"This semester," bellowed the teacher as he addressed the room of high school seniors, "I will make you all chemists." The class let out a collective groan. The teacher continued unfazed. "You will all have to complete a real research project using the facilities of local universities." Like most of my classmates in the AP Chemistry course, I dreaded the huge amount of work that loomed before me. Little did I know that this work would help determine my future. In the months ahead, I committed more time to this one course than I ever had before, poring over chemistry textbooks and working in the laboratory into the early hours of the morning. I always had an inkling that my future lay in science and technology, and this experience proved it beyond question. The methodical laboratory preparations, the interweaving of theory and practice, and the tangible results of a successful experiment all appealed to my disciplined and inquisitive nature. By the end of my senior year, I had developed a solid foundation in the principles of chemistry, and just as my teacher had promised, I was on my way to becoming a chemist.

Despite my growing interest in chemistry, I still harbored dreams of becoming a fighter pilot in the United States Air Force at the time of my high school graduation. Even as I spent my evenings in the laboratory for AP Chemistry, I woke up early in the morning to run and do a routine of sit-ups and pushups. I was preparing for the rigorous physical and mental demands of the Air Force Academy. Over the course of previous summers, I had experienced the sweeping rush of glider school and had soloed in my first motorized aircraft. I hoped for the challenging life of an Air Force pilot and was on my way to making it a reality through sweaty self-discipline and intense mental focus. On one sunny afternoon, I saw a thick letter with a Colorado postmark in my mailbox. I was now a cadet at the Academy.

As with all military institutions, the first years at the Academy were intensely demanding. Strenuous endurance tests, high-level academic work, and hazing by upperclassmen made a junior cadet's life extremely trying. Nonetheless, I thrived during these years because I never lost my sense of focus or my love of chemistry. Even as I dreamed of being a fighter pilot, I found my chemistry courses to be highly engaging and challenging. All cadets were given a choice of academic tracks, and I had chosen science and engineering. As in high school, I worked in the laboratory late at night and ran early in the morning. Whenever I got fatigued, I just remembered how close I was to fulfilling my goal of becoming a pilot.

After a visit to the ophthalmologist one day, my dreams of airborne glory were abruptly shot down. My vision did not meet the Air Force standards required of pilots. It was a crushing blow, and at first I did not know what to do. Nonetheless, I knew that I was not without direction. Once again, my life pushed me towards studying chemistry. This was a subject that I knew I would enjoy, so I packed up my science textbooks, threw away my flight training manuals, and headed back to my hometown college, the University of Texas at Austin (UTA).

As much as I had loved chemistry before, my studies at UTA convinced me that I had found the right vocation. I was particularly inspired by Dr. John Rove. Like my high school chemistry teacher, Dr. Rove knew that the best way to instill an appreciation for the field was through active research and meaningful laboratory work. He believed that one should never learn from a book what one could learn from a beaker, flask, or Bunsen burner. As soon as I explained my experience and interest in the field to him, he offered me a position in his group doing research on the decomposition mechanisms of electro-optic dyes. The research I performed involved finding suitable organic dyes for electro-optic modulators. After months of grueling work and wise guidance from Dr. Rove, I was ready to present my research at regional and national meetings of the American Chemical Society. Networking with chemists from around the country allowed me to glimpse not only other possible fields of chemical research, but also the potential career options I might want to pursue. Had it not been for Dr. Rove's personal guidance and help, I doubt that my future career plans in chemistry would be as clear as they are today.

Because of my two-year commitment to the United States Air Force, I was unable to apply to graduate school directly after college. Instead, I spent two years serving as an intelligence officer. From this job, I have greatly improved my analytic ability, communication skills, pressure management techniques, and patience as a researcher. Like chemists, intelligence officers often have to construct coherent models of reality from incomplete pieces of data. This position has offered me insights and training that no classroom setting could match. Nonetheless, I am ready to return to my first love, chemistry.

Although my life has taken some unexpected turns in the last few years, the field of chemistry has been an unwavering companion and a source of intellectual interest. Whether it was discovering research in high school, learning advanced chemical theories at the Air Force Academy, or presenting my findings at meetings of the Chemical Society, the lure of studying physical structures has always guided my decisions. My advanced research in electro-optic modulators and my course work in classes such as Molecular Orbital Theory have given me the analytical ability, laboratory skills, and theoretical knowledge to excel in a rigorous doctoral program. During my Ph.D. studies, I intend to focus on inorganic and materials chemistry in order to design new materials for use in industry. By a stroke of fate, the weak vision that prevented me from becoming a fighter pilot allowed me to envision my future as a successful chemist.

評(píng)語(yǔ)：

這篇文章的與眾不同之處在于作者的專業(yè)目標(biāo)經(jīng)歷過(guò)這種轉(zhuǎn)變，最終定位化學(xué)的。但這種決定并不是盲目和無(wú)奈的，而是在經(jīng)歷過(guò)各種專業(yè)研究和實(shí)踐后，在放棄飛行員職業(yè)目標(biāo)后，更加堅(jiān)定地選擇的。正是因?yàn)檫@些波折，使得作者對(duì)化學(xué)的熱愛(ài)更加強(qiáng)烈。文章雖然提到一些關(guān)于飛行員的事，但是絕大多數(shù)的篇幅和例子其實(shí)都是有關(guān)化學(xué)學(xué)習(xí)的。所以這是一篇主線明確、主題非常深刻，事例層層深入的好文章。

譯文：

老師走進(jìn)我們高年級(jí)教室時(shí)大聲說(shuō)道：“這個(gè)學(xué)期，我將使你們?nèi)汲蔀榛瘜W(xué)家”。教室里傳出一片噓聲，老師并沒(méi)有絲毫的狼狽，繼續(xù)說(shuō)：“你們每個(gè)人都將在大學(xué)中使用那里的先進(jìn)器械，完成一項(xiàng)真正的研究項(xiàng)目”我和許多上AP化學(xué)課程的同學(xué)一樣，對(duì)于將要面臨的繁重作業(yè)十分頭疼。我當(dāng)時(shí)覺(jué)得這堂課的研究項(xiàng)目不會(huì)對(duì)我將來(lái)的發(fā)展有幫助。在那之后的幾個(gè)月里，我比過(guò)去花了更多的時(shí)間在這個(gè)課程上，無(wú)數(shù)次地翻閱化學(xué)課本，在實(shí)驗(yàn)室里做實(shí)驗(yàn)直到第二天凌晨。我對(duì)自己的將來(lái)漸漸產(chǎn)生一種模糊的概念：我可以在科學(xué)技術(shù)方面有所發(fā)展。而這段研究的經(jīng)歷也一定程度地證實(shí)了我的想法。我在實(shí)驗(yàn)前作過(guò)系統(tǒng)的準(zhǔn)備，將理論靈活運(yùn)用于實(shí)踐并成功得出了一些比較切實(shí)可行的答案。這些與我嚴(yán)謹(jǐn)、好學(xué)的個(gè)性是分不開(kāi)的。在高中畢業(yè)前，我已經(jīng)培養(yǎng)了很扎實(shí)的化學(xué)基礎(chǔ)。正如我的老師所說(shuō)的，我正努力著去成為一個(gè)化學(xué)家。

雖然對(duì)于化學(xué)的興趣漸漸濃厚起來(lái)，我中學(xué)畢業(yè)時(shí)還是曾考慮過(guò)成為一個(gè)美國(guó)空軍的戰(zhàn)斗機(jī)飛行員。在每晚熬夜在實(shí)驗(yàn)室里做AP化學(xué)課程作業(yè)的那段期間，我還會(huì)每天早起出去跑步、做一些仰臥起坐和俯臥撐，為了空軍學(xué)校嚴(yán)格的體能與知識(shí)要求做準(zhǔn)備。去年夏天，我去過(guò)許多規(guī)模很大的滑翔機(jī)學(xué)校，并且有了屬于我自己的小飛機(jī)。我向往空軍飛行員那種充滿挑戰(zhàn)的生活，希望能夠通過(guò)自己的強(qiáng)化訓(xùn)練和各種心理準(zhǔn)備，最終能夠?qū)崿F(xiàn)這一愿望。在一個(gè)陽(yáng)光燦爛的下午，我看見(jiàn)一封蓋有科羅拉多州郵戳的厚厚的信在我的郵箱里，信里告訴我說(shuō)，我已經(jīng)成為了一個(gè)軍事院校的學(xué)生了。

和所有的軍事學(xué)校一樣，在學(xué)院里第一年的學(xué)習(xí)對(duì)學(xué)生就有很高的要求。強(qiáng)度很大的忍耐力測(cè)試、難度很高的學(xué)術(shù)任務(wù)以及受高年級(jí)學(xué)生欺負(fù)，這些使我的軍校生活異常艱難。盡管如此，我還是順利完成了這些年的學(xué)習(xí)，而且我從未放棄過(guò)對(duì)化學(xué)的熱忱的追求。雖然我夢(mèng)想成為一個(gè)戰(zhàn)斗機(jī)飛行員，但我發(fā)現(xiàn)化學(xué)其實(shí)更加吸引我，更有挑戰(zhàn)性。所有的軍校學(xué)生都可以選擇他們的學(xué)術(shù)發(fā)展方向，而我就選擇了科學(xué)與工程。我高中時(shí)就在實(shí)驗(yàn)室里熬夜，第二天還早起出去跑步，那時(shí)候每當(dāng)我感到疲倦的時(shí)候，我就會(huì)告訴自己我離我成為飛行員的目標(biāo)已經(jīng)越來(lái)越近了。

可是一次去看眼科門(mén)診的經(jīng)歷將我的夢(mèng)想徹底粉碎了。我的視力水平?jīng)]能符合空軍招飛行員的標(biāo)準(zhǔn)。這對(duì)我是個(gè)很大的打擊，起初我都不知道該做什么好了。經(jīng)過(guò)了一段時(shí)間的迷茫，我想到自己還沒(méi)有完全迷失方向。我的生活又一次將我推向了化學(xué)。我知道我會(huì)喜歡這個(gè)學(xué)科，所以我整理了學(xué)科的書(shū)籍，扔掉了我的飛行訓(xùn)練手冊(cè)，并回到了家鄉(xiāng)的德州奧斯汀大學(xué)（UTA）讀書(shū)。

正如我以前是那么地喜歡化學(xué)一樣，在UTA 學(xué)習(xí)期間，我更加確定化學(xué)將會(huì)成為我以后的職業(yè)方向。我的老師John Rove教授給了我很多鼓勵(lì)。就像我的高中化學(xué)老師一樣，Rove教授強(qiáng)調(diào)：積極地參與實(shí)驗(yàn)室研究是灌輸化學(xué)知識(shí)的最好的方法。他相信，學(xué)生從書(shū)本上是無(wú)法學(xué)習(xí)到那些在操作燒杯、燒瓶和煤氣燈中學(xué)到的內(nèi)容。當(dāng)我把自己對(duì)化學(xué)的興趣告訴他后，他為我安排了一個(gè)在他的實(shí)驗(yàn)組中助研的位置，我可以參與研究光電染料的分解機(jī)理，還包括為光電調(diào)節(jié)器尋找合適的有機(jī)染料。經(jīng)過(guò)了幾個(gè)月的艱苦工作和教授的悉心指導(dǎo)，我已經(jīng)準(zhǔn)備好在美國(guó)化學(xué)學(xué)會(huì)上做論文報(bào)告了。通過(guò)網(wǎng)絡(luò)，我和一些各地的化學(xué)家作交流，我不僅能看到其它可以發(fā)展的化學(xué)研究，還能了解到一些可以從事的、較有發(fā)展?jié)摿Φ穆殬I(yè)方向。如果不是Rove 教授的親自指導(dǎo)和幫助，我想我對(duì)未來(lái)的職業(yè)目標(biāo)可能不會(huì)像現(xiàn)在這樣明確。

由于在美國(guó)空軍學(xué)院讀了兩年，我從學(xué)院畢業(yè)后不能直接申請(qǐng)研究生院。因此我在情報(bào)局做了兩年的服務(wù)工作，從中學(xué)到了分析、溝通、管理壓力的技巧和研究工作者所需要的耐心。情報(bào)工作者經(jīng)常要根據(jù)不完全的數(shù)據(jù)建立適應(yīng)實(shí)際情況的模型。這就培養(yǎng)了我的洞察力和課堂中無(wú)法學(xué)到的實(shí)踐能力。雖然這份工作很好，但我還是決定要回到我最初喜歡的專業(yè)—化學(xué)。

雖然在過(guò)去的幾年中我的人生經(jīng)歷了幾次意想不到的變化，但最終我堅(jiān)定地選擇了化學(xué)成為我終生的追求。無(wú)論是在學(xué)校里做研究、在空軍學(xué)院深入學(xué)習(xí)化學(xué)理論，還是在化學(xué)學(xué)會(huì)上作專業(yè)報(bào)告，都引導(dǎo)著我選擇了這個(gè)專業(yè)目標(biāo)。對(duì)于光電調(diào)節(jié)器的深入研究和分子軌道理論的課程論文培養(yǎng)了我的分析能力、實(shí)驗(yàn)室操作技術(shù)以及能夠適應(yīng)博士課程的理論基礎(chǔ)。我想以無(wú)機(jī)和材料化學(xué)作為博士學(xué)位課程研究的主要方向，這樣就可以為工業(yè)設(shè)計(jì)出新的材料。由于命運(yùn)的波折，我視力的缺點(diǎn)破滅了我成為飛行員的夢(mèng)想，卻引導(dǎo)我走上了成為化學(xué)家的征途。