and through CAPPP, as well as my participation in the volunteer program at the [school] Women's Resource Center, have afforded me the chance to research issues of the "not fair" for women. Violence against women, an unfairness that maims and rapes and kills, has evolved into a special interest of mine that I hope to pursue through
future work in a sex crimes division in criminal prosecution. For two classes at [school] I have researched domestic violence and battered women who kill their abusers. While in Washington, D.C., I studied acquaintance rape among adolescents: after making an extensive review of the existing literature, I tried to conduct original research interviewing teenagers at a recreation center in Alexandria, Virginia.
Though at the last moment the recreation center directors did not authorize my project, I did discover a class called "Self-Defense is More than Karate" that was developed by the Office on Women in Alexandria to instruct high school students on relationships,HIV/AIDS, dating violence, and sexual assault. After I observed one week of the program, the Community Education Coordinator asked me to research how such education influences teens, interviewing students before and after they take the class, for the Office on Women. Currently, I seek a research grant from the [school] College Honors Program that would allow me to go back to D.C. in the spring to carry out this project.
Fighting the "not fair" is certainly a driving force for me; however, I have chosen to pursue law not only because I consider it to be a weapon against injustice, but also because it fascinates me. My love for the law echoes my love for literature. I participated in theater in high school and majored in English in college because I enjoy analyzing the subtleties, innuendos, and themes that serve as the foundation of a literary work or a dramatic performance. I strive to understand the stories behind the characters involved. I am awed by the power of language and the influence art and literature can have on the values, thoughts, and actions of the audience. So goes the influence on the law: they call it "courtroom drama" for a reason. Just as literature tells a story, so does each legal case, be it criminal or civil; the way in which the law applies to each case must be analyzed and, in some instances, constructed.Law reflects as much as it influences the beliefs of the people it governs.
Both law and literature are instruments of change. Furthermore, literature and law can give voice to people who have been traditionally silenced. Just as I love so much to hear the voices of others through literature, I want to use my voice in the realm of the law, calling out "not fair" for those who have not been heard. I want to have a positive influence on the lives of women and all people, be it in the civil or criminal realm, and in law school I hope to gain the tools to do just that.

二、為什么有資格？

另一個主題是論述你的經驗和資格，這兩者是你進研究生院和成為你的研究領域一員并能為之做出貢獻所必須的。你的工作經驗或在自己領域的研究經驗總是你能提供的最好證據。如果你沒有這方面的經驗，那么考慮你有什么與之有關的其他經驗。這里要遵循的規(guī)則是：有的話，就利用它。

研究領域的經驗

和你的研究領域有關的直接經驗是你的文章中要論述的最理想的經驗。這里須記住的重要一點是你有什么經驗，有多少經驗，都應該提到，不管你自己覺得多么微不足道。以下提供的文章作為例子，它們的作者分別是一位HIV的顧問（例2）和一位具有ER經驗的申請人（例3）寫的。他們都在申請醫(yī)學院。

研究經驗

千萬注意：不要只集中在你的研究題目，除非那是你的研究領域的標準做法，而且你必須把主要思想概括出來。過分依賴自己的研究，你的文章讀起來就會顯得枯燥乏味。注意不要濫用行話或專業(yè)術語。如果那是你描寫自己的項目所必須，你當然別無選擇。但是在文章里包含行話或專業(yè)術語只是因為你能夠這樣做，那是不會引起人家的興趣的。例如，這位申請人（例3），探討科技和醫(yī)學術語的使用，但又離開這些術語，花了足夠的時間揭示他自己個人的非技術性的一面。

不尋常的研究領域的經驗

即使你沒有正式的經驗，你可能還會有值得一提的研究領域方面的經驗�；蛟S，你是個優(yōu)秀的業(yè)余天文學家，或者在你決定攻讀博士學位之前，幾年來你就一直在研究量子物理學。這位申請人（例4）描述了一個令人著迷的成功故事。盡管作者沒有經過正式的訓練，沒有經驗，而且她只能提供一個15美元的Johnson & Johnson 藥箱，她被迫違反規(guī)定在洪都拉斯的一個村莊當了一個夏天的醫(yī)生。

例2：哈佛大學醫(yī)學院文章

注意：為了教學目的，該文發(fā)表時未加修改。
High School Teacher with AIDS; SCID/Genetics Research Experience; HIV Counselor Before I found out that my high school Spanish teacher was HIV-positive, AIDS was not much more than a bunch of statistics to me. The disease, its course, and the people afflicted with it seemed alien to my life-as distant as the continent from which the virus was supposed to have sprung. Then Mr. T. stopped coming to school. When he reappeared a few months later to wish us well on the advanced placement exam, his face looked sallow. His voice, once a thunderous bass that rumbled in class and reverberated down the hallway, was weak and thin. Seeing my teacher looking so unfamiliar was my shocking introduction to AIDS. I felt as if I were in the presence of a stranger, this mysterious disease, who was insulting Mr. T. right in front of my eyes. I wanted to know who this stranger was.
I entered college, believing that biology could explain to me why life's processes went awry. I learned that the body is exquisitely complex, but I was reassured by the underlying theme of systems. Even if I didn't know all the molecules and connections, there seemed no denying that a fundamental order existed.
From physiology to cell biology to molecular

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