CPLIT-PHD - Comparative Literature (PhD)

University requirements for the Ph.D. are described in the "Graduate Degrees" section of this bulletin.

The Ph.D. program is designed for students whose linguistic background, breadth of interest in literature, and curiosity about the problems of literary scholarship and theory (including the relation of literature to other disciplines) make this program more appropriate to their needs than the Ph.D. in one of the national literatures. Students take courses in at least three literatures (one may be that of the native language), to be studied in the original. The program is designed to encourage familiarity with the major approaches to literary study prevailing today.

Before starting graduate work at Stanford, students should have completed an undergraduate program with a strong background in one literature and some work in a second literature in the original language. Since the program demands an advanced knowledge of two non-native languages and a reading knowledge of a third non-native language, students should at the time of application have an advanced enough knowledge of one of the three to take graduate-level courses in that language when they enter the program. They should be making enough progress in the study of a second language to enable them to take graduate courses in that language not later than the beginning of the second year, and earlier if possible. Language courses at the 100- or 200- level may be taken with approval from the Director of the department or the Chair of Graduate Studies. Applicants are expected to take an intensive course in the third language before entrance.

Students are admitted under a financial plan that attempts to integrate financial support and completion of residence requirements with their training as prospective university teachers. Assuming satisfactory academic progress, fellowship support as a Ph.D. student is for five years.

Application Procedures

Competition for entrance into the program is extremely keen. The program is kept small so that students have as much opportunity as possible to work closely with faculty throughout the period of study. Applicants should review all course and examination requirements, advancement requirements, and teaching obligations carefully before applying to the program. Because of the special nature of comparative literary studies, the statement of purpose included in the application for admission must contain the following information:

1. A detailed description of the applicant's present degree of proficiency in each of the languages studied, indicating the languages in which the applicant is prepared to do graduate work at present and outlining plans to meet additional language requirements of the program.

2. A description of the applicant's area of interest (for instance, theoretical problems, genres, periods) within literary study and the reasons for finding comparative literature more suitable to his or her needs than the study of a single literature. Applicants should also indicate their most likely prospective primary field, including the literatures on which they intend to concentrate.

3. An explanation of how the applicant’s undergraduate education has prepared her or him for work in our program. If there are any gaps in the applicant’s preparation, a plan to address those gaps should be discussed.

4. The applicant’s reasons for wishing to study in the department.

The application itself must also include:

1. A letter of recommendation that focuses on the applicant's language skills, or a current ACTFL Oral Proficiency Interview (OPI) certificate, or a critical paper written in a non-native language.

2. Recommendations from faculty members in at least two of the literatures in which the student proposes to work, if possible. 

3. A writing sample that the candidate considers to represent his or her best work, preferably demonstrating a comparative analysis.

For further information see the Graduate Admissions web site.

Students may apply to transfer up to 45 units from outside Stanford to count towards their degree.

The Department of Comparative Literature is committed to providing academic advising in support of graduate student scholarly and professional development. The overall goal of advising, both in the DLCL and the department, is to help graduate students make academic and career choices wisely, and think ahead, in order to craft a long-term plan for their graduate student career and beyond. When most effective, the advising relationship entails collaborative and sustained engagement by both the advisor and the advisee. As a best practice, advising expectations should be periodically discussed and reviewed to ensure mutual understanding. Both the advisor and the advisee are expected to maintain professionalism and integrity. Advising is both an academically invaluable form for the transmission of expertise, as well as a key aspect of creating a strong departmental and Stanford community.

Faculty Advisors

Faculty advisors guide students in key areas such as selecting courses, designing and conducting research, developing of teaching pedagogy, navigating policies and degree requirements, and exploring academic opportunities and professional pathways.

• Upon enrolling, students plan their work under the direction of the Director of Graduate Studies or a faculty member designated by the program. When the student selects a more specialized advisor, the transition should involve oral or written communication between both advisors and the student concerning the student's progress, goals, and expectations. It is possible for doctoral students to choose two main advisors at the dissertation stage, provided all agree this is academically sound. 

• Faculty advisors should meet with assigned students to discuss their selection of courses and to plan from a broader, longer-term perspective, including: discussion of program milestones and a basic timeline; an overview of Department and DLCL offerings beyond courses; student goals and interests and DLCL or Stanford programs that may be relevant; and (for doctoral students) how to transfer previous graduate coursework.

• Faculty advisors and graduate students should meet at least once per quarter to assess the advisee's course of study, performance over the past quarter, and plans for the next quarter, as well as longer term plans. If a student has two advisors, the student should meet at least once per quarter with each advisor and at least once per year with both advisors at the same time. 

• For doctoral students, faculty should help their advisees plan for exams, research grant applications, develop research projects, and plan ahead for both the academic job market and the job search beyond academia.

• Faculty advisors should provide feedback about the student's progress to the department during the annual review process. For more information about the annual review, see the Graduate Handbook.

Graduate Students

Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.

• Upon enrolling, students plan their work under the direction of the Director of Graduate Studies or a faculty member designated by the program. As the student develops a field of expertise, the student chooses a program advisor to replace the Director of Graduate Studies role. The transition should involve oral or written communication between both advisors and the student concerning the student's progress, goals, and expectations. 

• Graduate students and faculty advisors should meet at least once per quarter to assess the advisee's course of study, performance over the past quarter, and plans for the next quarter, as well as longer term plans. If a student has two advisors, the student should meet at least once per quarter with each advisor and at least once per year with both advisors at the same time. 

• Students should consult with their advisors on all academic matters, including coursework, conference presentations and publications, research travel, and teaching plans. 

• Students should provide a thorough self-evaluation each year for the annual review. For more information about the annual review, see the Graduate Handbook.

For a statement of University policy on graduate advising, see the Graduate Advising section of this bulletin.

Through completion of advanced course work and rigorous skills training, the doctoral program prepares students to

1. make original contributions to the knowledge of Comparative Literature and to interpret and present the results of such research,

2. teach literary analysis and interpretation at all levels with broad historical, cultural and linguistic understanding, and

3. apply such analysis, interpretation and understanding to a range of fields and vocations.