眾所周知，對(duì)于美國留學(xué)生而言，一篇優(yōu)秀的申請(qǐng)文書是成功申請(qǐng)美國大學(xué)的必備因素，可是，很多留學(xué)生對(duì)于文書的寫作十分模糊，不知該如何書寫?其實(shí)，書寫申請(qǐng)文書也有一些鮮為人知的技巧，只要把握好寫作特點(diǎn)，就可以為申請(qǐng)加分，那么，接下來，就隨小編來看看美國本科申請(qǐng)文書寫作攻略及優(yōu)秀范文賞析，希望對(duì)大家有所幫助：

　　一、寫作特點(diǎn)

　　1、通篇文字個(gè)性化

　　首先文字必須原創(chuàng)，這是基本，按照自身真實(shí)情況書寫，同時(shí)精煉文字，建議巧妙使用經(jīng)典名人語錄，可以在文中體現(xiàn)，以顯露你的閱讀量。留學(xué)文書就是個(gè)人最具特點(diǎn)的廣告，要突出重點(diǎn)，向招生官展示自己鮮明的形象，從而給他們留下深刻印象。但不要讓文章結(jié)構(gòu)過于復(fù)雜難懂，試想招生官每天要完成大量教學(xué)工作，同時(shí)要抽出時(shí)間閱讀來自全世界學(xué)生的申請(qǐng)材料，簡(jiǎn)單有力的文章才能最吸引招生官的眼球。

　　2、善于抓住細(xì)節(jié)點(diǎn)

　　文字需呈現(xiàn)鮮明個(gè)人特征，相同的學(xué)習(xí)經(jīng)歷必然有與眾不同的獨(dú)特點(diǎn)，抓

　　住一個(gè)細(xì)節(jié)進(jìn)行描述，拒絕泛泛而談。有些學(xué)生喜歡通過大篇幅羅列自己參加過的課外活動(dòng)來體現(xiàn)自己“全面”的性格特征，或是用來掩蓋自己學(xué)術(shù)方面沒有可以闡述的內(nèi)容，然而招生負(fù)責(zé)人希望看到的是你的學(xué)習(xí)動(dòng)機(jī)和學(xué)術(shù)能力，太多的活動(dòng)反而讓招生官不能從中提煉出你的優(yōu)勢(shì)。寫自己經(jīng)歷中的一個(gè)特別點(diǎn)，寫“活”文字，才能打動(dòng)招生負(fù)責(zé)人。

　　3、貼近西方思維習(xí)慣

　　如果要以英文寫作，首先需要用西式思維思考，而不是先將內(nèi)容用中文表達(dá)，再翻譯成英語。東西方文化的差異導(dǎo)致美國的教授和招生官對(duì)于中國學(xué)生所闡述的優(yōu)缺點(diǎn)看法不盡相同。在以往的經(jīng)歷中發(fā)現(xiàn)，有些本科申請(qǐng)者表達(dá)出來的“優(yōu)點(diǎn)”實(shí)際上在西方看來是缺點(diǎn)，這一方面的優(yōu)點(diǎn)反而會(huì)反映出申請(qǐng)人在另一方面的缺陷。因此申請(qǐng)人要以西方的思維方式來提煉自己的申請(qǐng)素材，適當(dāng)?shù)卦谄镎故境鰜怼?/p>

　　二、注意事項(xiàng)

　　1、切勿開篇引用名人語錄

　　對(duì)文字的運(yùn)用能力是招生負(fù)責(zé)人對(duì)申請(qǐng)人的第一印象，開頭必須個(gè)性化。可以在文中引用名人語錄，但切忌以名人語錄作為全篇的開頭，切勿以宏大的視角開頭，然后再進(jìn)入主題，以免本末倒置。

　　2、注重個(gè)人經(jīng)歷的獨(dú)特性

　　避免重復(fù)寫自己的志愿服務(wù)經(jīng)歷或是其他經(jīng)驗(yàn)，千篇一律的文書會(huì)讓招生負(fù)責(zé)人產(chǎn)生審美疲勞，如若一定要寫，也須更換寫作角度，以不同的視角呈現(xiàn)，以便與他人的申請(qǐng)文書區(qū)分。

　　3、堅(jiān)持實(shí)事求是的真實(shí)性

　　堅(jiān)持?jǐn)⑹鍪聦?shí)，呈現(xiàn)事件的本來面貌，不但不會(huì)覺得平凡，反而會(huì)增加招生負(fù)責(zé)人的好感度。如果文書里面有大量的“做什么什么真有趣”或者“我覺得自己很成功”這些既模糊又普通的語言時(shí)，你就要反思一下了。

　　4、避免顯而易見的錯(cuò)誤點(diǎn)

　　最容易出局的文章是沒有檢查第二遍的文章，其中最基本的就是拼寫錯(cuò)誤，這個(gè)可以請(qǐng)別人代為閱讀檢查，可能會(huì)發(fā)現(xiàn)以前沒發(fā)現(xiàn)的漏洞。

　　優(yōu)秀范文賞析

　　College: Harvard University

　　In my mother’s more angry and disillusioned moods, she often declares that my sisters and I are “smarter than is good” for us, by which she means we are too ambitious, too independent-minded, and somehow, subtly un-Chinese. At such times, I do not argue, for I realize how difficult it must be for her and my father—having to deal with children who reject their simple idea of life and threaten to drag them into a future they do not understand.

　　For my parents, plans for our futures were very simple. We were to get good grades, go to good colleges, and become good scientists, mathematicians, or engineers. It had to do with being Chinese. But my sisters and I rejected that future, and the year I came home with Honors in English, History and Debate was a year of disillusion for my parents. It was not that they weren’t proud of my accomplishments, but merely that they had certain ideas of what was safe and solid, what we did in life. Physics, math, turning in homework, and crossing the street when Hare Krishnas were on our side—those things were safe. But the Humanities we left for Pure Americans.

　　Unfortunately for my parents, however, the security of that world is simply not enough for me, and I have scared them more than once with what they call my “wild” treks into unfamiliar areas. I spent one afternoon interviewing the Hare Krishnas for our school newspaper—and they nearly called the police. Then, to make things worse, I decided to enter the Crystal Springs Drama contest. For my parents, acting was something Chinese girls did not do. It smacked of the bohemian, and was but a short step to drugs, debauchery, and all the dark, illicit facets of life. They never did approve of the experience—even despite my second place at Crystal Springs and my assurances that acting was, after all, no more than a whim.

　　What I was doing when was moving away from the security my parents prescribed. I was motivated by my own desire to see more of what life had to offer, and by ideas I’d picked up at my Curriculum Committee meetings. This committee consisted of teachers who felt that students should learn to understand life, not memorize formulas; that somehow our college preparatory curriculum had to be made less rigid. There were English teachers who wanted to integrate Math into other more “important” science courses, and Math teachers who wanted to abolish English entirely. There were even some teachers who suggested making Transcendental Meditation a requirement. But the common denominator behind these slightly eccentric ideas was a feeling that the school should produce more thoughtful individuals, for whom life meant more than good grades and Ivy League futures. Their values were precisely the opposite of those my parents had instilled in me.

　　It has been a difficult task indeed for me to reconcile these two opposing impulses. It would be simple enough just to rebel against all my parents expect. But I cannot afford to rebel. There is too much that is fragile—the world my parents have worked so hard to build, the security that comes with it, and a fading Chinese heritage. I realize it must be immensely frustrating for my parents, with children who are persistently “too smart” for them and their simple idea of life, living in a land they have come to consider home, and yet can never fully understand. In a way, they have stopped trying to understand it, content with their own little microcosms. It is my burden now to build my own, new world without shattering theirs; to plunge into the future without completely letting go of the past. And that is a challenge I am not at all certain I can meet.

　　Comments:

　　1. This is a good strong statement about the dilemma of being a part of two different cultures. The theme is backed by excellent examples of the conflict and the writing is clear, clean, and crisp. The essay then concludes with a compelling summary of the dilemma and the challenge it presents to the student.

　　2. A masterful job of explaining the conflict of being a child of two cultures. The writer feels strongly about the burden of being a first generation American, but struggles to understand her parents’ perspective. Ultimately she confesses implicitly that she cannot understand them and faces her own future. The language is particularly impressive: “It sacked of the bohemian,” “subtly unChinese,” and “a fading Chinese heritage.” That she is not kinder to her parents does not make her unkind, just determined.

　　綜上所述，以上講的就是關(guān)于美國本科申請(qǐng)文書寫作攻略及優(yōu)秀范文賞析的相關(guān)問題介紹，希望能給各位赴美留學(xué)的學(xué)子們指點(diǎn)迷津。近年來，赴美留學(xué)一直是廣大學(xué)生最熱門的話題，同時(shí)，很多學(xué)生對(duì)于簽證的辦理、院校的選擇、就業(yè)的前景、學(xué)習(xí)的費(fèi)用等諸多問題困擾不斷，別擔(dān)心，IDP留學(xué)專家可以為你排憂解難，同時(shí)，更多關(guān)于赴美留學(xué)的相關(guān)資訊在等著你，絕對(duì)讓你“瀏覽”忘返。在此，衷心祝愿各位學(xué)子們能夠順利奔赴自己心目中理想的學(xué)校并且學(xué)業(yè)有成!

　　........................................................................................................................................................................................................................

　　相關(guān)資訊閱讀

　　1.美國本科申請(qǐng)文書寫作該從哪些方面著手?

　　2.美國高中申請(qǐng)文書就得這么寫!