大廠打工人轉(zhuǎn)換賽道，如何布局文書斬獲多個教育類項目的青睞？
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指南者留學 焦婧
2024年05月08日
閱讀量：4862
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<div class="ace-line ace-line old-record-id-ZqC9da4ltoVuHQx39GgcqnWSngg">都說“宇宙的盡頭是編制”，在大廠卷了3年后，Z同學毅然決定走上考公考編的道路，香港留學因其短平快的特點便成了做出這一轉(zhuǎn)變的踏板。于是Z同學找到了我們，開始了她的留學申請之路。</div>
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<div class="text">學員背景</div>
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<div class="name" contenteditable="true">Z同學</div>
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<div class="title">本科背景</div>
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<div class="basic"><a class="college link" href="http://www.0535www.com/college_729" target="_blank" rel="noopener">南京大學</a>
<div class="major">漢語言文學</div>
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<div class="label">GPA：</div>
<div class="value">82.6</div>
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<div class="value lang-edit" contenteditable="true">雅思:6.5(L:6.5/R:7/W:6/S:6)</div>
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<div class="apply-item"><a class="college link" href="http://www.0535www.com/majr_5082" target="_blank" rel="noopener">香港科技大學國際語言教育文學碩士（對外漢語教學）</a>
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<div class="label">申請時間：</div>
<div class="value">2022-11-08</div>
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<div class="label">錄取時間：</div>
<div class="value">2023-05-23</div>
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<div class="apply-item"><a class="college link" href="http://www.0535www.com/majr_67609" target="_blank" rel="noopener">香港大學中國語言文學文學碩士</a>
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<div class="value">2022-11-18</div>
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<div class="label">錄取時間：</div>
<div class="value">2022-12-29</div>
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<div class="apply-item"><a class="college link" href="http://www.0535www.com/majr_51627" target="_blank" rel="noopener">布里斯托大學比較文學與文化文學碩士</a>
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<div class="label">申請時間：</div>
<div class="value">2023-02-15</div>
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<div class="label">錄取時間：</div>
<div class="value">2023-03-29</div>
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<div class="title">主要經(jīng)歷</div>
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<div class="label" contenteditable="true">科研經(jīng)歷：</div>
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<div class="label" contenteditable="true">實習經(jīng)歷：</div>
<div class="value" contenteditable="true">騰訊內(nèi)容運營，社會實踐《川劇文化的現(xiàn)狀與傳承》</div>
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<div class="ace-line ace-line old-record-id-RzyHdVvkgow96Yx95h9cNDd3nqb">Z同學本科是漢語言文學，畢業(yè)后在互聯(lián)網(wǎng)大廠從事了3 年的內(nèi)容創(chuàng)作工作。在這個過程中，她逐漸萌生了考公/考編的想法，但又不希望重復本科的學習，希望通過研究生項目充實自己，拓寬眼界，提高競爭力。基于Z同學的<strong>職業(yè)規(guī)劃和學習偏好</strong>，我們幫她布局了教育和文學文化兩個方向的項目。在文書創(chuàng)作中，我們依據(jù)各個項目的招生偏好和側(cè)重點，有針對性地選擇她的相關(guān)經(jīng)歷，以定制化的文書內(nèi)容突出她的個人優(yōu)勢。</div>
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<h1 class="heading-3 ace-line old-record-id-STjxdQj7vo1ME0xLpKWcdS8Vnxf"><span style="color: #ffffff;">缺少課堂教學經(jīng)歷，如何構(gòu)思教育方向的文書？</span></h1>
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<div class="ace-line ace-line old-record-id-SYd1dYKq1oEljZxNixRcA7JInGf">在梳理Z同學<span style="background-color: #ffffff; color: #262626;">教育方向</span>的文書材料時，我們發(fā)現(xiàn)盡管她有3年的工作經(jīng)驗，但沒有課堂教學的經(jīng)歷，這對于申請港大教育類專業(yè)來說是一個不小的挑戰(zhàn)——如何將轉(zhuǎn)換賽道的動機合理化并說服招生官？經(jīng)過進一步溝通，我們發(fā)現(xiàn)她的個人經(jīng)歷中有不少值得挖掘的地方。</div>
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<div class="ace-line ace-line old-record-id-KaA7dFGcIoSpNLxNfd5cWS0knPg">首先，Z同學的家庭背景（母親和爺爺均為教師）為她提供了教育環(huán)境的熏陶；</div>
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<div class="ace-line ace-line old-record-id-H31edkgAHomuESxpMV7c7RSwnnf">其次，她在互聯(lián)網(wǎng)大廠的工作期間曾做過張桂梅校長的專訪，是一個很好的切入點；</div>
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<div class="ace-line ace-line old-record-id-K4oIdaPCfok1Uixa5Nvcrpn0nrb">第三，我們了解到Z同學大學期間參加了在線支教項目，幫扶了一位山區(qū)女孩。將這些點串聯(lián)起來，文書的框架和主線也逐漸清晰了起來。</div>
<div class="ace-line ace-line old-record-id-K4oIdaPCfok1Uixa5Nvcrpn0nrb"> </div>
<div class="ace-line ace-line old-record-id-CGm9dPiJNoXigCxlbqdcWNHfnZc">開頭段我們串聯(lián)了兩個點，一方面點出她出生在教師世家的事實，以及萌生成為一名教師想法的契機；另一方面也巧妙地解釋了自己過去教學經(jīng)歷的空白&為什么在大廠工作多年后想要學習教育學。</div>
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<div class="ace-line ace-line old-record-id-ODFgdwxkroJsYMxsL9LcHTjinuB">接著通過場景描述將讀者置身于采訪的場景中，描述自己的是如何被打動如何被影響的，引起讀者的共情，合理化職業(yè)路徑的轉(zhuǎn)變和研究生階段學習教育的動機。</div>
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<div class="ace-line ace-line old-record-id-DMHLdYsago2V1QxLQ5HcHv9zncb">之后，我們開始闡述Z同學的教學經(jīng)歷和對教育的思考，重點描述她參與的“美麗中國支教”項目。一方面通過描述她如何運用自己的專業(yè)知識設(shè)計閱讀計劃、引導學生思考、培養(yǎng)學生的閱讀習慣，體現(xiàn)她的教學能力。另一方面通過講述幫扶對象在她的引導下對文學產(chǎn)生興趣，在高考中取得滿意的成績，并選擇漢語言文學專業(yè)繼續(xù)學習所帶給她的成就感，體現(xiàn)她對于教育行業(yè)的向往。</div>
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<div class="ace-line ace-line old-record-id-B8v5dISXJorvouxV5U1crDumnnO">在討論Z同學的工作經(jīng)歷時，我們著重表現(xiàn)了她對<strong>教育不平等</strong>的關(guān)注，反思了教育資源分配的不均，并探討了如何通過個人努力改善現(xiàn)狀。不同于教學類項目，港大的教育學著眼于更廣泛的教育管理、教育政策、教育不平等等議題，恰好與Z同學的職業(yè)規(guī)劃契合，因此我們在文書中突出了她的教育理想以及和來自不同背景的老師和同學探討教育議題的渴望。</div>
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<div class="ace-line ace-line old-record-id-SNo6d8FQwoBdbZxvCm9cGEvenBg">盡管缺乏課堂教學的經(jīng)歷，Z同學的文書創(chuàng)作卻非常順利，她的成長背景、社會經(jīng)歷以及個人價值取向似乎冥冥之中注定了她要走上教育這條道路。</div>
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<h1 class="heading-3 ace-line old-record-id-Uki6doOHdoPRMxxu3PLc9ntBn9g"><span style="color: #ffffff;">本專業(yè)申請，如何體現(xiàn)自己的Motivation？</span></h1>
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<div class="ace-line ace-line old-record-id-LJsgdC3qeon1idxAOivcFiIUnod"><strong>漢語言文學方向</strong>和Z同學的本科專業(yè)是一致，所以我們以其最初對該學科的興趣入手，層層遞進地闡述她對該領(lǐng)域的興趣是如何深化的，以及本科四年的學習是如何提高她的研究能力、拓寬研究視野的。</div>
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<div class="ace-line ace-line old-record-id-U4qnddJ0xoNTTQxbatmcpdYMn7c">在多個研究項目中，我們選取了她分析、改編古典詩歌的經(jīng)歷，用于體現(xiàn)她對中國古典詩歌及其文化隱喻的深入了解，體現(xiàn)其在現(xiàn)代詩歌/創(chuàng)意寫作方面的造詣。</div>
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<div class="ace-line ace-line old-record-id-Bsepdyhq7oCIRGx4yDfclMgjnjb">Z 同學的兩段互聯(lián)網(wǎng)平臺<strong>內(nèi)容創(chuàng)作</strong>的工作經(jīng)歷含金量較高，但和漢語言文學的申請并非強相關(guān)，因此如何突出她在這一方面的優(yōu)勢并巧妙地銜接申請動機很重要。不同于簡歷中的客觀經(jīng)歷概述，PS中我們把更多的筆墨放在 Z同學在這個過程中的挑戰(zhàn)、成長、思考上?；谒男侣劸庉嫷墓ぷ鲀?nèi)容，我們突出她對社會問題的洞察，并提及她是如何受到魯迅作品的啟發(fā)，創(chuàng)作出一篇關(guān)于母職懲罰的作品的，由此延伸出創(chuàng)作者需要更加廣泛的閱讀和對中國語言文化更加深入的了解，從而自然地過渡到項目申請的原因。</div>
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<div class="ace-line ace-line old-record-id-RXsDdTJ9jobN7bx92iDciFfmnkg">在闡述擇校原因時，我們基于對于項目的了解，幫Z同學擬定了一份簡單的學習規(guī)劃，重點強調(diào)項目和她職業(yè)規(guī)劃的契合度。最后結(jié)合Z同學的過往經(jīng)歷和項目的培養(yǎng)目標，詳細說明了畢業(yè)后短期和長期的職業(yè)規(guī)劃，提出通過寫作影響公眾、傳遞文學的力量的愿望，呼應(yīng)開頭段她所受到的文學的影響。</div>
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<div class="ace-line ace-line old-record-id-PR1Tdpd0HoDM7Hxg8S6cW3ptnEe">申請中的一次次溝通交流，不僅讓Z同學收獲了滿意的offer，也更加堅定了她從事教育行業(yè)的想法。她的故事告訴我們，每個人的發(fā)展道路都是獨一無二的，申請的過程也是不斷自我探索的過程，通過回顧和總結(jié)過去的經(jīng)歷，以及導師第三視角的剖析，我們也許能夠更清楚地認識自己。我們也期待Z同學在未來的學習和職業(yè)生涯中，繼續(xù)追尋自己的教育理想。</div>
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資深文書導師
專八優(yōu)秀，擅長文社科專業(yè)寫作，具備豐富的傳媒文書寫作經(jīng)驗，致力于根據(jù)學生經(jīng)歷定制個性化文書。戰(zhàn)績斐然，至今已幫助百余名學生斬獲來自牛津、劍橋、LSE、UCL、TUM、港三新二等院校的優(yōu)質(zhì)offer。
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