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文书备考经验 NYU 标化范文美国留学出国留学文书撰写美本申请文书材料美国留学条件美国留学要求美国留学申请美本申请攻略申请美本写作范文

NYU公布4篇美本申请文书范文!保姆级文书解读与分析!附《美本申请文书案例合集》免费下载领取!

2025-06-05 10:08:52

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在美本申请中，文书是除了成绩单、标化成绩等材料之外最能展现申请者个性化特质的核心材料。从通用的CommonApp主文书，到针对不同学校的why school、why major等文书主题，它的作用远超“一篇作文”的范畴，本质是申请者全面展示自己、与招生官的分享的工具。

最近，NYU纽约大学公布了4篇美本申请中的文书范文，让我们一起来看看这些范文都有哪些闪光点，作者们又通过哪些角度来打动读者～

范文第1篇：Santería

文书题目：

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

In her cramped kitchen, Titi Nana cracked the egg in the center of the pan, the cheeriness of the bright yellow yolk contrasting the harshness of the caldero. In a flourish, she jerked the bottle of alcohol in her hand, flames erupting from the griddle. She instructed me: "Wipe it all off," gesturing to dust off my shoulders and arms into the inferno. I laughed nervously as I removed the maldad [evil] from my body, one brush at a time.

I left Titi's apartment that day confused about how our family's practice of Santería [witchcraft] fit in with my outward embrace of my heritage. I felt as if the parts of my Latina identity I claimed openly -- dancing salsa to Celia Cruz or enjoying lechón y arroz con habichuelasen Navidad -- were contradicted by my skepticism towards Titi's rituals. My experience with Santería wasn't new, as proven by my mother's kitchen altar lit dimly by prayer candles and adorned with evil eyes, statues of San Miguel, and offerings to Elegua; however, I'd never before witnessed such a tangible demonstration of my family's ritualistic beliefs. Although it surrounded me, I refused to believe in the effects of Santería... so I shunned it entirely.

Moving to a predominantly white boarding school and away from the rituals my family had passed down, I avoided addressing the distance I had wedged between myself and my background. I pushed away all things Latina as my fear of failing to honor my Puerto Rican heritage intensified. This distance only grew as my classmates jokingly commented on my inability to speak Spanish and my white- passing complexion, further tearing away bits of my Latinidad with each snide remark.

In an effort to build myself back up, I began to practice the small bits of Santería that I comprehended: lighting candles for good luck, placing a chalice of water by my bedside to absorb all maldad, and saying my prayers to San Miguel and my guardian angels each day. To my disbelief, the comments that attacked my Latinidad, or lack thereof, faded along with the aching feeling that I had failed to represent myheritage. As I embraced the rituals that I initially renounced, I finally realized the power in Titi's practices. In all of her cleansing and prayer rituals, she was protecting me and our family, opening the doors for us to achieve our goals and overcome the negativity that once held us back. In realizing the potential of Santería, I shifted my practices to actively protecting myself and others against adversity and employed Santería as a solution for the injustice I witnessed in my community.

Santería once served as my scapegoat; I blamed the discomfort I felt towards black magic for the imposter syndrome festering inside me. Until I embraced Santería, it only served as a reminder that I wasn't Latina enough in the eyes of my peers. Now, I understand that while intangible, ethereal, even, the magic of Santería is real; it's the strength of my belief in myself, in my culture, and in my commitment to protect others.

文章解读：

Santería，音译为桑特里亚教，是一种融合性的宗教，起源于西非，在古巴等加勒比地区发展壮大，并传播至美国等国家。本文的核心便是作者与家族传承的桑特里亚教之间的特殊关系；从对其产生怀疑、排斥，到逐步接纳并将其转化为自我认同和保护他人的力量，作者在文章中阐述了其完整的成长历程与途中不断演化的思考。

⭐选题与语言：

作者在文章的开头部分通过细致的语言描绘了桑特里亚教的一个驱邪场景；生动的细节如鸡蛋入锅、火焰燃起等，自然引出作者对这一仪式的兴趣。又通过适时插入的“lechón y arroz con habichuelas”、“maldad”等西班牙语词汇营造出异域氛围，持续地抓住了读者注意力。

⭐ 成长的过程：

接着叙述作者在成长过程中对桑特里亚教的怀疑态度，以及这种怀疑与自身拉丁裔身份认同之间的矛盾。母亲放在厨房的祭坛、与作者在寄宿学校中受到的同学调侃，都进一步加剧了作者与自身文化背景的隔阂，也是本文的主要情绪锚点。

⭐转变的契机：

随后讲述作者为重建自我、接纳自身文化背景，开始尝试实践自己能理解的桑特里亚教仪式，如点蜡烛祈福、放置水杯吸收厄运等。随着实践，作者逐渐感受到外界对自己拉丁裔身份质疑的减少，完成了从排斥到接纳的关键转变。

⭐最后的感悟：

作者充分描述出自己的矛盾与挣扎，情感表达真实自然。在文章的最后，作者将桑特里亚教的意义升华，不再将其视为神秘的巫术，而是看作自身信念、文化认同以及保护他人决心的象征。将个人的经历与社会群体的现状联系起来。

范文第2篇：Suburban vs Urban schools

文书题目：

Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

They talked about the past, but never the present. In my suburban schools, they talked about Martin Luther King Jr., and Harriet Tubman, and Rosa Parks, but for some reason, not Malik el-Shabazz. I use his chosen name because that's probably what he would've wanted and because Malcolm X was mentioned in passing. My ancestors had their own struggles with white people, but no generational impact that holds a light to American slavery. My parents come from a land I only know by name and the stories they tell, and whatever I can gather from Google Maps. While I am African, I mentally distanced myself from true African-Americans; I did not deserve pity for the unspeakable horrors, nor praise for their strength and hope in face of them. In my school, there were barely ever any black kids in my class, and no true African-Americans, so I was the sole focus during lessons on Blackness, where they'd look at me, or avoid eye contact. It wasn't until I transferred to an inner-city high school that I saw the truth. It wasn't until I went from the blue and glass monsters that rose out of the ground like mountains in my suburban high school, to the small brick building with gated windows in Boston, that I realized there were schools 20 miles away with mostly kids of color. They were not that different from kids in the suburbs, except for their choices.

I moved in with my dad in Boston, transferring to a small school in the city. In three months at my suburban high school, through a rotating schedule in a labyrinth of opportunities, I needed my schedule every day. On my 3rd day at my Boston school, I knew exactly where to go. For the first time, my schedule was given, not created. The gated windows intimidated me on my first day, and I thought the kids would be crazy or "hood". What I really discovered was a lot more of them looked like me. There were over 200 students at this school, almost entirely students of color, and a majority white staff. There were no real electives and only one language available at the school. I had to go back a year in math because the system wasn't designed for students ahead in other districts. We didn't even have a full-time nurse. Students take public transportation, and kids from three different schools had to fit on buses that fit 38 people. Some bus drivers did not care enough to get every student on board. The ones that did broke federal guidelines. For lunch, every student in Boston is qualified for free meals, a fact frequently thrown around like an accomplishment, but in truth, the lunch is worse than prison food. I've seen kids search for seconds of this stuff, while students in the suburbs complain about "limited" choices.

So, what's the difference between inner-city schools and suburban ones? Well, it's a series of simple decisions, compounded into disastrous circumstances. I'm afraid the real question is, what's the difference between inner-city kids and suburban ones? The only difference I've seen is that most suburban kids look like the founding fathers we learn about in class, and most of the inner-city kids look like the slaves they bought and bruised. My experience at three vastly different high schools has shown me these problems in educational disparity are closer to home than we think, a crucial misstep in correcting the wrongs of this country. These experiences have given me a unique perspective, and a responsibility to act. I'm planning a protest when schools open back up, which isundefined. There are solutions to these problems, but inaction perpetuates. As King once said, "the arc of the moral universe is long, but it bends towards justice." Almost 70 years after Brown v. Board of Education, equality hasn't been achieved, so we'll fight to achieve it.

文章解读：

本文聚焦美国不同学校之间存在的教育资源不平等问题。作者通过自身从郊区学校转入城市学校的亲身经历，深刻剖析了这一现存现象。从文化教育缺失、资源匮乏，到学生群体差异等方面展开。

⭐情节选题：

本文作者从一个非常规的非裔美国人身份的视角来写作；虽然这样的视角相对削弱了全文的个人情感浓度，但是也让作者通篇对于不同学校的环境描写显得更加客观公正。作者详细叙述其转入波士顿城市学校后的所见所感，与郊区学校形成强烈对比。从校园环境到课程设置，再从后勤保障到交通午餐等方面，全方位凸显教育不平等问题的严峻性。

⭐行文呼应：

文章的开头与结尾都反复提到了一些黑人领袖，包括马丁路德金、Malik el-Shabazz等；这样的首尾呼应与名言典故完成了全文主旨的强烈点题，将过去的黑人平权运动与当今的教育资源不平的现状联系起来。最后在文章的结尾处，作者还提及了Brown v. Board of Education这一美国历史上至关重要且具有标志性意义的诉讼案，将教育资源的不平等与上个世纪的种族隔离进行类比，这也侧面体现了作者对于当前困境的历史理解，展现出了作者的学术积累。

⭐主旨体现：

本文不仅体现了作者对于当前问题的理解，更上升到社会公平与国家责任的高度。体现出作者对社会问题的深刻思考以及渴望改变现状的责任感，使文章具有较强的思想深度。

范文第3篇：Friday Night Concerts

文书题目：

During my sophomore year, my dad and I established a Friday after-school ritual. My 90-minute commutes home from school are normally devoted to studying, but Fridays are reserved for listening to music with him. We alternate picking songs: a shared favorite or something new. These long car rides sparked my curiosity in music.

I began reading books about our favorite artists and roaming Spotify for hours, listening to a variety of new songs. My playlist ranged from The Beatles and Queen to Ella Fitzgerald, Debussy, and even Montserrat Caball. Most nights I lie in bed with headphones. Music is not background noise, but an immersive experience. I love to let the melody overtake me, to have the volume so high that I can hear every lyric, every crack and nuance in the singer's voice.

One night I was listening to Bohemian Rhapsody, completely captivated. I loved how the melody made me feel--thrilled yet distressed. I craved more. I wanted to participate, to obtain what felt like magic. So I hurried downstairs to our home piano -- an ancient Costco keyboard missing half the keys. I'd never played before, but was determined to learn the song. I first relied on Youtube videos, and soon progressed to other songs using just my ear. My parents, with enough convincing, agreed to buy me a used piano.

So my dad and I were back in the car. One bleak winter night, we pulled into a gravel driveway, the parking lot of an aging, shack-like store. My dad glanced over at me, raising his eyebrows. "I'll go in first."

The door creaked open, revealing a glossy black piano. It stood directly in the center of the room, twinkling,bathing in the blinding ceiling lights. I rushed to the piano, running my hands along the ivories, feeling their weight push against mine--oh the magic of a full set of keys!

It wasn't long before I released the full potential of my weight, striking the first chord to Bohemian Rhapsody. Rich, smooth notes poured out from the piano, swirling through the air in bursts of color. They rushed through me, lit up my eyes, tugged at my heart, until I was completely consumed in their bright, pulsing waves.

I used to think grades were an estimation of my self-worth; I thought fixating on them would fulfill me, when, really, I was unhappy. Music brings me balance and joy. I love escaping through songs and fully absorbing theartists' pain or excitement. Playing the piano makes these emotions tangible, and it's empowering and liberating. It gives me something else to challenge and identify myself with. It gives me another source of fulfillment, one that's even more rewarding, because I pursue it independently.

I practice for hours every day, perhaps to the annoyance of my family. But I know they're proud, especially my dad. He's never one to shower me with compliments, nor belt along behind me at the piano. But I feel his pride when he blurts, "You should learn this song" in the car, or when he prompts me to play at holiday parties, his beaming reflection in the piano's lacquer.

I'm proud of myself, too. I don't know exactly what I want to do with my love for music or piano. I don't fancy myself as a concert pianist, nor do I strive to become one. I play for the feeling. I'll never tire of completing a song,when my heart sings and my eyes start to swim, because every note, every beautiful wash of color, I earned myself.

文章解读：

文书以作者对音乐的热爱及学习钢琴的经历为核心，讲述了音乐从兴趣爱好逐渐成为自我认同与情感寄托的重要过程。通过描述与父亲的音乐时光、从聆听音乐到主动学习演奏的转变，展现了音乐为作者带来的快乐，以及作者在追求音乐过程中获得的成就感，赋予文章温暖真挚的情感内涵。

⭐温馨的开篇：

用轻松日常的场景，自然引出作者对音乐的兴趣起源，为下文深入叙述音乐在生活中的发展埋下伏笔。接着详细描述作者在听音乐的过程，从阅读艺术家书籍、在音乐平台探索，到沉浸其中感受音乐魅力的一系列日常生活行为，体现出作者对音乐的热爱。

⭐情节的推动：

作者被《波西米亚狂想曲》触动，进而产生学习弹奏钢琴的强烈愿望，推动故事进一步发展。随后叙述为实现弹奏钢琴的梦想，作者与父亲去购买钢琴的经历。从进入老旧商店看到钢琴，到弹奏出第一个和弦，作者用细节又生动的语言描绘了购买钢琴时的激动。

⭐最后的主旨：

结尾部分作者阐述音乐对自己的深远意义，指出音乐改变了自己对自我价值的认知，作者开始意识到不应该单纯以成绩为衡量自身的标准。同时，在音乐道路上的前行也帮助作者推进和家人的关系，体现了作者在情感能力上的成长。在提及家人的支持时，也表露了自己在弹奏钢琴过程中获得的满足感，使文章主题得到升华。

范文第4篇：Three-Headed Monster in ELA Class

文书题目：

Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

I was sitting at my desk in freshman ELA class, as confident as America's Top Model walking down the runway. It was the end of class and I was excited to see how well I did on the first quiz of the year. My eyes were stalking my teacher as he walked through the aisles, passing back the quizzes. As was the case growing up, I couldn't wait for my teacher to put my quiz on my desk so I could flip it over for the world to see my A. Finally, the moment arrived. I flipped over the paper, expecting fireworks and confetti to come down when I locked my eyes on my grade. The only problem was that there was no A in sight.

All my life, I've felt pressure to achieve the highest grades to honor my mom's sacrifice. She walked away from everything she knew in the Dominican Republic so that we could immigrate to the United States when I was nine. Her goal was for me to receive a better education and have more opportunities. Getting below an A meant that I wasn't trying hard enough and that my mom sacrificed in vain. The pressure from my mom was so consuming that my perception of a successful education was entirely defined by grades. My most efficient strategy for earning A's was memorizing what my teachers taught me and spitting it back out on tests. Since this strategy was so effective, there was no need worrying whether I learned the material or not. I was getting great grades and my mom was pleased, so I was content.

I stared at the C at the top of the quiz like a three-headed monster. My world was crashing down. My first thought, which I quickly dismissed, was that I needed to transfer. However, I'm not the type of person to run from a challenge. I started to rethink how I could engage the course material, rather than simply memorize it. It was clear that my old ways had gone extinct. Instead of cramming, I began studying a week before an exam. Instead of expecting to master a skill when the assessment came, I sought feedback on my progress weeks before the assessment in order to improve. After implementing these new strategies, I not only earned A's again, but I was able to gain life-long learning skills.

I now have the knowledge and mastery of skills to succeed in college. Now that I recognize the true learning process, I have the power to continue to strive for success. When I took Biology in high school, I was fascinated by being able to develop an in-depth understanding of our bodies and the world around us. Biology allowed me to think critically and to see beyond the surface. Specifically, I enjoyed having the opportunity to apply my knowledge in labs by generating hypotheses and testing them. I'm looking forward to taking advantage of your resources to participate in research and prepare for a career as an anesthesiologist.

I aspire to be an anesthesiologist because I hope to help people ease their fears and pain when going into surgery. I recognize that becoming an anesthesiologist is a difficult task, but thanks to lessons I've learned, I'm excited to overcome challenges thrown my way the same way I overcame my struggles in ELA class. Facing that challenge, and discovering the power of learning, helped me grow immensely. Truthfully, there will always be fireworks and confetti in my head at the sight of an A, but I now recognize that the learning is far more lasting than an A.

文章解读：

文书以作者在英语文学课上首次的考试失利为核心事件，讲述了从单纯追求高分，到认识到学习过程重要性的成长转变。从新移民的身份角度出发，结合生动的美式语言，塑造出了鲜明的身份背景。在叙述过程中，各个部分之间过渡十分流畅。从考试失利的背景原因，再到应对措施和未来展望，逻辑连贯，使读者能够清晰地跟随作者的思路，理解整个故事的发展脉络以及作者的成长过程。

⭐场景描述：

本文开篇详细叙述面对考试失利，自己从最初想转学逃避，到决定积极应对的心理变化过程。通过具体阐述学习方法的改变，如提前一周复习、在考试前数周寻求反馈改进等，作者形象地描绘了一个刻苦认真的学生形象。同时，作者也强调了这些改变带来的不仅是成绩回升，更重要的是获得了让其受用终生学习技能。

⭐语言鲜活：

从“as confident as America's Top Model walking down the runway”描述自己对考试成绩的自信，与后文看到成绩是“C”形成强烈反差。作者运用大量形象的比喻，如将考试失利的成绩比作“three-headed monster”，增强文章的画面感，让读者更易理解作者当时的感受。

⭐核心转变：

结合移民家庭背景下母亲的牺牲带来的学业压力，以及由此引发的学习方法和心态的调整，作者充分展现了挫折如何促使自己获得终身受益的学习技能。在文章的结尾处，作者将此次经历与未来职业规划相结合，表达自己因生物学课程培养的批判性思维和实践能力，立志未来成为麻醉师；这也体现出作者不在安于现状、未来持续挑战自己的强烈意愿。

总结

四篇文书均未空泛说理，而是选取生活中的具体经历展开；强调个人在经历中的成长是文书的核心思路。不管是对于自身文化背景的疑问与接纳，还是学习技能的掌握与精进，申请者的反思能力和可塑性，这正是美本申请中大学看重的品质。

在此基础上，以上范文都体现出强烈的社会责任感，展现出申请者积极向上、乐于奉献的价值观。通过真实的情感表达，范文作者们迅速拉近与读者的距离，让招生官能够感受到申请者的真诚。这些文书共同证明，真实的故事比‘完美人设’更具感染力。

美本的教育理念注重培养“完整的人才”；文书不是学生们“炫技”的舞台，而是用真诚的故事来与招生官交流思考的难得机会。它的核心是在有限篇幅里，让一个陌生人能够认识你，并且感受到你未来的成长潜力，并相信你能为校园社区带来价值。

福利：美本申请文书案例合集

寻录留学重磅推出《美本申请文书案例合集》，共计近500页高质量内容，精心收录多个权威来源的优秀申请范文，涵盖 Common App 主文书、美国综合性大学补充文书，以及来自哈佛大学、约翰霍普金斯大学和《纽约时报》每年公开的真实录取文书。

合集中的文书均为成功录取学生的真实案例，风格多样、主题鲜明，展现申请者独特视角与个人魅力，具有极高参考价值。无论你正在打磨 Common App 主文书，还是在为补充文书的选题与表达而苦恼，这份资料都能为你提供丰富灵感与写作方向。所有内容均整理自官方发布或公开来源，由团队分类筛选，是规划美本申请文书写作过程中不可多得的高含金量参考资料。

《美本申请文书案例合集》