University Of Washington Admissions Essay Essays -

University of Washington Admissions Essay The challenging family situation I would like to share with you is our move from Korea to the United States. In 1989, my life was changed when my family immigrated to a new country, hoping for a better future. My life in Korea was hopeless, because I was a failing student with not much interest in school. I spent the majority of my time in Arcades, wasting my coins on video games. Rather than studying with my friends, as I had told my parents I would, I obsessed over the games. The only positive aspect to my life was my private computer programming lessons. Programming in Apple BASIC presented me with an opportunity to create my own world. One day, my parents told me that we were going to move to the United States of America, and I developed a strong feeling that my life soon would change forever. After spending eleven years in Korea, our family moved a totally different environment. This I knew would be my toughest challenge to date. As a fifth grader attending a new elementary school in a new country, I felt left out because of my inability to communicate. Some kids assumed that I did not understand them at all, so they made rude remarks about me. I understood them, maybe not completely, but I knew the intent of their messages. All that I had was my Apple II computer at which I just sat and programmed when I came home from school. At home, my parents pressured me to study all of the time, but I was frustrated and wanted to return to Korea. I wanted to go back and talk freely with my friends and play games with them. My parents often told me that they decided to move here because of the educational opportunities, yet I continued to rebel and refused to listen to what they said. Over time, my English improved. I moved on to regular sixth grade classes; some of which were challenging, but tolerable because of my teachers whom were willing to help. I always enjoyed class trips to the computer lab, where I would start programming on the computer. Other kids would start to gather around and treat me like a genius. Before long, I made more friends and found that I was enjoying school. Thoughts of going back to Korea faded, and my grades rose to a satisfactory level. This pleased my parents who now encouraged me to invite friends to dinner. When my friends came over, I became the translator between my parents and my friends. Since then, I often translate for my parents in any occasion where translation is needed. Talking to some adults was intimidating and sometimes embarrassing, but I felt mature and responsible. The rest of my school year went by very smoothly, and my self-confidence grew. Now I help other Korean people with language difficulties, helping them to understand English and American customs. Prior to my arrival to the United States, I thought everything would be nice and easy, but it did not turn out that way. Life was difficult, since I had to learn a new language, culture, and customs. One of the best things I learned was that my parents were right. This experience helped change me from a hopeless kid to a confident and responsible young adult. From this experience, I have learned that if one sets goals, works hard towards those goals, dedicates oneself to those goals, and takes advantage of opportunities presented, they can achieve anything.

Verb Tenses in English - ESL Overview

Verb Tenses in English - ESL Overview In English grammar, verb tenses or forms indicate the moment when something happens, such as the past, present, or future. These three primary forms can be subdivided further to add detail and specificity, such as whether the action is ongoing or to describe the order in which events occurred. For example, the present simple verb tense concerns actions that happen every day, while the past simple verb tense refers to something that happens in the past. In all, there are 13 tenses. Verb Tense Chart Here are simple explanations of the tenses in English that give the most common use of each tense in English. There are a number of exceptions to the rules, other uses for certain tenses in English and so on. Each tense has examples, a link to a page that goes into detail for each tense in English, as well as a visual tense chart and a quiz to check your understanding. Simple present: things that happen every day. He usually goes for a walk every afternoon. Petra doesnt work in the city. Where do you live? Simple past:  something that happened at some time in the past. Jeff bought a new car last week. Peter didnt go to the meeting yesterday. When did you leave for work? Simple future: paired with will  to express a future act. She will come to the meeting tomorrow. They wont help you. Will you come to the party? Simple future: paired with going to to indicate future plans. Im going to visit my parents in Chicago next week. Alice isnt going to attend the conference. When are you going to leave? Present perfect: something that began in the past and continues into the present. Tim has lived in that house for 10  years. She hasnt played golf for long. How long have you been married? Past perfect: what happened before something else in the past. Jack had already eaten when he arrived. I hadnt finished the report when my boss asked for it. Had you spent all your money? Future perfect: what will have happened up to a point in the future. Brian will have finished the report by five oclock. Susan wont have driven far by the end of the evening. How many years will you have studied by the time you get your degree? Present continuous:  what is happening at the moment. Im working at the computer at the moment. He isnt sleeping now. Are you working? Past continuous: what was happening at a specific moment in the past. I was playing tennis at 7 p.m. She wasnt watching TV when he called. What were you doing at that time? Future continuous: what will be happening at a specific moment in the future. I will be lying on the beach this time next week. She wont be having any fun this time tomorrow. Will you be working this time tomorrow? Present perfect continuous: what has been happening up to the present moment in time. Ive been working for three hours. She hasnt been working in the garden for long. How long have you been cooking? Past perfect continuous: what had been happening up to a specific moment in the past. They had been working for three hours by the time he arrived. We hadnt been playing golf for long. Had you been working hard when he asked for it? Future perfect continuous: what will be happening up to a specific moment in the future. They will have been working for eight hours by the end of the day. She wont have been studying for very long when she takes the test. How long will you have been playing that game by the time you finish? More Resources If you want to continue your studies, this  tense table  will help you learn more about verb tenses. Educators can find activities and lesson plans in this guide to teaching tenses.

An ESP Program for Business English in Speaking and Writing Essay - 1

An ESP Program for Business English in Speaking and Writing - Essay Example The requirements for business take a different precedence over other forms of speaking, specifically because the communication levels change the approach to a given job and the way in which many perceive a specific condition. Ensuring that the business English is spoken and written in a form which can easily communicate a message also provides different options for individuals to build into a future career with strong business communication skills. This paper will explore a curriculum which can be used for ESP for business speaking and writing. 1.1. Background Information   The English that is required within a given setting is one which is based on the work, environment and expectations within the given classroom. The field of work which one moves into and the ability to speak in everyday situations is one which is required to further one’s career and the perceptions which they have in society. Traditionally, individuals with lower English speaking skills have been unable t o move into and maintain a specific career field. The lack of communication and inability to perceive the ideologies that are associated with a given field creates gaps that relate to the environment. The gap that is in the work force has led to pedagogical strategies that are not only based on those who don’t speak English as a first language but also is built with those who are expected to move into the career field of business (Belcher, 2006). The need to have a pedagogical program for anyone that is moving into the business field is one which also links to the current understanding of how communication changes the environment in business. If the communication isn’t perceived at a specific level then it can lead to gaps that are within the organization. The first evaluation which business individuals will look at is the ability to communicate effectively as well as the understanding that the level of writing and speaking needs to be clear. The clarity is based on sp ecific business terms which are associated with the business majors and how they work in the specific field. This is combined with the views of those who have English as a second language and which note that without the proper use of English speaking and writing for business, there is the inability to further one’s career. This is based specifically on the organizational implications that are associated with the business environment (Bacha, 2008). 1.2. Preview of Key Points   The ability to create a specific relationship to the business and English speaking field is one which is dependent on creating an overall understanding of how individuals need to communicate within a specific environment. The key points which need to be looked into with the business writing and speaking include the following: - General terminology and associations that are a part of speaking English. - Ways communication is used in business - Expectations for business writing and communication - How co mmunication changes between organizational environments - Use of communication with co-workers, managers, etc. - How to write specific ideologies to others within a business for stronger influences and an understanding of the organizational environment 2.0 Critical Analysis of Curriculum Development 2.1. Needs Analysis The development of a curriculum for ESP in business writing and speaking is one which is not completely analyzed or understood. The development of this application began after the 1950s when English was diffused at an international