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這樣寫文書，哪有夢(mèng)校舍得拒絕你？

Category: 申請(qǐng)求職, 英本申請(qǐng) Date: 2018年6月8日下午2:46

大家都知道在申請(qǐng)留學(xué)過程中

留學(xué)文書寫作是至關(guān)重要的

俗話說

“低GPA不要慌，簡(jiǎn)歷文書幫你忙”

優(yōu)秀的簡(jiǎn)歷文書

在申請(qǐng)中能夠起到揚(yáng)長(zhǎng)避短的作用

今天就來給大家分享一下

小文書常見類型

為什么要申請(qǐng)我們學(xué)校?

在寫why school essay的時(shí)候，很重要的就是千萬不要寫得太寬泛，如果你寫得太寬泛，學(xué)校就會(huì)認(rèn)為你缺乏對(duì)他的了解。

舉個(gè)例子，假如你要申請(qǐng)加州伯克利，那你在文書里說我之所以想申請(qǐng)這所學(xué)校是因?yàn)槲液芟矚g加州的天氣，這就完全沒有針對(duì)性，申請(qǐng)任何一所加州的學(xué)校你都可以這么說，所以千萬不能這樣寫。或者，有些申請(qǐng)文理學(xué)院的學(xué)生會(huì)說，我申請(qǐng)文理學(xué)院是因?yàn)槲蚁氲玫揭粋€(gè)完整的文理教育，那這種說法也是屬于太寬泛、沒有針對(duì)性，因?yàn)樗形睦韺W(xué)院都是提供完整的文理教育的。

究竟該如何避免以上這種過于寬泛、沒有針對(duì)性的情況呢？那么就要對(duì)這所學(xué)校進(jìn)行很深入的research，包括他的各種項(xiàng)目、課程、社團(tuán)、教授等等。

你為什么認(rèn)為自己符合這所學(xué)校？

這種問法和上面第一種問法很相似，但區(qū)別就在于如果他問你我們學(xué)校的哪些項(xiàng)目、課外活動(dòng)吸引了你或者你為什么要申請(qǐng)我們學(xué)校。

在這種情況下，你應(yīng)該著重寫一寫你對(duì)學(xué)校的了解，側(cè)重點(diǎn)放在自己和學(xué)校是如何吻合的。但如果小文書的題目是你為什么適合我們學(xué)校，那其實(shí)這個(gè)時(shí)候是他在問why you，即為什么我要選擇你而不是其他學(xué)生。那這種情況下，你應(yīng)該要著重講自己的特點(diǎn)、talents、abilities、skills、qualities，將這些與學(xué)校能offer的資源相吻合起來。

比如說你可能擅長(zhǎng)hokey，這個(gè)學(xué)校剛好有很豐富的hokey社團(tuán)或者很強(qiáng)的校隊(duì)，那這些方面都是可以跟自己的特長(zhǎng)聯(lián)系起來的。

布朗大學(xué)、密歇根大學(xué)、芝加哥大學(xué)，這三所大學(xué)都有why school這個(gè)問題，那如果有學(xué)生申請(qǐng)這三所學(xué)校，一定要注意他們的小文書是要側(cè)重寫他們學(xué)校哪些地方吸引了你，要著重寫你對(duì)學(xué)校的了解，然后再將自己和學(xué)校聯(lián)系起來。

另外一個(gè)例子是北卡羅來納大學(xué)教堂山分校，他的小文書問題是What would other members of the Carolina community learn from you?所以這個(gè)題目的側(cè)重點(diǎn)是講自己，學(xué)校這個(gè)community能從你身上學(xué)到什么?換言之，你能為學(xué)校貢獻(xiàn)什么?所以他的側(cè)重點(diǎn)是講自己而不是學(xué)校。

關(guān)于活動(dòng)

activity essay

很多學(xué)校會(huì)問到Elaborate on one of your activities or choose one activities from your list that is most meaningful to you.

這種情況，學(xué)生可以做兩種選擇，一種是選擇活動(dòng)表單上的活動(dòng)，具體講講這項(xiàng)活動(dòng)對(duì)自己的影響，這種小文書一般都比較短，多在150字左右，長(zhǎng)的話會(huì)到250字，所以同學(xué)們要注意不要重復(fù)活動(dòng)列表上的信息，因?yàn)閷W(xué)校在review application的時(shí)候是將學(xué)生所有的材料放在一起看的，所以你copy自己活動(dòng)列表上的那句話是很沒營(yíng)養(yǎng)的，而且也不會(huì)對(duì)自己的申請(qǐng)有大的幫助的。

我建議在這個(gè)活動(dòng)方面，不要寫成報(bào)告一樣：比如我的活動(dòng)做了什么、這個(gè)活動(dòng)我從幾月做到了幾月、我在這個(gè)活動(dòng)中擔(dān)任了什么角色。可以把它當(dāng)作一篇簡(jiǎn)短的主文書一樣來準(zhǔn)備，還是用故事的形式，這樣會(huì)更好一點(diǎn)。要著重寫這項(xiàng)活動(dòng)對(duì)自己的改變、自己從中收獲了什么，比如說你發(fā)掘了自己的一些潛力、學(xué)到了一些新技能，這些都是要重點(diǎn)寫的地方。

介紹你的世界

這類的文書通常有這樣幾種approaches：第一，可以從自己的家庭入手，講講家人對(duì)自己的影響，包括性格塑造、興趣愛好、未來規(guī)劃等等；第二，可以從自己所在的community來寫，可以是自己生活的社區(qū)，也可以是周圍的人、參加的社團(tuán)、學(xué)校等等。

身邊影響你最深的人

我之前舉的例子其實(shí)也可以舉一反三地用在這個(gè)類型里，可以想想自己的家人、朋友，甚至是自己喜歡的對(duì)象，如果他們對(duì)自己有積極正面的影響，都可以當(dāng)作素材運(yùn)用進(jìn)來的。

你在假期都做了什么？

其實(shí)美國(guó)大學(xué)是注重學(xué)生究竟有沒有利用好自己暑假的時(shí)間的，很多學(xué)生可能花費(fèi)暑假去準(zhǔn)備SAT或者托福，這是個(gè)不太明智的選擇。除了準(zhǔn)備考試，還是要有其他活動(dòng)的，這也會(huì)讓自己的簡(jiǎn)歷看起來更豐富。

遇到這種問題的時(shí)候，千萬不要寫我整個(gè)暑假都在讀托福或者SAT，而是一定說即使自己花了很短的一段時(shí)間，但還是去做了一些義工，或者參加了summer school等。在寫暑假經(jīng)歷的時(shí)候，舉例來說，假設(shè)你參加了夏校，可以寫一點(diǎn)你遇到的以前沒遇到的困難，然后你經(jīng)過了這個(gè)困難學(xué)到的東西或者發(fā)現(xiàn)的特質(zhì)。

如今美國(guó)A類名校（綜合排名前30）申請(qǐng)，基本都需要同學(xué)們主動(dòng)報(bào)名參加由Initial View組織的第三方面試。面試有一個(gè)很重要的環(huán)節(jié)，就是當(dāng)場(chǎng)（實(shí)時(shí)）寫作。

這種寫作主要考察的是英語的線性邏輯表達(dá)能力，以及思辨性思維能力。寫作時(shí)間一般是20分鐘。寫作類型主要是說明文或?yàn)榱藥椭嗤瑢W(xué)熟悉這種寫作

題目：If you were principal of your high school for a day, what would you do? You have 20 minutes to complete your work. （如果有一天你是你所在中學(xué)的校長(zhǎng)，你會(huì)做什么？）解題關(guān)鍵：展示脆弱性，與讀者建立聯(lián)系。建立可以takeaway的思想，讓文章具有價(jià)值。

范文：

In high school, I fostered a bursting, frenzy penchant of bringing myself upstage to everyone’s attention with a delighted purpose to mark my importance. That stage included classroom presentation, guitar playing moment, club show, personal pitch talk, and etc. Actually, it is a natural desire for any pubescent student to appreciate his greatness in the spotlight after he makes a dent with soaring academic credits and absorbing recognition, so was the situation for me then. I kept kicking an off-the-chart record of straight A’s, and the unstoppable trend of rewriting my GPA record with higher grades each time made every classmate, including me, believe that I made something as a genius.At that time, I, however, often worried that one day my glory would sink, like a sprinter who would run out stamina and cut down speed. Therefore, a coach was needed. I perceived that had someone of maturity not shown up, my pride would one day have diminished. Had someone of experience not shown up, my confidence could have attenuated. That coach my high school principal, however, timely staged in my life. He pulled my avant-garde self-appreciation style to a complete halt, resorting to no maturity or experience, but authority. He disciplined me badly in his office, and urged me to write a self-reflective report to him, with designated theme and contents of regret as instructed. It ended up that my “sorry” letter was appeared on his desk, and that my soul got far repellent to the smug reader of this letter.

If I were the principal of my high school, I should place empathy in the first place when considering how to discipline students. Every student’s idea is worth being listened to in the first place, despite its forms that is, even from conventional perspectives, good or wrong. I should stay patient when observing that some students of the kind who have achieved apparent progress in academics are so possible mesmerized in their temporary success and? easily blown away with inflating confidence. They might become dizzy and blind, ignoring some deficiencies for which they still have to work hard to make up. At this critical moment, I, as a professional educator with accumulated experience and wisdom over time, should show my understanding to each case: that every young promising student can expect to be caught in the labyrinth of self-blindness temporarily or permanently. Thus, I should realize that if I don’t walk them along to the exit in person, they won’t have a chance to walk out. Of course, I could simply choose to give them a hard discipline, with embarrassing words and explicit warning. These acts might be the product of a righteous and heartened motive, which, however, I cannot guarantee to be effective. Worse, it may incur their resentment and repellence. They would stop laying their trust on me. Therefore, I should never try to seal off a youth’s mind or strangle his behavior, which at most times acts as a vigorous, dashing cascade down from a place of lofty motive, though rash and impulsive sometimes, flowing to an endearing land of dream and prospect