用善良敲開芝加哥大學(xué)門扉

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學(xué)生背景：

Name:J同學(xué)

School: International School 學(xué)校：國際學(xué)校

Accepted School： University of Chicago 錄取學(xué)校：芝加哥大學(xué)

GPA: 3.86/4.0

AP Courses: AP European History, AP Chemistry, AP Computer Science, AP Calculus AB, AP Biology (4), AP English Language & Composition (5), AP Psychology (5), AP US History (5), AP Chinese Language & Culture (5)

AP課程：歐洲史，化學(xué)，計(jì)算機(jī)科學(xué)，微積分AB，生物(4)，英語及寫作(5)，心理學(xué)(5)，美國史(5)，中國語言及文化(5)

IB Courses: IB French Abinitio

ID課程：IB French Abinitio

TOEFL: N/A

SAT: 2180

SAT II SAT:

US History 750 美國歷史：750

Biology Ecological 730 生物生態(tài)：730

Math 2C 750 數(shù)學(xué)2C：750

Chemistry 720 化學(xué)：720

Chinese Language with Listening 800 中國語言聽力：800

Activities:活動

1) Community Service Club President

社區(qū)服務(wù)俱樂部主席

2) Science classes and exposition founder & organizer – designed and conducted science experiments with migrant school students. Science experiments and curriculum with migrant school students. Organized science expo.

科學(xué)類和博覽會創(chuàng)始人兼組織者——與民工子弟學(xué)校學(xué)生設(shè)計(jì)并進(jìn)行科學(xué)實(shí)驗(yàn)。與民工子弟學(xué)校的學(xué)生進(jìn)行科學(xué)實(shí)驗(yàn)和課程。組織科學(xué)博覽會。

3) Chess club public relations officer

國際象棋俱樂部主管

4) Shanghai Go association certified referee

上海GO協(xié)會認(rèn)證裁判

5) Link crew leader – SAS freshman transition program; pioneered this effort

Link crew領(lǐng)袖-SAS新生過渡計(jì)劃;這一項(xiàng)目的開創(chuàng)者

6) Writing center tutor

寫作中心助教

7) Jacaranda trip

蘭花楹旅行

8) School wide event coordinator – organized Thanksgiving dinner for all school clubs and migrant children

學(xué)校大事件協(xié)調(diào)員——為所有學(xué)校俱樂部和農(nóng)民工子弟組織感恩節(jié)晚餐

9) Community service blog author

社區(qū)服務(wù)博客作者

10) University Pennsylvania Summer College

賓大暑期班

導(dǎo)師點(diǎn)評：

The first time we met J he was very quiet and reserved, but after several conversations we discovered that he was a thoughtful student who had an insightful perspective on himself and the world around him. J signed a Platinum package with us during the 1st semester of his Junior year. He was an average test-taker, and was unable to break 2180 on the SAT, so Prestige Only helped J highlight other aspects of his application.

初見J同學(xué)時(shí)，給人的印象時(shí)有些內(nèi)向保守的，接觸幾次下來，我們發(fā)現(xiàn)他很有自己的思想，對周圍的事物有獨(dú)到的見解。11年級第一學(xué)期初作為我們白金會員的J同學(xué)的學(xué)期成績在中游，并且SAT成績始終無法突破2180分，鑒于這種情況，PO為他量身定制了更適合他本人的申請。

J set his sights firmly on the University of Chicago, so Prestige Only coached him through activity development and essay drafting by drawing from our proven track record of acceptances to his dream school. Though we will never develop the same activities and copy the same essays from our past students, we shared our strategies with J in order to mold his profile to fit UChicago. One aspect that we focused on was the notoriously difficult supplemental essay for which UChicago is famous for.

J同學(xué)把目光瞄準(zhǔn)了芝加哥大學(xué)，憑借著多年的成功實(shí)踐，PO幫助他充分發(fā)揮活動特長和論文撰寫，借此邁向他夢想中的學(xué)府。我們做的不是照本宣科，而是針對他申請的芝加哥大學(xué)的要求來進(jìn)行有針對性的策略。其中一項(xiàng)便是針對芝加哥大學(xué)那讓人聞風(fēng)喪膽的補(bǔ)充論文來做專門的訓(xùn)練。

Prestige Only gave J direction by emphasizing a more intellectual and pensive writing style, which from our experiences his dream school looked very favorably upon. We encouraged him to emphasize his thought process and ideas, and his ability to connect complex themes such as humanity, nature, languages, and service. J's Personal Statement came out of his experiences working with migrant school students; he described service as a universal language that could improve himself and his community. In his UChicago supplement, which is always difficult to approach, J accentuated different aspects of his service mindset. Throughout the process, J really opened up and shared his thoughts, feelings, motivations, desires, and fears and it was truly a privilege working with this fine young man.

PO為此對J同學(xué)在如何更聰明有效的寫作方面進(jìn)行了強(qiáng)化培訓(xùn)。因?yàn)槲覀冎肋@是他夢想的芝加哥大學(xué)向來注重的。我們鼓勵(lì)他擴(kuò)展思維，從而養(yǎng)成能將人類，自然，語言和服務(wù)等問題串聯(lián)起來的能力。在他的個(gè)人陳述中，J同學(xué)借鑒了他在打工子弟學(xué)校與同學(xué)共同學(xué)習(xí)的經(jīng)驗(yàn)，并說明了在混校的的學(xué)習(xí)過程中給自己帶來的溝通方面的提升，這些在芝加哥大學(xué)的補(bǔ)充論文要求中都是極難闡述的，J同學(xué)突出闡述了他服務(wù)中的不同思維模式。在一系列的訓(xùn)練后，J同學(xué)漸漸擴(kuò)展了他的思維并懂得了分享他的思想，感情，動力，渴望甚至是畏懼，這一切改變也讓我們覺得與J同學(xué)共事真是三生有幸啊。

Market Differentiator 市場優(yōu)勢

Teaching Life Long Success by Focusing on the Process as well as the Result

注重過程和結(jié)果，教育成就一生

Life is not just about the results, it’s about the process – it’s the journey that builds and defines one’s character, intestinal fortitude, and resilience.

生命不只是注重結(jié)果，更是過程——生命是一個(gè)建造和定義一個(gè)人的性格，勇氣和豁達(dá)。

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