去加拿大讀書(shū)的學(xué)生，需要認(rèn)真的準(zhǔn)備好自己的個(gè)人陳述，這是個(gè)人優(yōu)勢(shì)展示的輔助材料。跟著出國(guó)留學(xué)網(wǎng)了解一下加拿大留學(xué)申請(qǐng)需不需要準(zhǔn)備個(gè)人陳述？
書(shū)寫(xiě)技巧
開(kāi)始要趁早
一般要給自己4-6周的時(shí)間來(lái)寫(xiě)這個(gè)人陳述。不是因?yàn)槟阍趦商熘畠?nèi)寫(xiě)不完，而是為了避免時(shí)間太短促，個(gè)人壓力很大，因而影響發(fā)揮，而且我們需要時(shí)間得到反饋。如果你是一個(gè)拖延癥患者，給自己的寫(xiě)作設(shè)置一個(gè)期限，基本上就一周左右吧（這樣距離申請(qǐng)還有三周的時(shí)間），必要的時(shí)候才能有時(shí)間檢查和修改。
留意你的字?jǐn)?shù)，可以幫助你更好的突出自己的優(yōu)點(diǎn)
有不少同學(xué)，洋洋灑灑的寫(xiě)了好幾千字，事實(shí)上，沒(méi)有老師愿意閱讀這么多字的。當(dāng)你留意你的字?jǐn)?shù)統(tǒng)計(jì)列表時(shí)，你會(huì)有意識(shí)的將一些不重要的內(nèi)容刪除掉，留下更重要的內(nèi)容，幫助你突出自己的優(yōu)點(diǎn)。
充足的時(shí)間，才能寫(xiě)好PS
如果你下周就是截止期了，那么你要準(zhǔn)備郵寄雅思托福成績(jī)單，從教務(wù)處開(kāi)本科成績(jī)單，從學(xué)院里開(kāi)出各類證明材料，你很可能沒(méi)法專心寫(xiě)作的。
因此，至少準(zhǔn)備幾個(gè)星期，來(lái)慢慢寫(xiě)作你的個(gè)人陳述。由于你是初次寫(xiě)作，會(huì)走很多彎路，浪費(fèi)掉一些時(shí)間，所以早點(diǎn)動(dòng)手，是個(gè)不錯(cuò)的選擇。
注意使用一些高級(jí)詞匯，但是別走太遠(yuǎn)了
比如，用accomplish代替do， 這樣會(huì)顯得你的語(yǔ)言水平更高一些。但是，不要使用GRE的長(zhǎng)難句來(lái)寫(xiě)作。
不要請(qǐng)母語(yǔ)為英語(yǔ)的人寫(xiě)作
PS是需要你個(gè)人提交的材料。而你作為一個(gè)，英語(yǔ)非母語(yǔ)的人，寫(xiě)的東西有瑕疵是非常正常的。找母語(yǔ)人士寫(xiě)，小心過(guò)猶不及了。
自我反思時(shí)間
簡(jiǎn)單寫(xiě)一寫(xiě)為什么是你的理由：你有一些什么樣能拿得上臺(tái)面的個(gè)人興趣、天賦和能力，讓你在眾多申請(qǐng)者中脫穎而出。
了解學(xué)校
找出你申請(qǐng)的學(xué)校什么方面最有名，最驕傲的部分是什么，證明為什么這個(gè)學(xué)校適合你與你的興趣發(fā)展。運(yùn)用這些知識(shí)儲(chǔ)備向招生負(fù)責(zé)人展示你有多了解學(xué)校，這些成績(jī)對(duì)你而言究竟代表了什么意義。舉個(gè)例子，你感興趣的學(xué)校剛好有一個(gè)很大型的本科研究項(xiàng)目，告訴他們你很愿意成為那個(gè)項(xiàng)目的一份子（前提是那個(gè)項(xiàng)目對(duì)你的專業(yè)學(xué)習(xí)有幫助）。如果學(xué)校里有一位你特別喜歡的老師，你想要跟他/她一起學(xué)習(xí)，一起合作，那么就在你的陳述中寫(xiě)出來(lái)。
英語(yǔ)范文
It is my conviction that the meaning of life does not dwell in the length of time that one can live or the material abundance that one can acquire， but in the richness and the wonderfulness of life itself. With the increase of my age， many things in my life have changed. But one thing remains constant， that is， I will consistently insist on doing what I like to do and hope that my endeavors can be valuable to the life of others. I see this as the only way whereby I can realize the value of my life.
My undergraduate study focused on economics and I achieved remarkable scholastic performance in this field. My GPA is 3.44 （my GRE score is 2020 and TOEFL---- ）. For four consecutive years of my undergraduate study， I received scholarships for my distinguished academic performance. Due to my equally prominent performance in extracurricular activities I was conferred on the Outstanding Student in Campus Activities. However， honestly speaking， my real interest lies not in economics， but in education. Ever since I was a primary school student， I had cherished a strong desire for a teaching career exemplified by my teachers. In the actual teaching career that I embarked on upon my graduating from university， I have become increasingly aware that the existing educational conditions in China are far from satisfactory. The backward teaching methodology and the prevailing pedagogical ideology have rendered Chinese education out of place with the modern international development in education. On the macro level， the current education theory and practice in China lag significantly behind advanced countries in the West. For instance， though education via the internet has achieved considerable development in past two years， in practical operation such education has more often than not deteriorated into an extended form of the conventional examination-oriented education instead of a really interactive process. In my personal experience， despite the fact that some of the problems that I have encountered in my teaching career can be solved by consulting relevant technical literature， I have found that the more serious flaws inherent in China＇s current educational system cannot be worked out easily. Under such circumstances， an advanced program in education becomes necessary.
In this age of information， traditional education， both in its ideology and methodology， has met unprecedented challenge like many other aspects of human existence. Meanwhile， the pursuit for higher levels of educational development and of the quality of life has largely transformed the educational value orientation of the general public. The educational model that is centered around the cognitive and intellectual instruction has been seriously questioned. Greater attention has been devoted to the cultivation of well-developed personality and to the ontological status of the individual in education. Such issues as the internal studies of education science， scientific decision-making in education， and meta-education have also been increasingly emphasized upon. There have also been innovations in educational research methodology. The tendency has been to combine modern technology with humanistic research categories and with naturalistic research categories， and to organically integrate qualitative descriptions with quantitative descriptions. It is also important to carry out educational experimentations in which educational predictions are complemented by educational feedbacks. Both the complexity of education and the complexity of human individuals have made the comprehensive application of diverse educational approaches necessary. Those new horizons are what fascinate me.