Medical School Secondary Application Essays - Secondary Application

Medical School Secondary Application Essays - Secondary Application How to Survive Secondary Application Season How to Survive Secondary Application Season Every harried med school applicant knows it: secondary application season is upon us. You’ve come so far already: you got the grades (even in organic chemistry!), you took the MCAT, you nailed your AMCAS personal statement, and you’re steeling yourself for the grueling schedule of interview season. You’ve probably spent your life acing tests and nailing first impressions, but few among us are truly prepared for the sheer volume of writing required by secondary applications. First, the good news: when a school invites you to submit a secondary application, you’ve already made the first cut! But don’t rest on your laurels because thousands of your peers will also receive secondaries. Now for the bad news (because we know a little competition doesn’t scare you): You often have a very short window to respond (maybe a few weeks) and there are a LOT of questions to answer. Secondaries also tend to come out at random intervals. As they pile up, deadlines become increasingly hard to make (or even remember). So as things heat up this secondary application season, we’ve got some tips to help you stay motivated, organized, and even ahead of the curve. Keep a calendar. We know, we know, you’ve been managing deadlines for your entire academic career. But whether you keep a meticulously color coded Google Calendar or simply have a spidey sense for approaching deadlines, secondaries can still take you by surprise. So set up a system that’s easy for you to understand, maintain, and reference. It could be as simple as a running list of deadlines written on a whiteboard or pinned by your desk. Or if you’re more of a spreadsheet type, maybe you set up a database of all the secondary application information you need from deadlines to prompts and word limits. Whatever you do, make sure it’s set up in a way that clearly shows you when the next deadline is and how much work you have to get done by then. The constant reminders may seem stressful or annoying, but you’ll thank us when you’re juggling 30 different questions for 5 different schools. (Yes, this could really happen.) Look for overlap. Although medical schools can ask a lot of questions on their secondary applications, they aren’t always original. After all, you’re going to be a doctor, not a journalist. Some common questions that tend to crop up repeatedly are (in CEA’s own words): Why do you want to study medicine at [insert literally any med school]? What makes you different? What will you contribute to the school community that your fellow applicants won’t? AND/OR What aspect of your background or upbringing makes you unique? AND/OR What are your interests outside of medicine and science? Describe a time when you had to collaborate with others (and what you learned). Describe a challenge or failure you have had to overcome (and how you did it). As you see questions like these begin to pop up in your secondary applications, flag them. Star the drafts in Google Drive (or your filing system of choice). Highlight them in the aforementioned spreadsheet. Do whatever you need to do to remember where they are and what you wrote because, chances are, you’ll be able to recycle and tweak them in other applications. In an ideal world, you won’t have to write anything from scratch when you get down to your last few applications. You’re welcome. Brainstorm preemptively. Don’t wait for an invitation to get started. We’ve already given you an idea of what to expect so you might as well get ahead of the curve. Just because you haven’t come across a question about collaboration yet doesn’t mean you’re in the clear! Even setting aside 15 minutes a day to brainstorm bullet points or freewrite on each of the broad themes listed above will give you a huge advantage. No need to write a fully-formed, perfectly punctuated essay at this point. Just having a ready supply of good ideas (and maybe even a few preliminary paragraphs) is enough to grease the wheels and keep you moving forward. Pick a priority. As we’ve been saying: secondaries come at you fast. The simplest option is to muscle your way through your applications in the order you receive them, but it may not always be the smartest. To optimize your essay-writing, prioritize your work by deadline, then by desirability, and finally by length. Yes, this is like triage. Here’s the breakdown: Deadline: Missing a deadline is probably the worst case scenario, so make due date your top priority. Secondaries don’t always come out in deadline order, but your handy calendar will keep you on track. (Again, you’re welcome.) Desirability: If a few schools have the same deadline, you’ll have to decide where to focus your attention first. You only have so much bandwidth, so be selfish: Which school appeals to you most? Which has the best reputation? Those are the applications you should work on first. (Chances are, by the time you get to the others, you’ll already have some solid content to recycle.) Length: All other things being equal, work through overlapping prompts in order of word count. As you prepare to remix, recycle, and tweak your writing to fit different questions and requirements, keep in mind that it’s always easier to cut material than to embellish after the fact. Starting with your longest word counts and whittling them down will ultimately save you time and effort, but it’s not worth working this way if it will prevent you from meeting a deadline or devoting enough attention to your dream school. And that is it, dear applicants! Your complete survival guide to secondaries season. Now go forth and power through! About Thea HogarthView all posts by Thea Hogarth » Need help getting started? We're here to help. GET IN TOUCH »

Life Experiences And Hardships Through Figurative Language

Many poets use their writing to show different life experiences and hardships through figurative language or portraying alternative themes. These commonly include, darkness versus light, the coming of age, love, death, isolation and much more. With the combination of symbols and metaphors, authors use poetry to explore the deeper meanings and connections of the world. The twentieth-century poet, Elizabeth Bishop used poetry to prove her connections with the world, while also identifying her own personality and experiences. A variety of her poems like, â€Å"The Fish,† â€Å"One Love,† and â€Å"In The Waiting Room† connect to various stages of her life. Drawing on her past, Bishop was able to use relatable situations to create images of true life in†¦show more content†¦With age, she also discovered a love for poetry, art, and music. Bishop entered Vassar College in Poughkeepsie, New York from 1930 to 1934. In her last year of college, Bishop graduated, lost her mother to mental illness, met Marianne Moore who later was a big part of her life, and began her adventures traveling. After graduating, Bishop found herself exploring the cultures of Key West, Paris, Mexico, Brazil, North Africa, and Ireland for almost two decades. Within that time, Bishop gathered the inspiration to write multiple poems and books to jumpstart the fame in her writing career.. Shortly after traveling the world, Bishop set sail on a sea voyage across the world, eventually settling in Brazil with her partner Lota de Macedo Soares for the next 20 years, until Soares took her own life in 1967. She also spent a great deal of time suffering from severe asthma and increasing alcoholism due to her childhood experiences Once she overcame her alcoholism, in 1970, Bishop continued publishing her writing and became a teacher at Harvard University in Boston, Massachusetts until she retired. Throughout her lifetime, she was awarded seven honorary degrees and offered over a dozen fellowships and prizes. Some of these included being one of the first women and Americans to win the Guggenheims and the Neustadt International Prize for Literature, the Pulitzer Prize, and the National Book Award in Poetry. Bishop’s reputation increased afterShow MoreRelatedPerseverance In The Glass Castle, By Jeannette Walls957 Words   |  4 PagesWalls illustrates the beneficial effects of perseverance through the use of figurative language, symbolism, and imagery. The Glass Castle is a memoir written about the dysfunctional family of Jeannette Walls. Being that her family situation was one of neglect, irresponsibility, and poverty, Walls had to endure many hardships which shaped her as a person. Initially, the beneficial effects of perseverance are elucidated by way of figurative language. For being in one of the most desolate places on earthRead MoreCrow Testament Analysis1627 Words   |  7 PagesFate As seen throughout Sherman Alexie’s work, despair and hardship caused by European influences among Native peoples is a common issue that seems to be a reoccurring element in his work. Through the use of figurative language, Alexie is able to transcribe those issues onto paper by using metaphors and illusions to describe emotions conveyed by the Native peoples. Sherman Alexie is a Native American writer that is influenced by his experiences while growing up on the Spokane Indian Reservation in theRead MoreAnalysis Of Elie Wiesel s Auschwitz 1153 Words   |  5 PagesThe main character, Elie (also the author), shares his experience in concentration camps. He and his father underwent all sorts of misery, from starvation, to hard labor, death marches, and plenty more. Having the opportunity to share his experience, the author emphasizes certain topics. Elie Wiesel uses diction, setting, and figurative language in Night to demonstrate how basic survival instincts are brought out in human beings when facing life threatening situations. Elie utilizes the literaryRead MoreAnalysis of London by William Blake Essay991 Words   |  4 Pagesbut it allows the readers to connect to the emotions of the poet and to a point experience what it would have felt to live in that era. This is the case with William Blake’s poem London. London not only describes the horrid condition of England’s lower class during the industrial revolution but it also connects this description with a strong emotion response from the speaker. Blake’s stylistic and structure choices through out the poem paint a dark and morbid view of London but the emotion of the poemRead MoreThe Struggle of the People of Haiti in Edwidge Danticats Novel Krik? Krak!1204 Words   |  5 Pagesin Haiti, grew up hearing stories about her homelands past. She learned about the hardships and struggles her elders went through in Haiti. Danticat composed nine short stories that reveal the unmasking truth of what it was like in the previous gen erations to keep the history of her home country alive. Within the characters in these stories, she describes the inequality, cruelty, and pain that the people went through. Even though these nine stories are all different, Danticat relates them to eachRead MoreEssay on Hardships in Birches by Robert Frost1013 Words   |  5 PagesHardships in Birches by Robert Frost In any life, one must endure hardship to enjoy the good times. According to Robert Frost, the author of Birches, enduring lifes hardships can be made easier by finding a sane balance between ones imagination and reality. The poem is divided into four parts: an introduction, a scientific analysis of the bending of birch trees, an imaginatively false analysis of the phenomenon involving a New England farm boy, and a reflective wish Frost makes, wantingRead MoreAnalysis Of The Poem Song Of Myself 1 2 `` By Walt Whitman And Slant Of Light ``985 Words   |  4 PagesI will compare â€Å"Song of Myself 1 2† by Walt Whitman and, â€Å"Slant of light† by Emily Dickson by analyzing each poems themes, structure, and figurative language. Death in an inevitable part of the life cycle. Before the human soul passes into the spiritual world every person sees a â€Å"Slant of light†, which represents heaven opening its gates to your soul. Dickson foresees death, and is not at peace with an uncertain afterlife. â€Å"That oppresses, like the Heft of Cathedral Tunes† Every person faces theRead MoreLondon s Personal Experience Of The Alaskan Gold Rush1606 Words   |  7 Pagestheir homes to search for gold in the Yukon. One of these many people was a well-known American author, Jack London. London’s personal experience of the Alaskan Gold Rush is clearly shown in two short stories he wrote about the event, â€Å"Love of Life† and â€Å"To Build a Fire†. These two short stories demonstrate London’s vivid style through the use of figurative language, measurements, point of view, and tone; these stories and their themes about nature’s power over man are also clearly influenced by movementsRead MoreMartin Luther Kings I Have A Dream Speech1538 Words   |  7 Pagesmuch farther they still need to go, in hopes of inspiring change and improving society for future generations. King’s signature oration and skillful use of diction are part of what make his speeches memorable. Through the utilization of ethos, pathos, and logos, diction, and figurative language, Martin Luther King Jr. delivers a profound speech that touches the hearts and minds of many. In Martin Luther King’s, â€Å"I Have A Dream† speech, he provides the audience with an emotional display of countlessRead More Themes Of Unity In The Grapes Essay1489 Words   |  6 Pagesfarmers. The Joads are forced off of their farm in Oklahoma by the banks and drought, and they, like many other families of the time, head out for the promised land of California. They endure much hardship along the way, and they finally make it to California only to find that work is scarce and human labor and life are cheap. Tom Joad, the eldest son in the family, starts the book freshly out of jail and slowly evolves from selfish goals to a sense of an ideal worldly purpose in uniting people against

Amendments For The United States - 1562 Words

Scott Poole Dr. Carlson Govt 101 October 19, 2015 Term Paper on Amendments Amendments are what hold this country together and need to be maintained. The social contract makes the assertion that the people give up a few of their freedoms and rights in exchange for protection (Barbour Wright, 2014). This idea of freedom for the people spread to the new colonies. These new colonies gradually developed into more advanced systems of freedoms and equalities. Initially, the United States had no power in the central government with the Articles of Confederation. This led the U.S. to form the U.S. Constitution. The Constitution establishes a checks and balances system and separation of powers. The constitution is still used to operate under and is a living, breathing document. In this living document are the Bill of Rights, which guarantee civil liberties. The first ten amendments are some of the most important amendments. From freedom of speech and freedom of the press to guaranteeing that the people hold power not given to the states or government, the first 10 amendments are the premise of the nation. The government is ideally set up to support these amendments; however, in recent times, some amendments may seem unsupported by the government. The first amendment has been imposed upon in more recent times with things such as free speech zones in colleges and laws such as the Federal Restricted Buildings and Grounds Improvement Act of 2011 (H.R 347). The Federal RestrictedShow MoreRelatedThe Amendment Of The United States1848 Words   |  8 PagesThe Bill of Right is the aggregate name for the initial ten Amendments of the United States Constitution, which limits the United States federal government. These restrictions serve to secure and protect the natural rights of liberty, including: freedom of religion, speech/press, assembly, and right to petition (seen in the First Amendment). The Founding Fathers needed to guarantee that no man could obtain unwarranted power, which could encroach on an individual’s rights – the rights that came fromRead MoreThe Second Amendment Of The United States1725 Words   |  7 Pagesâ€Å"Americans are deeply divided over the Second Amendment. Some passionately assert that the Amendment protects an individual’s right to own guns. Others, that it does no more than protect the right of states to maintain militias† (Cornell). The Second Amendment of the constitution gives citizens the right to bear arms, and is therefore one of the most important laws of the nation. This amendment holds an important value to our nation because, it prevents tyranny but, it also protects, spreads, andRead MoreThe Amendment Of The United States Constitution833 Words   |  4 Pagescensorship or restraint can be considered as a basic provision enshrined in the First Amendment to the United States Constitution. To elaborate, the first amendment to the constitution prohibit the legislative arm of government in making of any law abridging the freedom of speech, infringing on the freedom of the press and prohibiting the petitioning for a governmental redress of grievances. Post this amendment, there have been several cases where the Supreme Court has been required to interpretRead MoreThe Second Amendment Of The United States1472 Words   |  6 PagesGun Control The Second Amendment of the constitution of the United States was adopted on December 15, 1791. â€Å"A well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed† (Gun Control Laws). There is controversy on the exact meaning of the Second Amendment. There is also a lot of controversy surrounding guns and gun laws, and what could be done to prevent gun violence and mass shootings in our country. There has toRead MoreThe First Amendment Of The United States1647 Words   |  7 PagesFirst Amendment: Where It Originated and How to Protect It On September 17, 1787, the United States Constitution was signed by delegates to the Constitutional Convention in Philadelphia, who were directed by George Washington. The 1787 convention was called to draft a new legal system for the United States now that the states were free and colonized. This new Constitution was made to increase federal authority while still protecting the rights of citizens. It established America’s National GovernmentRead MoreThe Second Amendment Of The United States874 Words   |  4 PagesWhen comes to the second question’s answer; the citizens of the United States take power from the Second Amendment of the Constitution to get a gun. Second Amendment of the United States that was adopted in 1791 emphasizes, â€Å"Every individual was granted the right of gun ownership and bearing gun† (Diaz, 54). For those citizens who want to buy a gun can put their constitutional rights forward so that all barriers can easily be eliminated in front of owning a gun. People may want to have a gun dueRead MoreThe Amendment Act Of The United States1030 Words   |  5 Pages While there are many amendments to the U.S. Constitution that have impacted our society and nation, I believe that the 19th amendment to the Constitution is one of the most important events in our history. The 19th amendment states, â€Å"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.† (1) There are several reasons why I find this amendment to be important, and I will discuss each point. Women have been fightingRead MoreThe Second Amendment Of The United States1513 Words   |  7 PagesThe Fourth Amendment states in part â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated†¦.† 14 United States Code 89 gives the U.S. Coast Guard authority to boar d, inspect, or seize any U.S. vessel on the high seas or in U.S. territorial waters. The Supreme Court has ruled not every search or seizure requires probable cause or a search warrant, however, these are the exception to the rule. The CoastRead MoreThe Second Amendment Of The United States1367 Words   |  6 Pagesthe Second Amendment date back to the turn of the twentieth century because so many viewpoints and regulations have accumulated; it is all in the manner of which interpretation citizens subscribe to- loose verses strict interpretation. Due to the controversies, certain gun regulations have been enacted and fears have risen because of this. In the Second Amendment of the Constitution of the United States, it states, â€Å"A well regulated militia, being necessary to the security of a free state, the rightRead MoreThe Second Amendment Of The United States1666 Words   |  7 PagesIntroduction The fourth amendment of the United States Bill of Rights states that â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.† (â€Å"Bill of Rights†). Within the text of this amendment, the word ‘unreasonable’ is one

An Explanation of Spring and Fall Free Essays

An Explication of Spring and Fall: To a Young Child Hopkins starts his poem, Spring and Fall: To a Young Child, with a question to a young girl, perhaps his granddaughter: â€Å"Margaret, are you grieving[? ]† (line 1). This quotation suggests that Margaret is watching the leaves fall from the trees in the fall and is sad to see the leaves go. Margaret is a young child, and in being young, she would have no knowledge of the seasons and why the leaves are falling. We will write a custom essay sample on An Explanation of Spring and Fall or any similar topic only for you Order Now â€Å"Over Goldengrove unleaving? (line 2), Goldengrove may be metaphorical for her childhood and her lack of knowledge in life and death, because Goldengrove sounds very playful and beautiful like a garden or playground. †Leaves, [like the things of man]/ With [her] fresh thoughts care for, can you? † (line 3 and line 4), once again Hopkins uses questioning his poem, asking the young girl how she could care about such unimportant things as leaves. With line three of his poem, Hopkins also implies that Margaret is showing characteristics of man by caring about the leaves. He continues that idea in: â€Å"Ah! s the heart grows older/†(line 5). Hopkins is trying to tell Margaret that as she grows older into womanhood, her heart will as well. â€Å"It will come to such sights colder. † (line 6), this idea is even further continued in line six, where Hopkins tells Margaret that leaves falling from a tree is only the beginning of her sadness, because as she get s older, she will see worse things than that. â€Å"Nor spare a sigh/[Though worlds of] wanwood leafmeal lie†(line 8) Hopkins tells Margaret that as she grows older and sees how bad things are she will not dare to cry at the sight of fallen leaves ever again. But, Hopkins assures her that she will indeed still cry, â€Å"Now no matter, child, the name† (line 10). Hopkins then tells the child that she won’t know or be able to verbalize why she feels so sad: â€Å"Nor mouth had, no nor mind, expressed† (line 11). Hopkins continues with â€Å"It is the blight man was born for,† (line 13) meaning that everyone is born to do one thing, and that is die. As Hopkins’s poem comes to an end, the last line reads, â€Å"It is Margaret you mourn for. † (line 14). This says that Margaret will mourn her whole life away, grieving about her own unavoidable demise, and that she will never even realize that is why she is sad. How to cite An Explanation of Spring and Fall, Essay examples

World War I Essays (175 words) - Presidency Of Woodrow Wilson

Most thought that the war was not their problem it was a foreign problem, and they had no reason to enter it. People were fine living their lives and wanted to keep the peace they had. And President Woodrow wanted to maintain an isolationist/neutral policy. That would not last long soon they would enter the war. The war came about when countries wanted to conquer land for themselves. So they used aggressive action on other countries. The United States wanted to stay neutral but the Germans built U-boats and a one had sunk the Lusitania ship that had Americans aboard, also a telegram that came through that read ?That Kaiser was offering military aid to Mexico to help reclaim Texas, Arizona, and New Mexico?. The President needed to help Great British and to try and find a way to still make peace in the world. The problems that started the Great War had to be solved and President Woodrow Wilson wanted the United States to show other nations the errors of their ways.

Knowing How and When to Correct Students in Class

Knowing How and When to Correct Students in Class A crucial issue for any teacher is when and how to correct students English mistakes. Of course, there are a number of types of corrections that teachers are expected to make during the course of any given class. Here are the main types of mistakes that need to be corrected: Grammatical mistakes (mistakes of verb tenses, ​preposition use, etc.)Vocabulary mistakes (incorrect collocations, idiomatic phrase usage, etc.)Pronunciation mistakes (errors in basic pronunciation, errors in word stressing in sentences, errors in rhythm and pitch)Written mistakes (grammar, spelling and vocabulary choice mistakes in written work) The main issue at hand during oral work is whether or not to correct students as they make mistakes. Mistakes may be numerous and in various areas (grammar, vocabulary choice, the pronunciation of both words and correct stressing in sentences). On the other hand, correction of written work boils down to how much correction should be done. In other words, should teachers correct every single mistake, or, should they give a value judgment and correct only major mistakes? Mistakes Made During Discussions and Activities With oral mistakes made during class discussions, there are basically two schools of thought: 1) Correct often and thoroughly 2) Let students make mistakes. Sometimes, teachers refine the choice by choosing to let beginners make many mistakes while correcting advanced students often. However, many teachers are taking a third route these days. This third route might be called selective correction. In this case, the teacher decides to correct only certain errors. Which errors will be corrected is usually decided by the objectives of the lesson, or the specific exercise that is being done at that moment. In other words, if students are focusing on simple past irregular forms, then only mistakes in those forms are corrected (i.e., goed, thinked, etc.). Other mistakes, such as mistakes in a future form, or mistakes of collocations (for example I made my homework) are ignored. Finally, many teachers also choose to correct students after the fact. Teachers take notes on common mistakes that students make. During the follow-up correction session, the teacher then presents common mistakes made so that all can benefit from an analysis of which mistakes were made and why. Written Mistakes There are three basic approaches to correcting written work: 1) Correct each mistake 2) Give a general impression marking 3) Underline mistakes and/or give clues to the type of mistakes made and then let students correct the work themselves. Whats All the Fuss About? There are two main points to this issue: If I allow students to make mistakes, I will reinforce the errors they are making. Many teachers feel that if they do not correct mistakes immediately, they will be helping reinforce incorrect language production skills. This point of view is also reinforced by students who often expect teachers to continually correct them during class. The failure to do so will often create suspicion on the part of the students. If I dont allow students to make mistakes, I will take away from the natural learning process required to achieve competency and, eventually, fluency. Learning a language is a long process during which a learner will inevitably make many, many mistakes. In other words, we take a myriad of tiny steps going from not speaking a language to being fluent in the language. In the opinion of many teachers, students who are continually corrected become inhibited and cease to participate. This results in the exact opposite of what the teacher is trying to produce: the use of English to communicate. Why Correction Is Necessary Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to  teach  them. If they only want conversation, they will probably inform us, or, they might just go to a chat room on the Internet.  Obviously,  students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all  is to make  correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on  correction  and accept that f act. However, these activities should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. Finally, other techniques should be used to make correction not only part of the  lesson  but also a more effective learning tool for the students. These techniques include: Deferring correction to the end of an activityTaking notes on typical mistakes made by many studentsCorrecting only one type of errorGiving students clues to the type of error they are making (in written work) but allowing them to correct the mistakes themselvesAsking other students to remark on mistakes made and then explain the rules by themselves. A great technique for getting teacher pets listening instead of answering each question themselves. However, use this with caution! Correction is not an either/or issue. Correction needs to take  place  and is expected and desired by students. However, the manner in which  teachers correct students  play a vital role in whether students become confident in their usage or become intimidated. Correcting students as a group, in correction sessions, at the end of activities, and letting them correct their own mistakes all help in encouraging students to use English rather than to worry about making too many mistakes.

The Imperfect Tense in Spanish

The Imperfect Tense in Spanish The imperfect tense in Spanish is the tense that expresses action in the past that has not been completed, that occurred habitually or frequently, or that took place over an indefinite period of time. It contrasts with the preterite tense, which expresses​ an action that took place at a definite time or has been completed. English does not have an imperfect tense per se, although it has other ways of expressing the concept of the Spanish imperfect, such as by context or by saying that something used to happen or was happening. The preterite and imperfect tenses are often referred to as the two simple past tenses of Spanish. The imperfect tense can also be contrasted with the perfect tenses of Spanish, which refer to completed action. (Although the usage is no longer common, the English perfect is sometimes a synonym of complete.) Spanish has past perfect, present perfect and future perfect tenses. By itself, the term imperfect tense usually refers to its indicative form. Spanish also has two forms of the subjunctive imperfect, which are nearly always interchangeable. The imperfect is known as the pretà ©rito imperfecto in Spanish. Forming the Imperfect Tense The indicative imperfect is conjugated  in the following pattern for regular -ar, -er and -ir verbs: Hablar: yo hablaba, tà º hablabas, usted/à ©l/ella hablaba, nosotros/nosotras hablbamos, vosotros/vosotras hablabais, ustedes/ellos/ellas hablaban.Beber: yo bebà ­a, tà º bebà ­as, usted/à ©l/ella bebà ­a, nosotros/nosotras bebà ­amos, vosotros/vosotras bebà ­ais, ustedes/ellos/ellas bebà ­an.Vivir: yo vivà ­a, tà º vivà ­as, usted/à ©l/ella vivà ­a, nosotros/nosotras vivà ­amos, vosotros/vosotras vivà ­ais, ustedes/ellos/ellas vivà ­an. The subjunctive form in more common use is conjugated as follows: Hablar: yo hablara, tà º hablaras, usted/à ©l/ella hablara, nosotros/nosotras hablramos, vosotros/vosotras hablarais, ustedes/ellos/ellas hablaran.Beber: yo bebiera, tà º bebieras, usted/à ©l/ella bebiera, nosotros/nosotras bebià ©ramos, vosotros/vosotras bebierais, ustedes/ellos/ellas bebieran.Vivir: yo viviera, tà º vivieras, usted/à ©l/ella viviera, nosotros/nosotras vivieramos, vosotros/vosotras vivierais, ustedes/ellos/ellas vivieran. Uses for the Imperfect Tense One of the most common uses of the present tenses is to tell of past actions that did not have a clear beginning or end. These may involve situations or repeated actions that occurred over an indefinite period of time. A simple example is Asistà ­amos a la escuela or We attended the school. Use of the imperfect tense indicates that it is unimportant when the attendance began and ended- in fact, asistà ­amos could be used even if the speaker is still a student at the school as long as the students attended in the past. Note that there is a subtle meaning of difference from the preterite equivalent, Asistimos a la escuela, which also could be translated as We attended the school. The preterite suggests the speaker no longer attended the school, or that the reference is to a specific time. Similarly, the imperfect is used in specifying the background of another event. For example, Nos conocimos cuando asistà ­amos a la escuela, or We met each other when we were attending the school. Conocimos is in the preterite from because it refers to an incident that occurred at a specific time, but the background portion of the sentence uses the imperfect. Translation of the imperfect to English depends on the context. The most frequent translations for asistà ­amos include we attended, we used to attend, we were attending, and we would attend. Sample Sentences Using the Imperfect Tense Spanish imperfect verbs (in boldface) with possible English translations are shown below. Él cantaba. (He used to sing. The English translation shows how the activity occurred over an indefinite, extended period of time.)Ella escribà ­a la carta. (She was writing the letter. Note that in this and the above example, out of context the verb doesnt indicate when or even whether the action came to an end.)Yo conocà ­a a Eva. (I knew Eva. Conocer can mean to know or to meet. The use of the imperfect here shows that the activity took place over an indefinite period of time, so knew makes sense here.)Una mujer murià ³ en el hospital mientras estaba bajo custodia. (A woman died in the hospital while she was in custody. This sentence shows the use of the imperfect for background.)Cuando era estudiante, jugaba todo el tiempo. (When he was a student, he would play all the time.)Dudo que mi madre comprara alguna vez esa revista. (I doubt that my mother ever bought that magazine. The imperfect is used here because the possible event wouldnt have happened at a particular time.)U n gran buffet estaba a la disposicià ³n de ellos para que comieran todo lo que quisieran. (A huge buffet was at their disposal so they could eat whatever they wanted. Note how the context requires different ways of translating the subjunctive.) Key Takeaways The imperfect tense is one of the two Spanish simple past tenses, the other being the preterite.The imperfect tense is used when the beginning and end of the action are unknown, unspecified, and/or unimportant.One common use of the imperfect is in describing events that serve as background for another event.