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Ex. 8. What is the purpose of a covering letter[71]? Read the sample of a covering letter[72] and fill in the missing sentences.
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Ex. 7. To apply for a job a candidate has to send a curriculum vitae (CV) and a covering letter. These documents are very important as they are the first impression you give. Does an academic CV have any specific features? Study the sample[69] in the exercise and decide whether the following statements are true (T) or false (F)[70]. Give your comments.
- e. g. An academic CV is longer and more detailed than any other type. (T)
- Including a photograph is a must.
- A standard list of headings should be arranged in a certain order.
- The key features of an academic CV are: publications, descriptions of research and details of funding awarded.
- Unlike all others, an academic CV should list the most recent experience first.
- Like all others, an academic CV should be tailored to the job description.
- Include the title of your last dissertation and the name of your supervisor.
- A list of publications should be compiled - the more in higher ranked journals the better.
- Outside information (hobbies, conjugal status, etc. ) is not regarded as irrelevant.
- A brief outline of past, present and future research is optional.
- Highlighting any funding received is a must.
- Attendance at conferences and seminars is not given in a reverse order.
- Professional affiliations section includes membership of learned societies or professional bodies.
- The quality of stationery is not really important.
- A CV must be always accompanied by a covering letter.
| Katrina Srigley History Department, Nipissing University 100 College Drive, Box 5002 North Bay, Ontario P1B 8L7 Phone: (work) 705 474-3450 ext. 4503 (home) 705 476-2055 Email: katrinas@nipissingu. ca _________________________________________________________________________ Education 1999-2005 University of Toronto M. A. History Dissertation Title: “Working Lives and Simple Pleasures: Single, Working Women in a Depression-Era City, 1929-1939. ” Supervisor: Carolyn Strange Areas of Specialization: Oral History, Canadian History, Women’s and Gender History, Race and Ethnicity, Immigration 1997-1998 University of Western Ontario B. A. History and Anthropology Languages English, German, French (reading) Academic Positions 2005- present Instructor, Department of History, University of Toronto Awards 2003-2004 University of Toronto Foundation Award $ 600 2001-2002 Ontario Graduate Fellowship $15, 000 1999-2000 University of Toronto Fellowship $10, 800 Publications Articles Katrina Srigley, “Clothing Stories: Consumption, Identity, and Desire in Depression-era Toronto, ” Journal of Women’s History, forthcoming. Katrina Srigley, “In Case You Hadn’t Noticed! ”: Race, Ethnicity and Women’s Wageearning in a Depression-Era City, Labour/Le Travail, 55(Spring 2005), 69-105. Book Review, Joan Sangster, Regulating Girls and Women: Sexuality, Family, and the Law in Ontario, 1920-1960, (Toronto: Oxford University Press, 2001), Labour/Le Travail, 51(Spring 2003), 284-286. Conferences May 2004 “Living ‘the family’ ideal?: three Toronto families during the Great Depression, ” Feminism and the Making of Canada: Historical Reflections, McGill University, Montreal, Quebec May 2002 “Help Wanted – Single Women and the Boundaries of Employment During the Great Depression in Toronto, 1929-1939, ” Canadian Historical Association Conference, University of Toronto, Toronto, Ontario Teaching Experience Winter 2004 Instructor Immigrants and Race Relations in Canada, C45SHIS, lecture course (45 students), University of Toronto 2001-2002 Teaching Assistant American History, 1608-1980, 271Y, survey course (250 students): responsible for running all tutorials and completing all marking for 5 tutorial groups (75 students), University of Toronto Other Teaching Experience Summer 1999 Secondary School Teacher English OAC, (45 students): responsible for course design, teaching, and marking, York Region Board of Education Selected Research Positions Jan. -Feb. 2004 Assistant to Professor Ron Pruessen: conducted data analysis and compilation. May 1999 Assistant to Professor Carolyn Strange: conducted a participant observation study of the visitor center in Port Arthur, Tasmania. Acknowledged in: “From Place of Misery to Lottery of Life: Interpreting Port Arthur’s Past, ” Open Museum Journal, Volume 2, August 2000. Professional Experience/University Service February 2003 Member Graduate Student Committee, Canadian History Tenure Track Search, Department of History, University of Toronto 2001-present Member Toronto Labour Studies Group Professional Affiliations Jan. 2002 – present Labour and Working-Class History Association (LAWCHA) |
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Ex. 8. What is the purpose of a covering letter[71]? Read the sample of a covering letter[72] and fill in the missing sentences.
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My research interests are in oral history, women and gender, immigration, and social history.
By drawing upon more than one hundred interviews and looking at traditional sources in social and cultural history (census data, newspaper advertisements, and radio programs), my dissertation uncovered the Depression as a period in which work, family, and leisure were sources of oppression and exploitation, as well as emotional support and self-expression for women. An article based on this research appeared in the Spring 2005 issue of Labour/Le Travail.
This study will open an important window into the history of women’s immigration, an undeveloped area in Canadian History.
I have arranged for Professors Carolyn Strange and Michael Wayne to send letters of reference directly to you. Please, find enclosed my curriculum vitae, teaching philosophy, and teaching evaluations for your consideration.
In 2002, I have initiated conference panels at the Canadian Historical Association and other meetings, acted as a mentor to incoming graduate students, and served on departmental search committees.
I have achieved this in a number of ways in the classroom - interactive lecturing, talking circles, debates - and in my selection of course topics. When evaluating students, I have always provided detailed comments that clearly explain assigned marks. My teaching evaluations indicate that students find my approach thoughtful, innovative, and challenging.
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