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Мне всег­да нра­вилось ра­ботать с людь­ми, по­это­му еще в шко­ле я оп­ре­дели­ла для се­бя эту сте­зю. Это, дей­стви­тель­но, очень ин­те­рес­но по­нять внут­ренние цен­ности че­лове­ка, его стрем­ле­ния, це­ли. По­нима­ние лю­дей есть ключ к дос­ти­жению эф­фектив­ности их ра­боты. Далее…

Директор департамента английского языка Государственного Университета Нью-Йорка об особенностях поступления в США

Mr. S. Kel­ly Frank­lin, Di­rec­tor of Hag­gerty Eng­lish Lan­gu­age Prog­ram of Sta­te Uni­ver­si­ty of New York at New Paltz with ma­ny years of ex­pe­ri­en­ce as Ad­missi­on Com­mittee Mem­ber and host of in­terna­ti­onal stu­dents in the US uni­ver­si­ti­es.

Why did you cho­ose a ma­jor in Lin­gu­is­tics? What ma­de you co­me in­to Edu­cati­on fi­eld? Was it a call for te­ac­hing?

I ma­de my cho­ice from the cir­cums­tan­ces I fo­und my­self in. Af­ter ini­ti­al­ly gra­du­ating from uni­ver­si­ty, I was a te­ac­her (his­to­ry) for pub­lic scho­ols, but then I star­ted tra­veling aro­und the world. I fo­und my­self te­ac­hing Eng­lish in mo­re than one co­unt­ry, to ma­ke ext­ra mo­ney, then I got a job te­ac­hing Eng­lish (in Ja­pan) and li­ved the­re a few years. I fi­nal­ly de­cided that if I was go­ing to do this kind of work, I re­al­ly ought to le­arn how to do it well! So I lo­oked at scho­ols in the US and fo­und one that wo­uld ac­cept me and help pay for my stu­di­es thro­ugh a gra­du­ate as­sistant­ship. That was Ohio Uni­ver­si­ty. At the­ir scho­ol, the ESL te­ac­hing prog­ram is part of Lin­gu­is­tics…so the­re I was!

The ESL prog­ram is un­der dif­fe­rent de­part­ments at dif­fe­rent scho­ols in the US- so­meti­mes un­der Eng­lish, so­meti­mes Edu­cati­on, so­meti­mes Lin­gu­is­tics. So, it was al­most by chan­ce that I en­ded up in Lin­gu­is­tics, but I’m glad I did…I lo­ved the stu­dy of lan­gu­age and still do find lan­gu­ages fas­ci­nating.

I do think I was "cal­led” to be a te­ac­her. Even now, I’m mo­re of an ad­mi­nist­ra­tor or bu­siness­man, as di­rec­tor of a prog­ram. But, I re­al­ly en­joy get­ting back to the class­ro­om whe­never I can.

Why do you think Ame­rican edu­cati­on is ne­eded for stu­dents from the CIS (for­mer So­vi­et Uni­on)? As you ha­ve an ex­pe­ri­en­ce in re­ce­iving stu­dents from CIS, how do you think the US edu­cati­on chan­ges them af­terwards?

I think it’s ve­ry use­ful for ANY stu­dent to stu­dy in anot­her co­unt­ry or with anot­her sys­tem, to bro­aden the­ir vi­ew of the world. This is true not for just CIS stu­dents, but for any­one. I wish mo­re Ame­ricans wo­uld stu­dy over­se­as, for this ve­ry re­ason. Too ma­ny Ame­ricans are in­su­lar and don’t un­ders­tand the rest of the world. So, anot­her re­ason to ho­pe mo­re CIS stu­dents stu­dy in the US is to ha­ve them help edu­cate the­ir Ame­rican class­ma­tes to be mo­re know­ledge­ab­le abo­ut the rest of the world. In ge­neral, I al­so think a US edu­cati­on helps to tra­in pe­op­le to be bet­ter THIN­KERS. Our sys­tem re­al­ly re­qu­ires two things that ma­ny ot­her sys­tems do not: the stu­dy of a WI­DE ran­ge of to­pics, not just tho­se of the ma­jor fi­eld of stu­dy, and the he­avy emp­ha­sis on stu­dent-cen­te­red le­ar­ning, whe­re stu­dents can’t just de­pend on lis­te­ning and me­mori­zing. They ha­ve to ma­ke pre­sen­ta­ti­ons and wri­te re­se­arch pa­pers, in­te­ract with ot­her stu­dents on pro­jects, and en­ga­ge in the le­ar­ning in va­ri­ous wa­ys. I think this helps to ma­ke them mo­re well-ro­un­ded, edu­cated pe­op­le who can bet­ter hand­le chan­ge and new si­tu­ations that will co­me up in the­ir li­fes.

What are the ma­in per­so­nali­ty tra­its va­lu­ed in an app­li­cant for gran­ting him/her a scho­lars­hip at the US Uni­ver­si­ti­es/Col­le­ges?

This is hard to ans­wer be­ca­use each scho­ol has dif­fe­rent va­lu­es and even in the sa­me scho­ols, the­re are ho­nest­ly dif­fe­rent va­lu­es emp­ha­sized for dif­fe­rent ty­pes of stu­dents. For examp­le (and this is go­od news for CIS stu­dents), most scho­ols re­al­ly va­lue DI­VER­SI­TY, and even among the­ir in­terna­ti­onal stu­dents they want to ha­ve di­ver­se stu­dents from ma­ny na­ti­ons. Most stu­dents co­me from Asia, so stu­dents from ot­her co­unt­ri­es can of­ten get scho­lars­hips easi­er (this is lar­ge­ly for un­derg­ra­du­ate stu­di­es). Of co­ur­se at the TOP scho­ols the most im­portant thing is aca­demics, but at ma­ny ot­her scho­ols (and re­mem­ber the­re are abo­ut 4,000 uni­ver­si­ti­es in the US), the ad­missi­ons staff lo­oks for go­od stu­dents who al­so ha­ve ot­her ta­lents and who ha­ve do­ne mo­re than just stu­dy.

I al­so tri­ed to lo­ok for stu­dents who did so­met­hing to­tal­ly dif­fe­rent from the­ir stu­di­es, li­ke a stu­dent who stu­di­ed sci­en­ce but al­so pla­yed in a band, or who vo­lun­te­ered to help po­or pe­op­le, and so on.

It’s so dif­fi­cult to re­al­ly know a per­son’s per­so­nali­ty from gra­des and an es­say or in­tervi­ew. But any ti­me so­me­one wro­te well abo­ut the­ir per­so­nal in­te­rests NOT re­lated to stu­di­es and bo­oks, I usu­al­ly li­ked that mo­re.

The­re is a po­pular qu­es­ti­on as­ked on the in­tervi­ew li­ke "you are in a bo­at with pe­op­le whe­re one sho­uld le­ave a bo­at ot­herwi­se it will drown, why you sho­uld stay in a bo­at? ” When in­tervi­ewing an in­terna­ti­onal stu­dent, what do you usu­al­ly ask an app­li­cant? Do you ha­ve any fa­vori­te qu­es­ti­ons?

Well we usu­al­ly don’t ha­ve per­so­nal in­tervi­ews. And we ne­ver as­ked "trick” qu­es­ti­ons or "he­avy tho­ught” qu­es­ti­ons. I just li­ke things li­ke "what are your hob­bi­es? ” or "what do you do when not stu­dy­ing? ” As I sa­id ear­li­er, I just want to see that the per­son has do­ne mo­re in the­ir li­fe than just re­ad bo­oks and stu­dy for tests.

As a mem­ber of Ad­missi­on Com­mittee or eva­lu­ator of stu­dents’ Per­so­nal Sta­tements, what wo­uld you ad­vi­se re­gar­ding the es­sa­ys in ge­neral? They pro­bab­ly con­ta­in so­me spe­cific co­unt­ry-spe­cific (par­ti­cular for CIS app­li­cants) mis­ta­ke or ten­dency that ma­ny stu­dents ac­ci­den­tally fol­low. Is the­re anyt­hing you co­uld ad­vi­se abo­ut?

My ad­vi­ce may not be go­od ad­vi­ce for all, but re­mem­ber I’m ol­der and I’ve be­en do­ing this a long ti­me. I’ve re­ad a lot of es­sa­ys. I know that ma­ny stu­dents che­at—in ot­her words, they get so­me­one el­se to wri­te the­ir es­say. When I re­ad an es­say that is in per­fect Eng­lish with ve­ry ad­vanced vo­cabu­lary, but the stu­dent’s TO­EFL sco­re shows they are not ne­ar­ly that pro­fici­ent in Eng­lish, I just as­su­me they’ve got­ten so­me­one el­se to wri­te the es­say and of co­ur­se I don’t li­ke that.

So, first ad­vi­ce is to wri­te your own es­say. Ta­ke your ti­me, wri­te a draft then work on imp­ro­ving it, and then co­py the fi­nal ver­si­on to the forms ne­eded (and by the way: TY­PE the es­say, NE­VER hand-wri­te it!). It’s even OK to ha­ve so­me­one el­se LO­OK at it and gi­ve the­ir sug­gesti­ons and help, but do NOT use so­me­one el­se to wri­te or re-wri­te it comp­le­tely.

The re­ason I say this might not be the best ad­vi­ce all the ti­me is that I’ve wor­ked with youn­ger col­le­agues who didn’t re­ali­ze that the in­terna­ti­onal stu­dent with a low TO­EFL sco­re wo­uldn’t wri­te in per­fect Eng­lish! So they might be fo­oled!

Let me al­so add so­me ge­neral tips: Fol­low the gu­ide­lines gi­ven ba­sed on to­pic, length, and so on. Ke­ep the es­say fa­ir­ly short. We don’t want to re­ad your li­fe sto­ry! Use a spell-chec­ker and gram­mar-chec­ker; the­se are stan­dard is­su­es on all com­pu­ters so we ex­pect any stu­dent to use them (Ame­rican or in­terna­ti­onal).

Last­ly- don’t’ try to be TOO imp­res­si­ve. Pick out one or a few things you do, or are pro­ud of, or that ma­ke you uni­que, and wri­te abo­ut them. If you list too ma­ny ac­comp­lis­hments and spe­ci­al pro­jects or ta­lents, it be­comes un­be­li­evab­le, too.


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