The personal statement tells reviewers who you are and why you are a good fit for Fulbright. A well-written statement can also account for unique situations or circumstances that are not explained in your other materials. A statement is distinctly different from a cover letter, resume, or CV. It’s important to mention that the statement does not come first in your application.
Once you have a draft, this worksheet will help you peer review or self-assess your personal statement to identify potential areas for revision.
Put simply, a one- or two-page (depending on your type of grant) document that outlines your Fulbright project and argues this project is feasible and justified. Specifically, you want to answer the who, what, where, when, why, and how of your project—if you are applying for an ETA grant, only answer the “when” if your host country award summary specifies to do so.
Once you have a draft, this worksheet will help you peer review or self-assess your Statement of Grant Purpose to identify potential areas for revision.
The purpose of this reflective activity is to track your growth as a writer, to share some discoveries with your group members, and to identify ways to grow as a writer, individually and even collectively. This activity consists of two parts: parts one and two each involve 10 minutes of individual writing, followed by group discussion of parts of your responses.
This handout will take you through a heuristic process aimed at developing an effective reflective writing assignment for students keeping in mind the expected learning outcomes.
Faculty who want to integrate writing into their courses can use high stakes assignments, low stakes assignments, or some combination of each. This handout defines each kind of writing and explains how you might integrate it into your course.
This worksheet is designed to help you articulate how you “see” — that is, how you identify, describe, analyze, or otherwise work with visible material — and what you expect students to do with visible materials in your courses. It guides you from the broad context of your discipline to the particular context of a specific course, and invites you to see the connections, and possible gaps, across those contexts.
This handout guides discussion facilitators in enacting inclusive practices like inclusive introductions, rapport building, and strategies for encouraging conversation.
This handout helps mentors learn how to build mentor-mentee relationships that take accound of meaningful differences across race, ethnicity, socioeconomic status, gender, sexual identity, and academic major .
This worksheet is designed to help incoming first-year college students learn a bit about writing at the college level. There are also scenarios where students can consider what they would do in difficult writing situations.
The handout breaks down some implicit expectations related to academic voice, such as when and how to use first-person writing, jargon, style, and sentence variation.
This checklist helps you evaluate the accessibility of a specific form of digital writing, ePortfolio websites, by reviewing the accessibility of your content and digital design.
The following meditation script, “Focus into Breathing,” can be used before you write as a way of slowing down a busy mind and focusing attention. Consider recording yourself reciting it in at a slow, measured pace.
This handout describes the meditative pause, or brief moments in which you deliberately stop writing and check in with your body, your breath, and your mind, before returning to write. It includes some advice for the appropriate attitude to bring to your writing and your meditative pauses, as well as several different examples of meditative pauses that you might build into your writing routine.
Writer’s block and writing anxiety can be fueled by self-defeating thoughts about writing that contribute to a cycle of worry, and they can be lessened by embracing empowering thoughts about writing. This activity helps you recognize your patterns of thought about writing and replace self-defeating thoughts with empowering ones to reduce the occurrence of writer’s block and writing anxiety.