Hello everyone :)
I am writing a short reflection essay to describe a school cognitive development activity and its impacts on my outlook on an academic disclipine. I highly appreciate if you could assist to correct my grammatical errors/clumsy expressions and advise how I can make this essay sound more sophisticated and mature! and I will definitely help to edit yours too! :)
Life in (school name) is like a buffet; The school offers a wide variety of cognitive development opportunities and I choose what I want to pursue. Out of the many cognitive-related opportunities I was offered, the two week long overseas learning trip to Cambridge, UK under the 2010 Reach Cambridge programme was particularly significant because it demonstrated to me the value of learning beyond the given curriculum and the classroom setting.
The Reach Cambridge programme has changed the way I see Geography, the subject which I have pursued for the past six years in school. The Reach Cambridge programme introduced to its geography students the highly intriguing and thought-provoking facets of Geography that are rarely discussed in the school curriculum. Examples of these thought-provoking aspects of Geography include the history of Geography (the origin of the discipline of Geography, the identity crisis of Geography in the 1880s when academia questioned the validity of considering Geography as a real subject due to the apparent 'Jack-of-all trades-but-master-of-none' nature of Geography), mankind's concept of nature, the irony behind nature conservation (that is nature is dynamic but conservation implies maintaining the status quo!), et cetera. Exploration of the more philosophical ideas of the various topics in Geography was done not only through group discussions in the classroom setting but also through several field trips to research institutes, museums and nature reserves such as the Wicken Fen where I witnessed how geographical concepts come to life. That was when I began to see Geography as a discipline closely related to our daily life and not just a subject as taught for examinations. Paying closer attention to one's surrounding is all one needs to discover the beauty of Geography as an inter-disclipinary subject that integrates Physics, Chemistry, Economics and many other subjects, addresses all aspects of the Earth and draws synoptic linkages between the human and physical environments.
I chose Geography instead of Economics as my contrasting subject at the start of JC Year 1 out of pragmatism (I thought I would have a higher chance of doing well in Geography than in Economics) and familiarity with the subject, rather than interest and passion in the subject. It was the Reach Cambridge programme that sparked genuine interest for Geography in me and taught me the importance of seeking how the knowledge I accquire in school is and can be applied to the real world.
I am writing a short reflection essay to describe a school cognitive development activity and its impacts on my outlook on an academic disclipine. I highly appreciate if you could assist to correct my grammatical errors/clumsy expressions and advise how I can make this essay sound more sophisticated and mature! and I will definitely help to edit yours too! :)
Life in (school name) is like a buffet; The school offers a wide variety of cognitive development opportunities and I choose what I want to pursue. Out of the many cognitive-related opportunities I was offered, the two week long overseas learning trip to Cambridge, UK under the 2010 Reach Cambridge programme was particularly significant because it demonstrated to me the value of learning beyond the given curriculum and the classroom setting.
The Reach Cambridge programme has changed the way I see Geography, the subject which I have pursued for the past six years in school. The Reach Cambridge programme introduced to its geography students the highly intriguing and thought-provoking facets of Geography that are rarely discussed in the school curriculum. Examples of these thought-provoking aspects of Geography include the history of Geography (the origin of the discipline of Geography, the identity crisis of Geography in the 1880s when academia questioned the validity of considering Geography as a real subject due to the apparent 'Jack-of-all trades-but-master-of-none' nature of Geography), mankind's concept of nature, the irony behind nature conservation (that is nature is dynamic but conservation implies maintaining the status quo!), et cetera. Exploration of the more philosophical ideas of the various topics in Geography was done not only through group discussions in the classroom setting but also through several field trips to research institutes, museums and nature reserves such as the Wicken Fen where I witnessed how geographical concepts come to life. That was when I began to see Geography as a discipline closely related to our daily life and not just a subject as taught for examinations. Paying closer attention to one's surrounding is all one needs to discover the beauty of Geography as an inter-disclipinary subject that integrates Physics, Chemistry, Economics and many other subjects, addresses all aspects of the Earth and draws synoptic linkages between the human and physical environments.
I chose Geography instead of Economics as my contrasting subject at the start of JC Year 1 out of pragmatism (I thought I would have a higher chance of doing well in Geography than in Economics) and familiarity with the subject, rather than interest and passion in the subject. It was the Reach Cambridge programme that sparked genuine interest for Geography in me and taught me the importance of seeking how the knowledge I accquire in school is and can be applied to the real world.