The comprehensive exam is a closed-book, written test where
students have about nine hours to respond to six questions based on
reading lists they create. Ideally, the book lists for the "comps"
are drawn up with students' dissertations in mind. The test serves
to help students get acquainted with their dissertation research.
The exam also tests to make sure that students can a) defend a
thesis in writing b) narrow down general questions into more
focused ones to clarify an argument; and c) respond to intellectual
frameworks other than their own particular
interests.
In consultation with their advisors, students draw up three
lists of readings that will help them do research for their topics.
Each list might have about 15 major works (45 "books" total), but
the number depends on the student and the topic. Together, all
three lists should be prefaced by a 3-10 paragraph rationale that
explains the logic behind the organization of the fields.
Finally, students attach a list of questions to their rationales
and reading lists that they would like to answer about the works
chosen. These questions get negotiated with faculty readers prior
to the exam. Students should have a fair idea what sort of question
they will be answering. Faculty, however, are the ones who have
final authority to choose which questions will be asked during the
exam.
Typically, DA students will respond to two questions per field,
and have three hours to write on each pair of questions (the number
of questions seems to have evolved by consensus rather than by
law). Traditionally, the Dean's office proctors these written exams
on three consecutive Saturdays in late October/early November, with
two questions answered at each three-hour sitting, but the testing
schedule can be negotiated by the student in advance. To summarize:
Comp lists begin with a rationale, have three lists of readings
formatted in proper MLA style, and include suggested questions for
each field.
How to Organize the Lists:
In former years exam lists might demonstrate a literary background
in a given area. For example, a student wishing to write on
twentieth-century confessional poetry (such as Plath, Lowell,
Sexton, and Ginsberg) might create three lists of readings:
1) a survey of late twentieth-century confessional poets (the
focus)
2) a survey of modernist poetry in general (context)
3) a survey of confessional poetry prior to 1900 (historical
awareness of topic)
Each of these fields might have selected major critical works on
the topic as well. The goal of including critical works is to be
representative and practical, not encyclopedic and exhaustive.
Another type of organization would create a "theory" field, a
"primary literature" field, and a "criticism" field. The definition
of the fields, however, is up to students. Appropriate fields could
be "the Long Novel," "Pedagogies of the Journal," or "Harlem
Intellectual Traditions." The logic is up to students to
shape in their rationales.
View a Comprehensive Exam Proposal.