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[seniorscholar]

I know this is not the question being well discussed, but when I see that title I can't help remembering the candidate who read us his writing sample for a job talk. Ummm . . . no (even though in literature we do read aloud parts of our conference papers, when there are texts under close analysis, as well as talking). Since the search committee had already read the writing sample, we wanted to know something else about the research in the job talk.

[teeveemuntz]

Thanks for the clarification and for getting me to clarify my own thoughts on this!  I don't mean to give off the vibe that I think the school is all about teaching.  They definitely want to see scholarship and made that clear during the interview.  Perhaps I misspoke with the "teaching style" bit -- I only meant that I've been told several times not to read from a paper as in a conference but to speak to the group about my research and to lead them through a short reading of something I enjoy working on.  This sounded a like a chance to have them see what I do in class (lively speaking style while interpreting a text) while also transmitting my scholarship at a deep and professional level. 

I know this is not the question being well discussed, but when I see that title I can't help remembering the candidate who read us his writing sample for a job talk. Ummm . . . no (even though in literature we do read aloud parts of our conference papers, when there are texts under close analysis, as well as talking). Since the search committee had already read the writing sample, we wanted to know something else about the research in the job talk.

Oh boy!!  Even if I decided to present something from the writing sample ... I definitely wouldn't just read the whole thing.  Ugh!

[tuxedo_cat]

OP, it sounds like you have a good sense of what this SC would like to see from you for this hybrid presentation.  No, skip the PowerPoint, yes, a single handout for the more focused reading of a specific text -- that all sounds good.

I'm going to offer a different perspective on the whole issue of (a) showing how up-to-the-minute you are with all the latest theoretical lingo and (b) making clear the breadth of topics you are able to teach:

(a) One of the biggest transitional mistakes that new PhDs can make in moving from graduate study in lit to undergrad teaching is the notion that theory is equally important in both.  It definitely is not in some depts.  In the SLAC where I taught for 3 years there was actually resistance to and contempt for teaching *any* theoretical discourse to undergrads (and these faculty were pretty close in age to me).  Some SLACs are quite happy to offer a more traditional curriculum: surveys, genre courses, author courses -- nothing too flashy.  I also saw this pattern when on the job market and looking at course offerings in various depts.  Your great advantage is that you already have some direct experience with the specific "culture" of that department.  Pay close attention to what you observe and, unless they tell you otherwise, don't assume they will be breathless at the prospect of having someone who will teach a Lacanian approach to Chaucer. 

(b) SLACs often have small depts. and thus need faculty who are very versatile, including the ability or willingness to teach in areas where they may not have extended training or expertise (esp. for surveys).  Again, you have the advantage of some inside perspective: what courses are part of the major that need to be taught every year?  Small depts. also may want you to teach topics courses that will appeal to non-majors and perhaps attract new majors.

These concerns may not be a big part of your presentation per se, but at the campus visit stage, a department is closely looking at questions of "fit."  So just keep some of that in mind.

[teeveemuntz]

Thank you so much for the support and advice!  I'm definitely going to make sure that I pitch myself as flexible in terms of teaching while also demonstrating that I'm capable and excited to teach classes more focused in my research area.  I'm already teaching survey courses and know I will continue to so I can definitely highlight how I do that.

And yes, I will avoid too much lingo-driven talk during the research portion!