绯闻最多的明星出国留学申请书9篇
出国留学申请书1
  1、在准备申请文书之前，一定要先拟一份草稿。
  2、学校需要充分的时间审核学生的信息及文案，学生一定要确定好院校的申请截止日期，尽可能提前准备并提交申请，中国十大顶尖大学排名
手机拜年短信  3、通常情况下，学生并不需要在工作经历及课外活动经验方面下太大功夫。在申请文书写作中，关于工作经历的方面，学生要表达出的应该是个人能力及领导力和创新能力的优势。
  正如剑桥大学山姆博士(Sam Lucy)提到的：“我们学校并不特别看重学生的工作经验，我们更加关注的是与你所学学科相关的任何知识及经历。我们看重的是学生的个人能力及潜力。因此，如果学生能向我们展示他具有某一方面的专长及特别优势，我们是非常欢迎的。”
  牛津大学招生处负责人卡翠娜(CaitrionaWoolhouse)也提出了同样的观点，“当学生要申请顶尖大学的时候，尤其是类似于牛津大学这类的名校，我们希望学生能表现出的是至少75%至80%的优势都体现在学术知识方面，另外20%至25%的优势是在于课外活动的经验方面。课外活动，包括工作经历，也必须是与面试者所申请所读专业相关的。”
charlie wilson  4、申请文书切忌过分夸大个人能力及成绩。
和女生道歉最管用的话
  5、申请文书论证及检查的重要性
  学生必须想清楚申请院校及专业的目的，并在文书中表达出对所学专业的优点及能力，必须让学校清楚的认识到学生对所申请专业的热情及潜力。
  UCAS系统负责人法图玛(FatumaMahad)也强调了这一重要性。“让你的朋友同学及家长阅读你的文书，他们也许可以为你提供合适的建议及看法。学生也可以试着将文书内容朗读出来，这样有助于让学生发现文书中的语言及表达错误。”
  6、最后一点关键性的建议是，学生一定要保持诚信的态度，切忌抄袭他人的文书内容，抄袭检查系统将会很智能的检查到任何作弊及抄袭行为。另外，学生在文书写作中，一定
要明确观点及论据，要展示出申请者为何具备成功完成学业的能力，而并不仅仅是陈述出学生有多么渴望申请所学的课程，能力是非常重要的一点。
出国留学申请书2
  Dear __,
  I was the only sixteen-year-old in my first university classroom.It wasone of those defining moments where I was painfully aware of how different I wasfrom the people around me.I had not yet graduated from high school,and yetthere I sat in a class on personal and social adjustment,feeling an oddcombination of excitement and anxiety.I distinctly recall my heart pounding andmy irrational fear that,at any moment,someone would inform me that I did notbelong there.I was considered an oddity at my high school as the only studentin the history of the school to attend secondary and postsecondary institutionssimultaneously as a fulltime student.I was reminded of the fact not throughvast support from my school's faculty,but through blatant vocaldiscouragement.
  In an environment where a large majority of residents live below thepoverty level,it must have seemed strange that I would attend university earlyinstead of applying for employment.The initial hardships of my first year incollege did anything but deter me from wanting to study anthropology.Indeed,the adversity I experienced only succeeded in intensifying it.My high schoolclasses were rather cold and clinical in their teachings,maintaining a firmadherence to stating and memorizing facts with little or no attempt to havestudents engage with the material.My interest in culture and my naturalresponse to analyze,question,and participate was stifled behind statestandards.In contrast,my fascination with culture was able to proliferate inpostsecondary schooling as a result of a liberal arts education and my ownproposed course of study.
  My early education in anthropology started with a historical glance atcultural theory through works of influential pioneers like Malinowski and Mead.I became fascinated by the theoretical framework involved in culturalexploration,especially how cultural beliefs and values play a role in the everyday lives of individuals.During a class on ritual and spectacle,I droveheadlong and enthusiastically into ideas of ritual importance and its imp
act onsocieties.The subjects ranged from the roles of wedding rites to funerals,andI analyzed certain ceremonies and assessed the meaning of their variouscomponents.Another class taught by the same professor took ritual metaphor andapplied it to narrative.The course addressed European stories from ananalytical perspective,and I examined well-known folktales to yield theirritual symbology.I found myself impassioned by the idea of exploring beyond thesuperficial guise of narrative and seeing it as a meaningful way of expressing asociety's basic beliefs and ideologies.Immersing myself in the works of otherinspiring anthropologists,I examined texts on narrative form and nature,ritualmetaphor and the importance of storytelling in culture.
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