約翰霍普金斯大學2027屆被錄取者範例文書分享

上周，老師為(wei) 大家分享了3篇約翰霍普金斯大學2027屆被錄取者的範例文書(shu) ，不知道你對哪一篇的印象尤為(wei) 深刻？又是否激發了你寫(xie) 文書(shu) 的靈感？

今天我們(men) 再來看看另外的3篇文書(shu) ！

JHU網站：https://apply.jhu.edu/college-planning-guide/essays-that-worked/

1、My Rock

由 Kashvi G. 撰寫(xie) ：

真愛來之不易。愛需要付出努力、責任和妥協。對我來說，愛伴隨著四條腿、創傷(shang) 後應激障礙、分離焦慮症和對持續關(guan) 注的需求。

Rock在10歲時來到我們(men) 家，它從(cong) 班加羅爾的警察部隊退休，在最後的幾年裏需要一個(ge) 充滿愛的家。多年來，我一直問父母我們(men) 是否可以收養(yang) 一隻狗。我至今仍在想，是什麽(me) 讓他們(men) 對 Rock 說“可以”—— Rock患有阿米巴病，嚴(yan) 重營養(yang) 不良，在狗狗收容所待了一段時間，幾乎被放棄。

我還沒準備好養(yang) 育一隻高齡狗。作為(wei) 家中最小的孩子，我總是被照顧得無微不至。Rock一出現，我就突然要對別人的生活負起全部責任。在學校擔任的學生會(hui) 成員等角色教會(hui) 了我責任，但沒有教會(hui) 我照顧別人，我意識到承認責任和真正承擔責任之間的巨大差異。

讓我意識到這一巨大差異的，既是從(cong) 辨別它的吠叫到底是代表它想吃東(dong) 西還是想要被帶出去散步這樣的小事情，也是一些大事情，比如我每天要喂它吃10片藥，因為(wei) 膀胱問題我每天需要帶它出去散步4次，且因為(wei) 它有嚴(yan) 重的創傷(shang) 後應激障礙和分離焦慮，Rock 需要做的事情很多，需要的愛也很多。

我本來以為(wei) 通過參與(yu) 各種課外活動，我熟知如何同時處理多項任務。但自從(cong) 養(yang) 了Rock後，我對“同時處理多項任務”這個(ge) 詞有了全新的認識；我本來以為(wei) 通過在狗狗收容所做誌願者，我已經掌握了有效的溝通技巧，而現在我卻要為(wei) Rock 的每一聲吠叫創造一個(ge) 全新的詞匯表。

然而，我對Rock的愛卻產(chan) 生得如此輕易。它笨拙，不知道如何表達愛意，而且總是饑腸轆轆，它和我在很多方麵都是彼此的寫(xie) 照。小時候，我會(hui) 讓我的姐姐跟著我在屋子裏轉來轉去，以確保我得到她的關(guan) 注。十年後，我的狗也這樣對我。

由於(yu) 焦慮和創傷(shang) ，它需要我成為(wei) 它的治療者，就像我需要它的精神支持和鼓舞一樣，它的存在也總是給我源源不絕的靈感和鼓勵。Rock患有關(guan) 節炎，走路一瘸一拐，但它仍然是我們(men) 生活中最大的快樂(le) 源泉。對我們(men) 來說，要適應有它的生活是多麽(me) 艱難，而對它來說更要難上千萬(wan) 倍。但不知何故，它總是能和我們(men) 一起找到快樂(le) 。無論我離開房間十分鍾還是三天，當我回來時，它總是欣喜若狂，它需要的隻是我的出現。有的時候，它甚至會(hui) 在睡夢中搖尾巴。我們(men) 之間的關(guan) 係對我們(men) 雙方都有幫助 —— 它教會(hui) 我快樂(le) ，而我則確保我總是為(wei) 它出現。

我最近參觀了舊金山的探索館，觀察到槍蝦和蝦虎魚之間所謂的互助關(guan) 係。在任何時候，蝦都至少有一根觸角接觸到魚，它們(men) 的共生關(guan) 係取決(jue) 於(yu) 此。Rock和我總是在同一個(ge) 房間裏，總是相距不到一英尺。

約翰-格林在他的散文集《人類世評論》中說：“加拿大鵝很難讓人愛上。但話說回來，我們(men) 大多數人也是如此。”

Rock 讓我知道，我居然很擅長愛的艱難部分。我可以同時做到負責任、有愛心又總是非常開心快樂(le) 。也許正是這種看似最艱難的愛，才能教會(hui) 我們(men) 最多，才是我們(men) 最珍惜的。對於(yu) 這一點，對於(yu) Rock，我永遠心存感激。

以下為(wei) 英文原文：

向上滑動閱覽英文原文：

Nothing about true love comes easy. Loving comes with hard work, responsibility and compromise. In my case, it came with four legs, PTSD, separation anxiety and in need of constant attention.

Rock came to us when he was 10 years old, retired from the Bangalore police force and in need of a loving home for his last few years. I’d been asking my parents if we could adopt a dog for years. I still wonder what made them say ‘yes’ to Rock. Suffering from amebiasis and severely malnourished, he had been at the dog shelter for a while, and was on the verge of giving up.

I wasn’t ready to parent a senior dog. As the youngest in the family, I was the one who was always looked after. Once Rock came along, I was suddenly completely responsible for someone else’s life. Roles like being a school student council member taught me responsibility, but not to care for someone else. I realized the stark difference between acknowledging responsibility and actually taking it on.

It was the small things like recognizing the difference between barks for food or barks to be taken out. It was the bigger things like feeding him 10 pills a day, bladder issues that meant he needed four walks a day and acute PTSD and separation anxiety. Rock was a whole lot of work and needed a whole lot of love.

I thought I knew how to multitask with my varied extracurriculars, but here I was learning a whole new meaning to the word. I thought I had effective communication skills from my time volunteering at a dog shelter, and here I was trying to create a whole new lexicon for what each of Rock’s barks meant.

And yet, nothing has come easier to me than my love for Rock. Awkward, unsure of how to express love, and constantly hungry, he and I mirror each other in more ways than one. As a child, I would make my older sister follow me around the house, just to make sure I had her attention. Ten years later, my dog does the same to me.

Anxious and traumatized, he needs me as his therapy human as much as I need him for moral support and inspiration. And, an inspiration he is. Arthritic, limping, and uprooted from his life of ten years, Rock remains the biggest source of joy in our lives. As tough as it was for us to adjust to having him, it was a million times harder for him. But, somehow, he’s managed to find his joy with us, too. Whether I leave the room for ten minutes or 3 days, he’s always ecstatic when I return. All he needs is for me to show up. There are even times when he wags his tail in his sleep. Our relationship helps us both – he teaches me to be happy and I make sure I always show up for him.

I recently visited the Exploratorium in San Francisco and observed what is known as a mutualistic relationship between Randall’s pistol shrimp and prawn goby. The shrimp always has at least one antenna touching the fish at all times – their symbiosesis depends on it. Rock and I are always in the same room, always within a foot of each other.

In his essay collection, ‘The Anthropocene Reviewed’, John Green says, “the Canada goose is hard to love. But then again, so are most of us.”

Rocky has taught me that I’m, surprisingly, pretty good at the tough parts of love. That I can be responsible, caring and overflowing with good feelings all at once. Maybe it’s just that the love that seems the hardest, that teaches us the most, is the one we treasure most. And for this, and for Rock, I am forever grateful.

Admissions Committee Comments

Kashvi’s essay encapsulates a heartfelt journey of self-discovery and the invaluable teachings of Rock, their 10-year-old dog. Through the lens of their companionship, Kashvi walked us through valuable lessons on responsibility, friendship, patience, and unconditional love. Their bond epitomizes genuine friendship, built on trust and a mutualistic relationship where they learned from each other. Through Kashvi’s reflections on Rock’s impact, we get a profound understanding of their values and personal growth. This essay provides insight into their genuine emotions, allowing us to truly connect with Kashvi as an individual.

招生官評語

Kashvi的文章概括了一段發自內(nei) 心的自我發現之旅，以及他們(men) 的10 歲愛犬Rock所帶來的寶貴教誨。通過他們(men) 對Rock的陪伴，Kashvi 向我們(men) 講述了關(guan) 於(yu) 責任、友誼、耐心和無條件的愛的寶貴經驗。他們(men) 之間的紐帶是真正友誼的縮影，這種友誼建立在信任和相互學習(xi) 的關(guan) 係之上。

通過Kashvi對Rock所帶來的影響的反思，我們(men) 對她的價(jia) 值觀和個(ge) 人成長有了深刻的了解。這篇文章讓我們(men) 了解到她的真摯情感，讓我們(men) 真正與(yu) 她這個(ge) 人產(chan) 生共鳴。

2、Classical Reflections in Herstory

由 Maddie W. 撰寫(xie) ：

我的眼睛掃視著拉丁文，尋找一個(ge) 名詞作為(wei) 翻譯的開頭。每一行拉丁文就像一堆雜亂(luan) 無章的拚圖，我的工作就是將每個(ge) 語篇按正確的順序排列，直到句子的各個(ge) 鈕和孔能連成一體(ti) 。翻譯工作的完成總是令人充滿成就感。

學習(xi) 拉丁語和古希臘語讓我能夠閱讀我所喜愛的史詩故事的原文，並從(cong) 其中的典故和文字圖畫中發現細微差別，增加了英文文本所沒有的深度。後來我開始尋找女性和非二元性別作家鮮為(wei) 人知的作品，她們(men) 與(yu) 拉丁語課堂上經常被提到的男性作家不同。文藝複興(xing) 時期的女作家奧林匹婭-莫拉塔在她的詩歌中將自己與(yu) 曆史上對女性的期望區別開來，以自己獨特的興(xing) 趣來定義(yi) 自己。盡管時隔多年，但她的文字仍讓我感同身受，因為(wei) 她是一位不斷加深自我知識，向成熟女性過渡的年輕女性。

她的寫(xie) 作讓我非常好奇，還有多少被邊緣化的作家的作品正等待著我們(men) 去欣賞。性別的作用，以及誰的故事能夠被看到，這些問題讓我深感興(xing) 趣，並引導我研究在塔西佗的曆史中，羅馬內(nei) 戰期間性別是如何複雜化的。

在大學裏，我希望能探索更多曆史上女性的著作，以更好地了解性別的影響，並提高女性作家的知名度。在拉丁語課堂上，許多女作家的故事仍然無人問津，而其他男性作家（如凱撒和維吉爾）卻占據著主導地位。通過擴大閱讀範圍，我希望能夠縮小古典文學中的性別差距。

在JHU古典研究實驗室進行研究的機會(hui) ，可以讓我繼續探索古典文學中的性別問題，同時以自己的節奏發現被遺忘的作家的著作。JHU一些獨特的課程，比如觀察希臘神話與(yu) 動漫之間的聯係，以及古代對宇宙的解釋，這些都讓我很感興(xing) 趣，也讓我看到通往古典文學的新途徑。此外，考古學與(yu) 古代文明社團和智力競賽俱樂(le) 部似乎也很有趣，既能檢驗我的知識，又能從(cong) 中結識誌趣相投的新朋友。

我希望充分利用JHU古典文學社區提供的這些機會(hui) 。

以下為(wei) 英文原文：

向上滑動閱覽英文原文：

My eyes scan the Latin, searching for a word in the nominative to ground the beginning of my translation. Each line of Latin is like a pile of jumbled puzzle pieces. It’s my job to sort each part of speech into the right order until the knobs and holes of the sentence click together. The completion of a translation is always fulfilling.

Studying Latin and Ancient Greek allowed me to read the epic stories I loved in their original languages, and find nuances through their allusions and word pictures, adding a depth unknown to the English texts. Eventually, I began to seek out lesser-known writings by female and nonbinary writers who differed from the men often taught in the Latin classroom. In her poem, Renaissance writer, Olympia Morata, defines herself apart from the historical expectations placed upon women, and instead by her own unique interests. Despite the passage of time between us, I connect with her words as another young woman acquiring self knowledge and transitioning into womanhood. Her writing left me wondering how many other writings of marginalized authors were waiting to be appreciated. The role of gender and whose story gets to be heard in the Classics intrigued me, and led me to examine how gender was complicated during the Roman Civil War in Tacitus’ Histories.

In college, I hope to explore more writings by women throughout history to better understand gender dynamics, and ultimately help raise their profile. The stories of many female authors remain unheard in Latin classrooms where their male counterparts, such as Caesar and Vergil, dominate. By broadening my range of readings, I intend to continue helping to bridge the gender gap within the Classics.

The opportunity to research at Johns Hopkins’ Classical Research Lab would allow me to continue exploring my questions surrounding gender in the Classics while discovering the writings of forgotten authors at my own pace. Unique courses at Hopkins which observe the connection between Greek Myth and Anime, and the ancient interpretations of the cosmos, all interest me and will open my eyes to new avenues within the Classics. Additionally, Archaeology and Ancient Civilizations Club and Quiz Bowl Club seem like fun ways to test my knowledge while meeting new people with similar interests. As shown, the Classics community at Johns Hopkins provides many amazing opportunities which I intend to utilize fully.

招生官評語

Maddie 的文章詳細描述了她熱愛希臘古典文學的心路曆程。她在文章中融入了一些細節，揭示了她學術興(xing) 趣的根源：講故事、文學解析和翻譯等等。

隨著文章的深入，Maddie的求知欲也在不斷增長。我們(men) 了解到她對性別研究的興(xing) 趣，以及她如何通過尋找女性和非二元性別作者的作品，積極尋求性別研究與(yu) 她對古典文學的熱愛之間的聯係。

Maddie與(yu) JHU古典文學研究機會(hui) 之間的聯係，有助於(yu) 我們(men) 了解她是如何看待自己在這裏的學術旅程，也有助於(yu) 我們(men) 判斷她將如何在古典文學中的性別影響方麵作出貢獻。這篇文章強調了Maddie的興(xing) 趣的交叉性，以及她將為(wei) 我們(men) 社區帶來的獨特學術視角。

3、My Spotify Playlist

由 Alyssa C. 撰寫(xie) ：

我精心策劃的 38 個(ge) Spotify 播放列表記錄了我過去十七年生活中的特殊記憶。每個(ge) 播放列表都有一個(ge) 獨特的名字，從(cong) “與(yu) 鬼魂一起學習(xi) ”到 “邊緣空間”。其中有三個(ge) 播放列表與(yu) 我的心靈最為(wei) 貼近，它們(men) 分別代表了我用音樂(le) 將人們(men) 聯係在一起的一段時光。在我看來，音樂(le) 是一種強大的影響力 —— 它能振奮人心、治愈創傷(shang) 、凝聚人心。

“Court's in session”是我第一年參加網球校隊時的播放列表，讓人精神振奮。那一年，通往 CIF 決(jue) 賽的道路異常艱辛。我還記得球隊連續輸掉兩(liang) 場比賽時的絕望，教練指出我們(men) 在球場上互相脫節。在回家的路上，聽著 Spotify 的音樂(le) ，我知道自己必須想出一個(ge) 辦法來團結隊友。於(yu) 是，我製作一個(ge) 協作性強又充滿活力的播放列表，在士氣低落時播放。這個(ge) 播放列表很快就成型了，並在我的帶領下演變成了全隊參與(yu) 的 Tiktok 舞蹈。在場外的配合讓我們(men) 的團隊更有凝聚力，這在雙人賽中表現得尤為(wei) 明顯。這種前所未有的團結感和活力伴隨我們(men) 繼續比賽，慢慢地，我們(men) 逐一奪回了比賽的勝利。

Gwen Stefani 的“Hollaback Girl”成為(wei) 了我們(men) 隊的隊歌和命脈，激勵我們(men) 奪得了當年的 CIF 錦標賽冠軍(jun) 。 

“Westridge 2023 bops”是我創建的一個(ge) 多樣化的播放列表，讓我的同學們(men) 在新冠疫情期間保持聯係。當我當選為(wei) 高二年級副班長時，我已經好幾個(ge) 月沒有見到同學們(men) 了，我沉痛地意識到，我們(men) 不知道什麽(me) 時候才能重聚。為(wei) 了減少同學們(men) 經常提到的孤獨感，我在 Spotify 上建立了一個(ge) 新的播放列表：“Westridge2023流行榜”，每個(ge) 人都貢獻了自己的歌曲，從(cong) Fergie 的 “Fergalicious”到 Bee Gees 的 “More Than a Woman”。當我們(men) 互相推薦歌曲，為(wei) 不同的演唱者狂熱，並在班會(hui) 上聆聽播放列表時，孤獨感煙消雲(yun) 散。我意識到自己能夠打破沉寂，讓班級重新團結起來，於(yu) 是我開始深入挖掘各種想法；接下來是針對不同年級的 Instagram，其中包括同學們(men) 萬(wan) 聖節服裝的照片、線上藝術競賽以及對老師的感謝信。當我們(men) 的社區再次得到加強時，我感到自己的歸屬感又回來了。

Neon Trees 的 “Everybody Talks”是我們(men) 班的班歌，它激昂的旋律讓同學們(men) 重新聚在一起，重拾友情。

“Stemology jams”是一個(ge) 深受孩子喜歡的播放列表，為(wei) 我們(men) 的 STEM 課程增色不少。當我共同創辦非營利性小學教育機構“Stemology”時，我從(cong) 未想過這個(ge) 過程中最困難的部分會(hui) 是贏得孩子們(men) 的信任和注意力。在第一節課上，他們(men) 的注意力越來越不集中，嘰嘰喳喳的聲音越來越多，我意識到必須改變原來的教學計劃。為(wei) 了拚命吸引他們(men) 的注意力，我迅速播放了迪斯尼的“Under the Sea”，以配合我們(men) 關(guan) 於(yu) 海洋生物的講解。這一招果然奏效！他們(men) 的注意力一下子就回來了，接著就是關(guan) 於(yu) 海葵的有意義(yi) 的對話。下一堂課，當我們(men) 在生物發光課上播放 Owl City 的 “Fireflies”時，他們(men) 興(xing) 奮地叫了起來，並插話提出了自己的歌曲建議。沒過多久，當我走進教室時，學生們(men) 熱情地和我擁抱，迫不及待地想從(cong) 我介紹的歌曲中猜出當天的課程計劃。

在一堂天文學課上，OneRepublic 的“Counting Stars ”激勵人心的歌詞拉近了年齡差距，我和學生們(men) 互相訴說我們(men) 被星座啟發的故事。

這些 Spotify 播放列表是我匯聚社區的工具，與(yu) 我分享過播放列表的人所留下的回憶，塑造了現在的我。我期待著新的冒險，並以 Queen 的“Don't Stop Me Now”開始我的第 39 個(ge) Spotify 播放列表。

以下為(wei) 英文原文：

向上滑動閱覽英文原文：

Special memories from the past seventeen years of my life can be captured by my 38 thoughtfully curated Spotify playlists. Each has a unique name, from “studying with ghosts” to “liminal spaces”. I hold three in particular closest to my heart, each representing a time when I used music to connect and bring people together. I see music as a powerful influencer — it uplifts, heals, and unites.

“Court’s in session,” an invigorating playlist that marked my first year on the varsity tennis team. The road to CIF Finals was hard-fought that year. I remember the despair I felt when the team lost two consecutive matches, and our coach pointed out our disconnect from each other on the court. Listening to my Spotify on the way home, I knew I had to come up with a way to unify my teammates. Thus, I pitched an idea for a collaborative, high-energy playlist to be blasted whenever morale was low. The playlist took form quickly and evolved into Tiktok dances on my lead with the participation of the whole team. Being in sync outside of the court made our team more cohesive, which became especially apparent during double’s play. This newfound sense of unity and energy would carry us as we went on to compete. Slowly, we took back the games one by one.

“Hollaback Girl” by Gwen Stefani became the anthem and lifeblood of our team, spurring us to the CIF Championship title that year.

“Westridge 2023 bops,” a diverse playlist I created to keep my classmates connected during the pandemic. By the time I was elected as sophomore vice president, I had not seen my classmates in person for months and realized with a sinking feeling it was unknown when we could reunite. Wanting to lessen this sense of isolation they often mentioned, I started a new Spotify playlist: “Westridge 2023 bops.” Everyone contributed to it with songs ranging from “Fergalicious” by Fergie to “More Than a Woman” by the Bee Gees. Loneliness dissipated as we exchanged music recommendations, fangirled over different artists, and listened to the playlist during class meetings. Realizing I was able to unpause the silence and reunite my class, I dug deeper for ideas; next came a grade-specific Instagram, which included pictures of our classmates’ Halloween costumes, virtual art contests, and notes of gratitude for our teachers. I felt my own sense of belonging return as our community strengthened once more.

The spirited melody of “Everybody Talks” by Neon Trees, our established class song, brought my classmates back together and revived our camaraderie.

“Stemology jams,” a kid-friendly playlist enhancing our STEM classes. When I co-founded Stemology, an elementary-aged educational nonprofit, I never thought the most difficult component of the process would be earning the trust of the kids. As their concentration waned and chatter increased during our first class, I realized I had to pivot from the original lesson plan. In a desperate attempt to keep their attention, I quickly blasted Disney’s “Under the Sea” to match our presentation on marine biology. It worked! Their attention snapped back, and a meaningful conversation about sea anemones ensued. The next class, they shouted with excitement as we played “Fireflies” by Owl City for our lesson on bioluminescence and interjected with their own song suggestions. Before long, the students greeted me with hugs and enthusiasm when I walked into the classroom, eager to guess the day’s lesson plan from the song I presented.

The inspirational lyrics of “Counting Stars” by OneRepublic during an astronomy lesson bridged the age gap, as my students and I swapped stories inspired by the constellations we created.

These existing Spotify playlists were my tools to bring together communities, and the memories made with people I have shared my playlists with have shaped who I am. I’m looking forward to new adventures and starting my 39th Spotify playlist with “Don’t Stop Me Now” by Queen.

招生官評語

Alyssa 的文章通過 Spotify 播放列表這個(ge) 創意視角反映了很特別的回憶，她用三個(ge) 例子突出了自己在網球隊的經曆、在新冠疫情期間凝聚社區的經曆以及創辦非營利組織幫助小學生學習(xi) STEM 的經曆。

製作每個(ge) 獨特的播放列表讓Alyssa有機會(hui) 與(yu) 三個(ge) 截然不同的群體(ti) 建立有意義(yi) 的聯係。這種理解和提升他人的能力讓我們(men) 看到她將如何為(wei) 我們(men) 校園裏不同的組織和社區作出貢獻。Alyssa對周圍人的關(guan) 心將成為(wei) JHU社區的寶貴財富。