外國(guó)大學(xué)入學(xué)申請(qǐng)書（精選3篇）
外國(guó)大學(xué)入學(xué)申請(qǐng)書 篇1
In my mother’s more angry and disillusioned moods, she often declares that my sisters and I are “smarter than is good” for us, by which she means we are too ambitious, too independent-minded, and somehow, subtly un-Chinese. At such times, I do not argue, for I realize how difficult it must be for her and my father—having to deal with children who reject their simple idea of life and threaten to drag them into a future they do not understand.
For my parents, plans for our futures were very simple. We were to get good grades, go to good colleges, and become good scientists,
mathematicians, or engineers. It had to do with being Chinese. But my sisters and I rejected that future, and the year I came home with Honors in English, History and Debate was a year of disillusion for my parents. It was not that they weren’t proud of my accomplishments, but merely that they had certain ideas of what was safe and solid, what we did in life. Physics, math, turning in homework, and crossing the street when Hare Krishnas were on our side—those things were safe. But the Humanities we left for Pure Americans.
Unfortunately for my parents, however, the security of that world is simply not enough for me, and I have scared them more than once with what they call my “wild” treks into unfamiliar areas. I spent one afternoon interviewing the Hare Krishnas for our school newspaper—and they nearly called the police. Then, to make things worse, I decided to enter the Crystal Springs Drama contest. For my parents, acting was something Chinese girls did not do. It smacked of the bohemian, and was but a short step to drugs, debauchery, and all the dark, illicit facets of life. They never did approve of the experience—even despite my second place at Crystal Springs and my assurances that acting was, after all, no more than a whim.
What I was doing when was moving away from the security my parents prescribed. I was motivated by my own desire to see more of what life had to offer, and by ideas I’d picked up at my Curriculum Committee meetings. This committee consisted of teachers who felt that students should learn to understand life, not memorize formulas; that somehow our college preparatory curriculum had to be made less rigid. There were English teachers who wanted to integrate Math into other more “important” science courses, and Math teachers who wanted to abolish English entirely.
There were even some teachers who suggested making Transcendental Meditation a requirement. But the common denominator behind these
slightly eccentric ideas was a feeling that the school should produce more thoughtful individuals, for whom life meant more than good grades and Ivy League futures. Their values were precisely the opposite of those my parents had instilled in me.
It has been a difficult task indeed for me to reconcile these two opposing impulses. It would be simple enough just to rebel against all my parents expect. But I cannot afford to rebel. There is too much that is
fragile—the world my parents have worked so hard to build, the security that comes with it, and a fading Chinese heritage. I realize it must be immensely frustrating for my parents, with children who are persistently “too smart” for them and their simple idea of life, living in a land they have come to consider home, and yet can never fully understand. In a way, they have stopped trying to understand it, content with their own little microcosms. It is my burden now build my own, new world without shattering theirs; to plunge into the future without completely letting go of the past. And that is a challenge I am not at all certain I can meet. 點(diǎn)評(píng)Comments:
1.This is a good strong statement about the dilemma of being a part of two different cultures. The theme is backed by excellent examples of the conflict and the writing is clear, clean, and crisp. The essay then concludes with a compelling summary of the dilemma and the challenge it presents to the student.
2.A masterful job of explaining the conflict of being a child of two cultures. The writer feels strongly about the burden of being a first generation American, but struggles to understand her parents’ perspective. Ultimately she confesses implicitly that she cannot
understand them and faces her own future. The language is particularly impressive:“It smacked of the bohemian,” “subtly unChinese,” and “a fading Chinese heritage.” That she is not kinder to her parents does not make her unkind, just determined.
外國(guó)大學(xué)入學(xué)申請(qǐng)書 篇2
I guess it was inevitable that I’d be on hockey skates at some point in my life, but I did not expect that I’d become one of a rare group of female ice hockey officials before I even reached high school. Being born into a family of hockey players and figure skaters, it seemed that my destiny had already been decided.
Right from the beginning, my two older brothers and my father strapped me up and threw me onto the ice. I loved it and, in my mind, I was on my way to becoming a female Gretzky! But my mom had to think of something fast to drag her little girl away from this sport of ruffians. Enter my first hot pink figure skating dress! That was all it took to launch fifteen years of competitive figure skating. Even though figure skating soon became my passion, I always had an unsatisfied yearning for ice hockey. It took a great deal of convincing from my parents that competitive figure skating and ice hockey didn’t mix. My compromise became refereeing ice hockey; little did I know that I was beginning an activity that would influence my character and who I am today. When I began, I would only work with my dad and brothers. Everyone was friendly and accepting because I had just started. I soon realized though that to get better I needed to start refereeing with people I wasn’t related to, and that’s when my experience drastically changed. An apologetic smile and an “I’m sorry” wasn’t going to
get me through games now. As I began officiating higher-level games and dealing with more arrogant coaches, I suddenly entered a new male-dominated world, a world I had never experienced before. My confidence was shot, and all I wanted to do was get through each game and be able to leave. Sometimes I was even too scared to skate along the teams’ benches because I would get upset by what the coaches would yell to me. “Do you have a hot date tonight, ref?” was a ment that coaches would spit at me during the course of a game. In their eyes, I did not belong on that ice, and they were going to do whatever they could do to make sure no women wanted to officiate their games. I was determined not to let them chase me off the ice.
I made the decision to stand up for myself. I never responded rudely to the coaches, but I did not let them walk all over me and destroy my confidence anymore. I started to act and feel more like the 4-year certified Atlantic District Official that I am. There were still a few situations that scared me. One time I called a penalty in a championship game during the third overtime and the team I penalized ended up losing because they got scored on. I knew I had made the right call, even though I was unnerved when I saw the losing teams’ parents waiting for me at my locker room; for the moment I wished I hadn’t called that penalty. Although it was scary at the time, I stood my ground and overcame my fears. That was an important
stepping-stone in my officiating career and in my life.
After four years of refereeing, I still can’t say it’s easy. Every game hands me something new and I never know what to expect. Now I have the confidence and preparation to deal with the unexpected, on and off the ice. I now also know take everything with a grain of salt and not let it get to me. I have learned that life is just like being out on the ice; if I am prepared and act with confidence, I will be perceived as confident. These are the little lessons that I’m grateful to have learned as a woman referee.
Things to Notice About This Essay
1. The author tells an interesting story about her experiences as a referee.
2. A sense of her personality—determination, flexibility, good humor—comes through in the narration.
3. Details like “Do you have a hot date tonight, ref?” make the narration memorable (we’d love to hear more of these kinds of details).
4. The essay needs a faster start. The first paragraph (three sentences) says the same thing in both the first and third sentences—and gives away the essay’s surprise in the second! A good revision would all of paragraph one and start at paragraph two.
5. There’s too much frame here and not enough picture. The essay needs further development, especially about the difficulties of
becoming and being a ref, to keep it vivid.
6. The author should “dwell” in the meaning of the experience a little more at the end—“I wonder about…I also think…Sometimes I believe….” Significant experiences like this one, woven through many years of the author’s life, don’t mean just one thing—there are more insights and lessons to explore here.
外國(guó)大學(xué)入學(xué)申請(qǐng)書 篇3
尊敬的團(tuán)學(xué)老師：
您們好!感謝您在百忙中惠閱這份申請(qǐng)。
我是11級(jí).現(xiàn)在我申請(qǐng)*學(xué)院學(xué)生會(huì)文藝部部長(zhǎng)一職。
不知不覺，在學(xué)生會(huì)生活和工作的時(shí)間已經(jīng)有一年了，對(duì)文藝部的各項(xiàng)工作都有了深入的了解。學(xué)生會(huì)作為在我院團(tuán)委直接領(lǐng)導(dǎo)下學(xué)生組織，它溝通著老師和同學(xué)。文藝部這個(gè)平臺(tái)教會(huì)了我很多，它讓我成熟，讓我成長(zhǎng)，不管在工作方式還是為人處事。在文藝部工作的一年多的時(shí)間里，我深刻的認(rèn)識(shí)到，團(tuán)結(jié)、協(xié)作是文藝部成員最應(yīng)具備的精神。
回顧這一年，部里的活動(dòng)我基本都積極參加了。經(jīng)歷了太多太多有意義的事，部里在這一年里舉辦很多有質(zhì)量的晚會(huì)，有水準(zhǔn)的比賽，從我剛進(jìn)學(xué)生會(huì)的晚會(huì)，然后有“十佳歌手大賽”、“舞蹈大賽”、“元旦晚會(huì)”等等，同時(shí)我們和學(xué)生會(huì)其他部門積極合作共同完成學(xué)生會(huì)的工作!
加入文藝部是興趣的指引，而熱情是我競(jìng)選部長(zhǎng)的最大優(yōu)勢(shì)。在老師的指導(dǎo)下，同學(xué)們的幫助下，我逐步了解并熟悉了文藝部的工作，先后參與了很多的活動(dòng)，提高了自己的工作能力，與同學(xué)之間的配合也越來越來默契，與文藝部以及其他部門的同學(xué)建立了深厚的友誼和關(guān)系，在工作方面得到了來自他們的大力幫助。從進(jìn)入文藝部起，我全力協(xié)助部長(zhǎng)的工作，與全體同學(xué)一起將文藝部凝聚成了一個(gè)團(tuán)結(jié)向上的集體，并加強(qiáng)與學(xué)生會(huì)其他部門之間的聯(lián)系與配合。
我來競(jìng)選文藝部部長(zhǎng)，因?yàn)槲蚁嘈盼业那趧诳炭啵嘈盼业膭?chuàng)造進(jìn)取之心。本學(xué)期我在外部沒有其他活動(dòng)了，于是積極的性格必定使我將我全部的精力，我全部的熱情以及自身日益增長(zhǎng)的組織辦事能力投入到文藝部的工作中去。
除這幾條優(yōu)勢(shì)之外，我完全符合團(tuán)學(xué)老師要求的競(jìng)選者要求。1. 堅(jiān)持四項(xiàng)基本原則，具有堅(jiān)定正確的政治立場(chǎng)和較高的政治覺悟;2. 遵紀(jì)守法，品德優(yōu)良，組織紀(jì)律性強(qiáng)，集體觀念良好，無違法違紀(jì)行為;3. 學(xué)習(xí)認(rèn)真刻苦，成績(jī)良好;4. 熱愛學(xué)生工作，認(rèn)真負(fù)責(zé)，作風(fēng)踏實(shí)，能吃苦耐勞，勇于奉獻(xiàn)，具有一定的開拓創(chuàng)新精神。
假如我當(dāng)選了文藝部部長(zhǎng)一職，首先我會(huì)保質(zhì)保量的完成團(tuán)學(xué)老師、主席團(tuán)發(fā)放的任務(wù);其次，我會(huì)多思考，努力提出更多有意義、有利于團(tuán)學(xué)工作、學(xué)院工作的活動(dòng)，比如舉辦“院級(jí)班級(jí)班徽征集大賽”、“班級(jí)社團(tuán)聯(lián)誼活動(dòng)”。并且在例行事務(wù)上盡量做到優(yōu)化、精簡(jiǎn)化、高效化，加強(qiáng)與其他各部合作，以我們共同的熱情、責(zé)任心以及能力，帶給大家一個(gè)全新的學(xué)生會(huì)。也給自己一個(gè)展現(xiàn)自己、鍛煉自己的舞臺(tái)。
如果我沒有當(dāng)選院文藝部部長(zhǎng)一職，我也不會(huì)氣餒，會(huì)繼續(xù)努力，全心全意盡自己最大的努力為全院同學(xué)服務(wù)。
希望團(tuán)學(xué)老師能批準(zhǔn)我的文藝部部長(zhǎng)申請(qǐng)!
此致
敬禮!
20xx年x月x日