Re: Please Help Me
Posted by aspirant on 2007/4/17 10:28:07
A Big Thank You Mr Glotynn, Sir (hope I have addressed you correctly)
While I look forward to your changes and revisions in Part Two, I must say you are a great scholar in your own rights.
I have here another short passage and would appreciate it if you, and/or other language specialists with high proficiency in the English language, help me make changes and revisions. Thank you again.
QUESTION 1.
How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Your response should address with some particularity your own wishes and how they relate to Chicago.
MY ANSWER
As Professor Dennis Hutchinson puts it, “Chicago undergraduates are fearless learners and relentlessly uncomfortable with received wisdom”. This is the kind of learning spirit that draws me to Chicago, for it is upon such intellectual intrepidity and skepticism that economics, my intended major, is built. Indeed, I find economics fascinating precisely because of the endless emergence of bold ideas that fly in the face of conventional economic wisdom; thus, the dauntless Chicago spirit, by complementing such dynamism, promises to satisfy my intellectual yearning for economics. Moreover, the learning spirit is not lost on the professors, who encourage students to know “more than just the facts” (Professor Lorna Straus), and to be aware of perspectives that might differ from those discussed in lectures. There is thus a plenitude of opportunities for Chicago professors and students to either convene or diverge in opinion. These opportunities give rise to a community in which these two groups can explore new frontiers in academic concentrations as well as engage in mutually stimulating intellectual debate together. Such a bilateral approach to learning is not only more edifying to the student than conventional, one-way lessons; it also raises the professor-student relationship towards a more intimate level. This intimacy nurtures a warm learning community, in which I can not only enjoy intellectual gratification but also camaraderie with professors and fellow students alike. In the distinguished company of these Nobel laureates and nominees, brilliant peers and sincere learners, I will certainly feel closer to greatness in more ways than one. It is little wonder Chicago beckons to my future.
While I look forward to your changes and revisions in Part Two, I must say you are a great scholar in your own rights.
I have here another short passage and would appreciate it if you, and/or other language specialists with high proficiency in the English language, help me make changes and revisions. Thank you again.
QUESTION 1.
How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Your response should address with some particularity your own wishes and how they relate to Chicago.
MY ANSWER
As Professor Dennis Hutchinson puts it, “Chicago undergraduates are fearless learners and relentlessly uncomfortable with received wisdom”. This is the kind of learning spirit that draws me to Chicago, for it is upon such intellectual intrepidity and skepticism that economics, my intended major, is built. Indeed, I find economics fascinating precisely because of the endless emergence of bold ideas that fly in the face of conventional economic wisdom; thus, the dauntless Chicago spirit, by complementing such dynamism, promises to satisfy my intellectual yearning for economics. Moreover, the learning spirit is not lost on the professors, who encourage students to know “more than just the facts” (Professor Lorna Straus), and to be aware of perspectives that might differ from those discussed in lectures. There is thus a plenitude of opportunities for Chicago professors and students to either convene or diverge in opinion. These opportunities give rise to a community in which these two groups can explore new frontiers in academic concentrations as well as engage in mutually stimulating intellectual debate together. Such a bilateral approach to learning is not only more edifying to the student than conventional, one-way lessons; it also raises the professor-student relationship towards a more intimate level. This intimacy nurtures a warm learning community, in which I can not only enjoy intellectual gratification but also camaraderie with professors and fellow students alike. In the distinguished company of these Nobel laureates and nominees, brilliant peers and sincere learners, I will certainly feel closer to greatness in more ways than one. It is little wonder Chicago beckons to my future.
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