1、Application Essay 写作 第一课 Business School Essay Question Help (5)第五类 topics：Hobby and Extracurricular QuestionsWhat one nonprofessional activity do you find most inspirational and why? (Wharton)For fun I . . . (Kellogg)Outside of work, I most enjoy . . .What interests do you have outside your job and
2、 school? (Tuck)This question offers a prime opportunity to differentiate yourself by presenting a vivid description of your life outside of work. Business schools are interested in balanced, likable applicants. Your professional life is only part of an interrelated whole. Business schools expect you
3、 to demonstrate the same level of dedication and passion in outside activities as you do in business. They are also well aware that many of the best business-related ideas occur when people are not at work, so what you do out of the office has a measurable impact on what you can do on the job. Besid
4、es, funny, offbeat, interesting people make work, school, and essays more exciting. Communicate feelings of passion, commitment, and devotion. Wherever possible, demonstrate the leadership abilities you have developed in these activities.SAMPLE ESSAY:What one nonprofessional activity do you find mos
5、t inspirational and why? (Wharton)A little over two years ago I began tutoring high school students in several types of mathematics, including preparation for the S.A.T. Test. While I did this initially to earn money, I have continued to tutor (often pro bono) because I enjoy the material and the co
6、ntact with the students.I have always enjoyed math tremendously. I can remember riding in a car for long distances as a child and continuously calculating average speeds and percentages of distances covered as we traveled. In college I took upper division math classes such as Real Analysis and Game
7、Theory (and placed near the top of the curve) though they were not required for my major. All this time spent playing with math has left me with a deep understanding of the way numbers work and the many ways in which problems can be solved.When I first began tutoring I was stunned to find that most
8、of the kids I worked with, although very bright, not only lacked the ability to solve complex problems, they were very uncomfortable with some of the basic principles of math. This discomfort led to fear and avoidance, and the avoidance led to more discomfort. A vicious cycle began. Instead of seein
9、g math as a beautiful system in which arithmetic, algebra and geometry all worked together to allow one to solve problems, they saw it as a bunch of jumbled rules which made little sense that they were forced to memorize.As a tutor, I found that it was important when starting with a new student to f
10、ind out where his/her discomfort with math began. Often, this meant going back several years in their education to explain important basic concepts. For somestudents, fractions and decimals were the point at which math stopped making sense. For many others, it was the introduction of letters to repr
11、esent numbers in algebra. Some students found that identifying their weaknesses was an embarrassing process. I explained to them that it was not their fault. Everyone comes to understand new concepts in math in a slightly different way, and the problem was that no teacher had taken the time to expla
12、in their “problem area” in a way which would make sense to them. Since math was a system, once they missed out on that one building block, it was not surprising that the rest of it did not make sense. Our mission together would be to find the way in which the system worked for them.Once we had ident
13、ified the initial “problem area,” I would spend a lot of time getting the student to play with questions in that area from a lot of different perspectives. For example, if fractions were the problem, then I would create games to get the student to think of fractions in terms of division, ratios, dec
14、imals or other equivalent systems. This would often be a fairly unstructured process, as I wanted to see how the students mind worked and keep them from feeling any anxiety. Usually it did not take long for the concepts to start becoming clear to the student, as he/she played with the numbers in the
15、 absence of the pressure of school. My goal was to not just white wash over a students weaknesses with a few rules which would be quickly forgotten, but to help them develop an understanding and an appreciation for the underlying principles.温馨提示：专业的事情，交给专业的机构来完成。10 年来，监审留学一直致力于留学文书的写作服务，已经帮助过无数留学生申请
16、到理想的大学，擅长美国，加拿大，英国和澳洲的个人陈述和推荐信写作。如果您有写作方面的需求可以 联系 QQ：970865017，按时交稿，绝不拖延，再也不用发愁。I found this process to be very satisfying for both myself and the young men and women that I taught. It was a wonderful feeling to have a student laugh out loud with relief as a principle which had been unclear and caus
17、ing anxiety for years suddenly made sense. Once these old “problem areas” were cleared up it was usually quite simple to make clear the subjects that they were working on at the time, especially since I already had an understanding of how they were best able to understand new concepts. Again, I foun
18、d it important to get the student to play with the new material and look at it in several ways so as to develop a true understanding of the material.I was quite successful as a tutor. One young man increased his Math S.A.T. by 150 points. Another student improved so dramatically in geometry, her tes
19、t scores jumped from about 55 percent to over 90 percent, that her teacher kept her after class and asked if she was cheating. Although most of my students did not improve this dramatically, I walked away from every lesson that I gave feeling that I had helped someone understand and enjoy math. I ho
20、pe to be able to continue teaching, if only for a few hours a week, for the rest of my life.COMMENTS:This essay shows that this applicant is dedicated not just to helping people, but to academics, learning, and math. His tutoring does not make us believe his sincerity; the thoughtfulness and detail
21、with which he describes it do. He has put obvious time into developing an effective method of teaching. The writer shows that he is result-oriented by measuring his success in terms of real numbers and percentage increases. Someone who applies such standards of accountability to his extracurricular life is sure to bring the same standards to school and business.
