蘇州海歸子女學校高中部升學指導老師謝老師，在加入海歸前，他在北京清華附中擔任升學與生涯教師，今年已經(jīng)是他職業(yè)生涯的第11年。

在他多年的升學指導經(jīng)驗中，已將120多名學生送往世界各地的理想大學，如芝加哥大學、普林斯頓大學、康奈爾大學、麻省理工等。

謝老師碩士畢業(yè)于哈佛大學。作為一名**且充滿熱情的升學指導老師、一名對文化交融與沖突有過深切感悟的“老留學生”，謝老師的加入無疑為海歸學子的升學之路提供了更多助力和保障。

本期我們將繼續(xù)上次的文書開頭話題，來講講UCAS文書學術(shù)部分該如何寫作。

UCAS文書的學術(shù)段落邏輯：八字方針——背景、習得、反思，拓展

什么是文書的學術(shù)段落?

在展開解釋前，先澄清概念。我在這里講的文書學術(shù)段落，是指文書的第二和第三段。

UCAS文書4000字符，大概600字，從閱讀體驗來說，一般分為五段寫作。**段描述自己學習的目標專業(yè)，以及學習該專業(yè)的動機。

文書的第二和第三段，就是文章核心段(Core)，一般用來描述自己為何適合學習該專業(yè)，作者可講述自己從課程等學習經(jīng)歷中習得的知識和體會，來展示自己的知識量，對專業(yè)的思考深度和學習熱情。

本篇中，我們著重討論核心段的結(jié)構(gòu)和內(nèi)容。這一部分也是UCAS文書核心中的核心。

學術(shù)部分八字方針——背景、習得、反思、拓展

·背景：“背景”是指學習或研究經(jīng)歷的背景。這是學術(shù)段落的開頭句。我們要簡單交代自己的學習經(jīng)歷場景，以及參與學習活動的目的。可以是校內(nèi)課程學習、暑期學校、科研項目、學術(shù)競賽等。你從事的學術(shù)活動是什么，是讀書、上課，還是科研或暑期學校?參與目的是什么?這句相當于故事背景，是首先要說明的。

·習得：交代背景后，我們就要描述自己的學習內(nèi)容了。從這段經(jīng)歷中，我具體做了什么?比如進行了哪些實驗操作，研究了哪些理論，我學習到了哪些專業(yè)知識或相關(guān)技能?提升了哪些能力?這部分要提供一些細節(jié)，來體現(xiàn)經(jīng)歷的真實性和深度。

·反思：反思一般放在段尾。在這段經(jīng)歷中，你習得的知識對于你理解該專業(yè)起到了什么積極作用? 你是否對該專業(yè)有了更多理解?或者在過程中是否收獲了快樂、成就體驗?

·拓展：拓展是最為高階的寫法，能否在文書中體現(xiàn)，取決于學生的思考深度和學術(shù)經(jīng)歷的含金量。在學習經(jīng)歷中，你是否關(guān)注到了新的問題?舉個例子，你學習了某個理論后，發(fā)現(xiàn)很多人對這個理論的解讀比較模糊，甚至有誤區(qū)。于是你獨立學習其它相關(guān)的理論，來深化自己認知。你在某實驗經(jīng)歷中學習了某種技術(shù)，你發(fā)現(xiàn)這種技術(shù)還可以應(yīng)用到另一個領(lǐng)域，于是你做了獨立嘗試。這種例子能展示你探索性的思考，是很優(yōu)秀的學習者素質(zhì)。能寫到這層的人，是實錘的學霸，更是同齡人中的前沿探索者。

案例分析

"To explore my interest in engineering further, I took a six-hour course designed by a PhD researcher at Sheffield Hallam University for local schools through ReachUni. The course focused on plasma applications in materials science. One application is plasma nitriding. I learnt how nitrogen can be ionised by a strong electric field, accelerated toward a target metal, and embedded in its surface to improve the hardness and durability of the metal. I really enjoyed combining my knowledge from different areas of A-level physics to understand the application. I think this is important in engineering and the experience helped me to decide that I want to read the subject at university.

我們用來分解一下上面這個段落。

背景：To explore my interest in engineering further, I took a six-hour course designed by a PhD researcher at Sheffield Hallam University for local schools through ReachUni. The course focused on plasma applications in materials science.

習得：I learnt how nitrogen can be ionised by a strong electric field, accelerated toward a target metal, and embedded in its surface to improve the hardness and durability of the metal.

反思：I really enjoyed combining my knowledge from different areas of A-level physics to understand the application. I think this is important in engineering and the experience helped me to decide that I want to read the subject at university.

我們可看到，這段工程學的段落內(nèi)容比較完整，將基礎(chǔ)三個成分都呈現(xiàn)了。還可以提升的就是“拓展”方面。學生是否在課程學習中發(fā)現(xiàn)了問題，做了探索式思考或探究，我們并沒有看到。

反面案例分析：

I find it peculiar that a subject that has such a ubiquitous undercurrent in our society is so undefined and obscure; it is undoubtedly this which draws me to it. Consequently I strive to keep up with Economics in the modern world by reading the “I” and “Guardian” newspapers, and the “The Economist” magazine regularly. For wider background reading I have read Marx’s “Communist Manifesto” Tim Hartford’s “The Undercover Economist” and “Too Big To Fail” by Andrew Ross Sorkin.

這一段，我們可看出，作者嘗試在講自己為了解經(jīng)濟學，讀了一些相關(guān)的雜志和報刊。然而，作者從書中學到了什么，學習的內(nèi)容對他了解經(jīng)濟學有哪些幫助，都沒有提到。盡管行文比較流暢，其內(nèi)核只不過是一個書單概述而已。這段只停留在“體驗”的層次。

點評人對該段的評論也較為負面：

Interviewers are unlikely to be impressed by simply mentioning that you’ve read a book, but they will be more impressed by your response to it and what you gained from the experience of reading it.

翻譯：(錄取)面試人員不會只因你提到讀過一本書，就認為你很了不起。但他們可能會因你針對書中內(nèi)容的反饋而對你刮目相看。

我們再看一段有同樣問題的段落：

My interest in the events of history encouraged me to pursue historiography, reading E.H. Carr’s “What is History?”. Although intrigued by Carl’s exploration of topics such as the importance of the historian, I was aware of the fact that the book is half a century old, so I decided to read David Cannadine’s modern counterpart “What is History Now?” in order to draw parallels with Carr’s magnum opus; and explore the way historiography has evolved. Cursory reading of Herodotus has also been useful in observing how the writing of history has changed since the infancy of the subject.

看起來作者引用了三本書，但并沒有提出自己從兩本書中習得的知識和自己的體會。不過，比起**個案例，作者描述了讀這些書的目的，所以相比之下要好一些。

我們看一段正面案例，來自一篇IB學生寫的心理學的文書：

My exceptional curiosity led me to follow the IBO program. Thanks to its curriculum, I relished the opportunity to extend my private research and put it into academic framework. While working independently on my Extended Essay “Should Introversion be Treated?”I discovered Susan Cain and her book “Quiet: The Power of Introverts”. My puzzle of introversion developed into educated distinction for introversion, social anxiety disorder and behavioral inhibitions. In addition, the EE helped me understand the role of biology, encouraging me to start an online course “Introduction to Psychology” taught by the University of Toronto. My curiosity still reaches far beyond these introductions and I am looking forward to studying details of brain lobes during biological modules of the course.

這個段落不長，但層次分明，把背景、習得、反思三個都表達出來了。

這種模型不止可用在經(jīng)濟學這種相對較為理論的學科，也可以用在基于實踐經(jīng)歷的學習中，比如Management管理學。我們來看一段申請管理學的文章：

While representing my school in ICAEW’s BASE competition at the national finals, I gained more of an understandingof how reliant businesses are on others, miles away from themselves, which encouraged me to read Joseph Stigliz’s “Making Globalization Work”in which he calls for reforms to how globalization is managed. I found it interesting that he believes globalization is failing because of the way governments are guiding it rather than inherent failures and also how dominant the USA appears in global governance.

這是一段起始于比賽的學術(shù)興趣。本段看起來很多字，然而只有兩句話。**句話中，作者使用 “I gained more of an understanding…”在總結(jié)了自己在競賽中的體會，并引出了他后續(xù)讀的一本書- Making Globalization Work。第二句，他又用 “I found it interesting that he believes….”描述了他覺得這本書吸引他的地方。

問大家一個問題，這一段，作者的層次達到了哪層?是否達到 “反思”了?通過觀察粗體字，我們不難看出，這段主講的只有“我習得”，并沒有提出作者的反思內(nèi)容。

我們再看一段異曲同工的段落，作者也體現(xiàn)了“打破沙鍋問到底”的學術(shù)探索欲望，將“拓展”發(fā)揮的淋漓盡致。

Studying history at A-level has strengthened my interest in the subject through learning about periods in time which have tangibly shaped the current state of the world. I supplemented my study of Nazi Germany by reading the Czech historian Dusan Hamsik’s biography of Heinrich Himmler; while Paul Preston’s The Spanish Civil War expanded my knowledge of the complex international relations which led to Franco’s victory in the conflict. Studying 20th century British history alerted me to the importance of individual political figures to the course of history. I pursued this further by attending Vernon Bogdanor’s Gresham College lecture on Roy Jenkins which opened my eyes to the effect of personal circumstances on his politics, and subsequently British history.

“背景”部分，作者只用了4個單詞“studying history at A-level”就概括了，學習的經(jīng)歷來自課堂，很簡練，上課學習天經(jīng)地義，一點沒必要啰嗦。

本段寫的最為精彩的，在于作者應(yīng)用了一系列拓展型的短語，來表現(xiàn)自己不斷向前的求知過程。

小結(jié)

本文介紹了一種學術(shù)段落的寫作結(jié)構(gòu)。UCAS文書雖然有相對普遍的模式，不過在寫作風格上也對其它符合邏輯的風格*容，同學們不需要十分教條地學習本文的原則。

此外，需要強調(diào)的是，好的寫作來自于好的思想，如果一個人不思考，也很難寫出“反思”和“拓展”部分。不只是寫作階段，在我們學習的過程中，也可以借助今天我們介紹的八字原則，來梳理自己的學習經(jīng)歷，為文書寫作準備素材。

蘇州工業(yè)園區(qū)海歸人才子女學校報名、校園參觀及了解招生動態(tài)，請： ，或通過下方報名通道登記。