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    Personal History Statement是什么?范文分享

    發布時間:2020-10-19 16:50:56 閱讀:1122 作者:致遠教育 字數:2475 字 預計閱讀時間:8分鐘
    導讀:相信PersonalStatement大家都知道,但是PersonalHistoryStatement是什么?又該怎么寫呢?PersonalHistoryStatement(下簡稱PHS),是專門為了學校增強學生的diversity(即種族、階級、性別認同等多元性)而涉及的...

    相信Personal Statement大家都知道,但是Personal History Statement是什么?又該怎么寫呢?Personal History Statement(下簡稱PHS),是專門為了學校增強學生的diversity(即種族、階級、性別認同等多元性)而涉及的一篇文書,主要要求學生描述自己的社會背景,例如少數族裔背景等,外國申請人有時不需要寫PHS。對于中國的申請人而言,貌似一部分博士學位只需要一篇SoP描述學術志趣,還有很多學位只需要一篇Personal Statement,這種PS大致有點類似于SoP和PHS的混合物。

    Personal History Statement 范文

    Personal History Statement 范文

    I am impressed by the anomaly I have become: a female student of Mexican descent specializing in early modern European history. My undergraduate curriculum, which consisted mainly of English classes on Shakespeare or Milton and history courses on the Enlightenment and the Reformation, belied my ethnic origins. In fact, I can recall those uncomfortable moments in class when I would pause to glance around the room, realizing that I was the only brown student in a lecture hall of sixty or eighty students. Despite these occasional setbacks, I continued, headstrong, to pursue my passion for all things early modern. And I credit my academic success and accomplishments to my firm resolve to study only that which interested me and not that for which I was intended.

    Yet there comes a time when an amateur scholar becomes a professional, at which point she must reconcile somehow her personal life and past with her new career and future. Finding myself on the verge of that transition, I feel it is an adequate time to reflect on how my scholarly interests intersect with my cultural upbringing. It is this odd but unique relationship between my identity as an historian of Renaissance Europe, my developing feminism, and my Mexican origins, that I want to discuss in this essay.

    For reasons beyond my immediate grasp, I have always harbored special fondness for the period roughly described as the European Renaissance. I can recall briefly studying this era during a world history class in my elementary years. But any interests that may have been ignited were soon squelched in high school by the curriculum's necessary emphasis on American history, government and politics. My interests in early modern Europe did not truly blossom until I chanced upon a Western Civilization class my first year of college. Immediately, larger-than-life characters like Henry VIII and Leonardo da Vinci, and mass movements such as the Reformation and the French Revolution, took hold of my imagination in ways not anticipated. Though I tested my enthusiasm for history by exploring other epochs and geographies--even taking a course on race in Latin America--I always returned to that period which so held me spellbound.

    Yet I had no one with which to discuss my newfound passion. Far too timid to talk to my professors about anything other than homework and writing assignments, I turned to my father, a history enthusiast like myself. But my father, who knew much about the Mexican history and important Latin American figures like Porfio Diaz and Che Guevara, could hardly be expected to sustain a conversation about my growing infatuation for the likes of Catherine de Medici and Louis VIV. Sadly, I experienced difficulty relating my background and identity to the people whose history I studied. My concept of history had always entailed a special, patriotic bond between the people of the past and their descendants. And I, the daughter of a Mexican immigrant, had no immediate ties to the fathers of Western civilization. Never had I even visited London, Rome, or Paris; only Mexico City, Guadalajara, and the tiny village where my father was born, Churintzio.

    As my understanding the early modern period matured, however, my poetic concept of history changed dramatically. Indeed, there exists marked disparity between the history inculcated in grammar and high school which is heroic and uncritical and the analytical history university professors require students to practice. I eventually realized that I could study the early modern period from the position of a scholar interested in the ways that people of the past interacted with one another and reacted to the events that shaped their lives. In a sense, I assumed the role of an anthropologist who studies and dissects a foreign culture not only to better comprehend that culture and its symbols, but to gain unorthodox perspective on the world we inhabit today. Regardless of my ethnic background and origins, my analytical skills and flair for writing are strictly my own. However, my work ethic, I am proud to say, derives from my family, from a father who doggedly pursued the American dream, and from field-laboring grandparents.

    Yet every academic needs his or he own niche, and I discovered mine when I stumbled upon the nascent but promising field of women's history. Though distanced somewhat from its original political agenda, feminism in academe remains strong and vibrant, evident especially in emerging works of history that not only detail women's historical struggles and realities, but forcefully argue that such experiences demand attention and incorporation into the historical record. My first encounter with this fascinating area of scholarship occurred during my junior year of college when I enrolled in a course on early modern women writers, and was inspired by stories of feminist scholars who were devoting their time and effort to rescue the works of women authors like Christine de Pizan and Elizabeth Cary from relegated obscurity. I soon realized that I had a real and honest investment in women's history and women's issues, for I, much like the women I studied, came from a culture where traditional patriarchal values were and continue to be upheld. Indeed, there is much to be said about the similarities between early modern patriarchy and contemporary Mexican machismo. Both rely on the hierarchy of the family to achieve social and moral stability. Both enforce the subordination of women's bodies through gendered codes of honor.

    Perhaps the greatest testament of my promise as an historian of early modern women's history is my senior thesis, which earned me the 2003 Chancellor's Award for Excellence in Undergraduate Research. Entitled "Chaste, Silent, and Hungry: The Problem of Female Appetite in Early Modern England, 1550-1700," this project argued for the prevalence of a cultural discourse in early modern England concerned with regulating women's bodies and sexuality through regimented diet. A slew of conduct books which aggressively cautioned women against the dangers of food indulgence and satiation served as the foundation for this thesis. Unsurprisingly, at the heart of this study of the relationship between food mores and gender ideologies, was my own conviction in the power of culture and custom to inform women's experiences and self-perceptions.

    My background, I would argue, has molded me into the scholar I am and the feminis historian I am in the process of becoming. Growing up within a male-dominated culture and family has made me keenly aware and sensitive to the contextual confines that oppress women's actions and desires; it has also made me appreciative of the imaginative and courageous ways in which women have collaborated and conspired sometimes tacitly, other times quite overtly to challenge and subvert patriarchal authority. I am fortunate to have known generations of resilient Mexican women, beginning with my grandmother who told fascinating stories of her life as an impoverished immigrant mother, ending with myself who struggles to straddle the liberal world of academe and the traditional domain of home and family. I channel my respect and admiration for female forbearance into my own work, and I bring an uncommon but insightful perspective to early modern history because of my unique Mexican origins.

    此文文筆依然太美,譬如第一段幾個畫面排列,第二段開頭第一句筆鋒的轉折,作者的文學修養可見一斑。但此文最重要的優點在于,它完全抓住了PHS這種物體的實質所在。PHS要求把自己個人的歷史背景和未來的職業理想聯系在一起,這位申請人的歷史背景與其未來的職業八竿子打不著,說實話可能是一個弊端,但是這篇文章完全化腐朽為神奇。說到底,這還是因為作者本人對她專業的深沉熱愛和深入了解。

    我的觀點是,真正優秀的PHS,絕不試圖通過黑你周圍的人來突出你的優秀。誠然,很多申請人都一不小心走進了這樣的套路,說實在的這是一種很容易吸引眼球的寫法,但它遠遠不是最好的。一切的院系都希望招收正直、自信、樂觀、向上的學生,沒有人希望招收對自己的背景充滿怨念、對自己周圍的人不屑一顧的申請人。Political Correctness這個概念就是美國人發明的的,它暗示著即使你不同意你周圍的人的做法,你也應該試圖跟他們和平相處。雖然黑周圍的人很容易顯示出申請人本身鍥而不舍的奮斗精神和出淤泥而不染的高貴態度,但是在那些飽讀詩書、對社會文化了解得很透徹的讀者(which are 你的招生委員會的教授們)眼中,會顯得非常naive。

    而且我不知道是不是文科申請人對這個問題需要尤其提升敏感度。一個文科的系里面往往都有一部分教授在研究性別,一部分教授在研究族裔,一部分教授在研究階級,那你根本幾乎不可能黑世界上的任何一個群體,因為你不論黑什么群體,這些教授都心里一清二楚,很容易看出你話里的破綻來。

    請看上面這篇文章,全文中何處透露了“墨西哥裔是一個持有很多錯誤觀點的族裔,我研究文藝復興表明我不與之同流合污”這種思路?——說實話在美國這個政治敏感的國家也沒有人敢這么些。恰恰相反,她肯定了她父親這個墨西哥小村出生的移民的學識、表現出對她族裔文化的欣賞、并且巧妙地把墨西哥族裔的文化背景與歐洲文藝復興協調到了一起。又如,這位作者本科讀了文學和歷史兩個學位,她也沒有描述自己覺得如何文學不好所以才轉投歷史,而是一再強調自己的文學背景能給歷史研究帶來什么好處。這才是PS中應該出現的邏輯,是正面的、積極的邏輯,而不是負面的、以否定其它選項來達到目的的邏輯。如果我是招生官,我也想要找一個對自己的身份非常自豪的學生,而不是想要一個對自己的來處感到不滿的學生。如果你要轉專業、如果你要去做非主流的事情,你應該突出你的“獨特”而不是突出“跟我不一樣的都是不足的”。有千千萬萬個好理由可以為你的行為作出解釋,黑你周圍的人絕對不是其中之一。

    然后再回過頭來請大家反復研讀這篇文章的第一自然段。PHS和PS的第一自然段非常非常重要,一定要吸引眼球,相反SoP的第一自然段就務必開門見山總結自己的研究興趣。此文第一句就石破天驚,接下來通過若干意向的排列,勾畫出一個與眾不同但又積極向上的“我”的形象,最后一句wrap it up。一個多月前我第一次欣賞完此文的第一自然段之后,瞬間就覺得這世界上所有其他的PS和PHS都弱爆了TAT……

    對于非英語母語的撰稿人來說,一定要反復proof read和找同伴peer review你的文書才行。

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