Anh ngữ Etest > Tin tức > Luận xin học bổng > Các bài luận xin học bổng Mỹ từ Top 100 trường Đại học hay nhất

Các bài luận xin học bổng Mỹ từ Top 100 trường Đại học hay nhất

Điều gì khiến bạn trăn trở nhất khi làm hồ sơ xin học bổng, có phải là viết bài luận săn học bổng Mỹ (Statement of Purpose – SoP) sao cho thật hay? SoP chính là thứ quyết định liệu rằng bạn có được nhận hay không. Dưới đây là tổng hợp những bài luận mẫu xin học bổng cá nhân tiếng Anh xin học bổng Mỹ của các trường thuộc top 100 trường Đại học danh tiếng nhất thế giới.

1. Bài luận xin học bổng trường đại học Harvard

Scott Levin -“You speak too fast”

It started with my grandmother.

“You’re going to have to speak more slowly, honey,” she would say, interrupting me as we spoke on the phone.

I hadn’t viewed my grandmother, a frail elderly woman, as a credible gauge of my intelligibility. Her hearing must  be failing,  I  thought.  Or, perhaps, her 1970s-era telephone  needed to  be replaced

My father was next. “I cannot understand a word you’re saying!” he exclaimed over dinner, flecks of food flying from his mouth.” My mother would stick up for me. “Leave the boy alone!” she would say. “I can understand him just fine! It’s your hearing that’s off!”

And then, one day, the dam broke.

“I’m sorry, Scotty,” my mom said with a tinge of regret in her voice. “You speak too fast. I have no idea what you’re saying.”

The transition had happened over the course of months. While I had once been a child easily understood by the world, I was now a fast-talking teenager, whose language was only understood by someone from Generation Y. Among my friends, communication was easy. With adults, one needed a bilingual translator, perhaps a twenty something.

But I remained incredulous. Adults just needed to focus more, I thought. I was speaking at perfectly appropriate speed. This summer, I finally began to understand my parents’ struggle.

Four months ago, I traveled to Argentina to be a high school exchange student. I was excited at the prospect of attending classes entirely in Spanish; it would be my chance to attain fluency. In school, I made many Argentine friends. But speaking quickly to them seemed to be a sport. Suddenly, I was the one who was struggling to extract words from their slurred discourse

“What do you do on the weekends?” I would ask.

“Well,” a boy would start. That “well” was the windup before a long headfirst dive. “We . . . clubs . . . night . . . but . . . if . . . pizza . . . then . . . can’t . . . park . . . look . . . dawn.”

Suddenly, I was the one who did not speak the language. For five years I had studied Spanish. I had taken classes, read books, and tutored math students in Spanish. But none of that had prepared me to speak the language of the Argentine high school student.

I would strain. Every understood sentence was hard-fought, but, eventually, I began to sound like my grandmother: “Vas a tener que hablar más lentamente,” I would say. “You’re going to have to speak more slowly.”. The look I would receive in return was one of skepticism. Then they would ask the inevitable question: “Are you sure there is nothing wrong with your hearing?”

By the end of seven weeks, my Argentine high school friends had learned to speak slightly more slowly, and I had learned slightly more Argentine high school Spanish.

Back in California, my parents sometimes still complain that I speak too quickly. In their presence, I have slowed down as best I can because to be understood through words and their subtleties is what sets humans apart.

Only through clear communication can I connect with others. I need to hear what people say, and I need to be heard. Whether it be in my monthly newspaper column or in daily conversation, my words can have power. Perhaps words can persuade someone to stand up for an ideal, or maybe they can find the beauty in something as mundane as an old swing set.

We all go through life seeking to understand and be understood, to speak the language of the people that surround us. And sometimes, that means slowing down our speech just a little bit.

In my American high school, I see my friend Daniel Paredes, a recent immigrant from Mexico, who is struggling to learn English. He has recently been placed into mainstream English classes, and I ask him how it is going.

“My geometry class is a nightmare,” he tells me in Spanish. “Why is it so difficult?” I ask.

“Well, you wouldn’t understand,” Daniel says with an embarrassed tone. “Tell me,” I say sympathetically.

“It’s just that, I know the English. I know the words she’s saying. But she says them so fast. . . .” he trails off.

I look at Daniel and smile with commiseration. “I understand exactly what you mean.”


By tackling a flaw that the writer at first denies—speaking too fast—he describes his journey in learning to empathize. He delineates a progression from skepticism about his parents’ complaints to the realization that his family has a point, and finally to self-improvement. While he blames his family at first for not understanding him, his experience in Argentina helps him commiserate with his parents’ plight.

Ultimately, achieving empathy is the writer’s success—but he does not drive that point home nearly as well as the importance of communication itself. While he waxes philosophical about the power of words, the writer should have used more space to explain why the ability to see through his family members’ and immigrant classmate’s eyes constituted such a crucial shift.

Nonetheless, this essay accomplishes a great deal in a short amount of space. Stylistically, it benefits from fluid movement through vivid pieces of dialogue. While the essay is more of a story than  an  argument,  it  is  not  unfocused;  every  sentence  contributes  to  its  overall  point.  The writer’s  direct  prose  style  reinforces  his  message  about  empathy  and  the  significance  of communication.

—Bonnie Kavoussi

CLICK HERE   50   Successful   Harvard   Applicaion Essays Third Edito

bai luan xin hoc bong

2. Bài luận xin học bổng trường York College

Les Raphael,

My two passions in life drew me to York College. While some of my fellow high school classmates looked for a campus close to home, others chose the freedom of being far away. Some looked for specific programs of study like pharmacy or law enforcement. Others just followed their friends. I, however, chose York because it is the only school in New York where a student can play in a jazz band and also fly airplanes, the two overwhelming passions of my life.

I have been playing the trumpet since I was seven years old. My uncle had an old horn, which he let me fool around with when I was a child. I still have that trumpet and have learned to play it pretty well. York’s Jazz program and classes are both strong academically and allow students to perform with other musicians. I plan to continue following this passion here at York as a minor and then as a life-long hobby.

My other passion, Aviation, is what I want to major in at York and then find work in that field. I want to fly but I also want to understand the business and management areas of Aviation. One day, I hope to manage airport operations at one of New York’s major airports. Only York College could offer me the chance to fly an airplane, learn about airport operations, and at the same time make music with my trumpet.

I believe that I would be a worthy recipient of a York Scholarship. I did well in high school and after one year at York, I have completed 29 credits and have a 3.47

G.P.A. I belong to the flying club and perform with York Jazz ensemble. Also, with the help of one of my music professors, I have organized a group of student musicians and we go to nursing homes in Queens to perform old favorite jazz numbers for the senior residents. Seeing the smiles and clapping and singing along by people who are my grandmother’s age makes me feel that I am really helping those people to have a better quality of life.

I am a student who is proud to be at York and will continue to contribute to the quality of student life. I plan to be a leader in the flying club and the jazz ensemble and eventually in student government, where one of my main goals would be to increase the number of paid internships for students. I myself plan to intern at Kennedy airport or with one of the airlines such as Jet Blue. When the managers there see how hard I work, how focused I am, and how well educated I have become, they will not only want me to continue working with them, they will also want more interns and full-time workers who study at or have graduated from York College.

3. Bài luận xin học bổng đại học New York University- College of Arts and Sciences

“If you can’t live off of it, it is useless.” My parents were talking about ice skating: my passion. I started skating as a ten-year-old in Spain, admiring how difficulty and grace intertwine to create beautiful programs, but no one imagined I would still be on the ice seven years and one country later. Even more unimaginable was the thought that ice skating might become one of the most useful parts of my life.

I was born in Mexico to two Spanish speakers; thus, Spanish was my first language. We then moved to Spain when I was six, before finally arriving in California around my thirteenth birthday. Each change introduced countless challenges, but the hardest part of moving to America, for me, was learning English. Laminated index cards, color-coded and full of vocabulary, became part of my daily life. As someone who loves to engage in a conversation, it was very hard to feel as if my tongue was cut off. Only at the ice rink could I be myself; the feeling of the cold rink breeze embracing me, the ripping sound of blades touching the ice, even the occasional ice burning my skin as I fell—these were my few constants. I did not need to worry about mispronouncing “axel” as “aksal.” Rather, I just needed to glide and deliver the jump.

From its good-natured bruise-counting competitions to its culture of hard work and perseverance, ice skating provided the nurturing environment that made my other challenges worthwhile. Knowing that each moment on the ice represented a financial sacrifice for my family, I cherished every second I got. Often this meant waking up every morning at 4 a.m. to practice what I had learned in my few precious minutes of coaching. It meant assisting in group lessons to earn extra skating time and taking my conditioning off-ice by joining my high school varsity running teams. Even as I began to make friends and lose my fear of speaking, the rink was my sanctuary. Eventually, however, the only way to keep improving was to pay for more coaching, which my family could not afford. And so I started tutoring Spanish.

Now, the biggest passion of my life is supported by my most natural ability. I have had over thirty Spanish students, ranging in age from three to forty and spanning many ethnic backgrounds. I currently work with fifteen students each week, each with different needs and ways of learning. Drawing on my own experiences as both a second language-learner and a figure skater, I assign personal, interactive exercises, make jokes to keep my students’ mindset positive, and never give away right answers. When I first started learning my axel jump, my coach told me I would have to fall at least 500 times (about a year of falls!) in order to land it. Likewise, I have my students embrace every detail of a mistake until they can begin to recognize new errors when they see them. I encourage them to expand their horizons and take pride in preparing them for new interactions and opportunities.

Although I agree that I will never live off of ice skating, the education and skills I have gained from it have opened countless doors. Ice skating has given me the resilience, work ethic, and inspiration to develop as a teacher and an English speaker. It has improved my academic performance by teaching me rhythm, health, and routine. It also reminds me that a passion does not have to produce money in order for it to hold immense value. Ceramics, for instance, challenges me to experiment with the messy and unexpected. While painting reminds me to be adventurous and patient with my forms of self-expression. I don’t know yet what I will live off of from day to day as I mature; however, the skills my passions have provided me are life-long and irreplaceable.

4. Viết luận săn học bổng Mỹ trường đại học Oxford

The University of Oxford

December , 2012

Dear Sir or Madam,

I am Hendy XXXX applying to your Master in Integrated Immunology starting in October 2013. I have an excellent medical education and an extensive training in cancer research. My aim is to gain comprehensive and in-depth training in fundamental and clinical immunology from world’s leading immunologists at the University of Oxford as well as to have hands-on experience on research in cancer immunotherapy. This education will enable me to work innovatively on research in cancer immunotherapy for my doctoral. Therefore, this Master’s programme is an important step for my ambition to be an excellent scientist and entrepreneur in cancer immunotherapy.

Dedicated to relieve people’s sufferings, I was enrolled in the Faculty of Medicine University of Indonesia (FMUI). The curriculum was competence-based and student-centered with problem-based learning modules. I graduated with a Bachelor of Medical Sciences cum laude, top 5% with G.P.A. of 3.89/4.0. Then, I continued my education in the same faculty and gained a Medical Doctor degree. My first exposure to immunology was when I competed in the Indonesian Biology Olympiad where I won a silver medal. Moreover, I became interested in immunology when I took a pre-clinic module on Infection and Immunology where I scored A. I learned that the immune system was determinant for people’s health and there were more to discover in this field. Reflecting my interest in immunology, I took part in an international clinical immunology symposium 2007.

I was an active member of Student’s Scientific and Research Organization (SSRO) of FMUI, winning some of national-wide scientific competitions. I also published my works in two Indonesian medical journals. Due to these achievements, I was awarded as the most accomplished member of SSRO in 2009 and was awarded by the University of Indonesia.

Besides scientific affairs, I was an active member of International Federation of Medical Student’s Association organizing international students’ exchange, an Asian-wide conference and some national-wide medical student’s competitions. Moreover, I was involved in some charity programs both as organizer and medical volunteer. I was also a choirboy and soloist in the Church choir and became a tutor of advanced biology for the high school Biology Olympiad Team. My leadership potential, social devotion and academic excellence were awarded a Goldman Sachs’ Global Leader award 2007 by the Goldman Sachs’ Foundation and International Education Foundation-New York.

During my clinical rotation, I witnessed that cancer caused great sufferings to the patients and their family. Furthermore, this experience became even more personal when my beloved grandmother passed away due to liver cancer. These experiences made me determined to be in the league to fight cancer through my talent: scientific research.

With this spirit and academic excellence, I won a prestigious Utrecht Excellence Scholarship to take a research-based Prestige Master’s program in Cancer Genomics and Developmental Biology at Utrecht University. Besides taking nine advanced courses in cancer, genomics, proteomics, and developmental biology, I took three internships which accounted for a total of 17 months of laboratory work. These internships covered the fields of protein signaling pathway, gene expression, and biophysics. I got A, top 5% student with publishable results from all the research projects, demonstrating my ambition, capability in doing cutting edge research and eagerness to learn. I graduated with a maximum G.P.A. of 4.00.

In the Master’s study, I learned that cancer interacts with immune system intricately. On the one hand, inflammation promotes oncogenesis; on the other hand, immune system provides barriers to malignancy. Unfortunately, cancer cell can evade immunosurveillance in many ways. To study the intricate crosstalks between cancer and immune system will be beneficial in empowering immune system to fight back against cancer. Believing in the promise of cancer immunotherapy, I have established my scientific vision: “to engineer immune system to combat cancer”. This vision is a marriage of my interests in cancer, immunology, and technology.

To start realizing my scientific vision, I wrote my thesis about methods to target dendritic cells in vivo for cancer immunotherapy. In addition, I was selected to undertake a two month internship project on immunological tolerance at the German Cancer Research Center in Heidelberg where I learned immunology-related techniques. In January 2013, I will work on a project in viral vector as a DNA delivery system for vaccination at Leiden University Medical Center.

To fulfill my vision, I feel the need to have a comprehensive and in-depth training in fundamental and clinical immunology. This will enable me to work innovatively in the field of cancer immunotherapy. I find that the Master in Integrated Immunology at the University of Oxford fits my ambition. Oxford University is a world leading institution in immunology. By maintaining excellence for almost a millennium, Oxford University has shaped the world as it is today and keeps on innovating for the betterment of humankind. To get a transformative education from this prestigious university will be an honor to me. Not only that I want to excel in the Master’s programme, but I also want to participate in college/university activities given my talent and interests in choral singing, nature, and humanity. Furthermore, the network which I will build with Oxford’s professors, fellow students, and college community will be beneficial for my future career.

Furthermore, some of the most respected experts in cancer immunotherapy like Professor XXXX and Professor XXXXX are affiliated with the university. I am eager to do my 3rd term project in one of their laboratories, and hopefully to do my doctoral thesis there as well. The Master’s programme will inspire me to fulfill my scientific vision.

Given my past history of commitment to excellence, I am confident that I will bring a high level of energy and enthusiasm to your programme. In addition, my international background and multidisciplinary education will add more diversity to your program. My ambition, openness, educational background, talents, and clear vision will be keys for the success of me completing this programme.

Thank you for considering my application, and I look forward to your acceptance.

Sincerely yours,


5. Bài luận săn học bổng Mỹ Standford

In Jin Yong’s kung-fu novels, Dugu Qiubai is a sword master who has never lost a battle and wishes to know the feeling of a loser. On passing away, Dugu builds a maze and leaves there three swords for his descendents. In the entrance room, he put a sword which can cut everything.

On my first few weeks at high school, the I fought against Geometry with numerous theorems I had learnt. Staring at the figures, I could feel my instruments spinning but still could not see the solution.

A novice trained in Dugu’s maze. Finding the weapon, he practiced days after days and finally advanced to the next level. Despite his expectation for better sword to cause lethal wounds to his opponents, he found only a wooden one.

The next days with Geometry, I gradually discovered that the art of problem solving has never lied in theorems. Meanwhile, I had not to simply apply “bazooka” theorems and kill a problem in five lines but to employ fundamental theorems creatively to cut the knot. I tried to draw extra elements to link the isolated figures together but I saw just pieces torn away. Sometimes I tended to return to my loyal “bazookas” but on telling myself how challenging using a wooden sword to slash a stone should be, I went on.

A month later, I transformed from an amateur who lost in frost with Geometry into a profession who stay in place with it. Ultimately I got the key of Dugu’s training: working with worse weapons brings more dexterity. Even predicting the next guide in Dugu’s maze would be fighting with bare hands, using palms as shields and fingers as swords, I practiced what I called “naïve Geometry” with only the simplest theorems. Eventually, in the team selection test of my country, I was among the only three contestants who solved the Geometry problem but whose solution was more extraordinary than the official one.

I turned the page over, sticking my eyes to virtually every letter of the novel. “Jin Yong–you are truly a genius!”.

Xem thêm: Du học Mỹ cần IELTS bao nhiêu điểm? IELTS 6.0 liệu có đủ?

Anh Ngữ Du Học ETEST chuyên giảng dạy và luyện thi các bài thi tiếng Anh chuẩn hóa (IELTS / TOEFL / SAT / ACT) và Chiến lược Viết luận Săn học bổng AMP. Dẫn đầu về số lượng học viên trúng tuyển đại học Mỹ, Canada, Úc; ETEST cam kết mang đến chất lượng đào tạo cao nhất với điểm khác biệt đặc quyền mà học viên ETEST nhận được:

Tư vấn và giảng dạy 1 kèm 1 tận tâm

Tối ưu chi phí tài chính du học với lộ trình thông minh cho học viên và gia đình từ lớp 9

Hướng dẫn bởi giáo viên đạt học bổng và học tập tại các trường danh tiếng trên thế giới

Kết nối và được hỗ trợ bởi cộng đồng du học sinh ETEST

100% học viên AMP nhận được học bổng tại trường Đại học Top 100 Mỹ, Canada, Anh, Úc…


Anh ngữ ETEST Quận 3: Lầu 3, 215 Nam Kỳ Khởi Nghĩa, Phường Võ Thị Sáu, Quận 3

Anh ngữ ETEST Quận 7: Lầu 6, 79-81-83 Hoàng Văn Thái, Phường Tân Phú, Quận 7

Anh ngữ ETEST Đà Nẵng: Số 9, Đường C2, Khu Đô Thị Quốc tế Đa Phước, P. Thanh Bình, Q. Hải Châu, TP. Đà Nẵng

Hotline: 0933.80.66.99 (Q.3)/ 0937.80.66.99 (Q.7)/ 0936.17.76.99 (Đà Nẵng)

Có thể bạn quan tâm

Leave a Reply

Your email address will not be published.