Study in UK

The University Transcript: A Comprehensive Description of the Details Included

Dilip Oak's Academy

Your transcript should contain the following:

  • a ‘bona fide certificate’ containing:
    • your name
    • the name of the college where you studied
    • the name of the course you studied
    • the duration for which you were at the university/college and date of completion of the course
  • the examination scheme which, includes details such as:
    • whether all subjects are compulsory or whether there are elective subjects, a project etc.
    • the number of semesters in the course and the duration of each semester
    • the duration of each lecture
    • the minimum marks required to pass in a subject
    • the maximum number of grace marks that may be given so that a student may pass or obtain a higher class
    • the score scheme used: grade point average (GPA) or aggregate percentage/class system
  • the ‘mark sheet’ section which, states:
    • the breakup of subjects studied in each semester
    • the number of hours per week for lectures and practical work in each subject
    • the maximum marks per subject
    • the marks you obtained in each subject
    • your total marks, percentage (or relative grade), class and relative rank in the class, college or university in each year
  • the highlights and history of your college or university (in brief)

Related Links

Recommendation Letters – Part 1: Who the Best Letters Come From

Dilip Oak's Academy

Recommendation Letters – What They are and Who You Should Get Them From

In the context of higher education in America, recommendation letters are statements by teachers, supervisors or employers which highlight your qualities, background and achievements and show that you are a good candidate for a doctoral or master’s program of studies.

To make sure that you are an applicant of good caliber every university will ask you to submit at least 3 recommendation letters along with your application form. If you are a student, these recommendation letters should come from teachers who have taught you important subjects or supervised relevant project work, research papers or seminars. If you are a working professional and your work experience is relevant to the field you plan to do your degree in, one letter can come from your immediate superior in the organization (if you have been working for a very long time then you can take letters from two people in organizations you have worked with, but at least one recommendation should be academic).

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All About The Resume – Part 1: Why You Must Send a Resume in Your Application Packet

Dilip Oak's Academy

 

Why Sending a Resume Matters

Resumes (pronounced re-syoo-mayz) are included in your application for an American university for three reasons:

  • firstly, to give the admissions committee a brief snapshot of your academic performance – academic performance carries great weightage in deciding whether you will be admitted or not and in some universities admissions committees form their first impressions of your academic performance by looking at your resume
  • secondly, to present your qualifications for a research or teaching assistantship – for this reason remember to attach a covering letter to your resume requesting that it be circulated to interested professors
  • thirdly, to provide details of projects, seminars, industrial training etc. that you could not include in your SOP because of the word limit

All About the Resume – Part 2: Make It Easy for Professors Select You

Dilip Oak's Academy

Why the Resume is Different from a Bio Data or a CV – and Why It Should Stay that Way

Note that the resume is different from a bio data or a curriculum vitae (CV) in several respects: whereas bio datas and CVs are all-inclusive, data bank-like documents written in chronological order, resumes are compact, focused documents written in reverse chronological order that highlight only the most relevant and important information for course (or post) being applied for. So, don’t turn your resume into a Bio Data or CV – that would defeat the very purpose of the document.

Your resume should contain only the relevant information because professors are busy people who are hard pressed for time: if you bury the information they need in a sea of irrelevancies they might lose interest – and you might lose a position they might otherwise have awarded you. In other words, don’t hide the information that tells them that you are the candidate that they are looking for: make sure that when they see your resume they can’t miss it.

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All About the Resume – Part 3: How to Create a Snapshot of Yourself in One Brief Page

Dilip Oak's Academy

Tips for Writing Resumes

A resume, like all other application documents, is designed to answer one crucial question: “Why should you be selected?” Of all the application documents (the SOP, the recommendation letters, and the transcripts), the resume answers that question in the briefest yet most comprehensive way. In order to achieve its goals, the resume must present the most important facts about you in their most concentrated form, in the smallest possible space. This will enable it to present a compelling snapshot of your strengths as a candidate and persuade the Admissions Committee that you are a good choice. Here are some tips that will help your resume to achieve its intended goals:

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A Few Great Tips on How to Tackle the GMAT DS Questions

Dilip Oak's Academy

 by our Quantitative Reasoning Faculty

In last time’s blog we looked at why DS is so important in GMAT. In this one we’ll take a look at the 3 key things that you need to do in order to tackle this unfamiliar question type. There are:

 

1. Learn the Options

The first step in learning DS is to get absolutely familiar with the options. Fortunately, in DS, this is easy because the five options are always as follows:

(A) Statement (1) alone is sufficient but statement (2) alone is not sufficient to answer the question asked

(B) Statement (2) alone is sufficient but statement (1) alone is not sufficient to answer the question asked

(C) Both statements (1) and (2) together are sufficient to answer the question asked, but neither statement alone is sufficient

(D) Each statement alone is sufficient to answer the question asked

(E) Statements (1) and (2) together are not sufficient to answer the question asked and additional data are needed.

 

2. Remember the Aim

Remember, in DS our aim is NOT TO FIND THE FINAL ANSWER to the question but  just to verify whether the INFORMATION GIVEN IN THE TWO STATEMENTS IS SUFFICIENT TO REACH TO THE FINAL ANSWER!

So while solving the question if, at any intermediate step, you realize that you can reach the final answer then QUIT and mark the option accordingly.

 

3. Understand the Approach

Now let’s have a look at how you should approach DS questions.

Step 1: Carefully Read the Question Statement and Find the Crux of the Question

After closely examining the question statement and before you read the information given in statements (1) and (2), ‘identify the crux of the question’. What I mean by ‘the crux of the question’ is the piece of information that is the key to the solution. Sometimes you have to think a little bit before you get it. But once you have it, it will lead you straight to the answer. For example, have a look at this question statement:

 

If x and y are distinct positive integers then:

 

 

 

 

 

(1) x = 2 (y + 3)

(2) x2 = y2 + 4

 

Now, if you have lost touch with maths, just the sight of that forest of terms is enough to want to make you give up. But again, remember that we are not at all interested in solving this inequality. We just need find out whether the expression on the left hand side is positive or not (that’s what is implied by >0) – and this is a much simpler matter! Further, in this mass of algebraic symbols is a key that reveals itself when you examine about the expression and think about it a little.

In order to get this key, the first thing to do is to carefully observe the question statement. First and foremost, it says, that x and y are distinct positive integers. This is a very important piece of information – and you’ll understand why in a moment. Secondly, if you observe the numerator of the expression on the left, it consists of additions throughout. Given both these pieces of information, the numerator has to be positive in nature: it is the sum of distinct positive integers (which is why the information about x and y was important). By the same logic, even the second bracket in the denominator has to be positive. The only unknown factor, therefore, is the first bracket in the denominator, i.e., (x – y) and this is what holds the key to the entire problem.

The entire expression will be positive if and only if (x – y) > 0, in short, if x > y. On the other hand, if x < y, the whole expression will be negative. So, the whole gigantic problem is reduced to an extremely simple question: is x > y? Once we have arrived at this conclusion, cracking the rest of the problem is really easy: any information about the relative magnitudes of x and y will be sufficient to arrive at the answer! Thus, in this case, the crux of the question (the key to the solution) is realizing that all we need to find out in order to answer this question is whether statements (1) and (2) allow us to decide whether x is bigger than y or vice versa.

Once you have reached this stage you are can confidently take on the options of this seemingly insoluble problem. The discussion above takes care of Step 1 of the approach i.e. carefully reading the question statement and finding the crux of the question. In the next post we’ll look at Step 2 of the approach: tackling the options in DS questions – and we’ll be giving you tips that will reduce the complexities to a few simple steps! Watch for the tips in our third DS blog post next week.