|
| |
Read the Authors' Statement at the bottom of this page!
Request Information Pack
Copied somewhere
Written by: Unknown.
You must write a letter to the department to which you are applying
(graduate) or to the Director of Admissions of the university (undergraduate).
Your letter should include the following:
1. A request for information from a particular college or
faculty/department of the university.
Graduate -- example 1:
Stanford University
School of Humanities and Sciences
Department of Physics
John Smith, Chairman
Stanford, CA 94305
Undergraduate -- example 2:
American University
Ms. Joan Smith
Office of Admissions and Financial Aid
4400 Massachusetts Ave., NW
Washington, DC 20016-8001
2. A request for information about financial aid from the
department should also be included. You should explain your financial needs.
In the majority of cases, this means 100 percent funding.
3. Include a brief description of what you intend to
study, your background, including where you have already studied and any
research you have done, and when you want to begin studies at that
institution.
4. Ask the university to send all information intended for
foreign students.
Keep the letter short. Admission officers are unable to advise about the
possibility or probability of admission or financial award.
Recommendation Letters
Copied somewhere
Written by: Unknown.
When students apply to undergraduate or graduate programs in America, the
application process usually includes at least two recommendations from teachers
or professors who can honestly evaluate the student's academic ability and
potential as a scholar. These letters count a lot in making the decision on
whether or not to accept the student so it is important that you provide the
admissions committee with the kind of information that is most helpful. Your
American colleagues are relying on your judgement and expertise to help them
make the right decision.
Only agree to write a recommendation if you can write a positive one. It is
best to be honest with the student and tell them to ask someone else if what you
have to say is going to hurt their chances of acceptance.
Find out what the student's specific goals are before you begin writing the
recommendation. You want to emphasize the aspects of their personality and
academic performance that relate to that goal.
The letter should include:
1. Your status -- position at the university or job title. How long have
you known the student and in what capacity (as a teacher, an adviser, a
research supervisor, etc.)
2. The better you know the student, the more effective your recommendation
will be. They want specifics, NOT generalizations. It is good to say that
someone is hardworking and organized, but you need to back up these statements
with concrete examples. "Julia is a hardworking student. Her research
project on unemployment in Akademgorodok was thorough and was an impressive
demonstration of her ability to work with and analyze statistics." Talk
about what the student has done and is capable of doing. What is it exactly
about the student that makes her or him special? Why do you think this student
would benefit from studying in the U.S.?
3. Evaluate the student by comparing him or her with other students you
have observed in your work. The following is a sugggestion of categories you
may wish to use for comparison. You can use phrases such as excellent, very
good, average, or below average.
| Intellectual Ability |
Work Habits |
| Teaching Potential |
Seriousness of Purpose |
| Knowledge of Field |
Emotional Maturity |
| Resourcefulness and Initiative |
Adaptability to New Situations |
| Motivation to Pursue Graduate Study |
Potential for Significant Future Contribution in Field |
4. Quantify your impressions. Is the student in the top 5% of his or her
classmates, top 10%, 25%, 50%?
One page is sufficient. Quality, not quantity, is what is important. Make
every sentence count. Do not put something in if an immediate connection cannot
be made between that information and the student's ability to participate in the
program.
Technically, students are not supposed to see the recommendations. Obviously
it is difficult for Russians to follow this rule because the student must ensure
that everything is mailed. Most schools ask that the recommender put the letter
in an envelope, seal it shut, and sign over the seal.
Statement of Purposes
(Personal Essay)
Copied somewhere
Written by: Unknown.
Say what you want to do ... do it ... say what you have done
*)
I. Basic Outline Format for Essay
A. Introduction and thesis statement (Say what you want to do)
1. Before writing an essay you must have a thesis
statement. This is one sentence announcing the central idea of the paper. It
must be specific. This statement should sum up the basic meaning of the
essay and signal to the reader what to expect.
2. The first sentence is the most important one because
it get's the reader's attention.
3. The first paragraph (introduction) is very important.
It should "hook" the reader, i.e. make him or her want to continue
reading.
B. The body of the paper (Do it)
1. Each paragraph should deal with one central idea.
This idea is introduced early in a topic sentence, telling the reader what
to expect in the paragraph. Several ideas in one paragraph will only confuse
the reader. If the central idea has several supporting points, break it into
several paragraphs rather than having one very long paragraph.
2. It is not enough to simply state ideas, you must
support them. By giving evidence, you convince readers of the truth and
accuracy of your ideas. If you successfully prove your statements, the
reader should agree with your conclusion.
3. As a writer, you must structure the sequence of ideas
carefully and logically. You are mapping a course, leading the reader
through the points that support your thesis. You do not want to confuse the
reader. Transitions between paragraphs link them together logically. These
"connecting sentences" keep the paper flowing smoothly.
Ex. The man was sick, and my father was mortified that he could
not help him because he did not speak English.
Due to my father's experience, I vowed to learn a foreign language
fluently.
C. Conclusion (Say what you have done)
Restates the thesis and main points supporting it. In the conclusion, the
writer should give some new ideas or information to challenge the reader to
think further.
*) Timmann, Peter. "Writing Papers in the United States", The
Advising Quarterly, Winter 1990.
II. Writing the Statement of Purpose
"Graduate schools and competitive undergraduate programs want students
who are able to think clearly, without confusion. The statement of purpose will
demonstrate, fortunately or unfortunately, whether you possess that quality.
When one reads a proposal that is poorly organized, filled with EXTRANEOUS
details, and foggily focused, one gets the immediate impression that the mind
that produced such confusion can never be disciplined enough to regard facts
objectively and present them logically." **)
A. Step One: Know Yourself
1. With the statement of purpose you can persuade the admissions
committee to accept you. In order to convince them, you must be convinced
yourself. You must be sure of what you want, why you want it, and why that
particular program can help you. Why should the school select you over
someone else? YOU MUST KNOW YOURSELF. Know your strengths and weaknesses.
Before beginning to write, think. Review your intellectual and personal
development over your academic career. When you can clearly articulate the
history that led you to decide to apply to a particular American program,
you are ready to begin writing.
B. Step Two: An Outline
1. This does not need to be written in complete
sentences. The outline below is just an example. The points you want to
discuss can be in a different order, as long as you have an introduction,
body, and conclusion. You need to decide what order of ideas is the best for
your essay. You want the strongest and most logical essay that you can
write.
2. EXAMPLE
I. Introduction
Your goals
II. Body of the Paper
A. Why that specific program helps you further your
goals
1. Work with specific professor
2. Strong program in your specialization
B. Future potential as a scholar
C. What brought you to this point, major influences
D. Future plans after receiving degree
E. Time spent abroad
III. Conclusion
What you can contribute to the program
Ex. Growing up in Siberia during the period of perestroika has
given me first hand exposure to the transition from a command to a
capitalistic economy.
C. Step Three: Writing the Statement
If you have done a good job with steps one and two, the writing should
come easily. Keep the following points in mind:
1. The first sentence is the most important one. You
want the reader's attention.
2. Cut out any sentences that are not absolutely necessary.
Every sentence should be important and clearly stated. Most points can be
made without a lot of necessary background.
3. Be self-confident. Frame everything positively. Use
phrases such as "actively participated in" rather than
"although I was only an assistant". Even if your English is
horrible, do NOT tell them. Your TOEFL scores will indicate your English
ability. Do not write any negative statements.
4. They are looking to see if your background and
expectations match with what they offer. The more specific you can be with
each institution you are applying to, the more convincing you will be.
**) Leedy, Paul D., Practical Research Planning and Design,
MacMillan Publishing, Co., New York, 1993.
III. Different Programs
The emphasis in your statement of purpose depends on where you are applying.
A. Undergraduate Program
Put emphasis on you as a whole person, not just academic ability. They
are looking for a well-rounded person who will adapt well into the school's
social as well as academic community. Be sure to mention sports, volunteer
activities, dance or music lessons, hobbies, etc.
B. Graduate School
The emphasis here is on scholarship and your research interests. While
you want to come through as a person, you want to focus on those aspects of
your personality that relate to your intellectual and academic interests and
goals.
C. Grants, Fellowships, and Scholarships
What you include in your essay should depend on the purpose of the
scholarship. Whom does the organization want to support?
A. If it is a women's organization, emphasize how your
goals relate to you as a woman.
B. If it is a scientific organization, explain your
scientific achievments and future goals.
C. If the fellowship is for a business program, your work
experience in the business world will be more important than your
university coursework.
D. Internships
1. Emphasize practical work experience. You want to
include your academic accomplishments, but this is secondary. It does not
have to be paid work; organizations, committee work, and classroom projects
at the university are also important.
2. Demonstrate how that internship will help further your
professional goals.
3. Highlight the qualities that make you right for that
job. If the job involves sales, you want to stress your ability to get along
with people. If the job involves research, emphasize your powers of
concentration and persistence.
IV. Final Comments
A. Be honest. Be confident and positive without being
pushy or demanding.
B. There is a saying, "Nothing good is ever written, it
is re-written". No one ever writes a perfect first draft.
C. Do not be discouraged if you are not accepted. Be
constructive and analyze the possible reasons for your rejection. Could your
statement of purpose have been stronger? Are your academic qualifications
strong enough for that program? Maybe it really is not the right program for
your goals.
D. Another saying is, "If at first you don't succeed,
try, try again". If you really want to study in the U.S., look into other
programs. If you were rejected from a school that you feel is really the best
for you, improve your weak points, work on new projects that show you are
serious about your goals, and reapply.
|
