Ex. 5. Fill in the ovals with the words that contain the same root. Then complete the sentences below.
1. The secretary was busily ……….. in typing letters.
2. Knowledge and skills are basic factors that make people …………………….. .
3. His ………. dismissed him without providing a justified reason for firing.
4. A person’s ………….. depends on the knowledge, skills and abilities he or she possesses.
5. She is of those ………… whose knowledge and skills are not easily replaceable.
6. Each year the U.S. private sector ………. over one hundred million people.
7. The conference participants discussed the problems and prospects for youth ………… in Russia.
Ex. 6. Arrange a dialogue with your partner discussing your plans after graduation. Don’t forget to ask him/ her
if he/ she is going to pursue the graduate studies or start a job search
what the criteria of a good job for him/ her are
what salary would satisfy him/ her
what benefits he/she would like to have
if he/ she would prefer to work as a university teacher. Why?
what actions he/she is going to take in the process of job search
what the best way to find a suitable vacancy is
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 includesmembership 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 Lawin 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)
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.
A
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.
