| Writing a graduate school personal statement can be | | | | What extracurricular activities have I been involved in |
| a daunting and difficult task. In a graduate school | | | | and have they contributed to my studies or |
| personal statement you are selling yourself and trying | | | | professional goals? |
| to let the admissions representatives know WHY you | | | | These seem like a lot of questions, in essence they |
| should be chosen over other qualified applicants. This | | | | develop the background to the information you will |
| can be even more daunting when you realize that | | | | actually put in your statement and answers to any |
| between two to five people at the School will be | | | | questions. Answering these questions keep you on |
| reviewing your statement - YOURS needs to stand | | | | track to keeping your personal statement |
| out from the crowd while also addressing the criteria | | | | PERSONAL. Look for common denominators in the |
| and questions the school has outlined. | | | | answers you have written, this may help formulate a |
| If you are applying to several different schools using | | | | theme or connection you can build into your personal |
| one generic statement will be easily recognized and | | | | statement. |
| just as easily dismissed. WHY - because you will be | | | | Planning Part B and launching into your first draft |
| seen as not making an effort sell yourself to this | | | | Planning the structure of your essay and allotting |
| particular school, low effort equals low interest to | | | | your own word limits to each part give you a |
| admissions representatives. Remember the admission | | | | framework in which to develop the content. Naturally, |
| committee will likely view thousands of these | | | | there are three main parts introduction, body and |
| statements from qualified candidates and they will | | | | conclusion. From the notes you have made previously |
| spot a weakness, flaw or lack of attention to the | | | | along with the questions you need to answer, this is |
| process in a heartbeat. What you don't want to do is | | | | where you condense your prompts to fit each of |
| give this committee an easy excuse to dismiss your | | | | the three sections. Relevance, power to support |
| statement and application. | | | | your application and evidence of who you are is what |
| In talking to Admissions Representatives across the | | | | you are looking for. |
| country, there is one aspect of a personal statement | | | | 1. Your introduction and even your first sentence are |
| they all agree on - BE YOURSELF and let them get a | | | | the most important part of your personal statement. |
| feel for the type of person you really are. This | | | | This is where you can grab the attention of the |
| includes your motivations and the ability to evaluate | | | | admissions representative. Make your first sentence |
| your personal experiences and the effect they had | | | | unique and compelling. It is recommended that you |
| on you. If you can understand that 8 out of 10 | | | | state in a creative way WHY you want to undertake |
| personal statements fail to do this, then you are well | | | | this field of study in your first sentence. The rest of |
| on your way to being 1 of the 2 applicants in every | | | | your introduction should provide a brief explanation |
| 10 that stands out. | | | | that supports this first statement. Divide the word |
| The first step in preparing your Graduate School | | | | limit by the three parts of your personal statement |
| personal statement | | | | by allocating your introduction around 30%. |
| Take the time to research and understand the | | | | 2. The body of your personal statement is going to |
| doctrine and mission of the school, this will be | | | | be hard work - you need to use around 50% of |
| intrinsically reflected in your writing and prove you are | | | | your word limit to give the admission representatives |
| addressing your statement to this particular School. | | | | concrete evidence of why you stand out from the |
| However, do not parrot their own information back | | | | crowd in this application process. The body is also |
| to them - they already know it and this leads away | | | | where you will be answering questions and giving |
| from helping understand YOU. Understanding the | | | | examples of experience and affects of experience. |
| audience for your statement will help you to develop | | | | Answers and evidence need to keep reflecting who |
| compelling content that grabs their attention. | | | | YOU really are. If you're struggling to keep under the |
| Next ensure that you understand the requirements | | | | word limit, allocate each question a word limit as well. |
| for your statement or essay including: | | | | 3. Now you are looking at the remaining 20% of your |
| Format | | | | word limit being your conclusion. Percentages may |
| Word limit | | | | vary if larger word limits are being offered. Ensure |
| Questions to be answered | | | | you state why you are interested in this field of |
| If you miss any of the above, your application will | | | | study; state the key points from the body of your |
| already be short-changed. Word limits are fixed and if | | | | essay (e.g. accomplishments, experience and interest). |
| you can imagine yourself with the job of reading | | | | Ensure that you keep it brief, to the point and leave |
| thousands of applications, you can understand why. | | | | out the clichés. Just as you started your |
| Not answering any of the questions will give your | | | | personal statement with an attention grabber, make |
| application a one way ticket to the rejection pile. This | | | | sure you finish your personal statement with one or |
| will also help with the next step planning. | | | | two sentences that are positive and leave the reader |
| Planning your Personal Statement | | | | remembering your statement while they are reading |
| Planning not only gives you an outline to work to, it | | | | the next few. |
| also helps avoided the dreaded writers block. Chances | | | | TIP: As this is a personal statement it is acceptable |
| are you have already had to plan and write many | | | | to write in the first person |
| essays to get to this point, don't be complacent and | | | | Reviewing your Graduate School personal statement |
| skip this step as it may lead to omitting either | | | | Skip this stage and you are heading for rejection. |
| required or useful information. Planning can also | | | | Very few people write perfectly the first time and if |
| ensure that you don't give yourself room to babble | | | | you run out of time to do this stage, then you are |
| or write a novel instead of a 500 word essay. | | | | leaving your application short. |
| Planning Part A | | | | 1. Check for grammar, punctuation and spelling. If |
| Flesh out the information you can provide including | | | | you're not confident about these aspects then ask |
| your experience/motivations. Writing prompts will give | | | | someone you can trust or hire a professional to |
| you cues for the content when you hit the writing | | | | check the personal statement. |
| stage. Here are some questions that you could use | | | | 2. Review your statement and ask these questions:a. |
| to formulate information: | | | | Have I answered the questions required?b. Have I |
| 1. Who do I really think I am? Who do others think I | | | | put forward the best examples of experiences and |
| am? (include characteristics and skills e.g. loyal, | | | | effects that are relevant to my field of study or |
| hardworking, born leader, attention to detail) | | | | who I am?c. Have I effectively answered the main |
| 2. What has caused changes to who I am over the | | | | question here - Why should the Graduate School |
| years? How have I grown as a person and what | | | | accept me over my fellow applicant?d. Does this |
| caused these changes or growth? How did these | | | | statement reflect who I really am or do I sound like |
| experiences affect me? | | | | a "too good to be true" parrot?e. Would I fall asleep |
| 3. What makes me unique? This is an extremely hard | | | | if I had to read this or would it grab my attention?f. |
| question to ask ourselves without filling in | | | | Have I let my sense of humor get carried away? Do |
| cliché's. This is a great time for honesty and | | | | I sound too opinionated or extreme in my views?g. |
| self reflection to kick in. You may in reality be like a | | | | Have I addressed any weaknesses I have e.g. low |
| lot of other people; however, no two people | | | | GPA or LSAT? |
| experience the same thing in the same way with the | | | | 3. Check for logical flow and paragraph transition |
| same results. Here is one of the great answers I | | | | which make the statement strong and easily read. |
| have enjoyed in the past "Yes, I am unique, just like | | | | 4. Read the personal statement over - if you need |
| everybody else." add a BUT on to that and I am | | | | to read any of the sentences twice, and then |
| sure it will get you thinking. If you're really stuck it is | | | | re-structure them. Have I left myself too short on an |
| time to do the trusted colleagues, friends and family | | | | important area and too long in another? Cut and chop |
| survey - you might be surprised with what comes up. | | | | away until you know that this statement is strong, |
| 4. What in my past did I have to overcome to be | | | | logical and captures the attention of the reader. If |
| where I am today? Can I relate these experiences | | | | you step over a platitude or cliché - remove |
| to my goals for the future or my motivation? | | | | and find another way. At the same time - give |
| 5. Who are my influencers and role models and why? | | | | yourself a limit of how many reviews you will do, |
| Remember these don't have to be famous people; | | | | otherwise you will keep chopping and changing losing |
| they could be a neighbor, sibling or your parents. | | | | the essence of what you are writing. |
| 6. What are my career goals? Why do I want to | | | | 5. Lastly, peer review - a person or people you can |
| continue my studies? When and why am I interested | | | | trust to be brutally honest and who knows you well. |
| in my chosen field of study? How has this shaped me | | | | Preferably someone who also understands that this |
| so far and what has it taught me about myself? | | | | personal statement is for admission to graduate |
| 7. Are there weaknesses in my application? Do I | | | | school. Get several people to give you a boredom |
| have gaps or inconsistencies on my academic records | | | | rating along with a rating of whether or not you have |
| that I can explain? | | | | truly reflected who you are. |
| 8. What are the strengths of my application? Do I | | | | Finally, remember to do review steps 1, 2 and 3 after |
| have awards, recommendations or honors that are | | | | each revision to ensure you have not lost your way. |
| relevant which I should mention? | | | | Making your graduate school personal statement |
| 9. Field experience:a. Internships and jobs relevant to | | | | interesting and stand out from the crowd is a matter |
| my field of study including skills learned and | | | | of understanding what you can really offer and who |
| experience gainedb. Has my field experience prepared | | | | you really are. If there are weaknesses to your |
| me for my future career - how so?c. What social | | | | application at least ensure that you try to explain |
| services/volunteer programs have I been involved in? | | | | them as well as stating your strengths and |
| What did these teach me in general and about | | | | experience. |
| myself? Did these relate to my field of study?d. | | | | |