为了更好地将个人的诉求解决，我们需要写好有关的申请书，什么样的申请书才是无懈可击的呢，好学范文网小编今天就为您带来了出国出国留学申请书最新6篇，相信一定会对你有所帮助。

出国出国留学申请书篇1

第一步：列提纲

一定要列提纲。从素材和架构方面给人眼睛一亮的感觉。可以边整理素材边做笔记，把突现的灵感和闪光点记录下来，将这些内容按照大纲写入申请书，大家需要注意的是，在这个过程中，要注意挖掘、发现自己的独特之处，外国人都喜欢与众不同的人。

第二步：开头

一定要写一个“龙头”。我们平时阅读文章的时候会注意到，如果一篇文章的开头写的很好的话，我们会很有兴趣往下读，但如果对文章的开头就不感兴趣的话，根本不可能再接着读。ps也不例外。一篇好的ps的开头肯定非常吸引人，让人有读下去的欲望。

而不是模仿别人的写法，给人毫无新意的感觉，这样不管你后面的内容有多精彩，读者都不会有心情看下去了。因此，ps开头要与众不同，要精炼，不用太长，要推出主题句，即全文的中心。然后在下文中环环相扣，层层推开，有跌宕起伏，有起承转合。

第三步：主题

ps的主体部分应该是铿锵有力的“金刚身”，有逻辑，有说服力，详略得当，重点突出。当你的ps开了一个好头，吸引人看下去的时候，就是主体部分起作用的时候，读者要通过ps的主体部分来进一步了解你是什么样的人，你具备哪些品质和能力等。

主体部分通常包括个人经历、教育背景、工作经历、科研经历等，具体写什么内容，突出哪些部分要依个人情况来定。在写这些经历是，不要平铺直叙，仅仅罗列出你有过什么经历，你的角色和你具体做了什么，更重要的是要展现出你从这些事件或经历中学到了什么，这些经历对你的申请起到什么作用，如何去看待和评价这种经历。

在主体部分，一定要突出自己是个什么样的人，一定要能展现出你的特点、长处、未来的目标、以及它们之间的相关性。但不要一味的夸自己，或写出很狂妄的句子。

第四步：结尾

需要有一个“凤尾”。一篇优秀的ps应该是龙头凤尾，首尾呼应的。结尾呼应全文又对全文进行概括性总结，要能够让主题更加鲜明。ps的结尾不能太过复杂，简洁明了，有说服力就可以了，不要过于冗杂。

出国出国留学申请书篇2

申请人：

户籍所在地：

身份证号码：

申请人家长姓名：

申请人家长电话：

申请事项：

申请人自愿申请西北政法大学国际教育交流项目办公室对“中美3+1国际教育交流项目”出国留学申请办理。申请人已知晓并接受西北政法大学国际教育交流项目办公室对留学申请的各项规定，并签订此申请书。申请书规定如下：

一、申请人须遵守中美两国法律法规，赴美留学期间遵守美方大学校纪校规；

二、西北政法大学国际教育交流项目办公室有权力对申请人进行政治及申请资格的审查与评估；

三、项目办统一办理赴美留学申请，截止日期根据美方大学录取结果为准；

四、此出国留学申请截止日期为当年11月30日；

五、申请人免交项目注册费，仅须缴纳项目管理费4000元，代美国福特海斯州立大学收取申请费450元人民币/人；

1.当年9月30日前申请项目管理费4000元/人，11月1日之前申请的项目管理费为5000元/人；

2.因故不能赴美留学的管理费退费标准如下：

a.9月1日-9月30日提出退费申请的，所交项目管理费全部退回；b.9月30日-10月31日提出退费申请的，所交项目管理费50%退回；c.11月1日后提出退费申请的，所交项目管理费不退；

3.美国福特海斯州立大学申请费450元人民币。此申请费由西北政法大学国际教育交流项目办公室代收。此申请费为单次申请费用，如遇申请不能通过，再次申请须重新缴纳。

申请人签字：

申请人家长签字：

申请日期：xxxx年xx月xx日

出国出国留学申请书篇3

加拿大留学

一、成绩条件

1、gpa成绩

加拿大学校的艺术专业，对学生在国内读书时期的gpa分数的要求不是很高，只要达到80分以上就可以了，但是对于你所学的专业课的gpa分数要求比较高，通常要在85分到90分以上才行。

2、语言分数

加拿大的艺术专业的语言分数没有商科专业的分数这么高，通常需要学生的ielts分数 能够达到6.5分以上，或者toefl的分数在90分以上就可以了，有些加拿大学校的艺术专业要求更低，ielts达到6.0分或者toefl达到80分就可以。

二、资金要求

去加拿大读艺术专业可不是一笔小数目，加拿大的公立大专学校里面的艺术专业一年的学费最低是六万元到七万八左右，加拿大的本科学校的艺术专业一年的学费大致是十万元左右，而加拿大的社区学院的艺术专业是最贵的，一年的学生要交是十三万元到是十六万元左右。

生活费用也是比较高的，一年大致是十万元到十五万元左右，所以在加拿大读艺术专业，一年要准备二十万元到三十一万元不等，这一年的费用是需要不少的，需要有经济方面的支撑。

三、作品集

这是对艺术专业独有的一个要求，在申请加拿大的艺术专业之前，就要把作品集给准备好，并且发送过去，不同的艺术专业学生要准备的作品集不一样。

四、申请文书

去加拿大读艺术专业，只需要一封推荐信，而其他专业的要三封，因为艺术专业的老师都比较注重学生的作品，学生作品的准备是很重要的。还有个人的陈述，需要学生能够把自己优秀的一面展现出来。

五、面试

加拿大学校的艺术专业，通常会有面试，面试官会问你一些艺术专业上的问题，你可以去了解一下大致会问到什么问题，在面试的时候冷静回答面试官的问题，着装也要整齐，尽量不要说太多的话，也不要说的很少。

出国出国留学申请书篇4

dear xx,

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 impact 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.

my interest in storytelling resulted in the subject of my undergraduatethesis.i decided to focus on american narration,specifically concentrating onexpressions of masculinity in men's magazines.it discussed dialogue inmagazines as well as in teen male group settings,focusing on theconceptualization and presentation of gender in both circumstances.myoverarching approach examined how masculine identity in the media has evolvedover the last century.i further presented how manly behavior was glamorized inthe text from three contemporary men's magazines,and juxtaposed it with anethnographic work about how young men communicate and assert their genderroles.

my thesis topic is slightly removed from what i would like to study ingraduate school,but the process familiarized me with the prerequisites requiredfor social research.these included a delay in progress by routine realities,such as gaining irb approval to interview and observe minors,as well as beingforced to dig through the vast sea of material on women's magazines just toyield the limited data done on men's publications.the college that i attendedalso emphasized the importance of organizing one's own curriculum during juniorand senior years.it was an unrestricted program in which the student consultswith sponsors and plans his or her own course of study.this program approachedthe undergraduate thesis with the same level of intensity and professionalism asa graduate dissertation.

for my thesis,i assessed my topic and its requirements,efficientlyplanning my eventual course of study.i organized tutorials with my sponsors andestablished necessary reading lists that would contribute to my progress.tutorial discussions allowed me to gain a broad scope of the research processand solidify my thesis into working theoretical,cultural and ethnographicpapers.i earned permission to conduct fieldwork at a local boys and girl'sclub,and was approved to interview and observe the interaction between teenagemales at the club.for six months,i listened to the things they considered tobe important aspects of masculinity and used my time there as one example ofteenage suburban expression of larger societal gender roles.i was able tofurther gain a taste of the graduate dissertation process when i successfullydefended my undergraduate thesis during an oral presentation to my sponsors andan outside examiner.

the liberal arts education i received has given me the means to approachsocial anthropology in a perceptive manner and to consider the variousintricacies that influence and shape certain aspects of culture.these wereabilities that grew and thrived in an educational environment that allowed me tothink critically about topics in anthropology and choose my own course of study.i emerged from college not with textbook facts floating around in my psyche,butwith questions,thoughts and theories.i believe it is my undergraduate liberalarts background that provides me with an aberrant and perceptive approach tocultural anthropology.

during my hiatus between undergraduate and graduate education,i was ableto step back from the research that captivated me for two years in order toreevaluate my goals in anthropology.while my break did not include leavingschool for an extended period,i used the time to once again study broadly inthe social sciences.by taking courses in psychology and other areas ofanthropology separate from my undergraduate focus,i challenged myself furtherthrough exposure to different material and contrasting teaching styles,therebygaining an educated and informed understanding of my intended course of studyfor graduate school.my extensive consideration of anthropology and thecombination of both my undergraduate and post-baccalaureate education has givenme the means to approach graduate school in a thoughtful and perceptive manner.additionally,this hiatus gave me the ability to devote necessary attention tochoosing graduate schools that will both challenge my views of cultural identityand allow me to excel in anthropology.

yours sincerely,

xx

出国出国留学申请书篇5

dear admissions committee,

i am writing to express my full support for xiao xiao, who is applying to graduate school at [name of school]. though i am currently a visiting scholar at the university of california, san diego, i was xiao's supervisor at the vvv university school of architecture and civil engineering. in my [number] years in academia, xiao stands out as one of the best students i've encountered.

as the professor in charge of vvv's student union, i spent several years supervising and working closely with pan, who served as the union's chairperson and monitor. pan's work included managing the routine affairs of his class of 76 students and planning many student activities. consequently, through our close contact, i gained a thorough understanding of and respect for pan's character, his strong organizational skills, and his leadership ability. for example, in fall 1997, xiao organized an evening party for incoming freshmen. i still vividly remember the party's resounding success, as well as pan's unswerving attention to details.

dedication and passion are hallmarks of pan's character. although the work he did as a student leader was time-consuming and tiring, he never complained. he simply embraced his responsibilities, and enjoyed the tasks at hand. students acknowledged his devotion to his classmates repeatedly: for four years in a row, the student body elected him monitor and chairperson. xiao felt great warmth not only for his classmates, but also for society at large.

sincerely,

proessor name

departfment of electrical engineering,

abc university

出国出国留学申请书篇6

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，

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。”

4、申请文书切忌过分夸大个人能力及成绩。

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。