...Personal Statement I am drawn to study English Literature and Creative writing because I am passionate about and committed to reading and writing. I feel that a structured programme of study is imperative for me to achieve my long-term goal of establishing a successful and varied career as a writer. I know that the path I have chosen will often be difficult to walk but I have already taken a step toward its end by starting an Access course. Throughout my short time on the Access course I have gained confidence in my speaking skills. For example, during a recent discussion on gender and relationships in a graded English discussion I raised a point that the teacher had not thought of and was praised for doing so - this taught me that by pushing myself beyond my comfort zone by sharing my ideas and opinions I will be able to achieve my goals. I know that with the skills taught on the Access course I will be able to achieve my goal of studying and completing a degree in English Literature and Creative Writing. The Access course has taught me the importance of self-reflection and criticism through keeping a reflective log which documents my progress, obstacles and goals. I have learnt that I am able to be objective when analysing my own work and performance; this skill has helped me to realise that in order to improve my work I have to be critical of myself and be able to accept criticism from others, I feel that this skill will prepare me for the competitive world of writing...
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...Compare how information and attitudes about spiders are conveyed by the speakers in the two texts. Text A is an emotive piece; it is a conversation between Patsy and her friend about her fear of spiders. Text A’s agenda is to inform Phil about Patsy’s experience with spiders because of this Phil allows Patsy to go into a monologue as she speaks, the text involves a lot of personal anecdotes showing Patsy’s heightened emotional state. Text B is an article for a high brow newspaper, its agenda is to inform people about arachnophobia. The text is very formal and uses a very sophisticated range of vocabulary as the readers are likely to be well educated, as well as the sophisticated vocabulary there is also a lot of social science jargon. In text A Phil is very sensitive when introducing the agenda; this is shown by the use of hedges and pauses. From the very beginning we see that Patsy is very passionate about speaking about her fear. She interrupts Phil and asserts her view that she “hate[s] spiders” this simple declarative which Patsy uses as her first utterance shows her passion towards the creatures and also demonstrates her dominance over the conversation. The verb hate used here denotes a strong, possibly exaggerated, feeling towards the agenda. The phrases “can’t stand em” and “they scare me to death” also illustrate this exaggeration and suggest an obsession towards the subject. The anecdote in the next section suggests that Patsy has a vivid, detailed, specific memory...
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...Fleur Adcock Essay Comparison (‘On a Son Returned to New Zealand’ & ‘For Andrew’) “Poems arise almost always out of personal associations and particularly out of the closest human relationships.” In what ways and with what effect does Adcock explore this idea? Fleur Adcock seems to seek comfort from familiarity within her poems, predominantly with people, places and senses. This is particularly evident in the poems ‘For Andrew’ and ‘On A Son Returned To New Zealand’ where various language devices are used such as colloquial language, imagery and personal pronouns. Adcock uses imagery and personal pronouns to express ideas of love for her firstborn son, as her divided loyalties keep them separated (both geographically and emotionally). Changes in the tone of the poem mark when she is with, and when she is separated from her son. Other devices, such as pathetic fallacy, are present to signify the distance and feeling of remorse for her beloved son. Seeking comfort in familiar people, places and objects is a key feature in the poem ‘On a son Returned to New Zealand’. There seems to be a desire to re-claim a more personal nature in the relationship with her son Gregory. As shown in “He is my green branch growing in a far plantation” Adcock feels great happiness and pride in nurturing her eldest son. Repetition of the personal pronoun “my” can be seen three times in the poem. This is greatly significant in showing her want to claim her son, as a significant part of her...
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...required: The Personal Statement and the Study/Research Proposal. These essays serve very different but complementary purposes. Unless noted, the following information comes straight from the Fulbright Web site. THE PERSONAL STATEMENT (1 Page) The following information is applicable to both Study/Research and ETA applicants: The Personal Statement should be a narrative giving a picture of you as an individual. Remember, applicants are not interviewed on the national level. The Personal Statement is your opportunity to “talk” about yourself and to tell the committee more about how you came to this point in your life and where you see yourself in the future. There is no single “right way” to approach the Statement; rather candidates will consider what they think is important for people reviewing the application to know about them. The Statement can deal with your personal history, family background, influences on your intellectual development, the educational and cultural opportunities (or lack of them) to which you have been exposed, and the ways in which these experiences have affected you. Also, you may include your special interests and abilities, career plans, and life goals, etc. It should not be a recording of facts already listed on the application or an elaboration of your Statement of Grant Purpose. It is more of an autobiography, and specifically related to you and your aspirations. Adhere to the following format: • Statement length is limited...
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...Personal statement examples Find College Courses and Degrees There are no ‘right’ ways to writing your personal statement, but there are many ‘wrong’ ways of doing it. On this page you will not only find everything you need to know about putting together a professional personal statement, but will also have access to dozens of expertly written ones. These samples are a great way to see how other people put together their personal statements, and to visualise the sort of structure and language they use. Reading through these will allow you to judge which ones you think are good or bad, which in turn will greatly help you in putting together your own winning statement. YOU ARE STRONGLY ADVISED NOT TO COPY THESE EXAMPLES WORD FOR WORD, BUT INSTEAD USE THEM AS USE THEM AS GUIDES AND AS A SOURCE OF INSPIRATION. Many students struggle to put together an effective personal statement, primarily because they find it difficult to write about themselves. They may also fall for other common essay writing mistakes such as straying from the core subject and message they should be trying to get across. To help students overcome these potential pitfalls we have developed this resource page as a guide to giving them useful tips, strategies and techniques on writing a professional profile that is of the highest quality and one that will maximise their chances of enrolling at their first choice university. By following our advice, preparing properly and with a bit of practise, putting...
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...ISSN | | 050 | Call Number | | 100 | Main Entry (Personal Name) | | 110 | Main Entry (Corporate Name) | | 245 | Title and Statement of Responsibility | Apple Computer's Neil Buchanan, Neill Dixon, Mario DeSilva and David Leonard, President of Trebas Institute. | 250 | Edition | | 260 | Publisher and Place of Publication | Canada: [between 1969-2000] | 300 | Physical Description | 1 photograph : b&w gelatin silver print ; 12.5 x 17.5 cm. | 490 | Series | | 500 | General Notes | Credit: Library and Archives CanadaCopyright: Various | 505 | Content Notes | | 650 | Topical Subject Heading | | 700 | Added Entry (Personal Name) | Leonard, David. | 710 | Added Entry (Corporate Name) | | Tags | Field | Data | 020 | ISBN | | 022 | ISSN | | 050 | Call Number | | 100 | Main Entry (Personal Name) | | 110 | Main Entry (Corporate Name) | | 245 | Title and Statement of Responsibility | Commodore Educational System, Ltd: Computer English. | 250 | Edition | | 260 | Publisher and Place of Publication | Canada: 1970 - 1979 | 300 | Physical Description | 1 reproduction: offset lithograph on wove paper. 51.5 x 72.5 cm.Support: 72.500 x 51.500 cm | 490 | Series | | 500 | General Notes | This poster is for the Commodore Educational System. | 505 | Content Notes | | 650 | Topical Subject Heading | Credit: Library and Archives Canada, 1984-92-114 | 700 | Added Entry (Personal Name) | | 710 | Added Entry (Corporate Name) | | ...
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...English Advanced for Business B Name Zhou Yaping Student number 1323440 Assignment Title Report Lecturer’s Name Dr Tony Shannon-Little BA (Hons) English for International Business Communication Wolverhampton: School of Law, Social Sciences and Communication Contents Executive Summary 1 Terms of Reference 2 Analysis 3 Participation 3 Group work 3 Evaluation of Content 4 Animal texting case 4 My language use & development 5 Recommendations 5 Conclusions 6 References 7 Appendices 8 Appendices 1 8 Appendices 2 10 Appendices 3 12 Executive Summary Firstly, the report analysed participation and group work in two parts. It has expressed that how to be participation in a group and theorises or experiences of group works. Following that, it has discussed evaluation of group study and individual development. These reports recommend that in a group work, people should focus on formal language use, cooperation, communication, information and time and task management. Terms of Reference In this report, it has analysed our group work in this module, also evaluate case of animal testing and personal development of language use. Besides, it gave some recommendations for group work and self-development. It is in order to continue development of our skills and learn the theories or task management with animal testing case. Analysis Participation Participation is important if you...
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...Throughout the course of the first nine weeks in Mrs. Theisen's AP English Language and Composition class, my writing has changed dramatically. Towards the start of the year my writing was very weak, yet it has improved towards the start of the second nine weeks. My writing began in this class with bad thesis statements, weak transitions, awkward grammar, and lack of relevant evidence. My writing skills at the beginning of this class started in a rough spot. There are a plethora of examples of how weak my writing was at the beginning of the nine weeks. To begin, my thesis sentences lacked relevance and contained bad grammar - if I had a thesis sentence to begin with. In the very beginning of the year I had no thesis statements in my papers,...
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...nonrefundable application fee. The fee is waived for Seattle University alumni. • Submit an official, degree-posted transcript in the original sealed envelope from the last 90 quarter/60 semester credits of your bachelor’s degree, including any transfer institution credit earned during this time period. Official transcripts from any post-baccalaureate institution will also be required. Exceptions to the policy are noted with the degree requirements. Priority Application Deadlines for Terms of Entry 2011-2012 • Evidence of the minimum of an earned four-year baccalaureate degree from a regionally accredited institution or U.S. equivalent. • Students for whom English is a non-native language must demonstrate English proficiency regardless of English language studies, residence in the United States or an English-speaking country, or immigration status. Graduate applicants with a baccalaureate or higher degrees from recognized colleges in the...
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...skills, and other attributes they can expect to possess after successfully completing coursework and academic programs. • establishes ways for academic units to understand the dimensions of student learning when seeking to improve student achievement and the educational process. Assessment is needed for accountability. Accountability, with its external focus, provides Step One: Identify Goals A goal is a statement expressing what ideals are to be achieved. Goal statements tend to be broadly philosophical, global, timeless and not readily amenable to measurement. They capture the knowledge, skills, and values that students should acquire in a program by a course. This first step in identifying goals requires faculty and others to reflect on questions such as the following: • what is the mission of this unit that guides and encapsulates the essence of learning - the knowledge, the skills, the values or attitudes to be achieved by students? • are these goals compatible with the mission of the university and its strategic plan? The characteristics of goal statements should be the same whether the focus is at the level of the undergraduate major...
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...Department of Economics Undergraduate Program Application Thank you for considering the Department of Economics Undergraduate Program. Please read through these instructions carefully. Application Deadline & Notification: 2nd Friday (at 5pm) of each quarter (Autumn, Winter, or Spring only) for admission into the subsequent quarter. Applicants will receive a notification via email by the 5th week of the quarter regarding the admission committee’s decision. Application Checklist (please see econ.washington.edu/undergrad for complete details): Completion of Prerequisite Coursework All applicants must have: At least 45 academic credits earned (“sophomore”class standing). Completion of one English Composition course. 2.5 minimum GPA for coursework completed at UW; 2.5 minimum Weighted GPA (see application form). Applicants to the Bachelor of Arts must have ECON 200, ECON 201, eligible statistics course, and MATH 112 or MATH 124 completed with at least a 2.0 grade in each course and a 2.5 average across these 4 courses. Applicants to the Bachelor of Science must have ECON 200, ECON 201, eligible statistics course, and MATH 124, MATH 125, and MATH 126 completed with at least a 2.0 grade in each course and a 2.5 average across the first 4 courses listed. MATH 125/126 will be considered separately from the “prerequisite average” Regarding STATISTICS: Eligible statistics courses include: STAT 311, Q SCI 381, STAT 340, STAT 341, STAT 390. Ineligible statistics courses...
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...How to write a CV? A curriculum vitae (U.K.) or a résumé (U.S.) is a formal and professional document. It should therefore have a professional appearance. And above all, it must be free of errors. • no misspelled words • no grammatical errors • no incorrect references to names, dates, and places In order to get hired, you have to get an interview. In order to get an interview, your cv has to be read. The chances of your cv being read in its entirety diminish drastically if your cv has errors. Spell Check A spell check will not find all your mistakes and the grammar check is not totally reliable because a CV has no conventional sentence-paragraph structure. You need to proof read, again and again. Formats There is not one format or layout for résumés. You may choose a style that you like. Order Since CVs are now sent via email, remember important information should appear in the first half pageAlways list both your education and work experience in REVERSE chronological order, within categories.And within each item and in each section, always present information in the same order in the same format. Seek elegance through simplicity. Placement is a matter of choice. |Traditional left-justified placement. |Right-justified. | | |Adam Smith ...
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...development of personal esteem. Despite the ubiquitous nature of lingua franca such as the English language, people who are conscious of their indigenous identity are keen to incorporate aspects of their mother tongue in common languages. However, not all individuals feel proud of expressing their forms of synthesized language. The relationship between cultural identity and language is mutual. Language plays a vital role in placing an individual in an appropriate societal position (Val and Vinogradova 2). Amy Tan’s “Mother Tongue and Anzaldua Gloria’s, “How to Tame a Wild Tongue” are exquisite examples of the formation of language and cultural identities due to interactions with American culture. A comparative analysis of both texts can reveal that each author...
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...Ngugi (1986) argues that the dominance of English takes us “further and further from ourselves to other selves, from our worlds to other worlds”. Drawing from this readings, argue for or against this statement. Ngugi (1986) argues that language and identity are inseparable, and that a global language robs people of their identities. I however believe that language does in a way guide how we perceive the world but it in no means defines who we are. Identity as explained by Gervais-Lambony (2006) develops over time and is shaped from our social experiences. Identity is not fixed and can change over time to how we want people to perceive us. In this discussion I shall argue against Ngugi’s statement by drawing from readings that opposes what Ngugi says. Ngugi (1986) feels that English was forced upon him and that his home language and his culture were taken away. For Ngugi identity, culture and language are closely linked. Therefore he feels that if one’s language is taken away so is your identity. An author that agrees with his statements is Appiah (1999) who has a strong traditional sense of what it means to be an African. Appiah uses the word tribe when he speaks of identity ( Appiah 1999: 42 ) “ a tribe is thought of as a group of people who are descended from common ancestors and ruled by a chief , who share a single culture including language and religion”. Ngugi and Appiah do not believe that there is any choice in identity, they believe that identity is fixed. On the...
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...hand held technology; they buy CDs or download music; and they attend concerts. People also hear music in stores, restaurants, sporting events, and doctors’ offices (Schellenberg, Peretz, & Vieillard, 2008). Music is very important to many adolescents and they spend a considerable amount of their time listening to music. One study with N = 2,465 adolescents ages 13 and 14 found that participants listened to music for an average of 2.45 hours per day (North, Hargreaves, & O’Neill, 2000). Music has become a personal accompaniment in many teenagers’ lives because of the availability and popularity of personal music listening devices. In 2009, Jaffray released the results from the 18th semi-annual survey, “taking stock with teens.” The team of researchers surveyed approximately N = 1,200 students, with an average age of 16.3, in 12 cities across the United States and received an additional N = 10,000 online responses. The results showed that 92% of teenagers reported owning a personal music player. As a result of the popularity of these players, music has become individualized, especially for teenagers. It is also considered one of the influences in the development and identity of adolescents (North & Hargreaves,...
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