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　　美國大學文書寫作指南：

　　1.關(guān)于寫別人的事

　　當我們討論主文書時，有時會鼓勵申請人寫一些可以證明團隊合作、領(lǐng)導(dǎo)才能或社區(qū)活動的經(jīng)驗。但是，重要的是要記住，主文書(Personal Statement)也叫作個人陳述，這肯定是關(guān)于你的。招生委員會不想聽到你的團隊成員有多出色或他/她的貢獻對你的成功至關(guān)重要。 如果你的故事變成了一篇關(guān)于你朋友的文章，那么招生辦可能希望錄取他/她，但不想錄取你。該規(guī)則的唯一例外是學校明確要求你寫另一個人的事情(比如北卡有一篇類似的文章)。

　　2.關(guān)于放棄個人愛好

　　“在高中時，我停止練習鋼琴去更多地學習?！睂ξ襾碚f，這是我學生說過最令人心碎的句子之一。大學贊賞那些熱情，活躍于社區(qū)并為個人事業(yè)取得成功而努力的申請者。他們喜歡看到藝術(shù)、音樂、舞蹈、運動、詩歌、書法，社區(qū)服務(wù)和各種各樣的愛好。 然而，部分學生尤其是那些剛接觸國際學校系統(tǒng)或AP / IB課程的學生，經(jīng)常放棄學習自己的愛好去學習。申請都是被美國大學整體評估的，除了學習以外什么都不做的決定并不明智。

　　3.關(guān)于學術(shù)經(jīng)歷

　　這個問題在學校之間是不同的，因為大多數(shù)學生將自己與本校的高中同學進行比較。但是，我們與來自全球最優(yōu)秀的中國申請者合作，這使我們對某些活動和經(jīng)歷的學術(shù)競爭力有了更全面的了解。你猜我們發(fā)現(xiàn)了什么?你的學術(shù)競爭力可能比你想象的要低。 例如，你很高興自己獲得了美國數(shù)學競賽(AMC)的前1%，但不要認為這會自動使你成為所有申請數(shù)學的申請者中的前1%。因為，肯定會有學生獲得類似的獎項。那么，這是否意味著你應(yīng)該停止參加學術(shù)比賽?絕對不!相反，當你討論成就時，你不僅要強調(diào)獎項，還要展示你所學到的知識以及你的經(jīng)歷如何幫助你成長并為大學做準備。

　　4.關(guān)于聽取建議

　　用英語有句諺語：“整體小于部分之和。”這個諺語的意思是每個單獨的組件可能都很好，但是通過把它們組合在一起，它們的價值反而會降低。在大學申請中，文書也是如此。 例如，你的朋友可能建議寫關(guān)于你足球隊領(lǐng)導(dǎo)力的文書，你的母親可能建議寫關(guān)于你如何發(fā)現(xiàn)自己對志愿者活動熱情的文書，而你的顧問可能建議寫關(guān)于你面臨種族主義并加深對自己的了解以及如何對抗歧視的文書。

　　每個想法都可以單獨使用，但是將這些想法組合在一起或者試圖聆聽所有人的意見，只會造成嚴重的混亂。獲得關(guān)于你文書的反饋很重要，但是知道何時對某一個建議說“不”也同樣重要。這是一個經(jīng)常發(fā)生的問題。

　　美國大學文書范文解析：【哈佛大學優(yōu)秀文書展示】

　　I am standing behind my high school when a snowball pelts my side with a thud and splatters across my jacket, covering me with a fine, icy dust. My bewildered eyes trace the snowball’s trajectory until they fall upon a pair of snickering hoodlums crouched behind a small mountain of snowballs. They must have been waiting all afternoon for an unsuspecting student to walk by, and perhaps for emphasis, one of the boys looks me in the eye and raises a grimy middle finger. Quickly, I mold a handful of snow into a sphere with cupped hands and cock my arm back.

　　I haven’t thrown anything in a while, but muscle memory guides me through the requisite motions. I played softball for eight years, and my athletic strength was always my throwing arm; in fifth grade, when my coach asked me to throw the ball from third to first, I hurled the ball with such force that the catch knocked him off-balance. Upon entering high school, it seemed natural that I would play on the school’s softball team.

　　However, my body had other ideas. Throughout middle school I’d developed increasingly painful body aches, and in freshman year I awoke one morning with a brutal headache penetrating the crown of my head and the bones of my face as though a vice had been clamped to my skull overnight. After consulting more doctors than I can remember, I was diagnosed with fibromyalgia.

　　Fibromyalgia is characterized by chronic widespread pain and extreme sensitivity to touch. My neurologist describes fibromyalgia as “headache of the body.” Personally, I favor my father’s description; after one particularly painful and exhausting day he aptly proclaimed, “Fibromyalgia is your body’s way of giving you the finger.”

　　Agonizing muscle cramps mocked me constantly, preventing me from walking longer than five minutes without growing exhausted. The pressure above my eyes sneered at me whenever I attempted to read or write. Even after I found medications to temper the headaches just enough so I could return to school with sporadic attendance, sharp pains gnawed at my body with haughty derision if I even thought about returning to the softball fields and the activities I loved.

　　For months I tried to ignore the cruel obscenities fibromyalgia hurled my way, steadfastly believing the pain would soon subside and I would achieve everything I had planned for myself if I simply disregarded the taunting aches and worked doggedly to catch up at school. But when softball season arrived, it became apparent that while determination and intelligence could preserve my GPA in the face of fibromyalgia, there was no personal attribute or skill that could heal my body and allow me to join my teammates on the field.

　　It was time to confront the beast.

　　In doing so, I kept in mind the schoolyard aphorism that there is strength in numbers. I did not face fibromyalgia alone, but with mathematics by my side. Baseball is a game of statistics, and if fibromyalgia threatened to steal the sport I loved through physical deterioration, I would outsmart this insolent illness and reclaim ownership of baseball through intellectual pursuits. I began a mathematical research project, analyzing the effectiveness of current baseball statistics, as well as deriving my own.

　　Fibromyalgia forced me to redefine my goals and personal standards for success. This baseball project was my first step toward reclaiming my life and laying the foundation for victory over my illness. As calculations replaced pitching drills, my passion for baseball was channeled into a burgeoning love of science and math. Hours I had previously devoted to softball became filled with scientific journals and books, and summers I used to spend at athletic camps were devoted to research at local universities. Baseball provided a link to my pre-fibromyalgia life at a time when I desperately needed one, and through baseball I realized that if I wanted to beat fibromyalgia, I could not simply hope it would disappear overnight. Whether I modified my medications or adapted my schedule, I needed to devise my own way to face fibromyalgia’s antagonizing aches head-on.

　　So when that taunting rascal waves his middle finger in my direction, my cheeks do not flush with angry humiliation and my legs do not run away, but my hands mold a snowball and my arm pulls back. As I follow through with my throw, pain radiating up my arm, I know instantly that I will pay for this exertion in the morning. But my icy comeback hits the sniggering boy squarely in the chest, knocking him backward into the snow as his accomplice’s mouth lies agape in shock.

　　Well. I guess I’ve still got it.

　　文書點評

　　整個故事首尾呼應(yīng)，非常完整。

　　學生以“打雪仗”的經(jīng)歷開篇，巧妙地將這個故事與自己的體育天賦聯(lián)系起來，接著又講述了自己與病痛斗爭的過程，以及在面對身體限制時，她如何將自己的熱情轉(zhuǎn)向科學和數(shù)學。

　　這篇文章涵蓋了很多有價值的內(nèi)容，包括她克服困難的經(jīng)歷、發(fā)現(xiàn)學術(shù)激情的過程、以及她擁有的個人成就，使招生官看到了她獨特的性格和奮斗精神。

　　雖然文章很長，但通篇沒有一個字是“無用”的。她不僅通過詳細的感官描述令讀者身臨其境，還在文字中編織了很多幽默以及“厚臉皮”的態(tài)度，豐富多彩的語言令她活潑堅韌的個性熠熠生輝。

　　以上就是托普仕留學為大家介紹的美國大學文書寫作指南，更多關(guān)于美國留學的相關(guān)問題，歡迎在線咨詢托普仕高端留學老師，專注留學12年，來自美國前30名校的師資團隊，為您提供更專業(yè)更權(quán)威的留學指導(dǎo)。