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SOP Guidelines | Sample SOP | Resume Guidelines | Sample SOP | Admission Checklist | Business RECO Letter | Resume Sample | General RECO Letter


Admissions Check list

The main intake for all countries is August, Sep, June & February. Every university opens admissions for all courses that they offer, for the Sep intake. There is also a Mid-year intake offered by some Universities during July. It is important to keep in mind that, a university offering an intake in February might not necessarily offer all the courses that they have on list, during the mid year intake. Whether or not a University will offer a July intake can be found out on the university website , university brochures or from our career counselors. Some universities also follow November - summer intake. It is available only for limited number of universities and limited courses.

The following checklist will be helpful while applying to a university in the Abroad:

  • Resume/Bio-data
  • Statement of Purpose
  • Graduation Degree Certificate/Provisional Certificate (if applying for PG)
  • Transcripts of marks (If USA & Germany memo's should be from the university, the remaining countries attested copies acceptable)
  • Standard 12 mark sheet
  • Standard 10 mark sheet
  • 2 Recommendation letters from the college
  • Work experience letters (if applicable)
  • IELTS/TOEFL/GRE scorecard
  • Any other relevant certificates
  • Portfolio of work must also be included, incase of application for courses in art/design etc.

SOP Guidelines

Writing the Perfect SOP for Studying Abroad Statement of Purpose (SOP) is one of the most important elements of your overseas education application form. A relatively good SOP can get you admission in the overseas university of your choice. There are a few guidelines you have to follow while writing an SOP. What is a Statement of Purpose A Statement of Purpose is a mandatory write-up that you will include along with your application form. It will help brief the selection panel of the university on what sort of individual you are, your career objective, your professional interests and personal goals. Basic Guidelines

A Statement of Purpose helps the university assess your application; therefore, it is important for you to follow a few tips while writing your SOP. Given below are a few points you should include in your SOP.

  • Appropriate reasons for why you have chosen the university and the course you have applied for.
  • If you have any prior experience related to your current chosen subject; mention the details.
  • Add any professional/work experience you have acquired in the past.
  • Your personal goals, ambitions and motives should be summarized.
  • Mention the strengths or key points you feel you could add to the document that will support your application.

What to Include in Your SOP

The Statement of Purpose should be of approximately 350 - 400 words. The basic objective of a Statement of Purpose is to provide the reader an overview regarding yourself, your frame of mind and your English proficiency. Brief Introduction The introduction section should consist of your personal details, your philosophy and motto, a brief about your personality, your family, your key strengths and your interests.

Education Particulars

Mention your academic accomplishments in a sequential order from schooling to college with respective dates.

  • Include information on your internship, projects, research and development done related to the course you've proposed.
  • Academic awards, area of expertise, state or university ranks should be highlighted.
  • There must be a consistency between the past educational system you have studied and the one you are applying for.

Employment History

Prior work experience with regards to the proposed course must be mentioned. In the event of any breaks in your work period, convincing reasons should be provided.

  • Include information on your internship, projects, research and development done related to the course you've proposed.
  • Academic awards, area of expertise, state or university ranks should be highlighted.
  • There must be a consistency between the past educational system you have studied and the one you are applying for.

Career Goals

The objective of this segment is to stress importance on what your career pathway would be on course completion. As this forms the crux of the application, you have to give a pleasing yet convincing explanation for choosing the university and the course.

  • Explain how the university will help your short term and long term career aspirations from your point of view.
  • Mention your future career, whether you would like to start your own firm or run a family business or any other venture.
  • Your goals should be concrete and realistic.


Provide details on how you found out about the university and the course details. Make the conclusion crisp by requesting the university to give you admission in your proposed field study.

Other Tips

  • Before writing the Statement of Purpose, research the university thoroughly to get an insight of their education system.
  • Before submitting your SOP to the university, double-check it with your faculty or relevant people and make any changes that are required.

A perfect SOP will help you get into your dream university. Seek the guidance of overseas education consultants for ideas on how to write the ideal Statement of Purpose that is tailor made for your processing.

Resume Guidelines


The purpose of a resume is to disclose your accomplishments and qualifications to the admissions committee. Think of your resume as a promotional brochure about you. You need to show the committee what you have accomplished and where your experience lies. Your strategy should be to emphasize the experience and skills that a particular school is looking for. Your resume is also an example of your communication and organizational skills. Selecting the right format There are several acceptable formats for a resume. Based on the amount of your work experience, you can use one of the following formats


This is the most common resume style for people with significant work experience. In the Chronological format, the emphasis is placed on employment experience. The applicant's job history is presented in reverse chronological order, with the most recent jobs placed at the top of the list.


In this non-linear format, your skills and achievements are emphasized. Your employment history is summarized and linked to your skills and achievements. Your skills and previous relevant experience (including educational experience) are presented at the beginning of your resume. The Functional resume can be particularly effective if you've held a number of similar positions; it will allow you to highlight your skills rather than itemize what might be a redundant looking job history.


The Combination resume is simply a Functional resume with a brief employment history added. Educational qualifications are listed first, skills and accomplishments are still listed next; the employment history follows. You need to reveal where you worked, when you worked, and what your job position was. Emphasize your talents and show how you used them at the job.

School Specific

Some schools specify the format for the resume. In most cases, you will be asked to include all part-time and full time work experiences, research and project activities, extracurricular interests and community/ civil activities.

Resume writing tips

Keep it concise Resumes should be one page, if possible, and two if absolutely necessary to describe relevant work experience. Make your words count. Your use of language is extremely important; you need to sell yourself to a committee quickly and efficiently.

Avoid large paragraphs (over six or seven lines).

Use action verbs such as "developed" "managed" and "designed" to emphasize your accomplishments. Don't use declarative sentences like "I developed the or assisted in; leave out the "Avoid passive constructions, such aswas responsible for managing. It's not only more efficient to say 'Managed,' it's stronger and more active. Make the most of your experience The admissions committee is looking for future business managers and leaders. They need to know what you have accomplished to have an idea of what you can add to the program. Don't be vague. Describe things that can be measured objectively. Telling someone that you improved warehouse efficiency doesn't say much. Telling them that you cut requisition costs by 20%, saving the company $3,800 for the fiscal year does. Employers will feel more comfortable hiring you if they can verify your accomplishments. Be honest. There is a difference between making the most of your experience and exaggerating or falsifying it.

Don't neglect appearance Your resume is the first impression you'll make on the committee, and a successful resume depends on more than what you say; how you say it counts as well. Check your resume for proper grammar and correct spelling evidence of good communication skills and attention to detail. Nothing can ruin your chances of getting an admission more than submitting a resume filled with (easily preventable) mistakes. Make your resume easy on the eyes. Use normal margins (1 on the top and bottom, 1.25 on the sides) and don't cram your text onto the page. Allow for some breathing room between the different sections. Avoid unusual or exotic font styles; use simple fonts with a professional look. Eliminate superfluous details Unnecessary details can take up a lot of valuable space on your resume. Don't mention personal characteristics such as age, height, and marital status on your resume. This information is either irrelevant or is taken care of in other parts of the application. List your hobbies and interests and extracurricular activities if these are not covered elsewhere.

LOR Guidance

The recommendation letter is just another tool that a college or university will use to get to know their applicants a little better. Its purpose is similar to that of the college essay and interview as it can set you apart from the thousands of other applicants and bring you one step closer to receiving your acceptance letter. Unlike a poorly written essay or that interview gone wrong (not to say that it will happen to you), the great thing about a recommendation letter is that it always carries more weight than essays and interviews and it is usually always positive. But just because the letters might be positive doesn't mean that a college will find a recommendation letter meaningful.

An applicant might complete his application carefully, could have done his Statement of Purpose/Essays well, but if the recommenders do not provide a good insight on the applicant, it is most likely that he or she would be rejected for admission into good universities throughout the world. Hence, a strong and appropriate recommendation by the right people makes or breaks an applicant!


Colleges will usually provide three forms for recommendation letters that can be found inside their applications. Two recommendation letters will usually have to be given to teachers and the third to a guidance counselor. You should ask teachers who know you pretty well and have taught you in either your junior or senior year. Colleges may also allow additional recommendation letters that can be given to others such as those who know your special talents and character well (music or art teachers, coaches, etc.)

Some people and especially parents believe that recommendation letters from famous and important people in the community can be more influential in the admissions process. Such people may include community leaders, business people, politicians, religious leaders, and people from other walks of life. Though this may or may not be true in some cases, what is important is the content of the recommendation letter.


But it is most important to keep in mind that the recommendation letters must strongly endorse your qualities, and should strongly recommend you for admission to college, whoever writes it. That carries weight everywhere. It should be written by someone who has personal knowledge of you. Remember that a good strong recommendation letter carries a lot of weight. A luke warm letter will do little good.


Try to bring out your good qualities as much as possible. The admissions officers are trying to gauge your character and find out what sort of a person you are, your commitment to anything you undertake, and your qualities. Signs of qualities they are looking for in a good student include: Originality, Creativity, Sense of humor, Intelligence, Intellectual promise, Curiosity, Special talents, Studious, Excellence in studies, Hard work, Capacity for growth, Punctuality, Integrity, Independence of thought, Leadership abilities, Leadership potential, Social skills, Intuitiveness, Enthusiasm, Spirit of adventure, Kindness, generosity, Reliability, Ability to express yourself clearly, Effectively, and Concisely, etc. A good recommendation letter must bring out such of these qualities that you possess.


Hopefully when the time comes for you to start applying to college, you will have a good idea of what field of studies you will pursue your major. By knowing your major ahead of time, you will know which teachers to ask for a recommendation letter, but don't worry if you're still unsure.


When college season rolls around, chances are that teachers will be bombarded with tons of recommendation letters. To relieve some of the burden to teachers, you should ask your teachers ahead of time so that they have enough time to complete your letter and send it off to schools. You should also provide your teacher/referee with

(1) the respective college's recommendation form

(2) a stamped envelope addressed to the respective institution's admissions office, and

(3) a self-addressed stamped post card (addressed to you) with the teacher's/referee's name typed on the other side. When the college receives the completed letter from the teacher, they will acknowledge receipt and return the post card back to you. It is a good idea to give the teacher/referee a copy of your resume.

It is nice to keep those who recommended you updated on your situation once you have received the acceptance/rejection letter in the mail. Also let them know which colleges or universities that you got into and where you plan to go. They will appreciate it and they will be proud of you.

Sample SOP

Sample Postgraduate Statement of Purpose

The following statement of purpose was written for University of Wisconsin-Madison's PhD in American History. The instructions in the application materials regarding the statement are: 'Attach a statement describing your reasons for graduate study. Include a brief overview of your current degree goals, your professional aspirations, and your reasons for selecting a field of study.

I was born and raised in a city that can trace its roots back to the Roman legionary fort of Deva, in a house that dates back to the Reformation, and studied at a university that predated Columbus by three centuries. So what could America have that I didn't already have in abundance where I was. The first inkling of an answer to this question came when I started work on my first course of American history as an undergraduate at Oxford. It was then that I finally discovered what it was I wanted to do in life. When I returned to education after five years of working I was no clearer in my own mind as to what career I wanted to aim at. I selected a history degree because I was aware of a nagging absence of an understanding of how the world got to be the place it is today, and that I wanted to rectify. I set out with the intention of covering as wide a sweep of history as possible, with an emphasis on my own country, and also the country that had held a fascination for me since I was a child - America.

My first year on Britain and Europe was enjoyable, and told me I was more of a 19th century buff than a medievalist, but the variety helped give perspective. It was only when I started my first paper on American history that things became clearer. The sheer vigour, freedom and effervescence of what I was studying took my breath away. Britain does have a rich and glorious past, but in many ways it is now held back by its history, so set in its ways that change is extra difficult. America did not have that problem; it simply cherry picked the best bits from other systems, adapted it to its own needs, and never stopped moving forward. Such freedom was alien to me and to the system that introduced it to me, but it was refreshing and invigorating too. That same year I made several good friends amongst the visiting JYAs and visited them on their home turf, a trip that helped cement my fascination with America.

From then on it became clear what I really wanted to do - US history. My other courses, already chosen, were interesting and gave different perspectives, but I only really came alive when studying America. My plan to move into journalism once graduated was dropped and I went straight into a Master's course in American history. I wanted to broaden my understanding, and also see if I really was committed to further study. Certain aspects of my time at Sussex were dissatisfying, but one that wasn't was the enjoyment I got from the work, especially the independent research for my thesis. That is I why I write to you now. I am asking you to give me the opportunity to fulfil a wish, long cherished, of being able to study nothing but American history, taking the courses I want to take, with professors of my own choosing. That this decision has not been lightly taken is illustrated by the fact that if my application is successful I will be leaving friends, family and my own country behind for upwards of five years. My major interests lie in the 19th century, and focus on slavery and Native Americans. My MA thesis was an investigation of racist beliefs amongst the Five Civilised Tribes (FCTs) towards their black slaves, and the reasons for these beliefs. My conclusion was that these racist beliefs were a self-defence mechanism designed to differentiate themselves from blacks and thus move back up the racial hierarchy and avoid the worst excesses of white racism.

While I would envisage taking my MA thesis further to form the basis of my doctoral dissertation - I uncovered many interesting side-issues that I did not have the time to pursue in the course of my MA - my interests centre on slavery and its culture. One of the issues, for example, that I wanted to look at but never even had time to start was a comparison of slave culture under Native American masters as opposed to white owners. For this reason I would like to track certain elements of slave culture back to their African roots and see how many were adaptations and survivals of tribal culture in Africa.

Equally I would also like to do more research into Native American culture in order to see if there was any transfer of cultural traits from them to their slaves. Such transfer of cultural practices between groups would seem to offer a useful insight into the racial attitudes of the three groups as whole, with the adoption of African practices by Native Americans offering particular insight into their true attitudes toward Africans. If the FCTs did adopt African practices at an earlier stage in their joint history then it could be claimed that later racism by the FCTs towards their slaves was a result of the pressure of white attitudes upon them. Submission to such pressure would therefore indicate a willingness to assimilate and become more acceptable to the wider white society. The Seminole, for their amicable role towards runaways and blacks generally and animosity to assimilation, would be an integral part of such a study. A comparison of slavery as practised by Native peoples in other parts of the US - the Pacific Northwest for example - and also in Latin America would also be useful for my research.

My goal is to teach history - preferably at university level - and hopefully be able to convey to my students my own passion for the subject. The best teachers I have had in my academic career thus far have been those who's fascination and love of their own subject has shone through and animated them. There is no other feeling quite like the sudden rush of realisation and understanding when another piece of the jigsaw drops into place and the larger picture of which it is a part is drawn more closely into focus. If I could convey even a fraction of the buzz it gives me to make that connection and complete the picture then I could look forward to as fulfilling and satisfying a working life as anyone could lay claim to.

When I first started looking into possible destinations for doctoral work one of the first institutions recommended to me was Madison. Once I actively started researching the University I found the faculty helpful, interested, and swift to reply to any queries I sent. The Department also houses a multitude of specialists in all the fields I am looking to study. Professors Blackhawk for Native America; Professor Cronon for Native Americans, the West, and the Frontier; Professor Kantrowitz for southern culture, racism and white supremacy; Professor Lee on slavery; Professors Stern and Scarano for slavery in Latin America and the Caribbean respectively; Professors Spear and Thomas on Africa, its pre-colonial culture, and the Diaspora; Professor Cohen for Colonial and early America, Religion and Native Americans; Professor Boydston for westward expansion and Removal, as well as others in the broad categories of African-Americans, the South, and Africa.

From the website listings I also identified nearly 30 courses that I would be interested in taking, and the program would also enable me to further my knowledge of French, allow me the opportunity to sample anthropology or archaeology for use as an extra research tool. I also believe from my correspondence with faculty that there are already a couple of students at Madison working in similar areas to the one I propose.

Resume Sample




PHONE NO: xxxxxxxxxx

OBJECTIVE: To pursue master's degree that suits my interests and qualifications and gain knowledge by learning depth in the subject I have taken up.



Presented a paper on "fuel cells" at 6th national convention of ISTE(Indian society of Technical Education) conducted by JNTU, HYDERABAD And also participated in regular debates and group discussions conducted in the college


Attended Adventure course at HMI, DARJEELING as contingent leader
Achieved NCC, ARMY WING 'B' Certificate,
Represented school at zonal level football tournament (south zone) during 1999-01




I have done a project titled "GENERATION OF EPICYCLIC GEAR TRAINS(using rotational isomorphism)" under the guidance of Dr. A. C. RAOB. E.(hons), M. E, M. E, Ph. D, D. Sc.... Generally joining various gears and arms in various fashions can form many gear trains.

Up to now gear trains we use have only four links and only one defined output. If we increase the number of joints, defining the output becomes difficult, because of the complexity in identifying the similar schematics. Until recently researchers used trail and error methods to identify similar gear trains from a bunch of them having same number of links, greater then four. But there are some mathematical relations and computer algorithms, which can be used to identify the similar gear trains, which have links greater than four. We found out various gear trains that have similar output and having 10 links and 3 degrees of freedom using isomorphism technique. This technique has two parts, incident graph isomorphism and rotational graph isomorphism. We continued the project, which was left by our senior colleagues who have filtered the graphs using incident graph technique, which is half way through the synthesis process. We further filtered the graphs using rotational graph technique and also using a mathematical relation known as rotational hamming matrix. By rotational graph technique the synthesis process will be completed. The next step analysis is the process that follows.


NAME :**************
FATHER'S NAME :**************
MOTHER'S NAME :**************
DATE OF BIRTH :**************
PRESENT ADDRESS :**************
LANGUAGES KNOWN :**************
PHONE NO :**************
EMAIL :**************

I declare that the above-mentioned information is true and correct to the best of my knowledge.

Business RECO Letter

Business School

Business schools are primarily interested in recommendations from professors who know the applicant and his/her academic work, as well as from employers.

Note: Schools which usually only accept applicants with several years or more of full-time experience often place greater importance on letters from employers. They are interested in summary estimates of the applicant's general promise as a student of business. The more the evaluation reflects real knowledge of the applicant and his/her performance, the more useful the letter is to the business school admissions committees and thus to the applicant. The letter should address the following

Interpersonal skills and leadership ability: How effective is the candidate in establishing and maintaining relationships. How well does he or she work with and/or through supervisors, peers and subordinates. How do you assess the applicant's ability to lead, ability to delegate responsibility, sensitivity to those less competent and potential for future success as an administrator. Has the applicant demonstrated willingness to work in a team environment.

Personal achievements: Has the applicant sought or created opportunities to make use of his or her native ability and how effectively has he/she exploited it. How do the applicant's achievements compare to those of his/her peers.

Candidate's insight into his or her own assets and liabilities: Will the applicant accept constructive criticism? Will he/she accept a challenge with self-confidence, admit mistakes and ask for help when needed.

Intellectual qualifications: What is your assessment of the applicant's analytical skills and ability to grasp new ideas? Has the applicant's academic record been affected by any special circumstances such as work or academic background? Does the applicant have the ability to apply his/ her knowledge creatively?

Ability to communicate: Is the applicant an effective writer, Does the written work submitted demonstrate a mastery of the conventions of English Is the written material clear, well-organized and forceful? Is the applicant articulate in oral expression?

Industry and self-discipline: To what extent does the applicant possess the traits of persistence, efficiency and motivation? Is there any reason to doubt the applicant's diligence as a student?

Potential for the study of business: What is your prediction of the applicant's probable performance in the study of business? How well do you think the applicant has thought out plans for graduate study? Among others recommended for business school, how does this candidate rate?

General RECO Letter

Guidelines for Writing Recommendations for

Academic Graduate School

Indicate how long you have known the applicant and in what capacity. Graduate schools are primarily interested in recommendations that come from professors who know the applicant and his/her academic work as well as from employers. They are primarily interested in faculty members' summary estimates of the candidate's general promise as a graduate student. The more the recommendation reflects real knowledge of the applicant and his/her performance, the more useful the letter is to the graduate school admissions committees and thus to the applicant. The letter should address the following questions

Intellectual characteristics: How do you rate the applicant in overall intelligence? How well does the applicant learn and retain information? What is your assessment of the applicant's skill in analysis and logic? What is the applicant's ability to deal with complex or abstract matters? Does the applicant show evidence of creativity? Has the applicant's academic record been affected by special circumstances such as work, social or academic background?

Knowledge of field of study: What is the applicant's depth and breadth of knowledge in the field? Does he/she know how to use the methods in the field of study or have the experience in research? Where applicable, does the applicant have the requisite laboratory techniques?

Ability to communicate: Is the applicant an effective writer? Does the written work submitted demonstrate a mastery of the convention of English? Is the written material clear, well-organized and forceful? Is the applicant articulate in oral expression?

Industry and self-discipline: To what extent is the applicant persistent, efficient and motivated? Is the applicant able to work independently? Is there any reason to doubt the applicant's commitment to graduate study or diligence as a student?

Personal effectiveness:Does the applicant possess the qualities of maturity and personal adjustment requisite for graduate study? Would you choose the applicant for graduate study under your tutelage? Does the applicant enjoy the trust and respect of fellow students and peers?

Potential for graduate study: What is your prediction of the applicant's probable performance in graduate school? Does he/she have any specialized skill or studies in the field? Does the applicant have an aptitude for the chosen field? How does this applicant rate with other candidates who have been evaluated?

Courses Offered by World Wide Universities - Department Wise
Computer Engineering
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