2021人類(lèi)學(xué)個(gè)人留學(xué)申請(qǐng)書(shū)范文
留學(xué)生活會(huì)極大地開(kāi)闊你的視野、真實(shí)體驗(yàn)多元文化、鍛煉獨(dú)立思考的能力、培養(yǎng)坦然面對(duì)勝利和失敗的心態(tài)，并且有助于你以更全面的眼光理解人性和社會(huì)。這里給大家分享一些2021人類(lèi)學(xué)個(gè)人留學(xué)申請(qǐng)書(shū)，歡迎閱讀!
2021人類(lèi)學(xué)個(gè)人留學(xué)申請(qǐng)書(shū)
Dear _,
I was the only sixteen-year-old in my first university classroom. It was one of those defining moments where I was painfully aware of how different I was from the people around me. I had not yet graduated from high school, and yet there I sat in a class on personal and social adjustment, feeling an odd combination of excitement and anxiety. I distinctly recall my heart pounding and my irrational fear that, at any moment, someone would inform me that I did not belong there. I was considered an oddity at my high school as the only student in the history of the school to attend secondary and postsecondary institutions simultaneously as a fulltime student. I was reminded of the fact not through vast support from my school's faculty, but through blatant vocal discouragement.
In an environment where a large majority of residents live below the poverty level, it must have seemed strange that I would attend university early instead of applying for employment. The initial hardships of my first year in college did anything but deter me from wanting to study anthropology. Indeed, the adversity I experienced only succeeded in intensifying it. My high school classes were rather cold and clinical in their teachings, maintaining a firm adherence to stating and memorizing facts with little or no attempt to have students engage with the material. My interest in culture and my natural response to analyze, question, and participate was stifled behind state standards. In contrast, my fascination with culture was able to proliferate in postsecondary schooling as a result of a liberal arts education and my own proposed course of study.
My early education in anthropology started with a historical glance at cultural theory through works of influential pioneers like Malinowski and Mead. I became fascinated by the theoretical framework involved in cultural exploration, especially how cultural beliefs and values play a role in the every day lives of individuals. During a class on ritual and spectacle, I drove headlong and enthusiastically into ideas of ritual importance and its impact on societies. The subjects ranged from the roles of wedding rites to funerals, and I analyzed certain ceremonies and assessed the meaning of their various components. Another class taught by the same professor took ritual metaphor and applied it to narrative. The course addressed European stories from an analytical perspective, and I examined well-known folktales to yield their ritual symbology. I found myself impassioned by the idea of exploring beyond the superficial guise of narrative and seeing it as a meaningful way of expressing a society's basic beliefs and ideologies. Immersing myself in the works of other inspiring anthropologists, I examined texts on narrative form and nature, ritual metaphor and the importance of storytelling in culture.
My interest in storytelling resulted in the subject of my undergraduate thesis. I decided to focus on American narration, specifically concentrating on expressions of masculinity in men's magazines. It discussed dialogue in magazines as well as in teen male group settings, focusing on the conceptualization and presentation of gender in both circumstances. My overarching approach examined how masculine identity in the media has evolved over the last century. I further presented how manly behavior was glamorized in the text from three contemporary men's magazines, and juxtaposed it with an ethnographic work about how young men communicate and assert their gender roles.
My thesis topic is slightly removed from what I would like to study in graduate school, but the process familiarized me with the prerequisites required for social research. These included a delay in progress by routine realities, such as gaining IRB approval to interview and observe minors, as well as being forced to dig through the vast sea of material on women's magazines just to yield the limited data done on men's publications. The college that I attended also emphasized the importance of organizing one's own curriculum during junior and senior years. It was an unrestricted program in which the student consults with sponsors and plans his or her own course of study. This program approached the undergraduate thesis with the same level of intensity and professionalism as a graduate dissertation.
For my thesis, I assessed my topic and its requirements, efficiently planning my eventual course of study. I organized tutorials with my sponsors and established necessary reading lists that would contribute to my progress. Tutorial discussions allowed me to gain a broad scope of the research process and solidify my thesis into working theoretical, cultural and ethnographic papers. I earned permission to conduct fieldwork at a local Boys and Girl's club, and was approved to interview and observe the interaction between teenage males at the club. For six months, I listened to the things they considered to be important aspects of masculinity and used my time there as one example of teenage suburban expression of larger societal gender roles. I was able to further gain a taste of the graduate dissertation process when I successfully defended my undergraduate thesis during an oral presentation to my sponsors and an outside examiner.
The liberal arts education I received has given me the means to approach social anthropology in a perceptive manner and to consider the various intricacies that influence and shape certain aspects of culture. These were abilities that grew and thrived in an educational environment that allowed me to think critically about topics in anthropology and choose my own course of study. I emerged from college not with textbook facts floating around in my psyche, but with questions, thoughts and theories. I believe it is my undergraduate liberal arts background that provides me with an aberrant and perceptive approach to cultural anthropology.
During my hiatus between undergraduate and graduate education, I was able to step back from the research that captivated me for two years in order to reevaluate my goals in anthropology. While my break did not include leaving school for an extended period, I used the time to once again study broadly in the social sciences. By taking courses in psychology and other areas of anthropology separate from my undergraduate focus, I challenged myself further through exposure to different material and contrasting teaching styles, thereby gaining an educated and informed understanding of my intended course of study for graduate school. My extensive consideration of anthropology and the combination of both my undergraduate and post-baccalaureate education has given me the means to approach graduate school in a thoughtful and perceptive manner. Additionally, this hiatus gave me the ability to devote necessary attention to choosing graduate schools that will both challenge my views of cultural identity and allow me to excel in anthropology.
Yours sincerely,
xuexila
澳大利亞留學(xué)申請(qǐng)文書(shū)怎么寫(xiě)呢?
一、符合西方思維習(xí)慣
文化的差異導(dǎo)致東西方在什么是美德和優(yōu)缺點(diǎn)的看法上不盡相同。在以往的經(jīng)歷中發(fā)現(xiàn)，有些留學(xué)申請(qǐng)人表達(dá)出來(lái)的“優(yōu)點(diǎn)”實(shí)際上在西方看來(lái)是缺點(diǎn)，反映申請(qǐng)人對(duì)學(xué)術(shù)問(wèn)題毫無(wú)主見(jiàn);而有些申請(qǐng)人認(rèn)為不好的東西恰恰是西方人所欣賞的，認(rèn)為這些能表現(xiàn)出申請(qǐng)人充滿個(gè)性。所以申請(qǐng)人要了解如何以西方的思維方式取舍你的申請(qǐng)素材，把有益的亮點(diǎn)有選擇性地挑選出來(lái)，在適當(dāng)?shù)仄镎故境鰜?lái)。
二、突出重點(diǎn)，主線明確
清楚有力地表達(dá)您的求學(xué)動(dòng)機(jī)，和學(xué)習(xí)學(xué)術(shù)能力。在國(guó)內(nèi)有一種錯(cuò)誤的觀點(diǎn)，個(gè)人陳述要“煽情”才能有效果。有的留學(xué)申請(qǐng)人就通過(guò)描述不相干活動(dòng)展示“獨(dú)特”的性格，或是學(xué)術(shù)上感覺(jué)沒(méi)有什么可寫(xiě)的，就寫(xiě)自己考試時(shí)克服了重重困難，如何考取了好成績(jī)。這是根本不著邊際的寫(xiě)法，會(huì)讓錄取者發(fā)掘不到你的特點(diǎn)。
要知道，個(gè)人陳述是要在很短的時(shí)間內(nèi)，清楚地用幾百字告訴招生教授你是入學(xué)非常合格的人選，盲目“煽情”完全不需要。千萬(wàn)別描述你如何地歷盡劫難，別亂下結(jié)論，你不可能因?yàn)閼嵟涂嚯y而脫穎而出。
三、結(jié)構(gòu)簡(jiǎn)單，銜接緊密
留學(xué)文書(shū)怎么寫(xiě)，留學(xué)文書(shū)其實(shí)是你個(gè)人的廣告。要重點(diǎn)突出，形象鮮明。仔細(xì)想想，留下深刻印象的廣告哪個(gè)不是簡(jiǎn)明而富有創(chuàng)意的-許多申請(qǐng)人往往想把自己的全部?jī)?yōu)點(diǎn)都寫(xiě)出來(lái)告訴教授，覺(jué)得這樣才能全面的展現(xiàn)自己。但是試想一下，招生教授天天都要做大量的教學(xué)工作，還要抽出時(shí)間閱讀數(shù)量可觀的留學(xué)申請(qǐng)資料，只有那種簡(jiǎn)單有力的文章才能讓人印象深刻。
千萬(wàn)別對(duì)失敗找借口，解釋為什么沒(méi)有成功。最重要的是寫(xiě)出你做了些什么來(lái)捱過(guò)挫敗，然而，除了疾病的不可預(yù)見(jiàn)狀況外，別為成績(jī)不好或糟糕的學(xué)期找借口。如果可能，請(qǐng)著重解釋個(gè)人挫敗怎樣賦予你新的態(tài)度，使得你堅(jiān)定地走向成功。不要大肆渲染你的個(gè)人閃光點(diǎn)，只要著重在這種個(gè)人心跡揭示中寫(xiě)出前因后果即可。
澳大利亞留學(xué)不同階段申請(qǐng)條件
一、低齡申請(qǐng)的條件
雖然很多的學(xué)生選擇的都是讀到了高中之后再去這里讀大學(xué)，但是一開(kāi)始就到這里讀初中的也不是沒(méi)有，畢竟這樣能盡早接觸這邊的環(huán)境。
在澳洲里，中學(xué)是四年，而高中是兩年。學(xué)生在讀六年級(jí)的時(shí)候就能開(kāi)始申請(qǐng)7年級(jí)了，同理初一也能申請(qǐng)8年級(jí)。但是12年級(jí)的就不能直接入讀的了，學(xué)生到了高二高三的階段還能直接讀預(yù)科。
中學(xué)部分的申請(qǐng)跟高中不同，這個(gè)時(shí)候的申請(qǐng)對(duì)于語(yǔ)言不會(huì)有硬性要求，只是學(xué)生得去讀它們的語(yǔ)言課程。但因?yàn)檫@個(gè)時(shí)期的學(xué)生基本未成年，所以學(xué)校一般都會(huì)讓家長(zhǎng)來(lái)陪讀的。
二、預(yù)科的條件
為了可以讓這些留學(xué)生先適應(yīng)這里的教學(xué)，一般學(xué)校都會(huì)讓學(xué)生去讀課程，只有在完成預(yù)科后，才能知道自己是不是可以去讀原本計(jì)劃要讀的高校，要是成績(jī)比較好的話，去讀更好的大學(xué)都可以。
預(yù)科也是要有雅思成績(jī)的，一般都得在5.0以上，在預(yù)科中，還會(huì)按學(xué)生的雅思等等這些成績(jī)?nèi)^(qū)分要讀哪一種預(yù)科。
三、本科的條件
澳洲絕大部分的學(xué)校都可以用高考成績(jī)?nèi)ド暾?qǐng)，當(dāng)然其中也有各自的要求。像是八大一般都要到一本線，別的一些學(xué)校則有二本線以上就夠了。
那么要是高考成績(jī)不夠這些分?jǐn)?shù)線的，就可以去讀預(yù)科課程了。但是能在預(yù)科中讀多久，得看高考成績(jī)。要是語(yǔ)言不太好的，那么要讀的就是語(yǔ)言課程了，依舊是按照成績(jī)來(lái)確定自己的課程長(zhǎng)度。
四、碩士的條件
在碩士上首先第一個(gè)要求就是雅思方面，一般是要高0.5分。當(dāng)然在學(xué)生的平均分上一般也會(huì)有要求的，但這個(gè)得看學(xué)生之前讀的是什么專(zhuān)業(yè)，如果是雙非的學(xué)校一般都得有90%以上。而且有些專(zhuān)業(yè)還有實(shí)習(xí)經(jīng)歷的要求。
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2021人類(lèi)學(xué)個(gè)人留學(xué)申請(qǐng)書(shū)范文
