Parts to an Application
Each part of an application is important. Usually there are five parts:
1. The application form that asks for personal data;
2. A statement of purpose or personal statement--why you want to be admitted to the program to which you are applying. What you hope to accomplish in graduate school;
3. Letters of recommendation or recommendation forms. The forms are usually supplied by the institution and help to standardize the recommendation process. Nonetheless, a recommender may attach a letter of recommendation to the form that he or she has completed for you;
4. Official transcripts of college level academic work sent by each institution where the credit was earned;
5. A report of any standardized test scores(GRE, GMAT, LSAT, Miller Analogies, etc.) required by the program to which you are applying.
The Application Form
There is always a form that asks for the essential information that the institution will use to file and keep track of your application. It should be filled out clearly and accurately and typed or word processed, if possible. Be consistent in spelling out your full, legal name on all forms.
As soon as you have identified the schools to which you will apply, request application forms from each one. Sometimes these can be requested from the institution's web site. You may even be able to download the application, or fill it out online.
Each school's application is different, so you must pay attention to the form and its instructions. Think of it in terms of "human nature." The reviewers of applications at a particular school are accustomed to following the pattern of their school's form. They compare and contrast applications using the information supplied on the forms. If you fail to follow instructions or if you fail to include a piece of information altogether, you might eliminate the chance for your application to be compared against other applications. Your application may get shelved as the reviewers go on to the next application.
Writing a Statement of Purpose
The statement of purpose offers you an opportunity to present your case to an admissions committee in your own words. It should provide information about the goals you have established for yourself and how these goals relate to your future career. It should describe these goals in the context of your academic, professional or personal past and could discuss those events, classes and experiences which have prepared you for graduate study in that field.
It will be to your benefit to tailor each statement to the particular school and program to which you are applying. You should discuss how your interests complement the program's faculty, resources and facilities. These essays often serve as writing samples for graduate admissions and fellowship committees. Therefore, it is very important that your statements be well planned, clearly stated, organized, and in proper English.
Obtaining Letters of Recommendation
Letters of recommendation are required for almost all applications to graduate school. If they are not required, it is still helpful to add them. In letters of recommendation, admissions committees look for information not provided in the rest of the application. A good letter will describe you in ways that are impossible to measure by grades or test scores.
Most graduate schools require three letters of recommendation. Identify a few faculty members, administrators, or employers with whom you have become acquainted through classes, extracurricular activities, or jobs. Recommendation letters from professors are highly valued, especially if you have worked with them in a number of classes, or on mutual research projects. Avoid letters from individuals who have not known you in an academic context.
Once you have decided whom to ask, you may wonder how to ask. Probably the best approach is to ask your recommenders if they think they know you well enough to assess your promise as a graduate student. Will they be able to write a meaningful letter that can effectively make your case? One good strategy is to submit a draft of your statement of purpose with your request for a reference. This will allow your recommender to know your current goals and to write the reference with that information in mind. If you sense reluctance, politely say "thank you" and find someone else. Make sure you ask for the letters early in the semester. Faculty are busy people; they may hesitate to do it because of time constraints. So plan ahead and ask for references early in your senior year.
Transcripts and Grades
Graduate programs require official transcripts of all college work that you have undertaken. Even one or two courses taken at another institution should be reported via a transcript. Order transcripts from all of your postsecondary institutions early in the fall.
Institutions usually set a minimum undergraduate grade point average for admission to graduate school, generally a 3.0 on a 4.0 scale (a B average, although some departments might admit students whose grades fall below that average). Your undergraduate grade point average is a strong indicator of your ability to do graduate work, and admissions committees consider it carefully. They will look not only at your grade average but at the quality of the undergraduate institution where you obtained it. They will look closely at the grades you earned in your major, particularly at upper division courses in that subject. Patterns of improvement could be significant if you did not start out strongly.
If your grade point average is not outstanding, do not despair. If it is somewhat below a B average, there is still hope. If it is below a B-, be concerned. You may be able to explain unusual circumstances that affected your grades when you write your statement of purpose. You can stress that your grades improved dramatically (if they did). Again, be realistic in assessing what your grades actually show about your academic ability and your own self-discipline and motivation (CGS, 1999).
First, consider the following factors, which affect exam performance:
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Intelligence--native reasoning ability.
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Development of basic skills, vocabulary, comprehension, numerical reasoning, etc.
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Achievement levels in specific content areas relative to test--science, grammar, etc.
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General test taking skills and sophistication--"test wiseness" in using your current verbal and math abilities to greatest advantage in a test situation.
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Emotional attitudes and responses toward test taking.
Then consider these general observations:
If you have previously performed well (or poorly) on a standardized aptitude test such as the SAT for undergraduate admission, you will probably rank about the same on graduate entrance exams. That is the case unless your rate of educational development in the interim has been drastically different from your peers, or you have been away from academia for a while.
There are courses which prepare you for graduate entrance exams. However, research shows that your scores are not likely to change substantially. Some students show a small increase and some will show a decrease in the total score.
It is probably more productive to review and brush up for specific content and achievement sub-tests than for the general verbal aptitude tests--i.e., you will get more reward for time invested in reviewing math, grammar, and science (if they are relative to your test) than in sharpening the abstract reasoning skill involved in vocabulary and reading comprehension.
General vocabulary and reading comprehension skills can be developed but it takes a fairly long-term, highly motivated effort to see significant change in those skills.
Familiarity with the format of your test, knowledge of effective test taking techniques, and a little practice with sample items in various sub-tests cannot hurt and might make some people feel more confident and "test wise."
A heightened level of anxiety is normal, and can even be helpful during test taking; however, extreme anxiety reactions to test situations can adversely affect test performance. Exam scores of students with significant test anxiety may not reflect the true ability of the student, but you can learn to control test anxiety.
Now decide what you want to do about it:
How many of these factors are relevant to your situation? How much time can you really afford to invest in test preparation? How do you weigh the time investment versus the possible outcomes? How much is it worth to you in light of your other priorities and values at the moment? Choose from these suggestions for preparing:
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Thoroughly review the information pamphlet, which accompanies your test application. Learn everything you can about the nature and format of your test.
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Work through the sample test in one of the commercially prepared workbooks/manuals for extensive review and practice.
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Check with the offices on your campus which offer study skills services.
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Keep current with the GRE. The GRE is now available only in a computerized format. There will be more changes in the near future.
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