Teaching Assistant Professor Application Essay

University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

Instead of focusing on the different types of writing styles they will encounter in college and the workforce, most of the writing instruction students receive in their underclassman English courses at Carrizo Springs High School is primarily focused on preparation for the English Language Arts Texas Assessment of Knowledge and Skills Written Composition test, which has standards that are different than the outcomes they will be expected to accomplish in their dual credit English class and future college writing courses. Therefore, there must be a method implemented at Carrizo Springs High School and Southwest Texas Junior College to help students become more successful in dual credit English before they even step foot in that class. Students must understand that how they perform in that class will have an effect on their

Pachler, N., Barnes, A., and Field, K., 2009, Learning to teach Modern Foreign Languages in th

Thank you for your time today to interview me for the position of an administrative assistant to you and all the diverse departments that you manage. I appreciate the opportunity to learn more about Global Payments, to meet you and to see that Hannah is enjoying her work.

I am a recent graduate from the University of Oregon with majors in psychology and sociology with a minor in business. While sitting in my child development class learning how a child’s brain is shaped and molded throughout its life, I had an epiphany. The education and support a child receives from school has a dramatic impact on their future. That moment ignited a passion to improve the support and education all children receive. I am applying for the Educational Assistant IB position to start my journey to make my passion into a reality. This position will allow me to make an immediate positive impact on the lives of students today while gaining experience and knowledge to impact the students of the future.

In 1984, Stephen North penned a landmark essay, “The Idea of a Writing Center.” In it, he wrote about writing centers’ struggles to be understood and emphasized the transactional, synchronous conversation about writing that most writing centers focus on as their mission. Current writing center scholarship still cites this article regularly. Its content has withstood the test of time, and the writing center experiences North transcribed are still relevant today. We work with many students who are well prepared for a writing center session, and of course, we have our regular clientele who clearly find value in our assistance. But we also frequently work with students who don’t understand what we do. Here at Union Institute & University, students send us brief emails, simply attaching a paper. Some include a note; some don’t. Sometimes students ask us to edit their papers or they’ll ask us to correct an essay and return it. Sometimes they tell us who they are;

Students need this same type of determination when they are writing. This is especially true for EL students. Based on research there are three main principles for effectively teaching EL students: “(1) generally, effective practices are likely to be effective with ELs. (2) ELs require additional instructional supports. (3) The home language can be used to promote academic development” (Goldenberg, 2013, p. 5). In this paper, I am going to highlight a few writing best practices that are research based to use within a classroom setting that are particular successful for EL students.

I write to express my interest in the Office Administrative Assistant position at Baxter Korea because I have a few related work experiences: office admin, secretary and back-up receptionist.

I am writing to apply for the Chadbourne Residential College Assistant Director position, after reading the position description I believe that this position is a great match for my strengths, skills, and passions. I am looking for a position that allows me to use strengths on a daily basis, but that will challenge me to learn and grow as a professional, I believe this position is that “fit” that I am seeking. Please allow me to elaborate on how my experiences and transferable skills, meet the qualifications of the position.

I am writing in reference to the open position of Administrative Assistant at Second Wind Dreams. I believe that my varied experiences and education have given me the skills necessary to be a successful candidate for the position.

A learner’s ability to communicate effectively through writing to his/her target audiences is a major prerequisite for academic success. It is also a major pillar of success in one’s career across all areas of practice. Even though, writing clearly is critical to one’s academic and career success, I have not always loved writing. In fact, for a long time I despised writing. At one point, I had a feeling that my writings skills were bound to remain stagnated throughout my life. However, time has proven that I was wrong. My attitude and outlook towards virtually all genres of writing has changed positively. The various helpful methods I

Please accept my application materials for the Assistant Professor position advertised in the ____ employment exchange. I have arranged for my letters of recommendation, transcripts, professional references, and department evaluations to be sent directly to you if needed. Currently, I am a doctoral candidate in the department of Criminal Justice at the University of Louisville having completed all degree requirements but my dissertation. The program has provided many opportunities for me to gain research and teaching experience making me well-suited for this position. I am particularly interested in this position because of the opportunity to continue conducting quality research, teaching students, and serving the discipline of criminal justice at a well-respected University.

While an undergraduate, I learned most not from classes or extracurriculars but from teaching students and editing their papers as a writing tutor—however unacademic or uncool that may sound. Working for Scribbr will, I imagine, allow me an even richer education than the one I received teaching in the Writing Center. Expanding upon and elaborating what I learned as a writing tutor, I want to help graduate students with their dissertations so I can again work across disciplines and push myself outside of my intellectual comfort zones. I want to again force myself to craft language that meets the rigorous specificity of good academic writing. I want to again challenge the workings of my own mind by inhabiting how others think, learn, investigate, and write. Tutoring more graduate students, in addition to undergraduates, would illuminate my curiosities and interests all the more, gifting me with a job more than rewarding.

decided to pursue a CSE doctoral degree in the US later because his long-term career goal was to become a professor in the CSE discipline. His strong motivation stimulated him to actively participate in his professors’ research and create opportunities to practice his English. In his fourth college year, he voluntarily engaged in two research projects and presented results at a CSE conference in Taiwan. In addition, he sometimes wrote assignments and exam questions in English to practice his English writing. Nevertheless, he reported that he did not receive training in English academic writing. His instructors also did not provide writing feedback so he was unable to learn from the practices. Moreover, English courses he took centered more

The professional development of a teacher can be a challenging task yet not impossible. During the process of this course I have learned how to face this challenge. However developing my own ideas and style of language teaching is still a work in progress. As a prospective language teacher I take in all methods and principles this course as given me. In doing so I believe it will make me a better professional. This course has presented me with some thoughts ELT teachers need to have once the period of formal training is over.