去加拿大讀書的學(xué)生，需要認(rèn)真的準(zhǔn)備好自己的個人陳述，這是個人優(yōu)勢展示的輔助材料。跟著出國留學(xué)網(wǎng)了解一下加拿大留學(xué)申請需不需要準(zhǔn)備個人陳述？
書寫技巧
開始要趁早
一般要給自己4-6周的時間來寫這個人陳述。不是因為你在兩天之內(nèi)寫不完，而是為了避免時間太短促，個人壓力很大，因而影響發(fā)揮，而且我們需要時間得到反饋。如果你是一個拖延癥患者，給自己的寫作設(shè)置一個期限，基本上就一周左右吧（這樣距離申請還有三周的時間），必要的時候才能有時間檢查和修改。
留意你的字?jǐn)?shù)，可以幫助你更好的突出自己的優(yōu)點
有不少同學(xué)，洋洋灑灑的寫了好幾千字，事實上，沒有老師愿意閱讀這么多字的。當(dāng)你留意你的字?jǐn)?shù)統(tǒng)計列表時，你會有意識的將一些不重要的內(nèi)容刪除掉，留下更重要的內(nèi)容，幫助你突出自己的優(yōu)點。
充足的時間，才能寫好PS
如果你下周就是截止期了，那么你要準(zhǔn)備郵寄雅思托福成績單，從教務(wù)處開本科成績單，從學(xué)院里開出各類證明材料，你很可能沒法專心寫作的。
因此，至少準(zhǔn)備幾個星期，來慢慢寫作你的個人陳述。由于你是初次寫作，會走很多彎路，浪費掉一些時間，所以早點動手，是個不錯的選擇。
注意使用一些高級詞匯，但是別走太遠(yuǎn)了
比如，用accomplish代替do， 這樣會顯得你的語言水平更高一些。但是，不要使用GRE的長難句來寫作。
不要請母語為英語的人寫作
PS是需要你個人提交的材料。而你作為一個，英語非母語的人，寫的東西有瑕疵是非常正常的。找母語人士寫，小心過猶不及了。
自我反思時間
簡單寫一寫為什么是你的理由：你有一些什么樣能拿得上臺面的個人興趣、天賦和能力，讓你在眾多申請者中脫穎而出。
了解學(xué)校
找出你申請的學(xué)校什么方面最有名，最驕傲的部分是什么，證明為什么這個學(xué)校適合你與你的興趣發(fā)展。運用這些知識儲備向招生負(fù)責(zé)人展示你有多了解學(xué)校，這些成績對你而言究竟代表了什么意義。舉個例子，你感興趣的學(xué)校剛好有一個很大型的本科研究項目，告訴他們你很愿意成為那個項目的一份子（前提是那個項目對你的專業(yè)學(xué)習(xí)有幫助）。如果學(xué)校里有一位你特別喜歡的老師，你想要跟他/她一起學(xué)習(xí)，一起合作，那么就在你的陳述中寫出來。
英語范文
It is my conviction that the meaning of life does not dwell in the length of time that one can live or the material abundance that one can acquire， but in the richness and the wonderfulness of life itself. With the increase of my age， many things in my life have changed. But one thing remains constant， that is， I will consistently insist on doing what I like to do and hope that my endeavors can be valuable to the life of others. I see this as the only way whereby I can realize the value of my life.
My undergraduate study focused on economics and I achieved remarkable scholastic performance in this field. My GPA is 3.44 （my GRE score is 2020 and TOEFL---- ）. For four consecutive years of my undergraduate study， I received scholarships for my distinguished academic performance. Due to my equally prominent performance in extracurricular activities I was conferred on the Outstanding Student in Campus Activities. However， honestly speaking， my real interest lies not in economics， but in education. Ever since I was a primary school student， I had cherished a strong desire for a teaching career exemplified by my teachers. In the actual teaching career that I embarked on upon my graduating from university， I have become increasingly aware that the existing educational conditions in China are far from satisfactory. The backward teaching methodology and the prevailing pedagogical ideology have rendered Chinese education out of place with the modern international development in education. On the macro level， the current education theory and practice in China lag significantly behind advanced countries in the West. For instance， though education via the internet has achieved considerable development in past two years， in practical operation such education has more often than not deteriorated into an extended form of the conventional examination-oriented education instead of a really interactive process. In my personal experience， despite the fact that some of the problems that I have encountered in my teaching career can be solved by consulting relevant technical literature， I have found that the more serious flaws inherent in China＇s current educational system cannot be worked out easily. Under such circumstances， an advanced program in education becomes necessary.
In this age of information， traditional education， both in its ideology and methodology， has met unprecedented challenge like many other aspects of human existence. Meanwhile， the pursuit for higher levels of educational development and of the quality of life has largely transformed the educational value orientation of the general public. The educational model that is centered around the cognitive and intellectual instruction has been seriously questioned. Greater attention has been devoted to the cultivation of well-developed personality and to the ontological status of the individual in education. Such issues as the internal studies of education science， scientific decision-making in education， and meta-education have also been increasingly emphasized upon. There have also been innovations in educational research methodology. The tendency has been to combine modern technology with humanistic research categories and with naturalistic research categories， and to organically integrate qualitative descriptions with quantitative descriptions. It is also important to carry out educational experimentations in which educational predictions are complemented by educational feedbacks. Both the complexity of education and the complexity of human individuals have made the comprehensive application of diverse educational approaches necessary. Those new horizons are what fascinate me.