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1、最近几年，我国每年有接近 20 万学子出国留学（据业界专家估计 2009 年 将超过 20 万）。在留学申请的过程中，申请文书占有举足轻重的地位。目前， 国内关于如何撰写申请文书的指导书籍并不多，那些没有被各种考试难倒的同 学有时候却为了一篇个人陈述搜肠刮肚，无奈之下，只得东拼西凑，交出一些 陈词滥调的文章，从而无法引起招生办官员注意或青睐，最终导致自己的申请 材料石沉大海。 为此，我特别编译了包括美国哥伦比亚大学、宾大、杜克大学等世界名校 成功申请者的申请文书以及这些名校招生办主任的点评和忠告，供大家参考。 我相信再没有什么比成功的范例更能够说明问题了，也再没有什么比招生办主 任能够更权威地
2、告诉你什么样的申请信才能脱颖而出。我现在把过去译介的一 些材料略加整理，分成十几个部分介绍给大家。每个部分由“申请写作常识” 、“优秀范文”和“专家忠告”三部分内容组成。但愿这些材料对广大的留学 申请者有所启发，帮助大家撰写出真正能够展示出独特个性和思想的申请信。申请写作常识：申请写作常识： 申请信常见题材和问题申请信常见题材和问题大学申请材料上的大部分问题与“美国中学校长协会”（National Associat ion of Second School Principles）推广的标准申请表通用申请表(the Common Application)上的四类问题非常相似。通用申请表为申请文书
3、的 写作提供了一个大致的模式，该模式被大约数百所大学和学院采用。通用申 请表中的个人陈述部分内容如下：个人陈述帮助我们了解你，这种了解不同于课程、分数等客观数据，它能 展示你组织思想和表达自己的能力。我们所要的申请信，要帮助我们更好地了我们所要的申请信，要帮助我们更好地了 解你作为学生和个人的各个方面解你作为学生和个人的各个方面。请你自拟题目，或从下列题目中任选一个写 一篇 250-500 字的短文。你可以将短文写在几张纸上附加到申请表里（注意： 请使用相同规格的纸张），当然你也可以通过网络上传你的申请材料，这一点 因校而异。 1，Evaluate a significant experien
4、ce or achievement that has special me aning to you.（评价一段对你有特殊意义的重要经历或成就。） 2，Discuss some issue of personal, local, or national concern and its im portance to you.（谈论一桩与你个人，你所在的城市或你的国家有 关的事件以及它对你的重要性。） 3，Indicate a person who has had a significant influence on you, and d escribe that influence.（指出一位对
5、你有过重大影响的人，并请描述 这种影响。） 4，Describe a fictional character, a historical figure, or a creative work in art, music, science, etc. that has had an influence on you, and explain that influence. （描述一个曾经影响过你的小说 角色、历史人物，美术音乐作品或科学发现等，并解释这种影响。 ） 5，Topic of your choice.（自选题目）即使有些学校不使用通用申请表，他们也会经常用到和上述类似的题 目。然而，有
6、些学校的申请材料上还是会出现大量其他的题目，这些题目涉及 的范围很广，千万别想把所有的题目一网打尽或者对题目进行归类。另外，也 不存在针对某一类题目的所谓最佳答案（不管其他的书上是怎么说的），关键 是遵循一条基本的思路，同时发现一种你可以在所有题目中运用的风格。优秀范文：展示真我型优秀范文：展示真我型 （A Revealing Look at the Real Me）I cant tell you in which peer group Id fit best because Im a social chamele on and am comfortable in most; I will i
7、nstead describe my own social situation a nd the various cliques I drift in and out of. My high schools student body is from a part of town that is much more diverse th an the rest of the city, and the city as a whole is more diverse than most of the s tate. The location of my school, only a few blo
8、cks from the University of Oregon, is greatly responsible for the social atmosphere. Whereas the other high schools in to wn draw mainly from middle-class white suburban families, mine sits in the division between the poor west university neighborhood and the affluent east university one. East unive
9、rsity is hilly and forested with quiet residential streets and peaceful, large houses. A few blocks west, using the university as the divider, the houses become small and seedy. On the west side of my school there are many dirty apartments; crime is high and social status is low. The result is the p
10、resence of two very distinct social scenes in the school itse lf. What is ironic although not crucial to this essay is that the school, a squat, gr ay-stained concrete sprawl, is divided right through the middle, just as its surroun ding neighborhood is. The west wing ends in a gym, a symbol of lowe
11、r-class recr eation, and low aspiration, while the east wing holds the auditorium, the strongho ld of sophistication, highbrow musical and theatrical achievement. On the east sid e are artsy wall murals, on the west side only graffiti. The west parking lot holds mostly dirty pickup trucks, low-rider
12、 gangster cars and dilapidated, inherited little Hondas. The east lot is the home of numerous Me rcedes and Chevy Suburbans, the gas-guzzlers and the late-models. The A.P. class es are strongly rooted in the east end; the remedial ones are clustered around th e west athletic facilities. I burden you
13、 with this description in order to display the split, both social and geographic, that characterizes my academic life. My classes are almost entirely on the east end of school; Im attracted to the m in a polar fashion as if I were a positively charged little scholastic particle, hap pily magnetized
14、to the center of learning. However, despite the fact that I am full y integrated and comfortable in the intellectual east-end society, the stereotypical education robot is something I am not. My primary social scene is a contrast to t he nerd-set. Understand that Im a snowboarder and that the Oregon
15、 snowboard culture is not some obscure athletic fringe group; on the contrary, it is quite defined, al most established in the mainstream. It is complete with its own dialect, style and customs. The rest of the snowboarders in school are undeniably members of the west halls and their houses are on t
16、he wrong side of the university. I spend my lunches with my fellow nerds. We go to coffee shops and delis. Im accepted as one of them. My larger-than-normal pants and similar statements of snow-style are recognized as superficial. However, I spend my weekends with t he other crew. We go to parties and up to the mountain. We share the same dis coloration of our faces, tan and leathery on the cheeks and forehead, pale around the eyes. Our faces bear the scars
