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这样写文书，哪有梦校舍得拒绝你？

Category: 申请求职, 英本申请 Date: 2018年6月8日下午2:46

大家都知道在申请留学过程中

留学文书写作是至关重要的

俗话说

“低GPA不要慌，简历文书帮你忙”

优秀的简历文书

在申请中能够起到扬长避短的作用

今天就来给大家分享一下

小文书常见类型

为什么要申请我们学校?

在写why school essay的时候，很重要的就是千万不要写得太宽泛，如果你写得太宽泛，学校就会认为你缺乏对他的了解。

举个例子，假如你要申请加州伯克利，那你在文书里说我之所以想申请这所学校是因为我很喜欢加州的天气，这就完全没有针对性，申请任何一所加州的学校你都可以这么说，所以千万不能这样写。或者，有些申请文理学院的学生会说，我申请文理学院是因为我想得到一个完整的文理教育，那这种说法也是属于太宽泛、没有针对性，因为所有文理学院都是提供完整的文理教育的。

究竟该如何避免以上这种过于宽泛、没有针对性的情况呢？那么就要对这所学校进行很深入的research，包括他的各种项目、课程、社团、教授等等。

你为什么认为自己符合这所学校？

这种问法和上面第一种问法很相似，但区别就在于如果他问你我们学校的哪些项目、课外活动吸引了你或者你为什么要申请我们学校。

在这种情况下，你应该着重写一写你对学校的了解，侧重点放在自己和学校是如何吻合的。但如果小文书的题目是你为什么适合我们学校，那其实这个时候是他在问why you，即为什么我要选择你而不是其他学生。那这种情况下，你应该要着重讲自己的特点、talents、abilities、skills、qualities，将这些与学校能offer的资源相吻合起来。

比如说你可能擅长hokey，这个学校刚好有很丰富的hokey社团或者很强的校队，那这些方面都是可以跟自己的特长联系起来的。

布朗大学、密歇根大学、芝加哥大学，这三所大学都有why school这个问题，那如果有学生申请这三所学校，一定要注意他们的小文书是要侧重写他们学校哪些地方吸引了你，要着重写你对学校的了解，然后再将自己和学校联系起来。

另外一个例子是北卡罗来纳大学教堂山分校，他的小文书问题是What would other members of the Carolina community learn from you?所以这个题目的侧重点是讲自己，学校这个community能从你身上学到什么?换言之，你能为学校贡献什么?所以他的侧重点是讲自己而不是学校。

关于活动

activity essay

很多学校会问到Elaborate on one of your activities or choose one activities from your list that is most meaningful to you.

这种情况，学生可以做两种选择，一种是选择活动表单上的活动，具体讲讲这项活动对自己的影响，这种小文书一般都比较短，多在150字左右，长的话会到250字，所以同学们要注意不要重复活动列表上的信息，因为学校在review application的时候是将学生所有的材料放在一起看的，所以你copy自己活动列表上的那句话是很没营养的，而且也不会对自己的申请有大的帮助的。

我建议在这个活动方面，不要写成报告一样：比如我的活动做了什么、这个活动我从几月做到了几月、我在这个活动中担任了什么角色。可以把它当作一篇简短的主文书一样来准备，还是用故事的形式，这样会更好一点。要着重写这项活动对自己的改变、自己从中收获了什么，比如说你发掘了自己的一些潜力、学到了一些新技能，这些都是要重点写的地方。

介绍你的世界

这类的文书通常有这样几种approaches：第一，可以从自己的家庭入手，讲讲家人对自己的影响，包括性格塑造、兴趣爱好、未来规划等等；第二，可以从自己所在的community来写，可以是自己生活的社区，也可以是周围的人、参加的社团、学校等等。

身边影响你最深的人

我之前举的例子其实也可以举一反三地用在这个类型里，可以想想自己的家人、朋友，甚至是自己喜欢的对象，如果他们对自己有积极正面的影响，都可以当作素材运用进来的。

你在假期都做了什么？

其实美国大学是注重学生究竟有没有利用好自己暑假的时间的，很多学生可能花费暑假去准备SAT或者托福，这是个不太明智的选择。除了准备考试，还是要有其他活动的，这也会让自己的简历看起来更丰富。

遇到这种问题的时候，千万不要写我整个暑假都在读托福或者SAT，而是一定说即使自己花了很短的一段时间，但还是去做了一些义工，或者参加了summer school等。在写暑假经历的时候，举例来说，假设你参加了夏校，可以写一点你遇到的以前没遇到的困难，然后你经过了这个困难学到的东西或者发现的特质。

如今美国A类名校（综合排名前30）申请，基本都需要同学们主动报名参加由Initial View组织的第三方面试。面试有一个很重要的环节，就是当场（实时）写作。

这种写作主要考察的是英语的线性逻辑表达能力，以及思辨性思维能力。写作时间一般是20分钟。写作类型主要是说明文或为了帮助更多同学熟悉这种写作

题目：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学的校长，你会做什么？）解题关键：展示脆弱性，与读者建立联系。建立可以takeaway的思想，让文章具有价值。

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