human society. The dreary fiction of Frank Norris exhibits humanity deprived of its rationality, as with McTeague, whose inner mechanics chart the course of his downfall, while Upton Sinclair exposes the savagery of the overreaching societal jungle that ensnares its citizens like caged animals. This vision of a dispirited America applies well to our present era, in which no clear sense of American identity exists apart from the computers and circuitry that carry us and our meanings. Rather than advance understanding, tools of creation and communication, when relied on too heavily, can degenerate human reasoning to the irrationality of instinct and mechanism. Consequently, we often look to the machine to show us the next step, rather than redesign the wheel that no longer turns.

The ways in which humanity's creations, mechanical and conceptual, both empower and govern their makers is of central importance to me. I have witnessed attempts to bring people closer together through electronic communications as direct as they are distant, just as I have read literary works far removed from the problems within the world of their origin. In dealing with writers who describe the predicament of the individual in a specific time and place, I wish to evaluate the historical and social contexts of language that affect both culture and literature. As a method of self-creation, literature often serves as the provider of meaning, such that the literature in a time of crisis bears special importance. Ours is a time of crisis, I believe, and looking at past writers' attempts to speak to their times will help us address ours. I see my undertaking as a lifetime commitment to study, teach, and participate in the creation of our culture.  

GRE scores: 1995: Verbal 720, Quantitative 720, Analytical 780 1992: Verbal 690, Quantitative 760, Analytical 790

GPA for AB in English at Washington University: 3.70 

Writing Sample

I submitted "Dickinson's Economy of Language" as the second of two major papers for the graduate seminar on Whitman and Dickinson that I took this past fall semester. The course was a graduate English seminar that I received permission to enroll in as part of my part-time Master's work in American Culture Studies. I regret that I do not currently have the submitted copy, but would supply you with it if necessary, as soon as it is available to me.

Professor Pollak December 11, 1995 Dickinson's Economy of Language

Desire often impels the individual to reach beyond his or her designated position in society. The nature of desire is such that it often sets its sights on the unattainable. For better or worse, this was the case for Emily Dickinson. The privation of her private life, and her unfulfilled desire, have long been the subject of public inquiry. The quality of her art has often been used as a deductive gauge to measure the depth of her desire. Those who endure long suffering necessarily adopt ways to deal with their pain, the greater the pain, the more elaborate the remedy. In her letters to the "Master," Dickinson reveals the reality of her desire, while her poetry transforms her pain and self. Dickinson's efforts illustrate the workings of her interior life, but do not fully disclose the mystery at the core of her being. In the words of the biographer Richard Sewall, "Central to this mystery (certainly central to the biographer) was the mystery of herself. l" (Sewall, 5). Dickinson's enduring privacy was formulated from desire and a retreat from it. In these motions, her words reveal while they conceal.

Some critical inquiry has focused on determining the identity of Dickinson's "Master," as addressed by her in three letters and made subject in numerous poems. Biographers and biographical critics have not reached a definitive conclusion. Richard Sewall's  Life of Emily Dickinson  seems to leave the matter open to question, providing evidence that either Reverend Charles Wadsworth or Samuel Bowles could have been the Master. The editor of Dickinson's Letters, Thomas Johnson, prefers Wadsworth to Bowles, because of religious vocabulary employed by Dickinson. Vivian Pollak considers the merits of both as the potential beloved, concluding that the identity of the lover is not as important as his function to Dickinson as a psychological father figure, which would be better represented in the elder, more distant Wadsworth. Judith Farr asserts that it is Bowles's very engagement in Dickinson's life that inspired her to the heights of her passion. With an abundance of yet inconclusive evidence, many critics heed Sewall's observation, that "she may have been talking to herself," in discussing Dickinson's relationship to the Master (Sewall, 529). It is Dickinson's personal investment in the Master as beloved, and the subsequent critical investigation into the Master as her muse, that I wish to discuss. In her essay "Emily Dickinson and the Economics of Desire," Joan Burbick elaborates upon four stages of desire that may illuminate Dickinson's attitude toward her "Master," and draw together some elements from each of these critics' understandings of the Master as an opening into Dickinson's mystery.

In Dickinson's Victorian era, there was understood a need, to control more strongly the desires of the body, Burbick explains. "In the economic language of sexual frugality, the unmarried woman represented a puzzling, if not disturbing, cultural fact." (Farr Essays, 77). The Great Awakening preached spiritual transcendence of the body, concern focusing on the female body as the chief obstacle to this end. Although temptation might be considered to rest in either the one who is tempted, or the tempter, women were considered on all accounts to embody the sexually dangerous energies that would hinder transcendence, their own and that of men. "In particular, desire, if it existed for the unmarried woman, was 'dangerous' and, Dickinson would write, needed to be 'handled with a Chain"' (Essays, 77). It is unclear whether the desire "for" connotes desire directed toward an unmarried woman, or desire existing "for," that is, within her, directed toward another. The lack of clarity suggests a fear of their combination in female homosexuality.

Fear of ambiguous sexuality, as ascribed to the unattached female, gave rise to societal constructs of acceptable desire. In addressing the figure of the Master, Dickinson explores her response to these public intrusions into private life, the self-regulating construct within her. Burbick envisions four modes of desire's regulation: unlimited fulfillment; the introduction of restraint; a magnification of the absent beloved; and death ( Essays , 78-79). Dickinson's poetry, and the self-revelatory Master letters illustrate how the societal pressures of Victorian New England pressured her desire into these modes.

The first mode Burbick discusses precedes the imposition of regulation. All that is desired is attainable. Dickinson is the collector. "In a letter to Samuel Bowles, she boldly asserts 'My friends are my estate.' Forgive me then the avarice to hoard them!' (L 193)" (Essays, 80). As Burbick notes, "no restraint" is called for in this acquisition. Dickinson's strategy of acquiring "earthly" friends, rather than awaiting reunion in heaven, as the religion she has forfeited would preach, hardly seems dangerous. As her assured request for forgiveness suggests, it is easily forgivable.

In the first Master letter, Dickinson entreats the recipient to join her circle of familiars. She opens by saying "I thought you were in Heaven." What may at first seem to be concern for the subject's health, also signals Dickinson's apprehension that the addressed might be inaccessible to her, since for Dickinson, "Heaven is what I cannot reach" (Dickinson  Poems , 109). Assured that this is not the case, Dickinson continues, "I would that all I love, should be weak no more. the Violets are by my side, the Robin very near, and "Spring"-- the day, Who is she--going by the door -" (Dickinson  Letters , 141). Although she calls this door "Heaven's gate," of "God's house" it is Dickinson's domain, her private gathering of all that she loves.

The lyrical quality of her letter easily captures the mood of young, hopeful love. She gathers her loved ones easily; "how strong when weak to recollect, and easy, quite to love" (141). Hoping to draw this Master into her love, she continues, "Will you tell me, please to tell me, soon as you are well." But when her beloved is well, that is, restored to a stronger sense of self, the healing empathy between addresser and addressee will not be as effective. When Dickinson more fully realizes the strength of her own desire, she will not so easily re-collect her Master by this all-embracing lyricism. The seemingly weak, feminine "Daisy," is at heart a "Marauder" of the Master's nourishing light and life force, only in the public sight sublimating her aggressive sexual urges, which seek release in "Night's possibility" (Farr  Passion , 195). As Dickinson's desire deepens past the shallow roots of acceptable femininity, the easy breadth of love is no longer possible, and resistance arises, causing a rift between lover and beloved.

The pain of separation between Dickinson and her Master is most apparent in the third Master letter, addressed to a recipient whose identity remains unknown to the third party reader. Deprived of the assuming air in which she could easily obtain her Master's radiance, Dickinson begins the letter "Oh, did I offend it" ( Letters , 167). The poet's surety is gone; the "Night's possibilities" will not come unbidden. This Master, whatever has happened to distance "it," is desired with a want that needs to possess. Dickinson enters Burbick's second mode of desire, in which the self must be restrained. To accommodate her Master's resistance, Dickinson weakens herself, "bends her smaller life to his (it's) meeker (lower) every day" and asks not for his person, but merely "a task" to perform to prove her love for him (167). She must obtain the object of her desire through indirect work, rather than gather it as a commodity. She is no longer a relaxed owner of love, but a laborer.

Richard Wilbur's essay "Sumptuous Destitution" proposes that poetic labor, in itself will be Dickinson's consolation for frustrated desire. Although, as Wilbur says, Dickinson gave up the conventional religious definitions of "great words like Immortality and Salvation and Election," those words, as Dickinson uses them, "are not merely being themselves; they have been adopted, for expressive purposes; they have been taken personally, and therefore redefined" ( Essays , 53). The words that Wilbur selects as candidates for Dickinson's redefinition are those which best suit Dickinson's dialogue with the Master. He has not elected her for salvation. She will not dwell with him in a state of enduring immortality, assured of his love as a heaven on earth. Dickinson's assumed vocabulary of acceptance leave her in as much a state of exclusion as they would in the religious vernacular. Noting that in Noting that in "her later work the beloved's lineaments, which were never very distinct, vanish entirely," Wilbur dismisses further consideration of Dickinson's pain and the Master's existence outside of her mind, replacing her internal struggle to reach outward in desire with "remote spiritual joy" (59-60). Wilbur returns Dickinson's reinterpreted vocabulary toward a more public Heaven, with the Master "an instrument in the poet's commerce with the beyond" (60). In this encapsulating vision, Dickinson's "poetic impulses... converted all her losses into gains, and all the pains of her life to... clarity and repose" (61). Wilbur's reading stresses Dickinson's poetic truism, "The Banquet of abstemious/ Defaces that of wine" (56). The evaluated success of the poet erases concern for the woman, her desire, and its failure.

But to the living poet, such self-satisfied "repose" does not come. Granted Dickinson reveals some concern about posterity's acceptance of her art, with her eye on the "Mine" of her work, she is more visibly passionate about acceptance from her Master ( Poems , 193). Wilbur's premise may apply to the dead poet, but not to the living, as is apparent in Dickinson's futile attempt to satiate her desire in exactly the kind of repose that Wilbur assigns her. At the end of the third letter, she implores the Master:

Won't he come to her-or will he let her seek him, never minding [whatever] so long wandering [out] if to him at last. Oh how the sailor strains, when his boat is filling- Oh how the dying tug, till the angel comes. Master--open your life wide, and take me in forever, I will never be tired--I will never be noisy when you want to be still. I will be [glad] [as the] your best little girl--nobody else will see me, but you- but that is enough- I shall not want any more--and all that Heaven only will disappoint me-- will be because it's not so dear. ( Letters , 248)

Dickinson wants the erasure of self that Wilbur grants her, in a private oblivion, where the voice of her desire is silent and her desiring body is invisible to all but the Master's gaze. But her poetic wish cannot erase the realities of her unfulfilled sexuality. Her sexual frustration may translate into a fair return in artistic accomplishment, but only in posterity, after her genius has finished translating the ambiguities of her desire through re-envisioning the self.

On the other hand, maybe Dickinson did achieve what she set out to. The potential that Sewall's remark is true, that the Master may exist only as Dickinson's creation, complicates biographical analysis. Pollak concludes that the Master's functionality in Dickinson's psychological makeup as "an idealized masculine alter ego" is the most useful approach to understanding Dickinson (Pollak, 101-102). This Master figure is a stabilizing force, that can reconcile Dickinson to relegated heterosexuality. As the potential Master, Charles Wadsworth is older, married, and a member of the clergy. A figure as socially conventional and sexually inaccessible as he could safely channel Dickinson's ambiguous, unproductive wants into a sublimating dialogue between herself and the real or imagined lover. The woman who masters her own desires thus artfully answers societal fears with a well balanced psyche that moderates her sensuality into a state of outward inactivity.

In this aspect, the Master is the container of Dickinson's "Hurricane," the stopgap for her "Vesuvian" urges. Like a 'Wife without the sign," she can be a sexual force (internally) without repercussions. Her sexual energies are received as in marital consummation, but without the union. Her individual vocabulary transmits her passion but not her person. Consequently, her person remains untainted by the public "signs" of wifery. If the Master does exist outside of her mind, he is still a subject of her construct. Choosing an inaccessible Master for mate could be a manifestation of Dickinson's self-protective psyche, evading the possible dangers anticipated by her own internalized fears.

Further indications of Dickinson's "ambivalence toward her own femininity" exist in the coded wording the poet uses both to impart and hide her meanings from others (Pollak, 102). As inaccessible as Dickinson often felt the Master, many consider Dickinson equally unapproachable behind a veil of self-defined terminology. Personal acquaintances and correspondents may have understood her uses of "pearl" and the "East" as sexual entities, but often times they did not ( Passion , 190-192). The understanding of a poem like "This is my letter to the World" depends as much on the interpretation of the capitalized words, "News," "Nature," "Message," their meanings appropriated by Dickinson, as it does on the reading of the absence of words, Dickinson's dashes and enjambment, by which she interrupts linear discourse ( Poems , 211). Although her poems provide an outlet to explore the ambiguities of female sexuality, the form in which Dickinson sets down her words more often serves to mirror the frustration and preserve the ambiguity than clarify.

Burbick's third mode, of painful separation, contrasts sharply with Wilbur's conclusion of spiritual gratification. In this stage the poet suffers both physically and mentally. The strain of conflicting definitions of identity manifest in poem 1737, which begins:

Rearrange a 'Wife's" affection! When they dislocate my Brain! Amputate my freckled Bosom! Make me bearded like a Man! (704)

Dickinson perceives that her "nature" as a woman is subject to rearrangement. She is caught between her fluid construct of "wife" and the kind of wife society would make her. In order to survive the tension between these opposing constructs, Dickinson must be defeminized. "[B]earded like a Man" she may, like Bowles, be granted the right of an expansive circle of female friends. But Dickinson wishes to exhaust the depths of her desire, not revert to the shallow realm of easy companionship and comprehension. In the second Master letter, Dickinson confronts this inequity between lover and beloved:

I don't know what you can do for it-- thank you-- Master-- but if I had the Beard on my cheek--like you--and you--had Daisy's petals-- and you cared so for me-- what would become of you? [...] What would you do with me if I came "in white?" Have you the little chest to put the Alive-- in? ( Letters , 160)

The beard on the cheek signifies male privilege, an outward manifestation of sexual difference that translates into societal potency. The woman is the passive flower, who submissively waits to be nourished and "plucked" by her husband ( Passion , 195). As a passive female, Dickinson fears that her internal arrangement of the intellectual and sexual self would be "disarranged" by the compartmentalizing "little chest" of socially defined womanhood.

Dickinson synthesizes strength and weakness in a figure of strong, but wounded womanhood, concluding the poem with the stanza:

Big my Secret but it's bandaged-- It will never get away Till the Day its Weary Keeper Leads it through the Grave to thee. ( Poems , 705)

Dickinson utilizes the color white as a trope for purity: "'Snow' is Dickinson's synonym for integrity," of her person and her art ( Passion , 180). A white dress ("What if I came to you in white?") is more specifically associated with virginity, the integrity of the female body. A bandage may then reasonably serve as proof of her love's purity. The bandage covers a "Secret," which is also a wound--wounded love. Her virginity and non-publication conceal her sexual and creative facets, secrets for whose keeping she also suffered. But all secrets, including her encoded language, are open to her beloved, whose call she awaits. Dickinson's persona retains this outward need, which may serve as an opening for comprehending her. What begins as an outright rejection of external constructs Dickinson transforms into devotion to the one who has hurt her most. Her poetic pride elevates this emotional wounding into a psychological state of permanent injury that endows her with an inviolable source of authority. It is her secret to the grave, or to "thee," who might best discern the clues of her secret self.

As Judith Farr states, "Shame was the chief ingredient in all strong affections, [Dickinson] found, and ultimately it led to concealment: either to that partial 'veil' that was metaphor or to hiding above stairs and behind doors when a beloved person was near" ( Passion , 181). Even in her letters, Dickinson can be seen metaphorically "hiding" behind the titles she creates for herself and those addressed. Dickinson's use of "Master" is dubious; the poet's private vocabulary expropriates the holy reverence of biblical discourse for what religious tradition would deem idolatrous veneration. Similarly questionable is her calling herself "your scholar" and "student" in letters to Higginson, who often did not understand her work at all. In her "letter to the World," Dickinson cautions those who would evaluate the integrity of her poetics, her love, or her sexuality, to "Judge tenderly-- of Me," granted that even she does not see the "Hands" that deliver the "Message" from "Nature." In this deployment of mutable terms, the poet secures an ever fluid uncertainty for her veiled and bandaged secrets. What "shame" may have caused Dickinson's veiling of her strongest emotions also prevents a more definitive judgment of those feelings. As might be her wish, they remain intact, like her un-invested "snow."

Whereas Burbick's model illustrates modes of deprivation, decay and death, Dickinson escapes the confines of these modes of being by anticipating the worst possible ends and surpassing them. Death's carriage conveys Dickinson past the common grave and points toward her own privately defined "Immortality" ( Poems , 350). In later poems Dickinson reiterates a willingness to become what her Master wills, whether "Queen [...]/ or nought--/ or other thing [...]/ With just this Stipulus/ I suit Thee" (362). The secrecy and economy of Dickinson's expression secures her a tentative identity from which to navigate her sexual desires amid internal ambiguities and external constructs. The closing riddle of "My Life had Stood-- A Loaded Gun," best expresses the genius of Dickinson's self-transformation:

Though I than He-- may longer live He must longer--than I- For I have but the power to kill, Without- the power to die- (369-370)

Dickinson's poetic voice lacks the "power to die" because it projects itself past the conventional sexual and poetic discourse, in which "Night's promise" is the anticipated resolution of tensions. Dickinson's loaded gun passes the night wakefully distant from sensual comfort, wary of the dangers of putting her sexual intelligence to sleep if she should enter her Master's bed. Although Dickinson cannot simply give up her "long[ing] for 'the Queen's place' next to her Master] at night," her poetry shows that she ultimately does not settle upon terms through which such a definitive resolution of her sexual and poetic tensions could come to pass ( Passion , 189). Dickinson sets her sights within, on worthier targets. The gun of her poetry remains intact, loaded with meaning and ambiguity. It is a packet of wounded-ness and power that can never fully be discharged.

Works Cited

Burbick, Joan. "Emily Dickinson and the Economics of Desire." Farr,  Essays  76-88.

Dickinson, Emily.  The Complete Poems of Emily Dickinson . 1890. Ed. Thomas H. Johnson. Boston: Little, Brown, 1960.

--.  Emily Dickinson: Selected Letters . Ed. Thomas H. Johnson. Cambridge: Harvard UP, 1986.

Farr, Judith.  The Passion of Emily Dickinson . Cambridge: Harvard UP, 1992.

--, ed.  Emily Dickinson: A Collection of Critical Essays . New Century Views 12. Englewood Cliffs: Prentice, 1996.

Pollak, Vivian R.  Dickinson: The Anxiety of Gender . Ithaca: Cornell UP, 1984.

Sewall, Richard B.  The Life of Emily Dickinson . 1970. Cambridge: Harvard UP, 1994. Wilbur, Richard. "Sumptuous Destitution." Farr,  Essays  53-61.

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Statement of Purpose for PhD : Samples & Format

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Updated on 21 May, 2024

Akansha Semwal

Study abroad expert.

Admission to PhD programs require students to draft a statement of purpose (SOP) that reflects their research interest. It is paramount to provide a research statement for the applicant. Almost all applicants are scholars and have excelled in their master’s degrees. They tend to strive hard and provide a well-crafted statement of purpose for PhD. Hence, PhD aspirants need to meticulously draft an SOP to make sure that they impress the admissions committee of the universities they are applying to.

This makes it paramount for PhD aspirants looking for education from abroad to meticulously draft an SOP to ensure they impress the admissions committee of the universities they are applying to.

Other Course-Wise SOPs

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Table of Contents

How to write statement of purpose (sop) for phd, how is phd sop different from sop for ug, ms, mba (pg), oxford university, harvard university, university of chicago, university college london, sample sop for phd.

• Statement of Purpose for PhD Sample #1:

Statement of Purpose for PhD Sample #2:

Statement of purpose for phd in biology, statement of purpose for phd in chemistry, frequently asked questions.

A statement of purpose for PhD requires a candidate to express his/her interest in the subject with a lot of honesty and passion. The following tips will help them to draft an impactful SOP:

• Talking about oneself — Candidates should always start writing the SOP by briefly introducing themselves. The essay should let the university know how promising a candidate is and how this PhD degree can fuel the quest for knowledge.
• Explanation of the ‘why’ factor — The candidate should briefly explain why he or she is interested in getting admission to that university. They should also explain why they are interested in getting a PhD degree in that field.
• Showing intellectual curiosity — When writing an SOP for a PhD, the candidate should provide some examples of their intellectual curiosity. Smart examples generally leave a good impression on the admission officers. 
• Include research experience and skills — The admissions committee would like to know about the previous experiences and some special skills that the individual possesses. These skills help them to set apart during the admission process and get a preference in the admission procedure. 
• Addressing the past issues — The candidate needs to let them know about his/her past negative issues in the academic field. It will have a bad impact if they learn about it from elsewhere (this might also impact the selection process). For example, if a student had to take a sabbatical for some reason, specify and justify it.
• Assurance of great performance — A promising assurance of great performance in the future by the candidate in precise words also plays a key role in the selection process. So, this should be included in the concluding part of the essay to leave a solid impact on the reviewers.

Note: An applicant should network with professors, only after a professor's approval, the applicant would be shortlisted. Preference is given to the candidate with a similar research interest. 

An SOP for PhD solely focuses on extensive research and is centered around it. It includes your prior research experiences along with various projects made in the field. In contrast, an SOP for UG, MS, or MBA (PG) contains many other things, including extracurricular activities, general interests, academic achievements, and more.

Hence, the main difference lies in the depth of research experience, which is the only thing focused on in a Statement of Purpose for a PhD.

SOP for PhD Requirements for Top Universities

Here are some critical Statement of Purpose for PhD requirements demanded by top universities that must be kept in check.

• It should be at most 1,500 words.
• Include “Reasons for Pursuing a PhD”
• How Oxford can make a difference
• Fields of Interest
• Future Goals/Plans After PhD
• It should be at most 1,000 words.
• Include your qualifications
• Field of research interest
• Future Goals in Career
• Why pursue a PhD program
• Work Experiences related to the chosen research field
• Should not exceed 1,000 words
• Academic and Professional background
• Include strengths, achievements, and accomplishments 
• Future goals/plans after PhD
• Should not exceed 3,000 characters/2 side of an A4 sheet
• Why choose a particular PhD program
• Academic background and field of research interest
• Reasons for considering the University College of London

For individuals looking for PhD SOP samples, they should remember that there is a precise way to provide all their important details to the institutions. Whenever they start writing a PhD personal statement, they should keep it between 200-1000 words (depending on the criteria of the institution). 

Additionally, it should not be so elaborate that the reader feels tired while reading the essay, nor should it be so short that it doesn’t convey the message properly. It’s essential to keep it to the point but precise and knowledgeable. 

Statement of Purpose for PhD Sample #1: 

I grew up in Chattisgarh, where gender inequality and stringent patriarchal norms are deeply ingrained in the community and are manifested in different ways through its socio-cultural norms. This shaped my earlier life experience and motivated me to pursue social science subjects academically. I developed a practical view on social issues while pursuing a Masters in Social Work from the (institute name), which blended both classroom learning and learning from the community. Outside academics, the institute gave me an opportunity to engage with students from different socio-cultural backgrounds and witness how they influenced one’s thoughts and perspectives.

I worked as an intern for various of community-based groups while earning my master’s degree, which helped me realize that health should not only be seen from a clinical standpoint. Instead, to develop a holistic view of health, socio-cultural factors must also be taken into account. To develop a comprehensive grasp of recovery, I used this knowledge in my master’s dissertation, “Nutritional Anthropology and Global Health: A study among Girasias of Rajasthan, India.” The qualitative study also makes the point that when addressing the issue of nutrition, globalization, and child health.

I spent nine years in various roles working with children and teens on nutritional aspects and fast food on their health after I graduated from XXXX. It assisted me in forming an intersectional perspective and using various gender, sexuality, caste, power, disability, and class lenses when tackling social issues. I also had the chance to work in five different Indian states thanks to my job, which exposed me to the variety of these nations’ cultures. 

During this time, I researched and published articles such as ‘XXX and experiences of clinical trial participants in India’, and ‘XXX’. I also reviewed the journal articles.   

Observations from my professional field encouraged me to pursue Masters in Nutrition. As I worked on social ills and nutrition, I noticed that many programs carried the dominant narrative since they were created with the perspective and realities of the majority group in mind. It ignores the reality of the marginalized minority groups and paints them as undernourished and malnourished. This is the justification given by the dominant community for its rule over minority communities. As a result, the reality of these marginalized groups frequently does not appear in the dominant narrative.

This motivated me to pursue social anthropology as a field of study, develop my ability to examine civilizations and cultures while being aware of my own judgments and attitudes, and highlight the perspectives of marginalized, malnourished, and lower-income groups. The postgraduate program will enable me to expand on my theoretical knowledge about the topic. Additionally, I’d like to improve my research abilities and become more knowledgeable about the techniques and research designs used in ethnography. As a result of the program’s instruction in how to see various social challenges through an anthropological lens, my already strong intersectional grasp of social issues will become even stronger. Thus, by enrolling in this course, I hope to improve three different aspects of my knowledge of the subject and move closer to pursuing a doctorate in anthropology in the future: theoretical understanding, research abilities, and an intersectional understanding of social issues from an anthropological perspective.

After completing the course, I hope to continue my career as a researcher by enrolling in a doctoral program. I’ll employ socio-cultural and religious aspects to study communities in a targeted and methodical way, adding to the existing body of knowledge. After completing the doctoral program, I hope to work as an academician, balancing my time between mentoring young students and continuing to advance knowledge by participating in active research projects.

I believe that XXX, can provide a firm ground and an enabling environment, where I can continue my journey and learn both, from the professors and students. The areas of expertise of some of the professors especially XXX (delve deeper into their research interest)

Apart from academics, XXX provides a perfect learning ground for the students and encourages them to attend various interdisciplinary seminars, public events, and lectures to broaden their understanding on issues, bring together different expertise and think out of the box. Apart from providing world-class education, XXX also provides various opportunities (such as various workshops, volunteering opportunities, and other events to sharpen research skills) to guide students and help them sharpen their skills and broaden their experience. 

If I am given a chance to become a part of XXX, I will be bringing with me not just my critical thinking, leadership, and analytical skills, but also, my passion for learning. I am looking forward to unleashing my full potential which the university will be proud of.

My decision to major in food science was not made hastily; rather, it has evolved through time. I have observed how my family grows crops, prepares meals with them, and preserves them using various farming techniques. As I became older, my curiosity about the scientific basis for their farming, canning, and cooking methods rose.

I started my journey with a bachelor’s in biotechnology and pursued a master’s in food technology. I worked on various projects and chose the dissertation topic “XXX” for my undergraduate course. My training at XYZ updated me about industrial-level operations in nutrition, microbiology, and contaminants in the food industry. 

During the master’s program, food safety and quality assurance, post-harvest technology of fruits and vegetables, food processing, and bioprocess engineering captured my interest. I pursued a minor project on “ABC” and a dissertation on “XYZ”. My training at various laboratories across the county updated me on multiple techniques and aspects of food preservation, where I worked on and published seven research papers.

I am eager to pursue a PhD in food science and am interested in the processing and fresh produce industries as a specialization. Prof. ABC research work on Fruits and Vegetables are encouraging to me. Her publications on XYZ  amazed and inspired me. Besides, I am also interested in (other professor’s work). 

For my research, I aim to work on other food commodities, fruits and vegetables, and their wastage to synthesize nutritional and bioactive components and convert them into functional foods. Food safety is another department that fascinates me. 

With the help of this doctoral program, I intend to not just learn more about the interdisciplinary subjects but also continue to work on my research and design skills. I wish to research independently along with gaining the most from the team when working on an assignment that directly influences smaller communities and society at large. 

I just hope your institution grants me admission to this course and helps in achieving my dreams and serving society better. I promise that you won’t find me lagging in my quest or effort, and I pledge to do my best in all the tasks I am assigned.

Also Read: SOP vs Personal Statement

Dear Admission Committee,

I am writing to express my strong interest in pursuing a Doctorate of Philosophy (PhD) in Biology at [Name of University]. I realized my keen interest in biology while I was in school.

My journey in biology began when a family member of mine was diagnosed with cancer. As a student, I thought that cancer was an incurable disease. However, with the magic of medical science, I realized that cancer had a treatment and could be cured. As the treatment of my family members was successfully carried out, my faith in biology increased over time.

Witnessing the power of biology, I decided to pursue my career in it. As a result of such keen interest, my commitment to biology increased. As a result, I scored the maximum in the subject during my high school days. With a score of 97% during Class X and 95% in Class XII board examinations, I received a full scholarship to pursue an undergraduate program in Bachelor of Science (B.Sc).

During my undergraduate program, I got a golden chance to participate in a research project on [Mention Research Area]. During this project, I gained hands-on experience being a part of various laboratory experiments, internships, and courses. These experiences significantly sharpened my skills in [Name of Research Field] and deepened my appreciation for scientific discovery.

As an avid researcher, I am keen to delve deeper into researching the concepts of [Name of Research Field]. With a tremendous medical learning environment, including necessary research tools, a significant scientific community, techniques, and study equipment, I feel that [Name of College] is the perfect place to achieve my future goals.

With my research background and keen dedication to biology, I am confident enough to face any challenges during my PhD journey. I am committed to pursuing excellence in academics as well as research endeavors.

Thank you for considering my application. I look forward to attaining a place in the esteemed batch of [Name of College] to study biology at the highest level.

[Your Name] 

I am writing to express my interest in pursuing a Doctorate of Philosophy (PhD) in Chemistry at [Name of Institute]. Chemistry has always captivated my thoughts because of its great power to make a lasting impact on human lives. It fascinates me how the world is using chemistry and science to change for the better.

I gained interest in Chemistry later in my school days when I went to a movie that portrayed how chemicals and drugs can be helpful and, at the same time, can be taken advantage of for ill use. The movie also displayed how deleterious a single chemical can be to take a thousand lives in a minute. The power of Chemistry formed a clear image in my mind. My determination to bring the subject to the use of humanity increased after that, and I decided to pursue my education in this field.

I took up the steam of science with the same thought and remained dedicated to the same throughout. As a result, I gained a total score of 96% in my high school and 95.2% in my intermediate studies. I paved the way to one of the best institutes in the state for my undergraduate program in Bachelor of Science (Chemistry).

Being in one of the reputed colleges of the state, I received an opportunity to perform a research project based on [Mention Research Area]. Apart from bringing experience to the table, the project also made me aware of the uses of various chemicals, apparatus, scientific techniques, and, most importantly, the power of each formula and combination. Gaining experience and knowledge in these areas deepened my skills in [Name of Research Field], encouraging me to reach my goal.

As an interested researcher, I am determined to explore the concepts of [Name of Research Field] further. Having a great scope for the subject, education techniques, efficient laboratories, outstanding faculty, and even a more fantastic approach to serving humanity, I feel that [Name of College] is the perfect place to aim better toward my goals.

With my strong educational background and pure intentions towards Chemistry, I stand assured to tackle all the obstacles that come my way during my PhD program. I am determined to prove myself worthy in all aspects of my studies and research that cross my way anytime during the course.

[Your Name]

How important is SOP for a PhD?

An SOP for PhD can help students secure a seat, especially when there is no other distinguishing factor between them and other candidates. A well-written SOP will help them stand out as it can impress the admissions committee. Moreover, it would help the professor comprehend the applicant's research interest.

Is SOP important for admission?

Yes, an SOP is important for admission to all kinds of courses. It is one of the most important documents required by university heads. An impactful SOP can also downplay your weaknesses or other shortcomings, as might have been observed by the admissions committee.

What other documents are required along with SOP for PhD?

Besides SOP, universities often ask for a research statement.

How long is a PhD statement of purpose?

A statement of purpose for PhD is generally between 500 to 1200 words. The length of the SOP also depends on the criteria set by certain universities. In such cases, the SOP must be written per the university guidelines.

How many pages should a PhD statement of purpose be?

A statement of purpose for PhD should be 1 to 2 pages with a font size of 12. It should not be purposely extended and should be crisp and clear.

How do you introduce yourself in a statement of purpose?

Your SOP introduction will set the tone for the entire SOP. Ensure that you can hook the admissions committee only with the introductory statement. 

As an introduction to yourself in a statement of purpose, start with a brief description of who you are and an anecdote that motivated you to pursue a PhD. 

This should then be followed by your academic and professional background. This can be one of the best ways to introduce yourself in a statement of purpose.

Akansha Semwal is a content marketer at upGrad and has also worked as a social media marketer & sub-editor. Experienced in creating impressive Statement of Purpose, Essays, and LOR, she knows how to captivate the attention of Admissions Committee. Her research-driven;study-abroad articles helps aspirants to make the prudent decision. She holds a bachelor's & master's degree in Literature from the University of Delhi.

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SOP Format and Samples: How to Write Statement of Purpose

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How to Write a Statement of Purpose for Grad School

Posted by Luke Dane | Aug 13, 2024 | Master's Programs

Graduate school is an educational endeavor that requires hard work, dedication, and standing out from the crowd. In addition to submitting undergraduate transcripts, GRE test results, and letters of recommendation, graduate school applicants must write a statement of purpose. 

A statement of purpose, also known as a personal statement, allows applicants to explain what they want to get out of graduate school and why they’re a good fit. 

“Your statement of purpose is your one opportunity to showcase your unique experiences, future goals, and how the graduate program will help you achieve those goals. Your statement should be authentic, relevant, concise, and professional,” said Precious Jordan-Talley , SDSU Global Campus Admissions Supervisor. 

Writing your first statement of purpose may feel daunting, but these tips and tricks will help you get the ball rolling. 

Understand the Prompt 

While the outline is similar, each grad school has its own prompt. Regardless of the specific prompt, your statement should answer: 

• What do you want to study and why
• What experiences do you have in your field
• What do you plan to do with your graduate degree 

Admissions committees seek out applicants who provide clear responses to these questions and demonstrate their plans and interests based on their expertise. Overall, Your statement of purpose should answer why you chose your field of study and why you have the background to excel in it. 

Show Your Best Self 

Including additional skills on your statement of purpose can help strengthen your application, but be selective about which skills you choose to add. 

Instead of adding all the skills in your pocket, hone in on the ones you can apply to your degree. Weave in personal anecdotes that showcase your skills to upgrade your statement of purpose from an application to a story. 

For example, many graduate students get to teach undergraduate classes. Therefore, including skills like teaching, public speaking, or communication would be beneficial skills to add. 

Stand Out From Others 

As of fall 2020, graduate school applications rose 7.3% , making it more crucial than ever to stand out from the crowd of applicants. 

Making your statement of purpose a story is a great way to set yourself apart from others. Simply put, describe how your skills, experiences, and backgrounds shaped you into who you are today.

Let’s say you’re applying for our master’s in meeting and event management. Instead of listing your experience in this industry, provide a story of how you developed an interest in this field through exploring and honing different skills. 

Listen to Feedback 

Receiving feedback from a trusted mentor, preferably a professor writing your letter of recommendation, is crucial before submitting your statement of purpose. Having another expert edit your paper can help with content, spelling, grammar, and word choice. 

Editors can also give you a new perspective. Since they have a fresh set of eyes, they can see your topics from another angle and offer suggestions to improve the quality of your statement. They can help you develop new perspectives to incorporate into your writing. 

“You’ll want to strive for depth by highlighting key experiences that can attest to your qualifications, problem-solving skills, and achievements,” said Precious Jordan-Talley . “Make sure there is a smooth and logical flow throughout your essay and solicit feedback from professors or colleagues to gain different perspectives and make improvements. I recommend exploring courses with Ed2Go to brush up on your writing skills.”

Recent Posts

Graduate Degree Recipients 2023-2024

Congratulations to all the doctoral and masters students who earned their degrees in the 2023-2024 academic year. Their research, teaching, and community were invaluable to the department and UNC.

Although we will miss them, we look forward to all of their exciting forthcoming work and future endeavors. We wish them the best!

Master of Arts — Literature, Medicine and Culture

Dailihana Alfonseca , Spring 2024

“ Geographies of Health, Harm, and Hope: Imagining Epi-Genetic Trauma as Diasporic Madness in Loida Maritza Pérez’s Geographies of Home (1999)” directed by Kym Weed

Jenna Gordon ,  Fall 2023

“Resistance Identities: Narrative Reframing, Changemaking, and Community in Judi Chamberlin’s On Our Own: Patient-Controlled Alternatives to the Mental Health System ” directed by Kym Weed

Carmen Pharr , Spring 2024

Shame and its Myriad Manifestations: Thematic Analysis of Narratives in the “Shame in Medicine: The Lost Forest” Podcast directed by Jordynn Jack

Kaleigh Sullivan ,  Spring 2024

Assessing Addiction: A Qualitative Study and socio-biological Model of Substance Use Disorder (SUD) directed by Kym Weed

Master of Arts

Theodore Nollert , Summer 2024

Nathan Quinn , Spring 2024

Ian Sawyer , Fall 2023

Misreading the Question of Determinism: “A Pragmatic Approach to Stephen Crane’s ‘The Blue Hotel.'” directed by Tyler Curtain

Doctorate in Philosophy

Grant Glass , Spring 2024

Fidelity, Remix, and the Adaptive Potential: Leveraging Artificial Intelligence and Machine Learning Techniques in Literary Adaptation Theory directed by Jeanne Moskal

“This dissertation explores the potential applications of artificial intelligence (AI) and machine learning (ML) techniques in the field of literary adaptation and examines the implications of these technologies for questions of originality, intellectual property, and remixing.”

Chloe Hamer , Spring 2024

Katharine Henry , Summer 2024

“One Blood of All Nations”: American Protestant Missionaries in Early Nineteenth-Century China directed by Philip Gura

“This project explores the impact that engagement with China had upon American development in the first half of the nineteenth century. It traces development through the 1) personal development of Protestant missionaries whose lives were changed by emigrating to China, 2) national development in the United States that was powered by trade with China, and 3) religious developments during the Taiping Rebellion that stimulated a diplomatic crisis for American government agents in China.”

Stephanie Kinzinger , Summer 2024

Playing Reality: The Promise and Peril of Compositional Realities directed by Matthew Taylor

“Investigating experiments in the gamification of reality avant la lettre, I consider select authors and game designers from the mid nineteenth century to the present who not only depict otherworldly fictions but also insist that such endeavors have the potential to make the world otherwise. This project draws on recent scholarship in game studies, cognitive science, social constructivism, Black studies, and current headlines regarding climate denialism, the “big lie,” and the metaverse, to argue that increasing investments in reality’s “hackability” over the past two centuries hold forth the prospect of both greater freedom and greater constriction, expanded capacity and enlarging forms of control. Viewed ever more as a game, reality has never been more, or less, in play—for better and for worse.”

Margaret Maurer , Spring 2024

“Everyday Alchemy” directed by Mary Floyd-Wilson

“’Everyday Alchemy’ travels to kitchens and stillrooms, paper mills and print houses, gardens and beehives to consider how men and women in early modern (1550-1700) England used animal, domestic, and artisanal practices to engage in alchemical speculation and experimentation. Examining alchemical knowledge within a variety of textual genres illuminates that early modern alchemy was not exclusive to eccentrics or elites. Instead, alchemical texts could be popular, printed, and vernacular; alchemical practices could be domestic and routine; and alchemical practitioners were diverse in their beliefs, practices, and identities.”

Jane Mcgrail , Spring 2024

“The Rhetoric of Mobile Libraries: Circulating Meaningful Literacy Experiences to Build Individual Social Capital” directed by Jordynn Jack

“My dissertation examines mobile library programs as sites of literacy and identifies both material and affective dimensions of rhetorical empowerment. I argue that mobile library programs function rhetorically to circulate definitions of literacy that facilitate patron empowerment and build individual social capital.”

Zachary Metzger , Summer 2024

The Border of Reality: Text Generation and the Birth of the Digital Humanities, 1952-2002  

Lauren Pinkerton , Summer 2023

Wandering from Studious Wells: Itinerant Scholars in British Literature. 1850 – 1930 directed by Kim Stern

Kylan Rice , Summer 2024

Karah Mitchell , Summer 2024

“Primary Lessons: Animals, Children, and Human(e) Education in Nineteenth-Century American Literature” directed by Eliza Richards

“My dissertation project investigates the development of a “humane” education discourse in materials written for and by children in the nineteenth-century United States. Looking at a range of primarily archival materials, I argue that literary representations of animals were central to the historical development of “humane” education during this time period. Previous historical work has demonstrated how enormous developments in animal welfare initiatives, humane education, and the pet industry occurred during the nineteenth-century United States; by looking at literary texts written for and by children, I argue, we can see how and why these historical developments occurred.”

Michele Robinson , Summer 2023

Writing and Righting Rooms in Nineteenth Century British Literature directed by Kim Stern

Nikki Roulo , Summer 2023

Changeling Humorists: The Speech Acts of the Transatlantic English Fool directed by David Baker

“This dissertation examines the speech acts of early modern English fools and posits that fools (on stage and off) democratizes an access to free speech prior to the English Civil War.”

Carly Schnitzler , Summer 2023

Generations: Creative Computation, Community, and the Rhetorical Canon directed by Dan Anderson

“Generations investigates how computational poets and artists use the rhetoricity of generative computational processes for social critique and community-building, through a renewal of the classical rhetorical canon.”

Che Sokol , Summer 2024

Morgan Souza , Summer 2023

Monstrosity, Nature, and Art in Early Modern English Writers directed by Jessica Wolfe

Douglas Stark , Summer 2024

Untimely Play: History, Habit, Games directed by Gregory Flaxman

“Traditionally, play has been considered an activity separate from any practical purpose, but now, as education, labor, and daily life are increasingly gamified, play has purpose aplenty. What happened? In chapters that traverse colonial cricket, military training, workplace roleplay, and video gaming, my dissertation retrieves neglected files from the archive of game history to argue that play has helped us adapt to our social, cultural, and technological conditions since the late nineteenth century. In this light, it should come as no surprise that today’s games predominantly reproduce the neoliberal status quo. And yet, by drawing on the game-based work of “untimely” artists and critics like C. L. R. James, Sylvia Wynter, Harun Farocki, and Bennett Foddy, I contend that play remains a means of introducing difference because, in play, we don’t just learn from “what is;” we learn from “what if.””

Jewell Thomas , Spring 2024

Sarah Walton , Summer 2023

Guiding ‘The Intelligent English Traveller’: The Collaborative and Interactive Victorian Serialized Handbook directed by Kim Stern

Rachel Warner , Summer 2023

Sexual Inverts, Tomboys, Inverted Women: Literary Female Masculinities in Modernism directed by Heidi Kim