美國(guó)名校眾多，如大家熟知的哈佛大學(xué)、麻省理工學(xué)院、普林斯頓大學(xué)等等，想要進(jìn)入到這些名校學(xué)習(xí)，肯定是非常艱難的。下面出國(guó)留學(xué)網(wǎng)小編給大家簡(jiǎn)單介紹留學(xué)美國(guó)該如何準(zhǔn)備個(gè)人陳述。
首先來(lái)看看如何書(shū)寫(xiě)好個(gè)人陳述，換位思考很重要。
1.整體構(gòu)思上
很多學(xué)生的個(gè)人陳述設(shè)計(jì)是非常失敗的，他們的思路是典型的中國(guó)思維，在文書(shū)寫(xiě)作上往往是大而全，希望在申請(qǐng)文書(shū)中體現(xiàn)自身所有的內(nèi)容。故此，無(wú)論是小時(shí)候的把一分錢(qián)交給警察叔叔的經(jīng)歷，還是大學(xué)抗洪救災(zāi)，都會(huì)一股腦的往上放，這使得文章整體的布局出現(xiàn)嚴(yán)重的思路不突出，內(nèi)容不鮮明的特點(diǎn)。
其實(shí)，申請(qǐng)人為什么不“換位思考”，看看錄取委員會(huì)想要什么呢？如果自己是錄取委員會(huì)的一員，期待著學(xué)生的文書(shū)是什么樣子？到底是一個(gè)寬泛的自述，還是針對(duì)專(zhuān)業(yè)的一個(gè)有針對(duì)性的個(gè)人表達(dá)？其實(shí)，個(gè)人陳述就是一個(gè)圍繞專(zhuān)業(yè)的表達(dá)，錄取委員會(huì)感興趣的就是和專(zhuān)業(yè)有關(guān)的內(nèi)容，至于其他的內(nèi)容并不是他們所關(guān)心的。一個(gè)學(xué)習(xí)計(jì)算機(jī)的學(xué)生，他的計(jì)算能力和編程經(jīng)驗(yàn)，錄取委員會(huì)會(huì)非常感興趣，至于他參加抗洪救災(zāi)沒(méi)有，除非是他參與了抗洪救災(zāi)的計(jì)算機(jī)程序設(shè)計(jì)，錄取委員就不會(huì)太感冒了。
故此，個(gè)人陳述的整體布局要以錄取委員會(huì)的喜好作為基礎(chǔ)，錄取委員會(huì)希望看什么，就寫(xiě)什么，如果沒(méi)有興趣的，就不要花任何力氣去寫(xiě)了。這一點(diǎn)來(lái)說(shuō)非常重要。
2. 寫(xiě)作內(nèi)容上
由于沒(méi)有“換位思考”的意識(shí)，申請(qǐng)人在個(gè)人寫(xiě)作內(nèi)容上的把握往往和錄取委員會(huì)的期待值離的甚遠(yuǎn)，這主要體現(xiàn)在申請(qǐng)人對(duì)寫(xiě)作內(nèi)容如何表達(dá)上。中國(guó)申請(qǐng)人對(duì)自己的工作經(jīng)歷往往會(huì)進(jìn)行著力描述，但是很少體現(xiàn)自己的思維、學(xué)習(xí)和提高過(guò)程。而錄取委員會(huì)一方面注重前者，一方面對(duì)于申請(qǐng)人的思維過(guò)程和自身提高上極其看重。他們看個(gè)人陳述，往往會(huì)采取一種邏輯的角度，即申請(qǐng)人的成長(zhǎng)和進(jìn)步過(guò)程前后有沒(méi)有邏輯性，前面做的工作是否為后面的情況進(jìn)行了鋪墊，而后面的成就是否是前面工作的深化和提高。這些邏輯性是很多中國(guó)學(xué)生不具備的。
有些同學(xué)做的事情很多，但是都是在文章中進(jìn)行詳細(xì)的列舉，沒(méi)有把這些重要的內(nèi)容以邏輯的角度串成一條線，展示給錄取委員會(huì)。這和錄取委員會(huì)的思路就相距甚遠(yuǎn)，極大影響了自己文章在他們心目中的質(zhì)量和水平。
3. 寫(xiě)作風(fēng)格上
很多申請(qǐng)人在寫(xiě)個(gè)人陳述的過(guò)程中，希望“語(yǔ)不驚人死不休”，力求將申請(qǐng)文書(shū)寫(xiě)的完美，這一點(diǎn)本身沒(méi)錯(cuò)，一篇優(yōu)美的個(gè)人陳述，是能夠給自己申請(qǐng)結(jié)果加上很多分?jǐn)?shù)的。不過(guò)，英語(yǔ)有一句話叫做“Substance over form“，意思是內(nèi)容重于形式，在閱讀申請(qǐng)材料過(guò)程中，錄取委員會(huì)其實(shí)也更注重申請(qǐng)人的實(shí)質(zhì)性東西，希望看到申請(qǐng)人的專(zhuān)業(yè)水平和研究工作經(jīng)歷。而很多申請(qǐng)人卻將大量的精力放到了如何使語(yǔ)言更優(yōu)美的方向上去，用的單詞生僻，讀起來(lái)不能朗朗上口，這實(shí)際上是本末倒置，無(wú)法得到錄取委員會(huì)的青睞。
我曾經(jīng)接觸過(guò)有些學(xué)生，寫(xiě)的個(gè)人陳述好像是隔海臨風(fēng)的散文，而不是腳踏實(shí)地的文書(shū)，這種材料不是錄取委員會(huì)的思路，也很難獲得錄取委員會(huì)的青睞。
從上面三點(diǎn)來(lái)看，“換位思考”是一個(gè)很重要的申請(qǐng)概念，特別是在研究生申請(qǐng)個(gè)人陳述寫(xiě)作方面，可以說(shuō)是申請(qǐng)人必須要做的一個(gè)環(huán)節(jié)。故此，同學(xué)們應(yīng)當(dāng)盡量把錄取委員會(huì)的思維和自己的思維結(jié)合起來(lái)，對(duì)個(gè)人陳述進(jìn)行撰寫(xiě)和調(diào)整，方能獲得理想的結(jié)果。
接著來(lái)看看個(gè)人陳述一般都寫(xiě)哪些內(nèi)容。
申請(qǐng)?jiān)?/strong>
文書(shū)的最開(kāi)始當(dāng)然是要交代自己的背景啦！
要讓admission看一眼就知道你遞交申請(qǐng)的原因是啥，簡(jiǎn)單直接的表達(dá)會(huì)讓你的application在多如牛毛的personal statement里成為一股清流，還省去大學(xué)招生辦不少過(guò)濾廢話的時(shí)間！
短短的一段或兩段里，小伙伴們應(yīng)重點(diǎn)解決以下兩個(gè)問(wèn)題：
為什么申請(qǐng)這個(gè)科系：何時(shí)開(kāi)始對(duì)這個(gè)科目感興趣？你是否有逐漸加深對(duì)這個(gè)科目的了解？
你如何保持對(duì)這個(gè)科目的興趣？你對(duì)這個(gè)科目的興趣是否影響了你的未來(lái)甚至職業(yè)規(guī)劃？你為什么想要在大學(xué)階段選修這門(mén)科目？為什么選擇來(lái)美國(guó)求學(xué)：過(guò)去有無(wú)接觸英式教育？如有，何時(shí)開(kāi)始、為什么、是否對(duì)你的大學(xué)申請(qǐng)選擇有直接影響？如無(wú)，為什么選擇美國(guó)大學(xué)本科？
個(gè)人努力
然后，就是小伙伴們向大學(xué)證明自己真的輾轉(zhuǎn)反側(cè)、茶飯不思、懸梁刺股、炒雞炒雞想讀這個(gè)系的好時(shí)候啦！
我：報(bào)告大學(xué)，我才不是思想的巨人，行動(dòng)的矮子呢！我可腳踏實(shí)地啦！
大學(xué)：那就證明一波唄。每年辣么多人申請(qǐng)，我干嘛非要招你？
我：那當(dāng)然是因?yàn)椤獙W(xué)術(shù)篇：上學(xué)期間你是如何儲(chǔ)備相關(guān)知識(shí)的=你選擇的A-Level（alevel）科目對(duì)你理解這個(gè)科目有什么作用？
課余你是如何儲(chǔ)備相關(guān)知識(shí)的=讀過(guò)的書(shū)、看過(guò)的電影、聽(tīng)過(guò)的講座、follow過(guò)的節(jié)目？
平常有沒(méi)有多看書(shū)多讀報(bào)？
近期你申請(qǐng)科目的領(lǐng)域里有沒(méi)有發(fā)生什么大事件？你是否讀過(guò)相關(guān)的報(bào)道分析？這些事件如何啟發(fā)了你？
經(jīng)歷篇：（在你到目前的所有經(jīng)歷里找和報(bào)的科系關(guān)聯(lián)度最高噠?。┠闶欠駞⒓舆^(guò)任何活動(dòng)或競(jìng)賽？這些活動(dòng)與你申請(qǐng)的學(xué)科有無(wú)直接關(guān)系？如有，你收獲了什么？如無(wú)，這個(gè)活動(dòng)對(duì)你有什么特殊意義/對(duì)你起到了怎樣的幫助值得你寫(xiě)進(jìn)文書(shū)？
你是否有過(guò)任何工作或社會(huì)活動(dòng)經(jīng)驗(yàn)（包括班干部、學(xué)校圖書(shū)管理員啥的）？是有償或志愿？如有償，你工作的目的與對(duì)這個(gè)科目的興趣有關(guān)嗎？如無(wú)償，你認(rèn)為自己從中獲得最大的收獲是什么？是否有任何個(gè)人興趣愛(ài)好或特殊才能？這些特長(zhǎng)對(duì)自己/未來(lái)對(duì)大學(xué)有什么幫助？
國(guó)際生：你認(rèn)為自己有足夠的英語(yǔ)水平應(yīng)對(duì)美國(guó)的大學(xué)課程嗎？你過(guò)去有完成過(guò)任何純英教學(xué)的課程嗎？有無(wú)任何證據(jù)能顯示你具備良好的適應(yīng)與交流能力（在美國(guó)高中參加辯論隊(duì)會(huì)是個(gè)炒雞好的例子！）？
附加信息
還有一些關(guān)于自己的額外信息，同學(xué)們千萬(wàn)記得提供哦！
deferredentry：有g(shù)ap year的計(jì)劃嗎？如有，打算利用這一年完成什么事情？（記得要證明自己并沒(méi)有荒廢青春哦）已經(jīng)過(guò)了gapyear？過(guò)去一年都做了什么事情/為自己的大學(xué)生活做了什么準(zhǔn)備？
AS成績(jī)不太理想是否有任何非人為不可控因素的干擾？是否有任何證據(jù)能說(shuō)服大學(xué)你的A2預(yù)估成績(jī)妥妥的？
國(guó)際學(xué)生這一條真不是歧視。但我們要用自己棒棒噠的英語(yǔ)表述證明自己一點(diǎn)都不比本地學(xué)生弱！分分鐘寫(xiě)作水平還高過(guò)美國(guó)同學(xué)好嗎！
最后來(lái)看看參考范文。（哈佛大學(xué)）
The Experience A couple years ago， I set a goal to purchase my first piece of real estate within three years of graduation from Harvard College. I realized this goal， two years and three months ahead of schedule when I closed on a charming one-bedroom condo in [lower Manhattan]. It was September 5th， 2001. Six days later， the world as I knew it changed when the World Trade Center towers collapsed， killing thousands， engulfing [lower Manhattan] in a cloud of debris， shattering apartment windows， and seeping signs of destruction in through my windows， onto my window sill， and all over my newly polished floors. I fled that day to the safety of [deleted] County and the security of my parent＇s house. Back at my parent＇s home I settled in front of the television. That day， I probably only moved from in front of the television twice. I was demoralized when the television provided the first glimpse of [lower Manhattan]. There sat my new home， encased in dust， surrounded by debris， and marred with shattered glass. A lot happened those first 24 hours in front of the television， prayers were said， thankfully prayers were answered， resolutions were made， and the most profound leadership experience of my life took shape.
The Leadership Role That day， while watching the news coverage， I vowed that I would move back to [lower Manhattan] and become part of the rebuilding effort. I have done this and more. Shortly after September 11th， I founded the [deleted] Association with three other residents （none of whom I knew prior to the disaster）. We started out as a small Executive Steering Committee， concerned with assessing the immediate impact on the community， determining the safety of residents， confirming reoccupation dates for the displaced， and disseminating information. When the first wave of residents were allowed back into the neighborhood， the Steering Committee held a town hall meeting to assess the needs of residents and develop a rapport with the community that we had collectively pledged to help.
With time the scope and goals of our organization morphed to fit the needs of the community. In December of [deleted] I was appointed President of the [deleted] Association. With the majority of residents now back in their homes it was time for me to redefine the goals of the organization. Under my direction， the [deleted]， lobbied public and government officials for economic relief， assisted the transition of residents back into the community， publicized the re-opening of businesses， secured resident access to the neighborhood past checkpoints， built strategic relationships with relief organizations， and provided transportation alternatives. Long-term， as President of the [deleted]， I have been instrumental in the rebuilding of Lower Manhattan. On a daily basis I convey the visions， needs， and voices of residents to the public， offer solutions and assistance to solve the problems of residents， provide information and resources to the neighborhood， and sponsor activities that foster community spirit.
The Leadership Lessons Serving as President of the [deleted] Association has been a defining leadership experience for four distinct reasons. 1） This experience has taught me how to concurrently serve the needs of thousands of individuals and give representation to multiple contingencies often with conflicting agendas. Accomplishing this task has been harder than I could have ever imagined. Representing a community of 12，000 to the press， elected public officials， businesses， and public is a difficult exercise in negotiation. 2） My time as President has been instrumental in teaching me how to manage a multitude of commitments. My work with the [deleted] Association is time consuming but forces me to find innovative solutions to balance my commitment to the [deleted]， with my professional career， extracurricular commitments， and personal aspirations. 3） This experience and my solid record of accomplishments has been powerful in confirming to myself that not only do I enjoy leading but that I am a successful leader. And in the true mark of a leader， I have discovered that I have the innate leadership qualities necessary to mobilize specific individuals and large amounts of people behind my vision. And 4） and perhaps more importantly than knowing that I have the ability to effectively deliver results， over the past year and a half， through countless triumphs， setbacks， failures， and successes， I have learned that a community wrought with tragedy—can recover.