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　　一、哈佛大學(全美#3)

　　推薦信寫作建議：最好的大學推薦信對自己個性和個人品質(zhì)贊不絕口，所以經(jīng)典推薦信往往不僅僅是自己的課堂表現(xiàn)。他們更能提升到討論申請者的個人品質(zhì)、與其互動的感覺、以及為什么未來可能會成功。

　　部分范文欣賞：

　　‘Identity’ & ‘Overcoming An Obstacle'

　　The Zoo

　　As late afternoon sunlight danced on my shoulders, I squished my eight-year-old face against the glass of the outdoor tank, eyes wide and searching for any signs of life. There! I scrambled from where I was seated, chasing the flickering sight of my prize. The otter darted away from me, his lithe body disappearing into a crack in the stones. I slumped against the wall, disappointed. Ever the HR representative, my mother saw my face and asked me what was wrong. I explained my frustration with the otters -- they’re so fun to watch, but they refuse to be seen. My mother leaned down, brushing a long lock of hair out of my face, and told me, “Sometimes, the animals get tired of being watched. They just want to be left alone.”

　　I didn’t think much of the otters after that. Until I became one.

　　In October of my sophomore year, I was four months into my transition from female to male. I wasn’t out to my extended family, my wardrobe was a haphazard mess of cargo shorts and skirts, and my voice was still, to my distress, annoyingly high. Being transgender at Middleton High School was no small feat -- I stuck out in a sea of over 2,000 cisgender peers, and most of my teachers did not know how to deal with people “in my situation,” as one put it.

　　One day, as I walked to my bus after school, I heard snickers from behind me. I turned around and saw a rowdy group of boys. One had his phone up, recording me. Everyone was laughing, and in an instant I knew they were laughing at me. I turned and walked away, doing my best to conceal myself from their view. The laughter continued.

　　I was the star of a humiliating show that I never asked to be a part of. I had become the otter. Their laughs kept ringing in my ears as I sat alone on the bus. I wanted to crawl inside myself and implode rather than think about going back to face them again the next day. My phone kept buzzing, but I refused to check it. It was only when I arrived home and checked those messages that I found that the video had been posted across social media for hundreds of my peers to see. It seemed like nothing, just a video of me walking, turning, and looking away. But their laughs were clear in the background, and I still understood the point of the video -- look at the freak. Look at the new zoo exhibit.

　　Seeing that video, I realized that I couldn’t allow myself to turn into what they saw me as. They wanted an otter, a punching bag that wouldn’t fight back. I was not going to be their otter. The next day, I went to my first Sexuality and Gender Equality club meeting. I spoke to the administration about what had happened. I saved the video and showed people. I took control.

　　Those boys wanted me to believe that I was merely an exhibit to be laughed at, but now I know I live for greater things. I live for lattes, for courtroom closing arguments, for the pesto I make at work. I live for Black Lives Matter and #enough and Pride. I live for kayaking and summer camp, for the kids in SAGE and my younger sister. My classmates tried to dehumanize me, trample me, and mold me into their image of transgender people. Maybe they’ll never see me as an equal, but that is their blindness, not mine. I do not live on display. I do not live in a zoo.

　　二、耶魯大學(全美#5)

　　推薦信寫作建議：不要在推薦信中重復申請表上已經(jīng)列出的課外活動和成就，需要避免使用諸如“Steven是聰明的”、“Jenna是一個出色的學生”這樣的籠統(tǒng)評價。

　　而且推薦信應以第一人稱撰寫，表達老師對學生的真實感受和觀察。

　　部分范文欣賞：

　　如果想展示學生在課堂上的表現(xiàn)和貢獻：

　　“Jenna has always kept me on top of my game. Week one when she took the pre-test before we covered anything in US history at all and she passed, I knew I was going to have to do more to challenge and engage her. She was constantly reading, researching, and staying after class to grapple with complex ideas. To find a student who enjoys learning this much is always a dream for a teacher but it also made me better. I can’t describe how much better she made me as a teacher and how much better I knew my content in preparation for Jenna entering my classroom every day.”

　　“Sophia is an incredible asset to the class. She’s the one that I wouldn’t even have to ask to help others around her. She would just do it naturally and approachably and she would do it not because she was getting extra points or anything like that, but she just wanted to make sure that others understood the material like she did, others enjoyed the material like she did. Sophia is the one who brought extra articles, made a game, she made it a better classroom environment for everyone.”

　　描述學生如何影響課堂環(huán)境和同學：

　　“ Alex wasn’t the loudest student in the class but when he raised his hand, you could see everyone around the classroom or the Zoom room as it is now kind of dialing in a little bit more, taking notes because we knew every time that Alex would kick up this discussion and that’s the thing. ”

　　描述學生的成就：

　　“Jessica has taken it upon herself to make the school more interconnected. Last year she was able to bring a diabetic specialist to students when we were learning about diabetes as well as a rheumatologist to our science olympiads to discuss the immune system with them. For her magnum opus, she wants to build a career day. She knows our school has never achieved more than four speakers at one time so to help her out, she led the science Honor Society to pick up the slack. This is way more than what I asked of them. She already has six speakers lined up, including a surgical nurse and a rocket scientist.”

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