我们中国写手在申请季中有三大世界性难题：
1、选校时看学校排名还是看专业排名?
2、要不要再刷一下标化分数？
3、文书该怎么写？这个内容要不要写进去？能不能表达我的特色？
Step 1:Overview of topic(s)and elimination
步骤1：话题汇总并逐个筛选
To begin working on an essay with a student,the first thing I’ll do is to make sure they are aware ofthe topic(s)/prompt(s)so that they have a broad understanding of what will be required of them.
着手文书的初始阶段，第一件事情就是让学生理解文书题目，然后他们会明白文书的具体要求是什么。
Depending on whether there are choices for the essay responses(Common Application Personal Statement and UC Insight Questions have many choices)I will then talk with the student and discuss which types of prompts might be suitable for them,and which might not.
针对可选择的文书题目（比如说普申网的主文书和UC的文书都有许多话题可供选择），我们会与学生交流、讨论并筛选出适合和不适合的话题。
For example,if a student has never really faced much significant hardship in their life,and has had much given to them,they might want to avoid picking a prompt like“Tellus about a time when you overcame a significant obstacle…”
例如：如果一位学生生活中从未遇到过一些棘手的困难，过的是衣食无忧的生活，那么，对于“谈一谈你曾克服一个很艰难的困难的经历。”这样的文书话题，我们建议他尽量避免。
Step 2:100 questions game and reading example essays
步骤2:100个问题游戏及阅读文书范文
Once we decide on which topics NOT to write about,I narrow down the 100-question list that uses toelicit potential responses.I then have them answer as many of the left over50-60 questions as they can.Even a sentence or a few words can help.Using an online document that both the student and counselor can edit in real time helps with this,as the process can be more active and continuous rather than focusing around a few in-person meetings.
一旦我们筛选出不适合用来写文书的话题之后，老师会通过使用“100个问题”清单进一步缩小话题范围，针对剩下的50-60个问题，学生逐一尽可能详细地进行回答，即使只是几个词或一个句子也可以，使用网络文档，便于双方进行再度修改。这个过程可能进展得越来越活跃，因此这是一个持续性的过程。
Again,I go through there sponses with elimination in mind,crossing off answers that seem inappropriate,cliché,or show marked disinterest.
接着，老师会将回答进行筛选，最终去掉一些看起来可能不恰当，或者陈词滥调，再或者与兴趣无关的回答。
After the student answers enough of the questions and I narrow down the choices to about 20 questions,I try to dig up example essays that match the student’s particular interests or tone of voice/temperament and have them read through them.I then have the student go back and review the answers to their questions and add some information to the responses that most spark their creativity.
待回答了足够的问题后，老师最终缩小至20个问题，同时找到一些与学生独特的兴趣相匹配的文书。同时收到回学生的回答之后，进行批阅，在他们的回答基础上增加一些信息，这些信息最能够体现他们的创新性。
Step 2.5:Essence objects game
步骤2.5：目标游戏的精髓
Sometimes students will be reluctant or incapable of answering straight forward questions.Maybe they’ve simply never considered questions like this and need more of a creative push to come up with some ideas.
有时候，学生可能并不愿意或者是无法回答一些简单的问题。或许是因为他们之前从没有考虑过此类问题，因此他们需要更多的引导，才能让他们想到一些新颖的观点。
Once the student has completed this exercise,I again review the responses and try to assign some example essays from past students to give them more of a clue as to how their response may take shape(eventually).
一旦学生完成了这项练习，我再一次批阅他们的回答，然后会给学生往届学生的文书例子，帮助他们获取更多的灵感，最终成文。
Step 2.83:Memes
步骤2.83：话题
If all else fails and the student either has a hard time opening up or refuses to cooperate,I would probably suggest that the student pick 10 memes from the internet that they find particularly funny,insightful and that hopefully reflect some aspect of their beliefs or personality.
如果以上的练习都无法起作用，可能是学生很难和老师敞开心扉，或者是拒绝合作，那我们可能建议学生从网络上选择10个他们认为比较有趣、令人深思的话题，从这一方面入手，捕捉反映学生一部分的信仰或者个性。
It’s actually an effective way of getting to know students who might be“too cool”to talk about their opinions,emotions,and values in a direct manner.
针对一些很“酷”的学生而言，直接的沟通方式可能更有效地去了解他们的观点，情感和价值观。
Step 3:General outline,pre-writing,drafting
步骤3：大纲，下笔，初稿
In this step,I usually sit down with the student or work with them online together and give them some suggestions of ways that they can start their paper.Though with different students the structure of the essays can change drastically,just for the sake of getting words on paper,I usually I focus on outlining the general structure using the following format:
到了这个步骤，老师采取的措施就是和学生坐下来或者在网络上进行沟通，提出一些他们可以着手文书的建议。不同的学生，文书的结构会天差地别，最重要的是文书里所使用的语言。下面是老师给学生的一个大致文书框架：
Paragraph 1–“The Hook”
Paragraph 2–“Providing Context”
Paragraph 3–“Widen the Scope/Expanding the Story”
Paragraph 4–“What’s Your New Realization?Examples of Changes in Your Behavior”
Paragraph 5–“Conclusion–Look to the Future”
第一段：开篇-“诱饵”
第二段：内容阐述
第三段：扩大范围/故事延展
第四段：你最新的成就？行为改变的例子
第五段：总结-展望未来
For this part,I don’t like to set a word limit,and if I encourage the student to write as much as possible.
针对此步骤，不限定字数，老师甚至会鼓励学生能写多少就尽量写多少。
I then read what they’ve written,and ask them to expand on every interesting thought,sentence,quotation,scene,etc.
接着，老师会查阅学生所写的东西，并对每一个有意思的想法，句子，引用，场景等进行拓展和加深。
代写留学文书
Step 4:Revision
步骤4：修订
This step is obviously the longest and most complicated part,and I usually advise the student to exciselarge parts of their paper(sometimes more than 75%).
显而易见，这一步骤是花费最长时间也是最复杂的一个部分，老师有可能建议学生删掉很大一部分的文书内容（有时候会超过75%）
I try to keep writing that demonstrates some of the following attributes in the best possible light:humility,honesty,humor,and everyday straight forwardness.
老师也会列举并陈述一些关于学生的特质：谦逊，诚实，幽默和坦率等。
There are many different sections that I often encourage students to discard:overly dramatized passages,lengthy and confusing dialogues or present tense action scenes,parts of the paper that focus more on“what”than“who”,passages that“tell”instead of“show”,etc.
同时，有许多部分是老师鼓励学生丢弃的：过于戏剧化的段落，篇幅过长且让人捉摸不透的对白或者是现在时态的场景等都建议删掉。文书可以将更多的笔墨放在“什么”而不是“谁”，文书重要的是“阐述”而不是“展示”等等。
After I help the student cut out parts of their paper,I give them some suggestions as to how they can continue writing.I sit down with them and discuss for a final time which one of the prompts they want to respond to,and make sure that their answer directly addresses that topic
已经做完删减工作之后，老师会建议学生继续创作，和学生进行面谈，并最后讨论他们想要选择的文书题目，同时确保他们的回答与所选择的话题息息相关。
Sometimes during this process,we realize that the general structure or prompt that we started to use doesn’t fit with what the student wants to express.On occasion,I advise abandoning up to 90%of the paper and instead going a different direction using a small piece of what the student has written that especially struck me as interesting or heartfelt.
在这个过程中，有时候老师会发现最初的文书框架或者是最初选择的话题和学生所想要的表达的并不匹配，针对这个情况，可能需要删掉原本文书的90%的内容，重新改变写作方向，通过拼凑学生写的一些碎片信息，帮助他们总结出一些更有趣或者更忠于内心的内容。
Note:sometimes what they’ve written might not work for this particular essay,but might work for another essay,so I always have students save every version of their writing.This is a major advantage of getting as much written as possible.
备注：有时候学生写的东西可能会是适应于别的文书题目要求，因此我们建议学生保存他们的每一稿文书，总之，写得越多越好。
Once we have a clearer idea of the topic and format of their paper,I try to give them some other exemplary essays that use similar structures or themes to try to prompt their thought.
一旦学生有一个更清晰的话题观点和文书框架之后，老师会给他们一些其他的文书例子，借鉴类似的文书框架或主题去陈述想法。
Step 5:Polishing
步骤5：润色
After step 4,I guide the student in rewriting their essay,this time keeping word limit in mind.
完成前面4个步骤以后，老师会引导学生重写他们的文书，这一次需要有字数要求。
Once we have a workable“rough draft”that addresses the prompt,matches the word limit,and somewhat satisfies myself and the student,I will sit down with them and we’ll discuss the strengths and weaknesses of the paper.Then we’ll make another revision based on those responses
一旦学生有了一个可行用的“初稿”，这个“初稿”需满足字数限制，同时学生和老师需达成共识。老师会和学生沟通该文书精彩和不足的部分。接着，根据讨论的结果，学生会继续对文书进行修订。
After producing a second draft based on our readings,I will often encourage the student to have a peer read their paper and give opinions.I also usually have my colleagues look over the essay and give their assessment.After these outside opinions have been discussed,I will have the student write third or fourth drafts
完成第二稿之后，老师会鼓励学生让他的同伴去阅读他的文书并让他们发表对该文书的意见。同时，HEC顾问老师也会经常交换文书并给出评语。综合外部的建议，我们接着撰写第三稿或者是第四稿等。
Step 6:Finalizing the paper and submission
步骤6：定稿和提交
Once we have a“finaldraft”version,myself and the student comb through the paper looking for grammatical mistakes,awkward sentences,repeated words,overuse of passive voice,etc.
一旦我们有了一个“终稿”文书版本，和学生会对整片文书进行梳理并彻底检查，包括语法错误，有歧义的句子，重复的用词，被动语态的过度使用等等。
We will have a final meeting where we again assess the strengths and weaknesses of the paper,and ask general questions such as:Does this address the prompt clearly?After confirming our mutual satisfaction,we will submit or put the essay aside as a final version.
再次评估文书的优势和不足，老师和学生会有一次面谈，会沟通一些比较老生常谈的问题，例如：是否能够已把主题说清楚了？待双方达成共识之后，将其作为终稿进行提交。