Search results for 'tag:Application letters tag:Numbers' matching tags 'Application letters' and 'Numbers'

Re: Application letter for vacation

Mister Micawber — Sat, 02 Aug 2008 23:36:40 GMT

.
Your date numbers are wrong. I have guessed at the right ones.

Therese N. N
PDNA

The Director
PDNA

Dear Mr [surname],

APPLICATION FOR VACATION

With due respect, I hereby apply for three weeks' vacation from July 30th through August 21st. This is to permit me to travel for pressing personal matters.

Thank you for your consideration.

Yours sincerely,

N.N

Re: Hi, MountainHiker, I have finished a motivation letter, would you please help me check it?

anon1 — Wed, 12 Jan 2005 19:34:02 GMT

Manager of LLM Program (I doubt it is a manager. You need to check the title.)
Faculty of Law
XXX University

January 10th, 2005

Dear Sir or Madam:

I am writing to apply for the LLM (I would not use an abbrevation here. I tend use abbreviations sparingly.) programme.

After the admission to the present key university: one ranking no.1 [don't use no. 1. don't no. for number, and spell out 1 as one.) amongst colleges of Finance & Economics in China and standing on the 211 project list on which universities are significantly supported and financed by national government and on the 985 project list as well, on which universities are more core compared to ones on 211 project list, I have an overview on my future road, so perfect will it be if running a business of international trade. [You need to rewrite your opening paragraph. It is way too long for one sentence. And you need to be more direct without all the "junk" of 985 and 211 and other stuff.]

Sufficiently exploiting the low cost of labor in China, and the advanced managing methods in Europe; familiarly knowing China and European Union, particularly law, all of these will surely be my successful factors. Moreover, having many friends working relating to laws and a large number of friends under different cultural backgrounds from various countries can be in my favor. [this won't work]

[You need to write a paragraph the explains how you want to take advantage of your Chinese heritage by combining it with a western education. And then with your western education, you will be well positioned to assist other companies in China.]

Then, where should be the man of great ambitions to take off? It must be a university involving refined courses taught by first class professors; it must be a campus containing poly-cultural circumstances in which people treat each other friendly; it must be a place combining old traditions with new thoughts. Fortunately, I find that you are the one. The Netherlands sees Hollandâs amazing tulip, surprising soccer, overwhelming economy, at the same time, it sees Belgiumâs hospitality towards people from developing countries in education; it sees Belgiumâs fame upon its education quality; it sees Belgiumâs large exporting trades and strong economy. [This sounds very patronizing. It is terrible.]

There lay hundreds of reasons for me to choose this plane: applying for this program. It should be because the interest in comparing pros and cons to conclude with a more effective method; it should be resulting from the dream on seeking for justice in court, helping the poor; it should be arising out of admirable image of being an attorney that I have selected legal road. It can be the effect of considering economic changes taken in families within two decades in China, it can be the consequence of commonplace desire of being rich, it can be the product of being preparing for the life goal of running international business that I am keen to take part in subjects correlating to business. It will be inevitable for people to communicate with another abroad, along with globalization; it will be of great opportunity for one to run transnational business while chinaâs stepping toward the world market, after joining the WTO; it will be rather wise to be familiar with international circumstances. Reasons shown, the program matches my characteristic, my interest and my goal perfectly. [This sounds very hairy fairy. That means it is too ambiguous and sounds like a fairy tale. Plant both feet on the ground and express you thought in more concrete terms.]

To be suited for the program, my great determinations will be gathering, meanwhile, my capacity in disposing of de facto happenings and cases is helpful, furthermore, my fluent English will be a good tool safeguarding all else, additionally, my strong eloquence will be convenient when expressing ideas, discussing with others and raising questions. In addition, the photo attached to the paper shows that I can deal with relations between friends even under varying backgrounds well.

I will very quickly scan the rest.

It sounds easy for people to reject an applicant for his literal academic records. Nevertheless, I believe that you are not one of them who ignore something else of greater importance. It is indeed regretful to devote the majority of my energy to affairs of organizations such as meeting the freshmen, arranging speeches held by VIP so that I canât achieve more Aâs on my academic recording list, even though I have been the vice president of âIndividual Financing Associationâ and âLegal Associationâ I have been trying to sit myself as much time as possible in library reading books. In another respect, I put myself in many an internship and part-time job as well, resulting in lack of time preparing for the coming semester, though I learned how to dispose of relations and matters occurred in community, and how to complete analyzing and implementing cases, rather than just reciting theories.

Possibly, you can know me when I am one of your students. Perhaps you wonât forget Thomas Edison, an American inventor who was called âaddleheadâ by his teacher and âidiotâ by his father; perhaps you still remember Albert Einstein, a German physical scientists who was worried of being mental retardation by his parents, and being asked to flunk out, said âEinstein, you will attempt and accomplish nothingâ; maybe you keep Isaac Newton in mind, a British scientist who was classified into the worst class in school. Though they are not perfect during their early days, however, they have great potentials, as for me, in likelihood, not a flawless student, but a man of ambitions and potentials. [On this paragraph alone, they would probably reject your letter. Nobody is interested in reading about "idiots" and "retards" and other such negative stuff in an university application letter.]

Thank you very much for considering my request. I have been looking forward to your positive response.

You've got a lot of work to do. I think you can safely scrap this letter and start over. Keep both feet planted on the ground. Do not start writing about abstract or theoretical stuff. What they want to know is why you should be admitted to their program. You need to sell yourself. You did not do that with this letter.

MountainHiker

Re: Please help - application letter for secondary school

anon1 — Thu, 30 Dec 2004 20:02:56 GMT

Jessmac,

bold (remove spaces)
underline (remove spaces)
italics (remove spaces)
quoted stuff (remove spaces)

Since 1999, XXX has been studying at XXX Primary School. It has well equipped her with strong academic background, and developed her moral values and artistic qualities. She attained good grades in [different] subjects including Chinese, English and Putonghua, and was nominated as âOutstanding Student of the Yearâ from P4-P6.

I would rewrite it slightly differently. Now we are getting into style and personal preferences. So use with caution.

XX has been study at XXXX Primary School since 1999. Through her studies she gained a strong academic background as well as developed her moral values and artistic qualities. Moreover, she earned high marks in all/most/different subjects including Chinese, English and Putonghua, and she was nominated as âOutstanding Student of the Yearâ from P4-P6.

If I recall correctly.....

1) She earned high marks, and she was a good student. Okay form.

2) She earned high marks, and was a good student. Poor form. After the "and" is not a complete sentence.

I prefer my version because it is more straightforward and active throughout. There are not "It has...". Rather, we have her as the action figure throughout.

In addition to academic achievement, we have provided opportunities for XX to better develop her other abilities and talents. She has participated in various extra-curricular activities including arts classes, musical events and English drama club. Her talents are well recognized [as evidenced] by the awards she obtained. [You could also write this more active. "She enjoys her activities and frequently wins awards as recognition of her talents."] She was the first runner up of the âHong Kong Tourâ Drawing Competition and the Champion of [three] other colouring competitions. Many other awards have been won as well.

Good. We usually write in English small numbers. There are rules somewhere I am sure, though I don't know them.

I think you are okay with "arts". If it was just one class she took of "art" where they did many things, I think it would be "art". But if she takes different classes in the "arts", then I would use "arts".

Yes, I like the extra curricular paragraph better. I like specificity where you can see, touch, feel, smell, or hear something. I like to provide the reader with something tangible rather than just ether.

I hope this helps.

MountainHiker

Writing an application

nypx — Wed, 01 Dec 2004 20:40:37 GMT

Dear everybody,
I would need help in writing an application letter for an in-service training activity. I am an primary school English teacher and I would like to take part in a course, but I am afraid that my formal letter writing abilities are not the best.
Here are the data (please send me at least a sample letter):

Education and CultureOpen in New window

Socrates
Comenius / Grundtvig Course Database

Course Information

Reference number UK-2004-016

Type of course
Course resulting from a previous Socrates project number: 39988-CP-3-99-1-GB-LINGUA-LA

Title of the course / Content
In English or French: Teaching English in the primary school (4-12)

Thematic field
Main field: IST Courses In Languages
Secondary field: English

School level
Primary

Target audience
Teachers
Headteachers
Teacher trainers

Languages used in the course
Main language: English

Dates of the course
Start date End date
2004-09-20 2004-01-10

Number of places available
Maximum number of participants: 20
Places for Comenius/Grundtvig participants: 20

Price in euro per participant
Accomodation & Subsistance, if applicable: 600
Course fee (including materials): 650
Total: 1250
Cancelation fee: 0

Details of organizing institution
Name of contact person: Monica Andrews
Name of organizing institution: Bristol City Council
Address1: Bristol Education Centre
Address2: Sheridan Road
Postal Code: BS7 0PU
City: Bristol
Region:
Country: United Kingdom
Telephone no: 0044 117 9031380
Fax no: 0044 117 9031259
Email: monica_andrews@bristol-city.gov.uk

Location of the course
Town: Bristol
Country: United Kingdom
Nearest major city:
Distance from course location:

Bank account details of course organiser
Bank: National Westminster Bank PLC
Address1: 32 Corn Street
Address2:
Postal Code: BS99 7UG
City: Bristol
Region:
Country: United Kingdom
Branch sort code / Branch swift code: 56-00-05
Telephone no:
Fax no:
Account holder's name: Bristol City Council - International Work
Account holder's telephone no:
Account holder's fax no:
Account number: 06427219 (EURO a/c)
Instructions for payments: Transfer full cost before course and bring confirmation slip as proof of payment

Description of course contents
PREPARATION
BEFORE ATTENDING THE COURSE, PARTICIPANTS WILL BE REQUESTED TO COMPLETE A DETAILED NEEDS ANALYSIS SO THAT THE COURSE CAN BE TAILORED, AS FAR AS POSSIBLE, TO THE NEEDS AND OBJECTIVES OF THOSE ATTENDING.

OBJECTIVES
"h TO OBTAIN NEW IDEAS AND MATERIALS FOR USE IN THE CLASSROOM
"h TO IMPROVE FLUENCY AND CONFIDENCE IN USING THE ENGLISH LANGUAGE, AND TO UPDATE VOCABULARY
"h TO COMPARE AND CONTRAST COMMON EDUCATIONAL ISSUES WITH ENGLISH TEACHERS AND
WITH PARTICIPANTS OF OTHER NATIONALITIES
"h TO GAIN EXPERIENCE OF BRITISH CULTURE

THE CLASSES PROVIDED ON THE COURSE DEAL BOTH WITH PEDAGOGICAL ISSUES AND LANGUAGE COMPETENCE. PARTICIPANTS WILL HAVE AMPLE OPPORTUNITY TO IMPROVE ALL FOUR SKILLS IN ENGLISH LANGUAGE AND THEIR ABILITY TO DEVISE AND DELIVER INTERESTING AND EFFECTIVE LEARNING PROGRAMMES IN ENGLISH. PARTICULAR EMPHASIS WILL BE PLACED ON IMPROVING SPEAKING AND LISTENING SKILLS AS THE CLASSES WILL INVOLVE EXTENSIVE GROUP WORK AND DISCUSSION .
PARTICIPANTS WILL DEVELOP THEIR DISCURSIVE SKILLS AS WELL AS DEVELOPING ANALYTICAL SKILLS BY DISCUSSING HOW TO EXPLOIT CLASSROOM MATERIALS ALREADY AVAILABLE, AND BY CREATING THEIR OWN NEW MATERIALS. DRAMA, MUSIC AND PRONUNCIATION WORKSHOPS ARE PROVIDED IN ORDER FOR PARTICIPANTS TO SEE HOW THEIR LESSONS COULD BE ENRICHED. IN ADDITION, PARTICIPANTS OBSERVE CLASSES IN LOCAL PRIMARY SCHOOLS THUS ENABLING THEM TO COMPARE AND CONTRAST THE TEACHING OF PRIMARY SUBJECTS IN THEIR OWN COUNTRIES AND THE UK.
PARTICIPANTS STAY WITH HOST FAMILIES IN ORDER TO FURTHER IMPROVE THEIR LANGUAGE SKILLS AND TO MAXIMISE THEIR EXPOSURE TO ENGLISH LIFE AND CULTURE. TRIPS TO LOCAL PLACES OF INTEREST AND SOCIAL EVENTS ARE ALSO ARRANGED.

FOLLOW-UP
EVALUATION OF THE COURSE WILL TAKE PLACE AT THE END OF THE TWO WEEKS. AFTER 6 MONTHS PARTICIPANTS WILL BE SENT A FOLLOW-UP QUESTIONNAIRE TO ASCERTAIN IN WHAT WAYS THEY HAVE FOUND THE COURSE USEFUL IN THE LONG TERM. THEY WILL ALSO HAVE THE OPPORTUNITY TO JOIN A EUROPE-WIDE TEACHER NETWORK

Programme of the course (day by day)
MONDAY AM INTRODUCTION TO THE UK EDUCATION SYSTEM
PM ENGLISH Â¡V INTRODUCTORY DIAGNOSTIC SESSION

TUESDAY AM ENGLISH Â¡V VOCABULARY DEVELOPMENT
PM TOUR OF BRISTOl
SOCIAL EVENING

WEDNESDAY AM) SCHOOL PLACEMENT
PM)

THURSDAY AM ENGLISH Â¡V USING FAIRY TALES IN THE CLASSROOM
PM DEVELOPING CURRICULUM STRATEGIES AND MATERIALS USING ICT

FRIDAY AM ENGLISH Â¡V CUSTOMS AND FESTIVALS
PM STRATEGIES FOR TEACHING PRONUNCIATION TO YOUNG LEARNERS

MONDAY AM DEVELOPMENT AND PREPARATION OF GROUP PRESENTATIONS
PM ENGLISH Â¡V DEVELOPING ORAL FLUENCY

TUESDAY AM) SCHOOL PLACEMENT
PM)

WEDNESDAY AM TEACHING LANGUAGE THROUGH DRAMA
PM VISIT TO BATH

THURSDAY AM ENGLISH Â¡V COMMUNICATIVE ACTIVITIES IN THE CLASSROOM
PM USING MUSIC TO ENHANCE THE TEACHING OF ENGLISH TO YOUNG LEARNERS

FRIDAY AM FEEDBACK ON SCHOOL VISITS
PRESENTATIONS

Back