文章目录[隐藏]
- 你为什么想学习这个课程或学科？
- 你的资质和学习如何帮助你准备这门课程或科目？
- 你在教育之外还做了哪些准备工作？这些经历为什么有用？
- Why do you want to study this course or subject?
- How have your qualifications and studies helped you to prepare for this course or subject?
- What else have you done to prepare outside of education, and why are these experiences useful?
为牛津大学圣休学院、圣查德学院、杜伦大学、布里斯托尔大学、曼彻斯特大学和诺丁汉大学的大学申请
你为什么想学习这个课程或学科？
作为一个科学新秀，我最感激的是我保留了童年的好奇心。为什么狮子有鬃毛？（关键是）我们如何得知答案？遗传性对进化来说为什么重要？这些是我这几年一直保存的类似问题笔记本中的摘录。
我很幸运能在[X大学]担任研究员度过我的间隔年，我的好奇心由[Y教授]培养。[Y]实验室研究儿童[癌症]的遗传基础。缺乏经验，渴望赶上博士后同事，我开始学习成为一名全面运作研究者所需的知识。我特别关注肿瘤样本中DNA甲基化的项目，因此参加了Coursera的表观遗传学课程，并以优异成绩通过。继续学习还包括跟[Y教授]学习教程，这让我有机会探索生物学中任何感兴趣的部分，学习R语言编程，以及阅读教科书、综述文章和原始资料。实验室里的实验让我磨练了实际操作技能：最近我做了PCR，用胶做了产品测试并测序。
尽管甲基化研究接近尾声，我最近被委托参与另一个项目，研究肿瘤中的细胞周期蛋白D1。希望我能在今年内发表一篇关于我作品的出版物。
我成为科学作家的梦想得到了阅读的支持。我从事遗传学工作并阅读《自私的基因》和《扩展表型》的巧合，深刻改变了我对进化的看法;我现在把进化看作是基因组的变化，基因是选择的单位，而肿瘤则是自然选择偏向“自私”细胞的结果。然而，这种减少并没有减少我对这个过程的惊奇——它通过如此简单的机制，在地球上产生了数百万英里外尚未发现的非凡复杂性。
你的资质和学习如何帮助你准备这门课程或科目？
今年夏天拿到A-level成绩后不久，我被诊断出患有阅读障碍和运动协调障碍。这比起挫败，更能让人发起启发;有人会争取让我在明年夏天重修部分单元时获得额外时间和使用电脑的权利，这可能解释了我时间安排不佳以及考试成绩不佳的原因，尽管我在课堂上表现不错。更关键的是，这将让我带着了解自己学习困难的认知开始本科学习，并利用任何可用的学习支持服务，以最大限度地减少残疾对学业表现的影响。
尽管我有阅读障碍，我依然热爱写作。在我学校的最后一年，我为牛津大学圣彼得学院哲学论文比赛写了题为《科学能告诉我们道德吗？》，批评神经科学家萨姆·哈里斯（Sam Harris）认为只有科学才能正式决定我们应当如何行为的观点。这教会了我如何进行独立研究;他们在伦敦的威康图书馆度过数周，为写作做准备。该作文获得了二等奖。
你在教育之外还做了哪些准备工作？这些经历为什么有用？
除了生物学，音乐也是我的热情所在。过去六年，我一直在[音乐学校]跟随[Z教授]学习古典吉他。这期间我：以优异成绩获得8年级，三次获得学校吉他奖，并参加音乐会和大师班演出。最近，我在学校的“吉他、竖琴和大键琴奖”中获得了“高度表彰”，并成为全国青年吉他合奏团的组长。尽管没有正式的哲学训练，我对这个学科非常感兴趣。我是学校哲学阅读小组的创始成员，讨论重要的哲学论文，包括科学哲学相关论文。
AI点评这份个人陈述充分展现了真实的好奇心和实践研究经验，这与生物科学申请者的期望相符。申请者有效地详细介绍了他们的间隔年研究，并在提及学业挑战与积极应对策略之间取得了平衡，展现了韧性。为了改进，声明可以更明确地将资格与具体技能和课程期望挂钩，以加强学术准备部分。如果能更明确地反思课外活动如何为大学学习提供可迁移技能，将更好地解决第三部分。此外，如果可能的话，去除占位符并澄清大学或教授的名称，将提升2026年申请的真实性和清晰度。英文版本
Why do you want to study this course or subject?
What I am most grateful for as a scientific hopeful is that I have retained my childhood curiosity. Why do lions have manes and (crucially) how can we find out? Why is heritability important for evolution? These are excerpts from a notebook of similar questions, which I have been keeping for the past few years.
I am very fortunate to be spending my gap year as a researcher at [University of X], where this curiosity is nurtured by [Prof. Y]. The [Y] Lab researches the genetic basis of children's [cancers]. Inexperienced, and eager to catch up with my post-doc colleagues, I set about acquiring the knowledge required to become a fully functioning researcher. I was particularly interested in the project on DNA methylation in our tumour samples and so took a Coursera course on epigenetics, which I passed with distinction. The continuation of my education has also included tutorials with [Prof. Y], which have given me the luxury of being able to explore any part of biology that interests me, programming in R, and the reading of textbooks, review articles and primary source material. My experiments in the lab have allowed me to hone my practical skills: I have recently performed PCRs, run the products on gels and sequenced them.
Although the methylation study is approaching its conclusion, I have been recently entrusted with another project, where I am to investigate cyclin D1 in our tumours. It is hoped that I shall author a publication from my work during the year.
My designs of becoming a science writer are supported by reading. The coincidence of my working in genetics and reading 'The Selfish Gene' and 'The Extended Phenotype' profoundly changed the way I think about evolution; I now think about evolution as changes in the genome and the gene as the unit of selection, and tumours as the result of natural selection favouring 'selfish' cells. Yet this reduction has not diminshed my wonder for a process, which, by such a simple mechanism, has produced such extraordinary complexity on Earth that has not been found for millions of miles around.
How have your qualifications and studies helped you to prepare for this course or subject?
Shortly after receiving my A-level results this summer, I was diagnosed with dyslexia and dyspraxia. This was more illuminating than frustrating; a case for me to be granted extra time and the right to use a computer when I retake some units next summer (and in exams at university) will be argued, and it is a possible explanation for my problems with timing and consequent underachievement in exams so far, despite my success in the classroom. Crucially, it will allow me to begin my undergraduate study aware of my learning difficulty and to utilise any available learning support services, in order to minimise the impact of the disability on my academic performance.
Despite my dyslexia, I love to write. In my final year at school, I wrote on the title 'Can Science tell us about Morality?' for St. Peter's College, Oxford's Philosophy Essay Competition, critiquing neuroscientist Sam Harris's idea that science alone can formally determine how we ought to behave. This taught me how to conduct independent research; weeks were spent in London's Wellcome Library in preparation for writing. The essay won second prize.
What else have you done to prepare outside of education, and why are these experiences useful?
Besides biology, music is my passion. I have been studying the classical guitar under [Prof. Z] at [music school] for the past six years. In this time I have: achieved Grade 8 with distinction, won my school's guitar prize three times and performed in concerts and masterclasses. Recently I was 'highly commended' in the [school’s] 'Guitar, Harp and Harpsichord Prize' and was a section leader in the National Youth Guitar Ensemble. Despite having no formal training in philosophy, I take great interest in the subject. I am a founding member of my school's Philosophy Reading Group, where significant philosophical papers are discussed, including those on the philosophy of science.
