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Posts by element_g
Joined: Dec 21, 2009
Last Post: Dec 30, 2009
Threads: 2
Posts: 8  

From: USA

Displayed posts: 10
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element_g   
Dec 30, 2009
Undergraduate / "Soliloquy of the Stereotype" - Common App Main Essay [7]

Thank you so much for the constructive criticism! It really helped. This essay has been worrying me.

Well, this essay was actually born out of computer ramblings that took on a life of its own. I did not have a specific idea in mind when I started typing, but it kind of formed itself.

My question would probably be:

If you detest stereotypes so much, how would you truly want yourself to be perceived?

This topic can be a little difficult to tackle. But thanks for your help everyone! It sure did give me an ego boost. :)
element_g   
Dec 26, 2009
Undergraduate / "Soliloquy of the Stereotype" - Common App Main Essay [7]

Thanks!! Your advice really helped. I didn't even catch that "miniscule" might be misinterpreted as a description of the sound.

And you are totally correct about the Indian mascot thing. It's kind of a degrading oddity. You don't see Pilgrims as a mascot! (Though that would be something :D )

I just wanted some more feedback since this is to be my main essay. :)
element_g   
Dec 22, 2009
Undergraduate / "Soliloquy of the Stereotype" - Common App Main Essay [7]

I cannot fathom the exact number of times I've been asked the question "Do you speak Indian?" or received the surprised "You don't have an accent at all!" It is a bit irritating explaining to my new acquaintance that "No, there is no such language as Indian" or "I was actually born in California" constantly. This particular brand of ignorance is not something I resent, since being Indian in America is something you grow accustomed to, along with that undeniable social stereotype. As far as typecasts go, being labeled the "smart math and science" people is not bad by any standards, yet being packaged away into a neat box is not in the least appealing.

I guess from an objective stance I am a typical Indian "stereotype", smart overachiever with pre-med stamped all over my brown, ethnic face. I've been dismissed as a "brain" for most of my academic life, approached for homework answers and used as a human assignment planner. I tend to thrive among my own kind, with those apt at understanding my unique brand of high brow humor and frantic obsession over schoolwork. It boggles people how some students actually enjoy school, not for its gossipy social perks, but for the allure of learning something new and practical. Very few look beyond the veneer of high school hierarchy, unheeding of the people under the "jock" label or "band geek" tag. This Lilliputian thinking is especially frustrating for someone who has visited three continents and has repeatedly observed that such narrow-mindedness is not very feasible in today's diverse society. The banal labels unfortunately extend worldwide and cannot be reversed without complete social chaos.

However, as a DoDDS (Department of Defense Dependents School) kid, I encountered a new universe containing a mere ghost of this reign of pigeonhole. Moving every two years makes the depreciating labels impractical, so when I first stepped into Edgren High School in Misawa, Japan, I met with a pleasant surprise. The cliques still existed, but the boundaries were more like velvet ropes than barbed wire fences. A band geek could be the star quarterback of the football team, and the most popular girl in school could be head of the chastity club. Anything seemed possible and for the first time I got an inkling of what college, that mysterious assorted terrain of ultimate academia, might resemble.

The most significant difference discernible was the open-mindedness my peers had in vast quantities; there was an acute awareness that the world was bigger than the state border and people were essentially different. Nowhere else did I find people who wanted to look past the "stereotype" and see real human intentions. I was still essentially "the brain" whom teachers considered the failsafe for answers to questions in a cricket-quiet classroom, but in Japan I was also the smart Indian who loved to act and write skits. I was the five foot-one inch thespian who played the baritone saxophone, a vast instrument rivaling her miniscule height. I was the slightly OCD (obsessive-compulsive disorder) girl who didn't live in her textbooks, but had a busy life full of crazy friends and fun weekends. Without the eye opening experience of attending a DoDDS school in Japan, I would've hid behind those infernal stereotypes and never searched for the tolerant, socially developed person I've become today.

Peers at my new high school scoff when they hear that the Indian girl wants to be a doctor. "Aren't all Indians doctors or engineers?" they say. That is arguably a true statement, since most immigrant Indians come to the U.S. to pursue the science profession, a field that guarantees financial stability. The Indians occupying other fields of profession are probably still in India; this small, science-oriented group usually has the means to immigrate to America, lending to this delusion that everyone from India has a technical degree of some sort. Those who make such assumptions wouldn't comprehend that the utter poverty and lack of adequate health professionals in India is the real reason the girl wants to be a physician. I witnessed first hand an Indian hospital by shadowing a prominent cardiologist, and I saw the need and helplessness of people who, apprehensive of medical costs, wait until it's too late to seek necessary aid. After seeing a rail thin five year old on a feeding tube and ventilators, fighting extreme malnourishment and a respiratory illness stemming from polluted air, the allure of a hefty paycheck sits on the backburner to the pressing need of healthcare in third-world countries.

But intolerant thinking restricts such revelations, instead feeding society's blatant typecasting. No one would know that the girl taking way too many Advance Placement classes is secretly a classic rock buff, her iPod full of Led Zeppelin, Kansas, and Lynyrd Skynyrd. The golden age of mullet rock soothes her overstressed mind as she juggles school, expectations from a traditional Indian family, and the storm cloud of ambition dwelling in her heart, which demands a fulfilling life beyond the mores of a steady paycheck and 2.5 family.

It's undeniable that the "stereotype" which has tagged along for most of my life makes up a significant portion of who I am, as much as the fifteen odd countries I've visited have opened my mind to all walks of life and culture. Without facing this judgment we make so voluntarily of one another and experiencing an environment free of such pressures, I would never have embraced the person behind the label and fought to break that adolescent glass ceiling called high school hierarchy. I am blatantly aware of my race, my school standing, and what is expected of me from my family. At Edgren, I found momentary relief from the barrage of labels, but it only served to show that they're transparent, not worth agonizing over. It doesn't matter if people think I speak 'Indian' or go to sleep clutching a chemistry textbook, because I know that I am more than that Pre-Med Indian Girl. The next step begins when I grace the doors of a new academic institution, where all those 'beloved' tags are incinerated in the vortex of diverse individuals and peers gathering for one sole purpose: to reach their aspirations. Maybe there is still hope for that overachieving Indian girl, humming ACDC under her breath during play rehearsals, who dreams of the millions of possibilities ahead.

This is TOPIC OF MY CHOICE.

I've had this one edited multiple times, but I would appreciate some outside feedback. I've been told that it's a little negative/prejudiced. Help?
element_g   
Dec 22, 2009
Undergraduate / Brown Supplement Essay on my Drama Team Experience [6]

Thanks for the feedback!

Just to clarify, when you say to change it so the focus is not on the content of play, do you mean the entire essay in general or a specific paragraph?

I completely agree with you on the 4th paragraph. I guess I was so wrapped up in making the essay "pop" that I left out some necessary analysis. Do you think something like this would work? :

"I learned how to effectively work in a group setting; it's a skill that has proved extremely useful in classes and outside of school. Through theatre, I realized my full potential as both an individual contributor and a team player; two such qualities, sustained by an open mind and a sense of humor, are sure to be beneficial in my quest to become a physician. "

My essay is roughly 65 words over the limit, but I don't know if that is acceptable.

Thank you for the compliments. :) I'll be sure to check out that page!
element_g   
Dec 22, 2009
Undergraduate / "the endless pain of the ballet" - Common Application Main Essay [6]

Well, I think you can provide more examples in the fourth paragraph. It's kind of a summation; you really don't need most of it! "Showing" is much more difficult, I agree, but the trick is using insightful examples to emphasize the lessons you've learned.

For example, in "If ever I got to the point of giving up", give examples of a trial you faced after the competiton in ballet, maybe mastering a tough routine or a difficult move.

Same goes with "The hardships in practicing were still there and the degree of difficulty didn't decrease but, in fact, increased". Try to relate a "hardship" to the lesson you learned on persistence from your beginning years.

Other than some minor things, it's a good inspirational essay. :) Just keep in mind that you don't want to repeat ideas too often because the admissions officer is going to read this quickly and there isn't much room for continual embellishment.

I hope this helps!
element_g   
Dec 22, 2009
Undergraduate / "We're moving." -School Life and Diversity - The University of Washington Essays [15]

Wow! Your essay is good! Your points on diversity and how you embrace the arts reminds me of how I feel about the subject. :)

One thing though. You end the second paragraph with "through this I have cultivated a wide variety of viewpoints on the world and its people". It's a good generic ending, but my tyrant of an English teacher has drilled into me that it's not a good idea to leave a hanging sentence like that. If you bring up viewpoints, you need to expand on that and be more specific. If not, you can rewrite the sentence to reflect the general idea of the paragraph. I just wouldn't recommend ending with an open idea.

All in all, I like your essay. The ending is good. Good luck!
element_g   
Dec 22, 2009
Undergraduate / "the endless pain of the ballet" - Common Application Main Essay [6]

Xiao,

I'm just going to edit it through with what I think needs changing. All in all, the essay is very poignant and touching 

I realized my dreams when (either this or some other interesting hook would work) the Royal Ballet came to give a performance of "Swan Lake" at Shenzhen Grand Theater. I was enthralled by the special ballerina shoes and the coiling hair, locking my eyes onto the dancers and the performance; from that experience, I became addicted to the world of ballet. I excitedly pointed at the ballet dancers, exclaiming to my mother sitting next to me, "That's me!" as I launched my dream of becoming a ballerina right then and there.

As soon as I threw myself into the ballet, I discovered its greatest hardship: the endless pain from pressing legs and hips into unnatural shapes, pressing the instep into extreme litheness, bending down backward and so on, all of which are the essential foundational elements of a ballet class, meaning I was in constant pain (long awkward sentence, I would divide it into shorter sentences and use different verbs while explaining the ballet moves) . Ballet is art on tiptoes, but I clearly remember the frequent scenes where my dance teacher held a stick and reprimanded (hit is too negative) me whenever I tried to be insolent or wasn't up to her standards on a certain movement. The initial inspiration from watching the Royal Ballet was now quickly fading and I constantly thought about quitting. Ballet became something toilsome and un attractive. Almost every night of the first year I danced ballet I would awake at night asking myself why I was suffering day after day more than my peers. I could never find a solid reason to continue suffering , but I also couldn't find a reason to quit. Unwilling to give up, I pressed on and worked harder than all my peers.

(transition: maybe tie not giving up ballet to getting into the competition) I was assigned to take part in the International Youth Ballet Competition held in Germany because of my previous good performance. After everyone's performance, the backstage scene was a nightmare with girls bandaging their injured feet, calling out because of painful legs, (shaking like a leaf)-cliche due to the great nervousness. I asked them as well as myself, "Why do you still persist ? Why go through the pain, the anguish, and the sacrifice?" My question was answered as I was called to go up on stage ...to accept the prize as grand champion of the competition! Upon hearing that sweet and powerful announcement from the hostess, I knew I would remember that moment forever. Among thousands of competitors, I was the champion! I can still vividly recall running excitedly to the stage in great surprise to accept the golden cup prize together with a certificate written in German, which I didn't understand at all but still reading it carefully and breathlessly in front of four smiling judges. As I inched my way forward with the heavy cup, I could almost imagine it filled with all the hardships, pain, sacrifice, and work I had dealt with to get to that winning point in time. But at that very moment, I knew the dark journey was worth the bright destination.

The fantastic achievement motivated me to be persistent in reaching my goals and when in doubt, work harder and ignore any self-doubts. If ever I got to the point of giving up, I could think about the dedicated girls I practiced with in Germany and become emboldened (word choice? Maybe motivated?) to continue whatever I was doing. With a newfound inner strength, I was able to follow my own advice and "endure a little longer" in every situation and I discovered that the more I could endure, the less intolerable a situation would be. [During the process, I learned to be strict with myself and completed every movement as perfectly as possible; I learned to be not egotistical and rebellious; I learned to be no give up halfway and leave things unfinished; I learned to be responsible for my own faults and indolence; I learned to be independent, for I had to face all the difficulties as well as the injuries by myself. And finally, I learned to be eternally optimistic towards the adversities I encountered, because I realized that to "endure a little longer" was the first step in conquering any obstacle, no matter how difficult.]-unnecessary From then on, ballet was not only a major part in my life in terms of time, but became significant to me from an emotional standpoint. I began to treat ballet as a kind of cultivation and enjoyment rather than the sore task I considered it to be previously. The hardships in practicing were still there and the degree of difficulty didn't decrease but, in fact, increased. However, these aspects of ballet no longer seemed like impossible mountains to climb, but simply tasks that needed time and patience to conquer. (This whole paragraph is just a lot of repetition. I would cut it down majorly to one or two points or even take it out entirely. Your dedication is show through your description of your hardships in ballet. You don't need to reiterate)

Ballet has not only given me graceful movement and a beautiful figure, but has taught me how to deal with life and achieve my goals. Struggling during the first years of learning ballet gave me strength and understanding as a person and I am more mature from the experience. I will be forever grateful for the experience of learning ballet because through that art, I am now strong in mind, strong in body, and strong in spirit.

[Good ending. The biggest concern is just grammar and sentence structure. Take care not to repeat yourself or ramble on too much. Don't be afraid to take out sentences and start over. With that in mind, this essay should be stellar!!]

I hope this helps!
element_g   
Dec 21, 2009
Undergraduate / Brown Supplement Essay on my Drama Team Experience [6]

Tell us about an intellectual experience, project, class, or book that has influenced or inspired you.
(500 words preferred)-587 words used

The lights dim. A single beat starts in a slow staccato. Another is added, then another, until a thunderous cacophony echoes in the vast auditorium. The beat reverberates in your very soul until..."I. AM. JANE!"

Thus began the rollercoaster ride called "The Chronicles of Jane: Book Seven", my 2009 Edgren Far East Drama Team's ultimate ensemble project for the Far East Drama Festival in Okinawa, Japan. Two and a half solid months of sweat, tears, and acting was poured into daily two hour practices. It became our pièce de résistance, the performance that defined my school. Needless to say it was a challenge for the greenest of actors to the most experienced thespians. Come February, I was tangibly changed as a person. "The Chronicles" taught me two important life lessons: how to strike that precarious balance between being an individual and coalescing with a team.

The play itself was an epic, pseudo-realistic tale about a term paper told and acted out by the loveable, self-absorbed "Jane" and her band of flunkies. I had the distinct honor of being the "Evil Stewart", a whiny horrible boy who was Jane's brother and nemesis. I had only started acting the year before, but through this villain I really came into my own. I tried countless voices, postures, and facial expressions until I found the perfect "Stewart", a nasally-voiced boy with an awkward crouch and permanent sneer. I had to bring an individual character alive in an ensemble, striking out on my own to stand in the spotlight for those couple minutes. It was an invigorating experience because it really stretched my abilities as an actor and made me realize the importance of individualism. Not to mention, I had the best time being the antagonist; I even had an overblown karate fight scene! We all contributed ideas to the play, adding a bit of ourselves into the grand medley; for example, I came up with the idea of a visually stunning tribal dance with colored scarves.

However, the majority of the play was centered on working together. Everyone except Jane had to blend cohesively into one single entity. All the groupies had to play roles such as the "walls" of her bedroom and her many wild, hyperbolic "thoughts" centered on the treacheries of writing a term paper. We had to work together to make our movements fluid and uniform. The "wall" had to be ramrod straight and consistent, while the "thoughts" had to synchronize the way they walked. Even the drum beats at the beginning and end of the play had to be harmonized perfectly. The play required an immense amount of team work and dedication; it certainly tested our patience thin. I know that I became increasingly irritated during some three hour practices that just didn't flow. But in the end, we bonded as a team and studied everyone's mannerisms to produce a superb production. I learned how to work with people, not against them; it's a skill that has proved extremely useful in classes and outside of school. Without this play, I would never have experienced the incredible feeling of belonging to something bigger.

The villain is defeated. The computer prints the paper. And the beat goes on. In full circle, we end the play with soul-shaking thunder and an innate sense of completion. The crowd surges to its feet, roaring in approval. Inside I knew it completely worth it; my team huddled in a hug, tears of joy streaming down our faces, as we celebrated our perfect score.
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