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Old June 22nd, 2012, 11:15 AM
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Default Entrance essay for graduate school examples

I need Graduate School Admission Essay Samples. Is there any website which provides samples of the Essay? If yes, give me the website so that I can download the samples or if you have the essay samples, please you provide me Samples.
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Old June 22nd, 2012, 03:59 PM
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As per your requirement here I’m providing you an attachment for Personal Essay
Story Essay , Detail Essay, Personal Growth Essay ,Hobbies and Interest Essay. Click on the attachment to download:
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Old February 25th, 2014, 02:53 PM
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Default Re: Entrance essay for graduate school examples

As you are looking to get essay sample for Entrance in Graduate School, so here I am providing the following essay:

Entrance Essay for Graduate School

Personal Essay Samples for Graduate School Application
Remember: when writing essays you want to be sure and answer all questions and/or include all information the graduate school has requested. The following four examples are meant to be just that “examples”, you want your essay to be unique, informative, and personally directed to your life and not a copy of something you read here, online, or from any other source.

Example 1
The rapidly growing elderly population is becoming a serious social problem in many countries. Some countries have been successful at finding solutions for this problem but others have not. Japan is one of the latter countries. Although Japan has one of the highest life expectancy rates and a reputation for good quality of life for its elderly population, it has been unsuccessful at addressing this problem. Compared to other industrialized countries, Japan lags behind in programs for elders who are physically disabled, bedridden or in need of long term care. The current economic crisis is exacerbating this situation as the government is cutting funding for elder programs. This problem resonates deeply with me, and I hope to someday work on finding a solution. It is for this reason that I am applying to the graduate program in social work at Boston University: I seek the skills and knowledge I need to return to Japan and work for a social work service.

My interest in the elderly dates back to my childhood. Growing up with my grandparents greatly influenced my values and personality: they taught me to be self-motivated and disciplined. Their resilience and support has helped me to persevere even when confronted with seemingly insurmountable obstacles. Because of their kindness toward me I have a deep respect for them and for elderly people in general. This is what motivates me to become involved in the field of social work.

Traditionally in Japanese society, the care of one's parents is believed to be the children's duty. After World War II, such traditions have evolved due to changes in family structure. No longer is the eldest child the only one to inherit his parent's property, and two-income families have become the norm. These changes have left Japanese people at a loss as to how to care for their aging parents. The current response to this problem seems to be hospitalization.

Families increasingly hospitalize their elders who are physically disabled, bedridden or in need of long-term care. These individuals are usually transferred to nursing homes, but because of sparse accommodations and a one to two year wait list, they end up staying with family members who are often ill equipped to care for them. As a result, there are a number of incidences of elder abuse by family members and elder suicide. Also, there are many other elderly people who live alone -- every year, many of them die with no one, not even their family members, having knowledge of their death.
Currently there is no social welfare program in Japan that offers assistance to these elders and their families. In the light of these terrible problems, the need for such a program is obvious. My interest in social work is to find ways to develop and improve the types of services available to the elderly in Japan at a systematic level. I want to be involved in the organizing, managing, developing, shaping and planning of social policies related to the elderly. I believe the social work program at Boston University will allow me to do that. By studying macro social work at Boston University, I will learn about established social systems, assessment and intervention strategies. In addition, Boston University's emphasis on urban issues appeals to me immensely. As I will be returning to work in Osaka, the second largest city in Japan, graduate work in this area will better equip me for the challenges I will be facing. To me, an urban mission is a commitment to identify and find solutions to issues faced by urban areas.

I believe I am well prepared for graduate work. During my undergraduate study, I acquired the necessary background knowledge by taking advanced courses in the areas of psychology and sociology, including sociological research methods, social theory, statistics, psychological research, and psychotherapy. Along with these courses, I had an internship at the Asian Task Force Against Domestic Violence, a non-profit organization. I also volunteered at Sawayaka-en, a nursing service, and Asunaro Children's Mental Hospital in Japan. From this internship and my volunteer work, I have gained practical experience which I feel will contribute to my academic and professional success.

I expect the graduate work at Boston University to be demanding, challenging, and ultimately rewarding. I look forward to the experience from an intellectual as well as social point of view -- I hope to learn and grow as an individual and a macro social worker. I hope that I will be allowed to do so at Boston University.

Example 2
Little Lessons I've learned on my way
Lesson 1: Don't Lose Your Path
In his poem, The Road Not Taken, Robert Frost wrote, "Two roads diverge in the woods, and I took the one least traveled by/ And that has made all the difference." In this poem, the narrator had a choice of two roads. However, I've discovered that life is a little more complicated. Sometimes the path we embark on is not always the one we choose. Sometimes we are pushed or pulled in certain directions and we have to react to our environment.

My path to a college education has been filled with bumps, potholes, detours and roadblocks. The signs often read "yield" and "do not enter." The path has not always been clear, but I've kept my eyes opened, focused on the road ahead, and the experience has made all the difference.

During my freshman year in high school, my mother remarried and I had to move from Colorado to Kentucky. One year later, we relocated back to Colorado after they divorced. During my junior year in high school, my mother remarried again and I had to change schools again, although we remained in Colorado. Thus, I did not have a sense of continuity during high school and although I recognized that my path would lead me to college, I was not ready to commit myself to school full time. Instead I went to work full time as a grocery clerk and worked my way up to assistant manager. I then moved into customer service work and finally fell into an advertising manager position. I took several night courses during this period until I was ready to commit to school full time. Although I could have continued with work, I knew that it was not what I wanted to do and once I committed myself to attending school and realized that I wanted to study Sociology, I have proven myself to be an above average student. This past year, I earned all "A’s” in my courses.

Although it took me a bit longer to complete my undergraduate education, I consider it to be my greatest success. I paid for it, I struggled through it, and I gave up a great deal of my life for it. I also realize that my educational path is not complete. I believe that my struggles, perseverance, and triumph through my undergraduate studies qualify me as an excellent PhD candidate in your Political Sociology department.
Lesson 2: Become an Active Listener

When I was growing up, whenever the phone would ring, my mother would say, "the doctor is in." I believe that one of my strengths lie in the way I communicate and deal with children. I think that we must become active listeners in order to understand each other. During my internship with the Institute for Social Justice, I worked with inmates on research for alternative social models of punishment. In order to do the job effectively, I needed to empathize with the inmates so that I could understand their concerns and needs and remedy any self-destructive conduct they exhibit. The work also involved an all out hunt on my part to place these inmates into environments and programs that would prove healthy for them.

I maintained a working relationship with my friends at the Institute and checked their progress weekly. I believe that the power to empathize, or the ability to put yourself in someone else's place begins with an open mind. When I say that we must become active listeners in order to understand one another, I mean to say that there are subtle movements in our speech, certain words that we use, certain utterances that are not directed towards us, certain circumstances unrevealed to us. We must endeavor to hear all of them. I believe that this skill will help me greatly as a PhD candidate in your department.

Lesson 3: Learn From Your Experiences
In 1997, my mother was diagnosed with lupus. I was enrolled in a full course load but I dropped three classes so that I could spend more time with my mother and comfort her as much as I could. I felt so helpless because I did not know how to help her. I resolved to know more about the disease; I attended Lupus support group meetings and found out about a diet that helps regulate the body's immune system. I also talked to several neurologists and researched several drugs that were FDA approved. Through our collective effort, we found a terrific drug and the disease has stabilized for almost a year. This experience has taught me that even if a subject is miles away from the reach of your contemplation, you can learn much from research and from the knowledge and experience of others.
And as I offer myself as a PhD candidate in your Political Sociology department, I bring to the table years of work experience which includes steady and continuous promotions, an unrelenting pursuit for knowledge, a compassion for children and people, and a belief that anything is possible if we can actively imagine it into existence. Throughout my adult life, I never lost my path and I hope that you will allow me to continue this path at the University of Nebraska.

Example 3
Of all the characters that I’ve “met” through books and movies, two stand out as people that I most want to emulate. They are Attacus Finch from To Kill A Mockingbird and Dr. Archibald “Moonlight” Graham from Field of Dreams. They appeal to me because they embody what I strive to be. They are influential people in small towns who have a direct positive effect on those around them. I, too, plan to live in a small town after graduating from college, and that positive effect is something I must give in order to be satisfied with my life.

Both Mr. Finch and Dr. Graham are strong supporting characters in wonderful stories. They symbolize good, honesty, and wisdom. When the story of my town is written I want to symbolize those things. The base has been formed for me to live a productive, helpful life. As an Eagle Scout I represent those things that Mr. Finch and Dr. Graham represent. In the child/adolescent world I am Mr. Finch and Dr. Graham, but soon I’ll be entering the adult world, a world in which I’m not yet prepared to lead.

I’m quite sure that as teenagers Attacus Finch and Moonlight Graham often wondered what they could do to help others. They probably emulated someone who they had seen live a successful life. They saw someone like my grandfather, 40-year president of our hometown bank, enjoy a lifetime of leading, sharing, and giving. I have seen him spend his Christmas Eves taking gifts of food and joy to indigent families. Often when his bank could not justify a loan to someone in need, my grandfather made the loan from his own pocket. He is a real-life Moonlight Graham, a man who has shown me that characters like Dr. Graham and Mr. Finch do much more than elicit tears and smiles from readers and movie watchers. Through him and others in my family I feel I have acquired the values and the burning desire to benefit others that will form the foundation for a great life. I also feel that that foundation is not enough. I do not yet have the sophistication, knowledge, and wisdom necessary to succeed as I want to in the adult world. I feel that Harvard, above all others, can guide me toward the life of greatness that will make me the Attacus Finch of my town.

Example 4
For many years, I have been interested in studying international relations. My interest in pursuing this field stems from several factors which have affected me. First, I have been exposed to international affairs throughout my life. With my father and two of my brothers in the Saudi Foreign Service, I have grown up under the shadow of inter-national affairs. Second, I am fascinated by history, economics, and diplomacy. I believe, through the study of international relations, I can effectively satisfy my curiosity in these fields. A third factor which has affected my interest in international relations is patriotism.

Through the Foreign Service, I would not only have the opportunity to serve my country, but also have the chance to help bridge gaps between my country and others. Finally, as a Saudi living abroad, I have been bridging cultures throughout my life. This experience has taught me to look for differences to compromise and similarities to synthesize in order to balance different cultures. In short, I believe that my experiences in life, combined with a rigorous academic education, will enable me to pursue a successful career in the Saudi Foreign Service.

Georgetown, Favorite Class:
At St. Albans, especially in our later years, we are given the freedom to choose from a vast array of classes. Using this freedom, I have selected classes which have personal significance to me, regardless of difficulty or appearance on my transcript. However, from these classes, one holds an extraordinary amount of value to me. This course is A.P. Omnibus History, a combination of American and European history. There are several reasons for my great interest in this class. First, I am fascinated by the cyclical nature of the past. I see these recurring political, economic, and social trends as a means of looking forward into the future, while allowing us to avoid the mistakes of the past. Second, history teaches many lessons about the nature of human behavior, both past and present, providing insight into the actions, desires, and aspirations of those around me. Finally, it lays a solid foundation for several disciplines, including political science, economics, and international relations, three fields of great interest to me.

Georgetown, Visual Arts:
Another major interest of mine, which I have not had the opportunity to express elsewhere on my application, is the visual arts. Throughout high school, I have used a variety of media to express myself. I began with black and white photography, focusing on the presence of lines and balance in nature. For my work in this medium, I received an award at the St. Albans School Art Show. From photography, I moved on to glass etching. Using a sandblaster to etch the glass, I again concentrated on lines and balance in my works. Moreover, by arranging several glass panes into a sculpture, I moved my study into three dimensions, winning another Art Show award. Currently, I am working on canvas, using oil and acrylic in a Mondrian style, which is based on lines and balance. Eventually, I hope to explore the effects of combining these and other media, creating my own style of artistic expression.

Georgetown, Wrestling:
In the past four years of my life, no activity has affected me more than wrestling. Four years of varsity wrestling and the honor of being a team captain have instilled many qualities in me. First, through years of hard work and continuous dieting, wrestling has given me discipline. This discipline has spread to other parts of my personality, including my moral character, work ethic, and perseverance. Another quality wrestling has given me is leadership. As a team captain, I have learned to lead by example, both on and off the mat. Above all, though, wrestling has given me a love of life. Through this sport, I have experienced pain, sacrifice, adversity, and success. Exposure to these feelings— which are, in my opinion, the essence of being— has allowed me to truly appreciate life. I hope to continue wrestling at Georgetown.

Entrance Essay for Graduate School Sample 2
4 SAMPLE GRADUATE SCHOOL ESSAYS
#1. "From Working Poor to Elite Scholar"
One of the proudest accomplishments of my life was earning my college degree, despite the fact that my early adulthood
pointed in the opposite direction, beginning with my marriage at the age of 19. Throughout the 1990s I lived as one of the
"working poor," someone who slipped through the cracks of supposedly historic prosperity. By the age of 25 I was divorced and
frustrated with menial, low-paying jobs: clerk, receptionist, and housecleaner. There is nothing like scrubbing someone else's
toilet to inspire one with determination toward obtaining an education. Because of my absolute commitment toward earning my
degree, I got a flexible shift at a retail warehouse which enabled me to acquire my degree while supporting myself financially.
Enrolled at the local community college, I experienced a different world opening up to me; excited by a new encouraging
environment, I excelled academically. I learned that if I tried hard, I could succeed; if I wanted something badly enough, I
possessed the ability to take advantage of these opportunities. I worked a minimum 35-hour workweek for five years to put
myself through school without succumbing to the temptation of a student loan. I paid tuition up front with the money I earned.
It was the example of my mother, a Puerto Rican immigrant working diligently to provide for her family, who instilled a work
ethic into me that has stood me in good stead.
With a lifelong passion for history, I have developed an interest in the cultural history of early modern and modern Europeans,
especially women's history. The experiences of ordinary women fascinate me: how they constitute their world through popular
folk tales and literature; how the seemingly irrational paradoxes of the past to modern eyes are completely rational when taken
within the historical context; and finally, how these historical changes and transformations in culture constitute the present. I
enjoy studying the early modern period of English history, especially the Tudor- Stuart period, because of the tensions that
existed between medieval philosophies and the rising Enlightenment intellectualism. My influences have been diverse. I read
the popular historian Barbara Tuchman, not for her technical accuracy, but for her beautiful prose. Natalie Zemon Davis's
research inspires me in the way that she cleverly picks out fresh life from tired sources. And finally, Michel Foucault's
philosophies have profoundly influenced the way I write, for now I have a philosophical grounding that makes me highly
sensitive to my own biases. In fact, Foucault's post-structuralist matrix has been instrumental in shaping my current project
focusing on the 17th-century midwife Elizabeth Cellier. In this project, I am reexamining the current histories of English
midwifery using Cellier as a case study, detecting a decided bias embedded within them. The underlying assumption of these
histories is that pre-industrial professional women-and Cellier in particular- struggled against patriarchy and oppression from
the male medical community, when in fact Cellier's literature shows that she utilized the accepted discourses of patriarchy
available to her in her writing and turned them into useful tools of political and religious power.
As a student, I feel that my success lies in the fact that I approached my studies as if I were a professional (historian, not
student, that is). I always enrolled in the most challenging courses and worked with professors I felt were the most qualified in
my areas of interest. Never did I settle for an A- or B+. If I got one, I would ask what I could do to improve--and ultimately, I
utilized the advice to strengthen my work. My personal academic milestone occurred while I was completing a research seminar
on historical methods. This required course was taught by an Americanist-Dr. Julie Worth, director of the [school withheld]
history department-so our research topics were limited to American sources. I was able to work within my main interest, which
is marginalized women, while using the primary sources of The New York Times. The resulting paper, "Biologically Unsound:
Women, Murder, and the Insanity Plea in the Progressive Era" examined the preponderant use of the insanity plea for women
who went outside their "innate nature" and murdered, regardless of the circumstances which drove them to kill. Although the
topic was outside my focus, which is European history, this paper was selected for publication in the Phi Alpha Theta journal,
The Historian.
My focus as an undergraduate has always been with an eye toward graduate school and a career as a professional historian.
Aware of the rigors of graduate study, I have not only completed an undergraduate language requirement in Spanish, but I am
also currently enrolled in an accelerated French course. In addition, I have become active in the historical honor society, Phi
Alpha Theta, including serving as chapter president. During my tenure our chapter hosted the Phi Alpha Theta Regional
Conference, the largest regional conference in the nation. With the help of faculty adviser Dr. Judith Gaillard, I created the
conference sessions, chose appropriate student commentators for those sessions, and gave a keynote speech. The experience
taught me that I have a flair for organization as well as mediation. Under my leadership, our chapter also published its first
journal, and hosted a variety of campus activities. This year I am working with the Computer Society in order to establish a
Web site for students who need help succeeding in history courses; we are going to call it the Clio home page. My position as
an authority figure both in classroom work and within these various organizations has awakened a desire to embrace teaching,

for I enjoy sharing the excitement of education with my peers, as well as helping them achieve their own academic success.
I feel that my life experiences as well as my commitment to education would be an asset to Cornell's doctoral program in
History. Cornell has an exciting interdisciplinary program that is exceptionally impressive. In particular, Dr. Rayna Wilhelm's
specialty in Tudor-Stuart social and cultural history complements my own interest in studying the experiences of English preindustrial
women. This combination will provide the strong background I desire in order to shape my future research interests. I
feel that Cornell is a premier institution for an aspiring Ph.D. candidate and as such, a very competitive program. But I know I
have the tools and the determination to excel in such a stimulating and challenging environment.

Comments about Essay #1:
--This essay uses an outstanding combination of personal information and academic exposition. The personal information
makes the reader interested in this young woman as a person, and the academic information proves that such interest is
warranted. Notice that the woman is matter-of-fact about some rather large challenges she has faced in her life; she doesn't ask
for special consideration, rather she explains certain decision-making processes and turning points in her development as a
person and a scholar. This is an outstanding essay overall.
--Always name your advisors and mentors.
--Try and have a paper that you could submit for publication before you apply to graduate school.
--When you have identified specific professors at the graduate program who could be mentors to you, mention them by name.

#2. "Library Floors and Literature" (Personal Statement)
It happened two years ago as I lay sprawled out on the floor of the library lounge at the Universite de Grenoble in Grenoble,
France. I was working on an explication du texte of Guillaume Apollinaire' poem "La Loreley" for my Poemes et Proses du XXe
Siecle class when I suddenly put it together: this was my approach to literature. Close reading, formalism. Staying close, very
close, to the text. I was certain.
Certainty, however, proved rather unstable. I knew it was important not to close myself off from other approaches to literature,
so when I returned to Swarthmore from Grenoble, I took two courses which I knew would be highly theoretical-Women Writers
1790-1830 and Feminist Literary Criticism. These courses brought me around to a kind of hybrid approach to literature which I
find rich, effective, and enjoyable. In this approach I maintain a close connection to the text at the same time that I apply
theoretical work.
I am using this approach to literature in two major projects this year.
First, I received a $2,400 National Endowment for the Humanities Younger Scholars Summer Research Grant. I proposed to
expand on a prior research project, looking at the use of silence in the novels of Elie Wiesel, and at the ways Wiesel both
demonstrates and gets around the fact that conventional language simply breaks down when it is used to talk about the
Holocaust. I plan to expand on the same project for my senior English thesis. For this thesis I am studying the ways Wiesel uses
silence in the literal content of his novels and in his writing technique, and am working toward explanations as to how he gives
these silences meaning. My fluency in French from my semester of study in Grenoble has been invaluable since most of
Wiesel's works were written originally in French. My thesis involves close, formalist readings of Wiesel's novels, and is
enriched by theoretical work. (This thesis appears as "Senior Essay" on my transcript; that designation will change next
semester to "Thesis.")
My second major project this year is a self-designed research project which has just replaced comprehensive exams in the
Swarthmore English Department. I am working with British poetry just following World War I, looking at how these poets
write about a kind of war that truly had no precedent since it was the first war in which death could be so effectively and
impersonally mass-produced. I am focusing on my observation that a surprising number of these poems rely heavily on biblical
or mythical images, as though more contemporary images simply were not applicable any more.
I have known for several years that I want my graduate work to be in the field of English, but my approach to literature has been
enriched by my double major in English and sociology-anthropology. Twice my interest in anthropology has led me to study
literature of non-European cultures, both times with great personal satisfaction. My papers for The Black African Writer
combine theoretical research with a good deal of formalist textual analysis and close reading. I had several long conversations
about these papers with Prof. Wallace Mann, the R. Talbot Sondheim Professor of African Studies at Swarthmore. My second
excursion into less-traveled territory was a paper I wrote for Introduction to Hebrew Scriptures. I chose to do an exegesis of
Isaiah 65:17-25. I worked from the original Hebrew text since I had taken a course in biblical Hebrew (Religion 93) and have a
moderate level of reading comprehension of the language. I had a marvelous time digging so deeply into each word, and
sometimes even individual letters, as is required in an exegesis of a Hebrew passage.
My two major projects this year-my thesis and my senior project-are related by the theme of war literature, and my work on one
project gives me new ideas for the other. I feel fortunate that this has worked out, and at the University of Colorado-Boulder I
want to continue studying twentieth-century literature. However, I am also ready to start widening my base, casting out in some
new directions. I have found over and over that if I have a long-standing gut-level enjoyment of some kind of literature I almost
invariably have a wonderful time and do a particularly good job taking an academic approach to that literature. Old English
literature is in this category for me.
I have never done academic work in Old English literature, but for years I have treasured a cassette tape on which are recorded
in Old English the stories of Sir Gawain and the Green Knight, Caedmon, and The Wedding of Sir Gawain and Dame Ragnell.
And when I am feeling particularly harried, I often go to the Swarthmore library and treat myself to an old, scratchy recording
of a reading of Beowulf, following along in the Old English text and in a modern English translation. By imitating the voice I
hear and following in translation, I have taught myself a tiny amount of this language. I want to follow up on this interest.
My interest in studying at the University of Colorado-Boulder has grown out of conversations I have had with numerous people,

including Prof. Laurie Langbauer who had a lot of specific information since she taught there one summer. When I spoke about
my interests with Abbe Blum, another professor of English at Swarthmore, she recommended that I call Prof. Margaret
Ferguson. I did so, and had a wonderful conversation which helped me to confirm that I would feel very much at home in the
department. I am especially excited about the department's strength in twentieth-century, Renaissance, and Old English
literature.
I am also genuinely pleased about the distribution requirements, since they will help me to explore areas that I did not or could
not at Swarthmore. Only by doing that will I continue to learn new things about myself as a student of literature. I do not want
my experience in the Universite de Grenoble library to be a unique blip in my development. I want to continue changing,
refining, playing around with the ways in which I approach literature. This ever-changing, ever-learning approach will help me
to be a lifelong scholar and lover of literature.

Comments about Essay #2:
--This is a great experiential opening. The reader can "see" the student "sprawled out," and the essay offers and exotic
setting. This candidate displays amazing breadth while leading the reader through distinct phases in her intellectual
development. The masterful way the candidate weaves in theorists, theories, authors, and names of work lightens what could
otherwise be a heavy exposition. The essay as a whole amounts to an intellectual argument, the point of which is this: This
candidate's background points to the inevitable conclusion that this student is ready to excel at the targeted graduate program.
--This essay also shows depth of specific interests the student has in the specific graduate program. Be sure to customize your
essays to this level of detail. Also note the use of professors' names, both at the undergraduate alma mater and the targeted
graduate program.

#3. Personal Statement for Law School
I waited patiently by the bench in what all Harvey Mudd chemistry majors call the "Super Lab," staring for what seemed to be
hours at a small flask bubbling with something that looked like a cross between Pepto-Bismol and whipped cream. I was
waiting for the color to turn just the right shade of blue before I could go home for a late dinner, but it was obvious that this
solution was as far from blue as baseball is from rugby. I realized then that "Super Lab" was not so Super, and neither was a
career as a chemist.
Every summer since high school, I worked at Lawrence Livermore Laboratory as a research assistant. One of my major projects
involved working on a team to develop probes for the detection radioactive substances. When I turned in my final report, a
computer program that would give the same results in five minutes four people would in a week, my pride turned into
disappointment when my supervisor took credit for all of my hard work. Unbeknownst to me, somewhere in tiny print in the
contract signed as an employee; it said something to the effect that as an employee I would relinquish all rights to everything
that I developed at Lawrence Livermore National Laboratory. I felt that it was unfair for a company to claim such rights to its
employees' innovations and wished to learn more about the issues that surround intellectual property.
I was introduced to the field of intellectual property law in industrial chemistry, taught by Professor Gerald Van Hecke. For m
final report, I researched the development of the Gore-Tex fiber b procuring its patent from an online patent service. At that
time, was considering a career in the management sector of the chemical industry because I wanted to be able to use my
knowledge of applied chemistry while at the same time work with people. However, once I was introduced to industrial
chemistry law, I realized that a career in law would not only incorporate all of my skills but would give me more breadth than

management in a chemical company. Whereas management would limit me to a particular industry, IP law would expose me to
a number of industries. IP law would also not confine me to a particular strategy in dealing with problems but force me to
develop different strategies based on the industry and the problem that I am dealing with. Law school suddenly became a very
attractive career path to me, especially because it would allow me to use my education creatively to help protect the product of
peoples' ideas.
Although I am an applied chemistry major, what I have learned as an undergraduate can be applied in many ways to law.
Because I have a strong technical background, I have been trained extensively in solving problems both alone and in teams.
Although the problems themselves have been technical, the analytical skills that I have acquired in solving such problems can
be applied to the world of law. Harvey Mudd's unique engineering clinic program allowed me to work on a team of five
students to develop a project plan for General Electric Nuclear Energy to bring the concentration of toxic organic compounds in
their waste system down to environmentally safe levels. I have also worked on student teams to solve problems for Habitat for
Humanity, and during my summer internships to solve problems for the government. Because I am an applicant from a
nontraditional background, I can provide a different perspective to problems encountered in law, and can even introduce vastly
different but equally effective approaches to solving these problems.
My technical background is not the only factor that sets me apart from the traditional law school applicant. Because Harvey
Mudd balances its technical program with an equally strong emphasis in the humanities, I am not only leaving Mudd with a
great education in chemistry but I am leaving Mudd as a technically educated student who is skilled in writing and
communication. In addition to possessing a liberal arts background that is unequaled by most technical applicants to law school,
I also possess a back-ground that is unique even for a Harvey Mudder. The typical Harvey Mudd student studies at Mudd for
four years, then pursues graduate school in a science or engineering field, and then works in either industry or academia. Unlike
the typical Mudd student, I have managed not only to perform well academically, but to take advantage of nonacademic
opportunities in order to better balance my life. My experience as the resident assistant of my dorm has given me tools that are
necessary to a lawyer such as time management, interpersonal and conflict resolution skills, as well as the ability to effectively
deal with crisis situations. Having to juggle my responsibilities as a resident assistant, a student, and an athlete has increased my
organizational skills by orders of magnitude. As freshman and sophomore class president, and team leader of an engineering
project, I learned how to be more assertive and gained valuable leadership skills in the process. In addition, my membership the
National Forensics League and participation in Lincoln-Douglas debates have provided me with the skills of impromptu speech,
or communication, and the art of persuasion using sound facts as the basis for arguments.
I finally managed to completely break the mold of the typical Harvey Mudd student by attempting to study abroad for one
semester. This was the greatest challenge of my undergraduate career because not many science and engineering majors, let
alone Harvey Mudd students, leave to study at foreign institutions. Many attribute this to the specificity of the science
curriculum and the resulting difficulty in finding compatible curricula at foreign institutions. After making use of all the
resources possible, I realize that although it is indeed an arduous task to find a university abroad that matches our curriculum to
a tee, it is not impossible to do so. After one year of persuading some reluctant administrators to make it easier for a Harvey
Mudd student to leave for one semester, I found myself at the University of New South Wales in Australia where I had some of
the most valuable experiences in my life. I returned much more independent, and especially aware of the world around me.
Upon my return, and due in part to my own example, I discovered that the school had proposed many changes to allow more
flexibility in the students' education so that studying abroad would be possible for others who follow me.
I once had the misperception that those who are educated in disciplines such as political science, public policy, or pre-law are
more likely to be prepared for a graduate education in law than most other students. Now I believe that a student coming from a
more nontraditional background can contribute in many ways to society as a lawyer. In a world where technology is the
dominant means of progress and is advancing at such a breakneck pace, it can be a great advantage to society to have
knowledgeable people working with laws concerning technology. I not only believe that I am qualified to perform this service
to society as a lawyer, but I am convinced that [school withheld] possesses the quality of education and diversity in student
body that can best help me fulfill these goals.

Comments about Essay #3:
--This essay has and outstanding and humorous opening paragraph, bringing the reader right into the story. An opening like this
makes a promise: "I promise not to be boring; no matter how many essays you have read today and how tired you may be of
brilliant accomplished candidates." The second paragraph traces the candidate's origin of interest in law. This is always a good
topic to cover in an essay.
--Always name your advisors.
--This student provides a rationale for her transition from studying chemistry as an undergraduate to studying law as a graduate
student. She follows two tracks to explain the transitions: first, explicating her personal transformation from being interested in
chemistry to being interested in law, and second, exploring how her chemistry education could be useful in legal career.
Finally, not how she reveals herself as an interesting and independently willed person by recounting her experiences in debate
and foreign study.
--Once you prove you can do the work, then you can address the issue of whether you are a nice or interesting person.

#4. "Sports, Presidents and Public Relations"
The Question: "What are the reasons you wish to pursue the graduate program and how does it relate to your career goals?"
Roger Belton, SS#148-16-3129
Applicant--Master of Arts in Strategic Public Relations
University of Southern California

The Catalyst A burst blood vessel in the brain of my former university president provided the tragic high and low point in my
young public relations career.
It began with a jarring call at six A.M. on a Sunday morning. The president of George Fox University-where I serve as assistant
director of public information-had suffered a life-threatening stroke caused by a brain tumor. I was called in to deal with the
news media. I served as the university spokesperson, doing all media interviews, writing press releases, and recording a daily
voicemail line with health updates. The situation was made even more hectic by the fact that two of my university relations
colleagues were out of the office.

I found myself hurting for our president and his family but caught up in the action. Even when the director of public information
returned, I remained as the media spokesperson. A year later cancer claimed the life of our president, and I was asked to
summarize the personality of this remarkable man in our alumni newspaper. (See writing sample.)
That was one experience which has led me to apply to University of Southern California for further training in public relations.

Beyond Age 30 Although I am assistant director of public information, much of my time is consumed by my work as sports
information director for George Fox's athletic program.
Not long ago, a co-worker asked me, "Are you going to be a sports information director when you're 65?" My instinctive reply
surprised even myself: "I don't plan to be one when I'm 30." Since I'm 28 today, I've got two years to engineer a career change.
I feel I've gone about as far as I can in small-college sports information. Since 1992-when I moved from a 20-hour-a-week
student position to a full-time employee-I've elevated the coverage of non- revenue sports by improving their publications and
press releases.
When I began, media guides were produced only for men's basketball. Now all 13 varsity sports have a media guide. Many
guides have received national honors. My women's basketball guide is perhaps my favorite. Created from scratch, it has been

honored as the second best in the nation among colleges at our level of athletic competition. (I've enclosed the recent copy.)

With the assistance of student assistants, I produce weekly news releases for each sport. They often are used verbatim by local

newspapers. While speaking about athletic media relations at a recent conference, a sports reporter from a Portland radio station
declared George Fox the "King of News Releases."

At George Fox we strive to stand above the crowd. While most schools at our level photocopy their basketball programs, my
office puts together a 12-page program that generates about $7,000 in advertising revenue.
This year, I supervise a staff of up to seven students who assist me in stat keeping, ticket selling, ad selling, news release writing
and office work. I also recruit and manage about a dozen volunteers to staff games during basketball season.
I enjoy my job. I like working with my student assistants and seeing them mature as writers and as persons. It's fun to be part of
the "team" with coaches and student-athletes. I still find my palms sweaty in the ninth inning of a tight baseball game, but the
amount of coverage available to small colleges is frustratingly small. So much work for so little return.

Stepping Outside the Sports Arena Although I often find myself consumed with the promotion of my athletic department, I
don't want to be pigeon-holed as a sports fanatic.
After earning a number of state awards as a high school trumpet player, I received a music scholarship at George Fox. I

continue to play occasionally at weddings and church services and teach lessons.
The death of a college roommate from leukemia led me to volunteer at a camp for kids with cancer run by the American
Cancer Society. For the past six summers, I've been known as the bugle-blowing counselor "Mr. Toad."

My Destination I still tell people I don't know what I want to be when I grow up, but I'd like it to be in the public
relations field. I believe I have the talent for it.
I was recently honored with the "Rising Star" award in the field of communications by the Council for Advancement and
Support of Education (CASE) District VIII. It's an award given to professionals in their first five years in the field. The district

is made up of development, alumni and public relations professionals at educational institutions in five states and six Canadian
provinces. George Fox University-with 2,300 students-is one of the smallest colleges in CASE.
I take an active role in George Fox's weekly university relations meetings where we discuss potential news stories and a wide
variety of PR issues. Topics have ranged from: "How can we improve internal communication on our campus intra net system?"
to "What do we put in our alumni newspaper when one of our newly admitted freshmen has been arrested for a double
homicide?"
I get a thrill out of trying to capture the interest of the news media with a story tip and have achieved local and national success.
U.S. News & World Report magazine used one of my submissions about a unique George Fox campus tradition in its annual

college ranking guide.
Although I don't believe I want to be a full-time writer, I consider writing one of my strengths. My story about a record-setting

female pole vaulter this summer was used by the National Association of Intercollegiate Athletics (NAJA) in the inaugural

edition of its Internet magazine NAJA News. (See writing sample.) Another feature about a women's basketball senior citizen
fan club received a national award from the College Sports Information Directors Association.
An Itch to Explore: After 11 years as a student and administrator at George Fox, I feel very comfortable here, but I want to

broaden my horizons. It's an itch. Perhaps I picked it up from my father, who packed my family up when I was 12 and took us

to live in Brazil for a year. Twenty countries later, I'm still hungry to explore. In the last three summers, I've had coffee at the
home of a Bosnian war widow; seen Belfast, Northern Ireland, during Protestant marching season; and crossed from Hong
Kong to China with a relief worker to see her work on an island inhabited by lepers. Travel has opened my eyes to a world
larger than a basketball game.
I enjoy the academic environment. Going back to school excites me. Education always has been a part of my life. My parents
are both teachers. Since I have an interest in possibly following in their footsteps later in life, I would appreciate being
considered for a teaching assistantship. (See separate application packet.) I believe I would be an excellent candidate since I

have spent the last seven years editing sports and general news releases written by college students.
Why USC? I believe USC would provide me with excellent training in my profession. After finding its high ranking in the
Gourman Report, I visited the school's Web site for more information. The idea of receiving hands-on training from L.A.'s PR
professionals is extremely attractive. I contacted Alan MacDonald, who earned his master's degree in PR from USC, and current
journalism graduate student Jennifer Prosser, to ask about their experiences. Both gave the school and the professors high
marks.

Although I could see myself returning to a public relations position at George Fox, I'm intrigued by the variety of options that
would be available to me after graduation. Alan MacDonald told me that USC stood for University of Social Connections. In
addition to my current experience, a degree from USC would give me additional credibility. During my January visit to USC, I
met with Tim Burgess and was impressed that the Annenberg School of Communications had its own career advising office.
I have done quite a bit of research on master's degrees in communications, but USC's public relations program was the first and
only one to excite me. I am applying to no other program.
I do not go into this application process halfheartedly. This has been my passionate intention for over a year. In preparation for
the cost of full-time graduate school, I became frugal. I decided to continue driving my 12-year-old car, and I moved out of a
house where I rented alone to save costs in a shared duplex with four roommates.
I feel that I am ready to perform in your program-mentally, financially, academically-and that I have honed the skills necessary
to excel. I would like the opportunity to fulfill my capacity at USC
Thank you for considering my application.

Comments about Essay #4:
--This essay is a little chatty but does an excellent job of conveying the enthusiasm and decency of this remarkable man. One
gets the impression that if life served him a bunch of lemons, he wouldn't start a lemonade stand; he'd start a franchise
operation.
--This essay traces the history of his decision to pursue graduate education and details his preparations to succeed. This is a
natural theme on which to organize an essay.
--Feel free to spice up your essay with direct quotes that support your points or advance your narrative, as demonstrated in the
last paragraphs of the prior page.
--References to enclosed writing samples are highly effective, reminding the reader this is an accomplished professional
applying.
--After you have established intellectual capacity, it is okay to throw in a human interest section.
--The more persuasive your answer to "Why here?" the more likely you'll be admitted. Students who do not customize their
essays waste an opportunity to impress admissions decision makers.
--Preparing yourself for graduate school is just as important as preparing yourself intellectually. When you have made prudent
financial preparations, let readers know.
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