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Job-Market Reporting Thread (2025-26)
Job-Market Discussion Thread (2026-27)

  2. As we approach the US job market season again, can anyone with any insight into the matter say anything about…

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  • Using a chapter from a book manuscript (under contract) as a writing sample?

    In our August “how can we help you?” thread, a reader asks:

    Any thoughts on using a chapter from a book manuscript (under contract) as a writing sample in job apps as opposed to published articles/a draft article? I am not sure about how hiring committees perceive this, which is why I am here asking. In my case, the book represents my newest and what I think is my most interesting work. But then I could see some committee members who prefer a more ‘contained’ writing sample, since it might be hard to make the right inferences from a book chapter. Thanks.

    Good question. Do any readers have helpful insights to share?

    4

  • How to list Continental Philosophy and History of Philosophy on a CV?

    In our August “how can we help you?” thread, a reader writes:

    I have two related questions about listing AOS / AOCs on one’s CV.

    First, what is the best way to designate Continental philosophy? It is simultaneously treated like a contemporary field and a historical area, which makes it difficult to list without feeling like it is overly broad.

    Second, what is the best way to designate the History of Philosophy as an AOC, and who gets to claim it? Again, it feels overly broad, but also indicates a particular way of doing / reading / teaching philosophy. In any case, I see it listed as an AOS / AOC in PhilJobs listings often.

    I don’t specialize in either area, so I’m not sure.

    Any helpful tips from readers?

    10

  • Tips for illustrating logic’s importance and application to students?

    In our August “how can we help you?” thread, a reader writes:

    I frequently teach intro symbolic logic. I’m looking for ways to illustrate logic’s importance and application to students. Has anybody done anything that works here? I’m basically looking for something that I can use as a supplement to the formal machinery; something that reminds students why we’re bothering with that machinery, but which isn’t the tried and true “in order to represent and evaluate argument forms”, which they hear me say far too many times throughout the semester.

    Any tips from readers?

    5

  • Supervising MA students who have trouble completing papers on time (or at all)?

    In our August “how can we help you?” thread, a reader writes:

    I teach and supervise MA students who, increasingly, lack the basic executive skills of writing papers on time (or at all, in some cases). These students are smart and are great in class discussions, but they can’t seem to get it together for their written work – in term papers and in thesis chapters. I meet with them regularly, I offer timely feedback on writing (when I get it), but I am feeling a bit burned out – I just can’t bring myself to chase them anymore to actually do the writing, do the revisions, etc. Recently, that has meant that they just aren’t doing the work. Some of them are in danger of having to pay for extra semesters/getting kicked out of the program as a result. If they were otherwise unskilled in philosophy, it would feel self-resolving, but these are smart students who could do great work. Does anyone have advice for motivating them to actually follow through (or coping mechanisms for me)?

    I had a friend in grad school who struggled to get papers done and took a ton of Incomplete grades, which they then had trouble finishing up. But, for all that, they went on to have a spectacularly successful career (with tenure) at an R1–so, at least anecdotally, I know it’s possible for a grad student to find their way through this. But I’ve never taught in a grad program, so I don’t have any tips to share.

    Do any readers have any helpful insights for the OP?

    9