申请耶鲁大学的Essay范文：Dramatic flair 来源：互联网 作者：未知 时间：2012-12-13 阅读次数： 277

摘要：申请耶鲁大学的Essay范文：Dramatic flair

本文为成功申请美国耶鲁大学的Essay范文，作者为Alexander Dominitz，题材类型为The Arts。

Essay范文点评与分析 Dramatic flair

This essay requires a little background. The author, Alexander Dominitz, directed a play at a local elementary school. The reader can figure out the context as the essay goes forward, but the author relies on the rest of his application to fill in nuts and bolts information (such as the fact that the production was his idea, and that he convinced the principal at the elementary school to endorse it). Note the skillful pacing. The essay covers the length of the show, and Alexander uses digressions into his own thoughts to give the reader a sense that time is passing. Says Alexander, "They're asking you to write about yourself…The subject you know best. Just write from the heart and everything will be all right."

申请耶鲁大学的Essay范文 by Alexander Dominitz

"Please turn off all cell phones and pagers. Thank you, and enjoy the show." As the echo of my voice subsided, I seized the walkie-talkie that lay resting on the stool and raised it to my mouth. "Justin," I whispered, "kill the lights." I had just enough time to nod to the sound crew, signaling them to start the overture, before the stage went completely black. As Mendelssohn boomed from the speakers, my fingers fumbled around in the dark until finding the curtain chord. I began to pull downward, hand-over-hand, until the curtain revealed the court of the Duke of Athens. Kelsey's voice sounded from stage right: "Now, fair Hippolyta, our nuptial hour draws on apace…"

Breathe. As I leaned against the stage door, the journey that had brought me to this moment replayed in my memory: months of planning with the school's administration—outlining goals and creating schedules; hours of meeting with the faculty—enlisting the art department to build sets and begging English teachers to postpone projects; weeks of rehearsals, preparing the kids for the rigors of "opening night"; even the video that I wrote and filmed over a marathon-like weekend in order to advertise the endeavor. And finally…all my pessimistic friends who challenged my excitement with their disbelief: "Junior high school students? Shakespeare?" Then I thought, "But just look at them now!" Nina projects on stage—the smallness of her voice ceases to inhibit her performance. Chris watches his blocking—his awkward stance a distant memory. Amber now gestures with purpose—gone are the nervous habits that once characterized each movement. Garret knows every single line by heart—no longer will I be making the 10 p.m. house calls to help him memorize. But what about Brian? Little Brian…. I just don't know. Always so quiet and shy…have I reached him?

The Mendelssohn sounded again: time for intermission. I resumed my scurrying, taking down trees and bringing on columns, fixing loosened safety pins, freshening up faded makeup, and answering

questions from the crew: "When do you want the spotlight in 4:1?" "What about the throne and the benches?" "Have you seen my donkey ears?" Suddenly, I felt a tug at the leg of my jeans. I turned

around, and there was Brian, looking up at me with round, brown, hopeful eyes. In his usually timid voice, I heard a tone of determination. "Was that good? What can I do better for the next act?" I hugged him, reassured him, sent him to his entrance place, and rushed behind a curtain before anyone could see my tears of joy.

End of Act 5. As the lights came up for the curtain call, the audience rose in standing ovation. The faculty advisor tapped me on the shoulder. "It's your turn…get out there!" I looked out at the stage apron from my post at the curtain, smiled, and shook my head. "No," I said. "This is their moment."

They finished their bows, and as the curtain closed, all twentyfive seventh and eighth graders jumped up and down shouting, "We did it! We did it!" Hugs, laughter, and tears gushed from everyone—actors, technicians, and stagehands alike. I just stood there and watched, not daring to disrupt the spectacle, for I was witnessing the burst of elation that only those who have just created something beautiful can know. This was my bow. I did not need the audience's reaction to gauge the impact. I could see the results for myself. I can teach. I can inspire. I can touch lives. That's all that matters.

Alexander Dominitz attends Yale University.

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SAT考试阅读练习题:ReadingComprehensionTest11

8question12minutes

IchosetowanderbyBethlehemHospital;partly,becauseitlayonmyroadroundtoWestminster;partly,becauseIhadafancyinmyheadwhichcouldbebestpursuedwithinsightofitswalls.Andthefancywas:Arenotthesaneandtheinsane5equalatnightasthesanelieadreaming?Arenotallofusoutsidethishospital,whodream,moreorlessintheconditionofthoseinsideit,everynightofourlives?Arewenotnightlypersuaded,astheydailyare,thatweassociatepreposterouslywithkingsandqueens,andnotabilitiesofall10sorts?Dowenotnightlyjumbleeventsandpersonagesandtimesandplaces,asthesedodaily?Saidanafflictedmantome,whenIvisitedahospitallikethis,‘Sir,Icanfrequentlyfly.’IwashalfashamedtoreflectthatsocouldI-bynight.Iwonderthatthegreatmaster,whenhecalledSleepthedeath15ofeachday’slife,didnotcallDreamstheinsanityofeachday’ssanity.

1.ItcanbecorrectlyinferredthatBethlehemhospital

IisveryclosetoWestminster

IIhaspatientswhoareregardedasinsane

IIIisaplacetheauthorhasvisitedbefore

A.Ionly

B.IIonly

C.IIIonly

D.IandII

E.I,IIandIII

2.Theauthormakeshispointwiththeaidofallofthefollowingexcept

A.rhetoricalquestions

B.personalanecdote

C.allusion

D.frequentuseofmetaphor

E.repetitionandparallelconstruction

Now,itisclearthatthedeclineofalanguagemustultimately

havepoliticalandeconomiccauses:itisnotduesimplytothe

badinfluenceofthisorthatindividualwriter.Butaneffect

canbecomeacause,reinforcingtheoriginalcauseandproducing

5thesameeffectinanintensifiedform,andsoonindefinitely.

Amanmaytaketodrinkbecausehefeelshimselftobea

failure,andthenfailallthemorecompletelybecausehe

drinks.Itisratherthesamethingthatishappeningtothe

Englishlanguage.Itbecomesuglyandinaccuratebecauseour

10thoughtsarefoolish,buttheslovenlinessofourlanguage

makesiteasierforustohavefoolishthoughts.

3.Theexampleofthemanwhotakestodrinkisusedtoillustratewhichofthefollowingideasintheparagraph?

A.foolishthoughts

B.theslovenlinessoflanguage

C.politicalandeconomiccauses

D.aneffectbecomingacause

E.badinfluences

4.Theauthorwouldmostlikelyagreethat

A.individualwriterscanneverhaveabadinfluenceontheEnglishlanguage

B.impreciseuseoflanguageislikelytomakeprecisethoughtmoredifficult

C.theEnglishlanguageisuglyandinaccurate

D.alllanguagedeclinesforpoliticalreasons

E.failuregenerallyleadstomorefailureinadownwardspiral

Paragraphone

Allthesoundreasonsevergivenforconservingothernatural

resourcesapplytotheconservationofwildlife–andwith

three-foldpower.Whenaspendthriftsquandershiscapitalit

islosttohimandhisheirs;yetitgoessomewhereelse.

5Whenanationallowsanyonekindofnaturalresourcetobe

squandereditmustsufferareal,positiveloss;yet

substitutesofanotherkindcangenerallybefound.Butwhen

wildlifeissquandereditdoesnotgoelsewhere,like

squanderedmoney;itcannotpossiblybereplacedbyany

10substitute,assomeinorganicresourcesare:itissimplyan

absolute,deadloss,gonebeyondeventhehopeofrecall.

Paragraphtwo

ThepublicstillhasahazyideathatNaturehasanoverflowingsanctuary

ofherown,somewhereorother,whichwillfillupthegaps

automatically.Theresultisthatpoachingiscommonly

15regardedasavenialoffence,poacherstakenred-handedare

rarelypunished,andwillingearsarealwayslenttothecry

thatrichsportsmenaretryingtotakethebreadoutofthe

poorsettler'smouth.Thepoorsettlerdoesnotreflectthat

hehimself,andallotherclassesalike,reallyhavea

20commoninterestintheconservationofanywildlifethat

doesnotconflictwithlegitimatehumandevelopment.sat

5.Theauthorofparagraphoneprobablyusestheexpression‘three-foldpower’

A.becausetherearethree-timesasmanyreasonsforconservingwildlife

B.tobemoredramaticthatsaying“double-power”

C.toemphasizethecontrastbetweenlossofmoney,lossofotherresources,andlossofwildlife

D.tostresstheneedforsavingmoney,resourcesandtime

E.toindicatethemagnitudeoftheproblemwithoutintendingtheexpressiontobetakenliterally

6.Fromthecontext,theword‘venial’inparagraphtwomostnearlymeans

A.major

B.criminal

C.frequent

D.trivial

E.natural

7.Bothparagraphsapparentlyimplythat

A.thereisnosourcefromwhichwildlife,onceexterminated,canbereplaced

B.poachersmustbepunished

C.wildlifehasmuchincommonwithothernaturalresources

D.conservationisinconflictwithhumandevelopment

E.preservingwildlifeisexpensive

8.Itcanbeinferredthatthespendthriftinparagraphoneandthepoorsettlermentionedinparagraphtwoarealikeinthattheyare

A.inconflictwiththeaimsofconservation

B.inclinedtowastenaturalresources

C.moreconcernedwiththepresentthanthefuture

D.unabletocontroltheirspending

E.unawareofconservation

答案：

1.CorrectAnswer:B

Explanation:

Weknowthatthehospitalisontheauthor’sroadtoWestminster,butthereisnoinformationabouthowlongtherouteis,andsowecannotsaythatitis“veryclose”.Wecannotsaythattheauthorhasvisitedthisparticularhospitalbeforesincewearetoldonlythattheauthorhas“visitedahospitallikethis”.Butitisclearthatthehospitalpatientsareregardedasinsane,henceonlystatementIIiscorrect.

2.CorrectAnswer:D

Explanation:

Checkeachterm:rhetoricalquestionsarethere(theyarequestionsusedforeffectratherthantoelicitananswer).Personalanecdoteisnarrationoftheauthor’sownexperiences,atechniquethattheauthorusesbothinreferringtohispreviousvisittoasimilarhospitalandinthenarrationofhiswanderingonenight.Allusionisindirectreferenceandisusedwhentheauthorreferstothe‘greatmaster’.Repetitionandparallelconstructionarethere(youcanfindmanywordsrepeated,andthequestionsareframedinparallelways).Butthereisnometaphor.Ametaphorisanimpliedcomparison,forexample,ifwedescribeapersonasa“rockintimesoftrouble”weareusingametaphor,becauseapersoncannotactuallybearock.

3.CorrectAnswer:D

Explanation:

Theexampleisinsertedtomakeclearertheratherabstractideaintheprevioussentence.Theideaisthataneffectcanbecomeacause.Inthisexampletheinitialdrinkingisaneffectoffeelingafailure,butthedrinkinginturnbecomesthecauseoffurtherfailure.

4.CorrectAnswer:B

Explanation:

AnswerBiscorrectbecauseitconveyswhattheauthormeanswhenhesays“theslovenlinessofourlanguagemakesiteasierforustohavefoolishthoughts”.Notehowthe

words“slovenlinessofourlanguage”inthetextareparaphrasedas“impreciseuseoflanguage”.Theword“never”makesanswerAtoostrongtobecorrect.AnswerCisagaintoostrongbecausetheauthorisalertingustothefactthelanguagebecomesuglywhenwethinkfoolishly,anddoesnotstatethatthewholelanguageisugly.Disobviouslytoogeneralized,andsoisE(notethewords“all”and“generally”thathelpusidentifytheseasincorrect.)

5.CorrectAnswer:C

Explanation:

Theterm“three-foldpower”isarhetoricaldevice(oneusedforeffect)tohelppreparethereaderforthethreestagesinhisargument,stagesinwhichheshowsthatlossofwildlifeismoreseriousthanlossofnaturalresourcesotherthanwild-life,andlossofmoney.

6.CorrectAnswer:D

Explanation:

Ifacriminaliscaughtred-handedandyetnotpunished,itimpliesthatthecrimeisnottakenseriously.Hencewecansaythatpoaching(stealinganimalsfromsomeoneelse’sland)wasnotregardedasserious.Thewordintheanswerchoicesthatmeans“notserious”istrivial.

7.CorrectAnswer:A

Explanation:

Inparagraphoneweareclearlytoldthatwildlifeoncelostcannotbereplaced(goneevenbeyondthehopeofrecall).Thesecondtellsusthisinanindirectway:thepublichasawrongideathatthereisawaythatNaturecanfillthegaps.Fromthiswecaninferthattheauthorofparagraphtwobelievesthatthereisnowaytoreplacelostwildlife.Inanycasetheotheranswersareeasytoeliminatebecausepoachersandhumandevelopmentarenotinpassageone,othernaturalresourcesarenotintwo,andexpenseisinneither.

8.CorrectAnswer:C

Explanation:

Thespendthriftwastesmoneysothatitisnotavailabletohisdescendents(butmoneyisnotanaturalresource,soeliminateanswerB).Thepoorsettlerdoesnotthinkabouttheneedtoconservewildlife(butthatisnothingtodowithspending,soeliminateD).Wearenottoldwhetherthespendthriftisevenawareofconservation,soeliminateAandE.Ciscorrectaswastingmoneynowwithoutregardtotheneedsoffuturegenerations,islikepoachinganimalsnowwithoutregardtofutureneeds.

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