50 Essays Pdf
Lavonna Baldree
There are three essays required as part of the Gilman application: the Statement of Purpose Essay and the two Community Impact Essays, which are the Building Mutual Understanding Essay and the Follow-on Service Project Proposal. For those applying for a Critical Need Language Award (CNLA) or for the STEM Supplemental Award, additional essays are required.
The Statement of Purpose essay is an important factor in the selection of Gilman Scholarship recipients. We strongly encourage you to read the Gilman Selection Criteria, carefully review your essay, and ask an advisor, faculty member, or others to proofread your essay for spelling, grammar, and content prior to submission.
In your essay, be specific in describing your individual reasons for studying abroad, keeping in mind that this is a scholarship for academic study abroad or credit bearing international internships. Please address ALL of the questions below, in no particular order: (max of 7,000 characters)
Gilman scholars represent the United States as citizen diplomats in their host communities; they reflect a diversity of values, beliefs, and opinions that is fundamental to providing a balanced representation of the United States abroad. Gilman scholars are expected to contribute to the goal of building mutual understanding by sharing what it means to be an American, learning about the host culture, and building meaningful relationships. (max of 3000 characters)
Gilman scholars are expected to complete the Follow-on Service Project which is to increase awareness of study abroad and the Gilman Scholarship among their peers in their home or campus communities. (max of 3000 characters)
Students often propose to work with a specific on-campus office including the Diversity/Minority Services offices, Disability Services offices, Career Centers, Financial Aid offices, Student Leadership offices, and other campus offices. Examples of these projects include:
This is the most common type of Follow-on Service Project students propose and can be very beneficial to increase study abroad participation at your home institution. Consider consulting with the study abroad office to address any challenges or needs your home institution faces in order to offer support through your project and positively impact your campus and peers.
Applicants who are studying a critical need language while abroad in a country or location in which the language is predominantly spoken can apply for a supplemental award of up to $3,000. Critical Need Language Awards for a country or location where a language is not predominantly spoken may be considered for applicants who make a strong case for their desired location in the application essay. As only a limited number of Critical Need Language Awards are available, not all students who are studying the identified languages will receive a Critical Need Language Award.
Critical Need Language Award recipients who complete their Gilman requirements may take the ACTFL Oral Proficiency Interview (OPI), which demonstrates language proficiency for educational, professional, or other purposes. The OPI is offered at no cost to all Critical Need Language Award recipients.
* You may also use the Critical Need Language Award to study a foreign sign language. Apply for the target language (for instance, Japanese) and explain in your application that you will be studying reading, writing, speaking, and/or Japanese sign language.
In support of the CHIPS and Science Act of 2022, the U.S. Department of State is dedicated to supporting students who are focused on Science, Technology, Engineering, or Mathematics (STEM) fields during their higher education. Applicants are considered for this category if while abroad they are conducting STEM-related research as part of their study abroad or international internship program. A successful applicant should demonstrate a strong motivation to their STEM field(s) and how this research experience extends beyond their time abroad, and into their future academic and career goals.
An essay is, generally, a piece of writing that gives the author's own argument, but the definition is vague, overlapping with those of a letter, a paper, an article, a pamphlet, and a short story. Essays have been sub-classified as formal and informal: formal essays are characterized by "serious purpose, dignity, logical organization, length," whereas the informal essay is characterized by "the personal element (self-revelation, individual tastes and experiences, confidential manner), humor, graceful style, rambling structure, unconventionality or novelty of theme," etc.[1]
Essays are commonly used as literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g., Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples.
In some countries (e.g., the United States and Canada), essays have become a major part of formal education.[2] Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
The concept of an "essay" has been extended to other media beyond writing. A film essay is a movie that often incorporates documentary filmmaking styles and focuses more on the evolution of a theme or idea. A photographic essay covers a topic with a linked series of photographs that may have accompanying text or captions.
Subsequently, essay has been defined in a variety of ways. One definition is a "prose composition with a focused subject of discussion" or a "long, systematic discourse".[3]It is difficult to define the genre into which essays fall. Aldous Huxley, a leading essayist, gives guidance on the subject.[4] He notes that "the essay is a literary device for saying almost everything about almost anything", and adds that "by tradition, almost by definition, the essay is a short piece". Furthermore, Huxley argues that "essays belong to a literary species whose extreme variability can be studied most effectively within a three-poled frame of reference".These three poles (or worlds in which the essay may exist) are:
Montaigne's "attempts" grew out of his commonplacing.[5] Inspired in particular by the works of Plutarch, a translation of whose Œuvres Morales (Moral works) into French had just been published by Jacques Amyot, Montaigne began to compose his essays in 1572; the first edition, entitled Essais, was published in two volumes in 1580.[6] For the rest of his life, he continued revising previously published essays and composing new ones. A third volume was published posthumously; together, their over 100 examples are widely regarded as the predecessor of the modern essay.
While Montaigne's philosophy was admired and copied in France, none of his most immediate disciples tried to write essays. But Montaigne, who liked to fancy that his family (the Eyquem line) was of English extraction, had spoken of the English people as his "cousins", and he was early read in England, notably by Francis Bacon.[7]
In England, during the Age of Enlightenment, essays were a favored tool of polemicists who aimed at convincing readers of their position; they also featured heavily in the rise of periodical literature, as seen in the works of Joseph Addison, Richard Steele and Samuel Johnson. Addison and Steele used the journal Tatler (founded in 1709 by Steele) and its successors as storehouses of their work, and they became the most celebrated eighteenth-century essayists in England. Johnson's essays appear during the 1750s in various similar publications.[7] As a result of the focus on journals, the term also acquired a meaning synonymous with "article", although the content may not the strict definition. On the other hand, Locke's An Essay Concerning Human Understanding is not an essay at all, or cluster of essays, in the technical sense, but still it refers to the experimental and tentative nature of the inquiry which the philosopher was undertaking.[7]
In France, several writers produced longer works with the title of essai that were not true examples of the form. However, by the mid-19th century, the Causeries du lundi, newspaper columns by the critic Sainte-Beuve, are literary essays in the original sense. Other French writers followed suit, including Thophile Gautier, Anatole France, Jules Lematre and mile Faguet.[9]
The eight-legged essay (Chinese: 八股文; pinyin: bāgǔwn; lit. 'eight bone text') was a style of essay in imperial examinations during the Ming and Qing dynasties in China. The eight-legged essay was needed for those test takers in these civil service tests to show their merits for government service, often focusing on Confucian thought and knowledge of the Four Books and Five Classics, in relation to governmental ideals. Test takers could not write in innovative or creative ways, but needed to conform to the standards of the eight-legged essay. Various skills were examined, including the ability to write coherently and to display basic logic. In certain times, the candidates were expected to spontaneously compose poetry upon a set theme, whose value was also sometimes questioned, or eliminated as part of the test material. This was a major argument in favor of the eight-legged essay, arguing that it were better to eliminate creative art in favor of prosaic literacy. In the history of Chinese literature, the eight-legged essay is often said to have caused China's "cultural stagnation and economic backwardness" in the 19th century.[10]
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