多年前谈到耶鲁大学欢迎怎样的学生时，前任校长金曼斯特写道，我们喜欢那些能最大限度利用耶鲁的资源，乐于挑战自己天赋的极限，并有强烈公众意识的学生——也就是那些不自私自利，能乐于奉献的学生。他说到：“我们需要大胆的预测申请者未来是否能在耶鲁的帮助下成为他或她所在领域的领导者。”这同样也是今天我们的目标。耶鲁欢迎那些能在我们的帮助下成为未来他们所在领域佼佼者的学生。

当我们仔细阅读每一份申请的时候，有两个问题始终是我们评价申请者的标准：“谁能最充分的利用耶鲁提供的资源？”和“谁能为耶鲁做出最大的贡献？”

我们预计超过四分之三的申请者有能力在耶鲁学习。每年有两百到三百个学生的学习成绩是如此的出众，以至于我们几乎没有理由拒绝他们。但有一件事情是：很多学生从众多竞争者中脱颖而出并最终被录取是因为其他很多细小的事情，而正是每一件小事综合起来后让我们更欣赏他们。因此申请材料上最重要的到底是什么呢？其实每一项都很重要。这里的好消息是：当申请材料上那么多件小事都变得重要的时候，你也不必过分担心其中的任何一件。

我们的建议是去追求自己热爱的事情并把它告诉我们。做真实的自己。让真正了解你的老师为你写推荐信。申请之后，放松心情等待结果。

以下是我们的一些建议，希望能帮助本来就优秀的你更好地展示自己。

学习能力
耶鲁大学终究是一个学术机构，这也就意味着学术实力是我们评估所有申请者的第一标准。在你的申请材料中最重要的文件是你的高中成绩单，它能反映你的学习动力和所有成绩。耶鲁欢迎那些在中学时期坚持学习高难度课程并取得优异成绩的学生。我们非常看重高中教师对你的评价，这不仅包括课堂表现，也包括求知欲、精神面貌、同学关系以及你如何影响了课堂气氛。显然让一个了解自己的老师写推荐信十分重要。

无最低录取分数线
我们没有划定标准考试成绩的最低分数，成功申请者的考试成绩也都良莠不齐。最近这几年，25%到75%的耶鲁新生的赛达成绩为：
赛达阅读：710-800
赛达数学：710-790
赛达写作：720-800
ACT：32-35

虽然没有分数线，一张优异的高中学习成绩单往往比标准考试的分数更重要。大学预修课程获得出色的成绩能弥补考试分数平平这一不足，当然招生委员会也不会轻易拒绝一个在标准化考试里取得高分而高中学业表现平平的申请者。

让你的申请材料更生动
正如老师的推荐信反映你的课堂表现一样，升学指导老师的推荐信能让我们大致了解你所在的班级，以及学校社团里的活动情况。他们帮我们了解你所学课程的难易程度，某个主导角色在学校的实际意义，还有你的背景等等。总的来说，升学指导老师提供的丰富而详细的评价能让你的申请更加具体、真实。

耶鲁试图通过两篇主题宽泛的短文了解申请者的为人。我们希望你认真对待这两篇短文并尽量坦率地、诚恳地谈论对你来说难忘的活动、兴趣或经历。请记住书写短文最重要的是说出自己的心声。如果写出来的短文与学生本人的实际情况不相符，那该短文就算不上一篇很好的个人陈述。就像对待申请资料的其他文件一样，我们会仔细的阅读学生的短文并从中全面了解你是一个怎样的人。
申请评估

高中成绩单、标准考试分数、短文和推荐信不仅仅帮助我们了解一个学生迄今为止的成就，也有助于知道他或她是怎样运用身边的资源发展自己。我们希望你充分利用高中学校开设的课程资源，你在高中如何利用资源和机会的表现和经历能让我们大致预测你如果被录取后将怎样利用好耶鲁提供的资源。

校长布鲁斯特在选择未来耶鲁学子的时候写道：“我相信那些有能力把每一盎司价值最大化的人能胜过那些车载斗量却似乎无心物尽其用的人。”在申请者的具体现实条件下，我们欢迎有挑战自己极限的愿望和能力的学生。

高中选课建议
许多高中生（和他们的父母）都想了解应该学习哪些课程才能提高进入耶鲁大学或其他一流大学的几率。就此我们提供以下建议，但请记住你们需要根据不同的情况做决定。

全面评估
高中成绩单几乎是学生申请材料里最重要的文件了，但单凭成绩单上学习的课程也很难断定一个学生未来的发展情况。招生委员会不会仅仅依靠推荐信、考试分数、课外活动或者高中成绩单上的某一项课程来评判学生，而会根据所有材料全面地评估一个学生。

招生委员会在成绩单上关注的不是你是否有选修过某一项课程，而是你是否选修过对你来说相对困难的课程，并最终学有所得。

成长轨迹
一个人的成长轨迹相当重要。请记住招生委员会最关心的是你将成为一个怎样的耶鲁学生，因此让我们看到你在高中不断的取得进步、努力成长相当重要，甚至在高年级阶段也是一样。如果想在诸多优秀的申请者中胜出，你就必须在高年级阶段参加一个具有挑战性的课程项目并继续成为其中的佼佼者，高年级阶段对于你来说还不是该放松的时候。

请记住我们欢迎那些能充分利用耶鲁大学提供的机会发展自己才能与特长的学生。你在高中参加的活动能帮我们初步推测你将在耶鲁怎样的学习与生活。在高中努力挑战自我并取得一定成就是一个很好的变现，我们认为你在耶鲁也将这样做。我们欢迎这样的学生。

不同学校环境
你的学校提供大学预科课程吗？国际课程呢？抑或是学校两个都提供或一个也没有？我们知道学校的课程并不由你设定，我们也只希望你好好地学习学校提供的课程，不同的学校要求会限制学生选择的课程。我们只是希望你能在所给条件下抓住每个机会，最大限度地发展自己。

平衡兼修
耶鲁没有具体的录取要求（例如外语分数要求），但我们欢迎在课程学习上平衡兼修的学生。一般来说，你应该尝试每学年都学习英语、科学、数学、社会科学和外语课程。

我们鼓励你发展自己的兴趣爱好，只要它们不在整体上降低你的科目难度水平或影响你的大学申请。选择课程的时候请诚实待己，你选择某项课程是因为你真正喜欢这个课程和该课程给你带来的挑战吗，还是有意躲避另一项课程的学习？

我们同时提醒你注意其他一些要求严格的大学对录取学生的所学课程有相关要求，你最好逐一查看确认。

问自己以下问题
新学年选课的时候，你或许可以考虑以下几点来做决定：
● 我选的课程是否平衡、全面，为大学的学习打下了坚实的基础？
● 我是否准备好了参加大学预修的数学、写作和科学课程学校？
● 现在的课程对我来说是否有挑战性？
● 我选的课程在学校里算是难度较大的吗？
● 我是在寻找还是逃避挑战？
● 总的来说，我高中四年的课程是否属于学校最具挑战性的课程？

一个很明智的做法是事先向你的老师和升学指导老师了解学校哪些课程最适合你。当然你也不可避免地会在课程选择、平衡课业学习时间和课外活动上遇到很多选择性的难题，我们希望这些建议能帮助你做出决定。

关于择校建议
美国有超过2000所四年制大学，每所大学都提供独特的课程、资源与课外活动，每所高校的学校规模、地理位置、成绩要求、筛选条件也都不尽相同。你需要在这众多的大学中寻找最适合、最能满足你兴趣和需要的高校。我们建议尽早地开始择校工作，在你列出目标学校的同时也可以考虑从前没多少了解的学校。那些只关注少数录取条件高或者著名院校的学生往往会错过那些很好，也许还更适合他们的学校。

我们希望你和父母讨论对你重要的事情，以及你希望从大学里获得什么。这样在你开始申请大学的时候你们就能很好的达成共识。

你可以找到很多资料帮助自己找到适合的学校，例如每个学院的网站上的在校生学校生活经历分享就是很好的一个资源。如果你有机会在申请之前参观不同的高校，请理智地安排参观行程。如果你只参观少数录取条件高、中等规模的研究性大学，那你恐怕不能完全了解各色不同的高校。相反，或许你可以参观附近少数不同类型的院校，感受每种学校的不同之处，并体会哪种学校最适合你。说不定你会在参观一个小型文科学院，一所小型大学或一所大型公立大学的时候感觉还不错。如果你发现相比起大型高校你更喜欢小型文科院校，那你的择校范围就可以缩小到小型文科学校了。

我们建议你在择校的时候问自己以下问题，希望能对你有所帮助：

长期计划
● 你希望在大学获得什么？
● 该大学里的课程和课外活动有哪些？他们会帮助你扩大视野吗？
● 你的职业目标是什么？学校是否帮助你做相关的准备？

学校地理位置/环境
● 你希望到离家多远的地方学习？
● 你喜欢什么样的学习生活环境？乡村、市郊、城市、小镇还是大都市？ - 这里有很多需要考虑的因素。

学校规模/学生团体
● 你喜欢什么规模的学校？怎样的师生比例最适合您的学习习惯？
● 你希望在大学里认识什么样的人？
● 对你重要的文化或宗教群体在学校里受欢迎吗？

费用
● 学校是否提供奖学金或助学金政策帮助你完成学业？
● 学校提供哪些在校工作机会？

录取条件
● 申请学生的录取百分比是多少？
● 学校最看重其最优秀申请者身上的哪一方面？
● 什么样的人最适合这所学校？
● 该高校是否有较高的录取条件？

关于如何开展高校申请的建议
一般来说同学们都想知道申请资料里面哪一项最被高校所看重。而实际上申请资料由多项内容构成，它们共同帮助我们发现学生独特多样的特质。成绩自然是录取的重要要求之一，但我们看重的绝不仅仅是考试成绩。

每一位申请者都能为招生委员会带来自己的独特之处。一位申请者脱颖而出可能是因为出色的推荐信，而另一位则是因为他杰出的课外活动才能；或许你极富感染力的文笔吸引了我们，又或者敏锐的数学思维为你挣得了加分。我们想要一批各不相同、多才多艺的学生，这就意味着我们将吸收不同类型的优秀学生。你或许对这个答案感到失望，但事实的确是：在申请资料里我们最看重的是你如何与众不同。

我们询问了招生委员会的老师们关于以下申请资料的建议并收集了相关答案。
● 申请短文
● 课外活动
● 面试
● 推荐信
● 补充材料
● 高中成绩单与考试

申请短文
你的通用申请短文和耶鲁大学特定问题回答里应该写一些让你真正关心的事情，说出你自己的观点。不要担心也不必专门花心思用一些华丽的词句。一篇用真心写出的短文更容易打动人心。

我们知道两篇短文必定不能反映全部的人生，我们也不要求你那样做，选取两个主题告诉我们你是怎样的人即可。你可以选择任何主题，只要它们对你来说意义非凡。我们见过普通主题的精彩故事，同样也读过奇特主题的糟糕文章。你的角度—-你看待问题的方式比主题本身更重要。过去学生们写过很多主题，例如家庭事件、种族与文化、难忘的学校或社区活动、对自己有影响的人、重要的经历、兴趣才能、个人愿望等等，甚至一个更宽泛的主题—想象中的世界。

最后准备：校对，校对，校对！把你的短文分享给至少一个或两个熟悉你的人—父母、老师、教育顾问或朋友——并向他们询问修改意见。请记住这始终是你的文章，因此无论如何修改最终呈现的都应是你的观点。其他人可以提醒你可能存在的疏忽或错误，并在你文章超出规定字数的时候提供相关建议。

课外活动
理想地来说，你的课外活动应该体现以下几点：
1.投身于课外的社区活动。耶鲁有超过300个学生组织，我们希望学生能很好的利用这些资源并让耶鲁的校园活动丰富多彩。

2.争做一位领导者，并全身心的投入你的活动。你不必当选某个全国组织的会长让招生委员会记住你，我们愿意看到的是你曾投入时间争取有价值的机会，并积极的影响了身边的人。

3.全力以赴，乐有所得。你很好地享受了所有付出。能在你申请上加分的是让我们看到你从追求自己喜爱事情过程中得到了快乐，而不是列出一长串曾参加的活动。

面试
面试是一个很好的能让你脱颖而出的机会。如果你得到了面试机会，我们强烈建议你前去参加。面试时告诉我们你的其他信息以便让招生委员会更好地了解你的想法、求知欲、性格与价值观。

不要做一个被动的面试者。面试官会主动提出问题，但你应该有备而来并积极地与面试官交谈。不要用一个字或简单直接地回答面试官的问题，你应该把每个问题看成一个让他更全面了解你的机会。说出你的故事，提问或表达你任何可能的困惑。就像你的回答一样，面试官也可以从你思考、提出的问题里更好的了解你。

推荐信
推荐信可以告诉我们很多关于你的思维和学习方式，以及你曾为学校、班级所做的贡献。最好的推荐信并不一定来自你得分最高科目的老师，而是那些最了解你，能谈论你的才智和性格的老师。我们想了解你的求知欲和适应能力，但对你的天赋才能与人格品性一样有兴趣。一场关于你优点详细、深刻的讨论比成绩单上一连串的A+对我们来说更有意义。

我们希望你的推荐信来自那些曾经在高中或初中为你上课的老师们。他们能更好的阐述你最近的进步、为大学准备参加的预修课程情况以及你的课外成就。

补充材料
补充材料可以为申请材料中的某些项目提供补充、说明，但同时它们也可能显得多余甚至分散招生老师的注意力。例如一位课外研究项目的主管可以告知我们关于你在该项目里的工作情况，但第三封重复赞扬你的推荐信并不能帮助你的申请。实际上正好相反，这可能会降低其他两封推荐信的可信度。
高中成绩单与考试

你的成绩单是申请资料中重要的一部分。我们会从你入学开始到高年级时期结束总体上评估你的成绩。同时我们也会将你的所在学校的环境考虑在内，这些内容包括：你的学校提供了哪些课程？你是否选修了学校开设的较高难度课程？成绩单是否呈现出某种趋势能反映你的学术潜力？我们会根据学校概况和咨询顾问评估你的学校，以及高中阶段你的学习状况。

我们录取的时候同时也会参考标准化考试成绩。我们建议你将标准化考试看作申请的一部分就可以了，绝不要把大多数周末都用在参加考试上。只有当你觉得考试分数能大幅度提高的时候再参加第二次考试。如果考试分数都差不多在某一范围上下浮动，那么大概分数不会成为你申请成败的决定性因素。也就是说，不必费力争取得到那更多的20分。相反，你应该多花时间参加那些能帮助你全面成长的活动：学校活动、课外机会、和朋友们在一起—让你更成熟的了解自己，也因此成为一个更有竞争力的申请者。

[以上四篇文章均摘录自耶鲁大学官方网站]

Many years ago, former Yale President Kingman Brewster wrote that selecting future Yale students was a combination of looking for those who would make the most of the extraordinary resources assembled here, those with a zest to stretch the limits of their talents, and those with an outstanding public motivation – in other words, applicants with a concern for something larger than themselves. He said, “We have to make the hunchy judgment as to whether or not with Yale’s help the candidate is likely to be a leader in whatever he [or she] ends up doing.” Our goals remain the same today. We are looking for students we can help to become the leaders of their generation in whatever they wish to pursue.

As we carefully and respectfully review every application, two questions guide our admissions team: “Who is likely to make the most of Yale’s resources?” and “Who will contribute most significantly to the Yale community?”

We estimate that over three quarters of the students who apply for admission to Yale are qualified to do the work here. Between two and three hundred students in any year are so strong academically that their admission is scarcely ever in doubt. But here is the thing to know: the great majority of students who are admitted stand out from the rest because a lot of little things, when added up, tip the scale in their favor. So what matters most in your application? Ultimately, everything matters. The good news in that is that when so many little things figure into an admissions decision, it is fruitless to worry too much about any one of them.
Our advice is to pursue what you love and tell us about that. Be yourself. Ask the teachers who really know you to recommend you. Apply and relax.

Here are a few tips that we hope will help you present yourself as the outstanding person you no doubt are.

Academic Ability
Yale is above all an academic institution. This means academic strength is our first consideration in evaluating any candidate. The single most important document in your application is your high school transcript, which tells us a great deal about your academic drive and performance over time. We look for students who have consistently taken a broad range of challenging courses in high school and done well. Your high school teachers can provide extremely helpful information in their evaluations. Not only do they discuss your performance in their particular class or classes, but often they write about such things as your intellectual curiosity, energy, relationships with classmates, and impact on the classroom environment. Obviously it is important to ask for recommendations from teachers who know you well.

No Score Cutoffs
There are no score cutoffs for standardized tests, and successful candidates present a wide range of test results. During the most recent year, test score ranges (25th to 75th percentiles) for enrolled freshman were:
● SAT-Verbal: 710-800
● SAT-Math: 710-790
● SAT-Writing: 720-800
● ACT: 32-35

While there is no hard and fast rule, it is safe to say that performance in school is more important than testing. A very strong performance in a demanding college preparatory program may compensate for modest standardized test scores, but it is unlikely that high standardized test scores will persuade the admissions committee to disregard an undistinguished secondary-school record.

Bringing Your Application to Life
Just as teacher recommendations are meant to give the admissions committee a glimpse of what you are like in the classroom, the counselor recommendation may provide us with a picture of your place in your high school class and in the larger school community. Your counselor can help us assess the degree of difficulty of your program, tell us what a particular leadership position means at your school, provide information on your background, and, in general, provide the sort of textured comments about you that would help your application come to life.

The Yale application tries to get at the personal side of the applicant through the use of two essays whose scope is broad enough to accommodate most writers. We encourage you to take the writing of the essays seriously and to write openly and honestly about activities, interests, or experiences that have been meaningful to you. What is most important is that you write in your own voice. If an essay doesn’t sound like the person who writes it, it cannot serve him or her very well as a personal statement. As with every document in the application, we read essays very carefully and try to get a full sense of the human being behind them.

Evaluating Applications
Transcripts, test scores, essays, and recommendations help paint a picture not only of a student’s accomplishments to date but also of the ways in which an applicant has taken advantage of the opportunities available to him or her. We only expect you to take advantage of such courses if your high school provides them. Knowing how you’ve engaged in the resources and opportunities at your high school gives us an expectation of how you might engage the resources at Yale if admitted.

In selecting future Yale students, President Brewster wrote, “I am inclined to believe that the person who gives every ounce to do something superbly has an advantage over the person whose capacities may be great but who seems to have no desire to stretch them to their limit.” Within the context of each applicant’s life and circumstances, we look for that desire and ability to stretch one's limits.

Advice on Selecting High School Courses
Many high school sophomores and juniors (and their parents) want to know what courses to take to improve their chances for admission to Yale and other highly competitive colleges. With the caveat that every situation is different, here is some advice to help guide you as you make these decisions.

A Holistic Approach to Admissions
The high school transcript is almost always the most important document in a student’s application. But it is hard to conceive of a situation in which the appearance (or absence) of any one particular class on a transcript would determine the applicant’s outcome. The admissions committee does not make its decisions based on a piecemeal review of an applicant’s recommendations, test scores, activities, or individual elements of a high school transcript. It considers each application as a comprehensive picture of that student.

When the admissions committee looks at your transcript, it will not focus on whether you have taken any specific course. It will be far more interested to see that you have challenged yourself with difficult coursework, and have done well.

Trajectories & Trends
Trends are important. Remember, the admissions committee is primarily concerned with what kind of Yale student you will be. So it is very important that we see a high level (or an improving degree) of rigor and success throughout your high school years. This includes your senior year. If you wish to make your application among the most competitive, you must take a challenging senior program and continue to excel in it. Senior year is not the time to take a light course load.

Remember that we are looking for students who will make the most of Yale and the most of their talents. Knowing how you have engaged in high school gives us an idea of how you might engage at Yale. If you push yourself to excel all the way through your senior year and beyond, we take that to be a good sign that you will do the same at Yale. And that is the type of student we welcome.

Context, Context, Context
Does your school offer AP courses? An International Baccalaureate program? Both? Neither? We know you did not design your school’s curriculum, and we only expect you to take advantage of such courses if your high school provides them. Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access.
Balance

Yale does not have any specific entrance requirements (for example, there is no foreign language requirement for admission to Yale). But we do look for students who have taken a balanced set of the rigorous classes available to them. Generally speaking, you should try to take courses each year in English, science, math, the social sciences, and foreign language.

We encourage you to pursue your intellectual interests, so long as it is not at the expense of your program’s overall rigor or your preparedness for college. Be honest with yourself when you are deciding between different courses. Are you choosing a particular course because you are truly excited about it and the challenge it presents, or are you also motivated by a desire to avoid a different academic subject?

You should also bear in mind that many other selective colleges do have minimum course requirements for entering students. It is best to research each school individually.

Ask Yourself These Questions
When weighing your course selection for the upcoming year, here are a few things to consider:
● Am I taking a well-balanced academic program that will provide me with a good foundation for college?
● Am I prepared to take college-level math, writing, and science courses?
● Do I feel challenged by the courses that I am taking?
● Are my courses among the more rigorous ones available to me at my school?
● Am I seeking challenge or avoiding it?
● Overall, is my four-year high school program among the most challenging programs available at my school?

It is wise to first consult your teachers and high school counselor on what courses are most appropriate for you at your high school. You will doubtless have to make some difficult decisions about which courses to take and how to balance your schoolwork and your extracurricular pursuits. We hope that this advice helps inform you as you make those decisions.

Advice on Choosing Where to Apply
There are over 2000 four-year colleges in the United States, each with a unique constellation of resources, course offerings, and extracurricular programs. Schools differ in size, location, academic requirements, selectivity, etc. With so many choices, you will need time to explore what is out there and how the options match your interests and needs. Start your research early, and as you make a list of schools to consider, keep your mind open to ones about which you may not have heard much before. Students who focus only on a handful of the most selective or well-known colleges are missing out on the wonderful range of schools that exist and that might be a good fit for them.

It’s also a good idea to discuss with your parents or guardians what is important to you and what you hope to get out of college, so you will all be on the same page by the time you start working on the applications.

There are many resources available to help you with your research. Each college has a website, and current students frequently publish material online about their experiences. If you are able to visit colleges before applying, travel smart. If you only visit a handful of extremely selective, medium-sized research universities, your trip may not reflect the true breadth of schools out there. Instead, you might want to visit a handful of different types of colleges and universities in your area to get a sense of how schools vary and what feels like a good fit. You might be well-served by visiting a small liberal arts college, a small university, and a large public university, for example. If you discover that you like the feel of small liberal arts college versus the larger schools, then you could begin to narrow your search and explore other small liberal arts colleges.

Here are some questions we recommend you try to answer while researching colleges:
Long-term Plans
● What do you hope to achieve during your years in college?
● What courses and non-academic activities are available? Will they help you expand your horizons?
● What are your career goals? Does the school offer the preparation you will need?

Location/Setting
● How far from home do you want to be?
● What kind of setting do you want? Rural, suburban, urban, small town, big city – there are a lot of
possibilities to consider!

Size/Student Body
● What size school appeals to you? What student-to-faculty ratio best suits your style of learning?
● What kind of people are you hoping to meet in college?
● Do the cultural or religious groups that are important to you have a welcoming presence on campus?

Cost
● Are scholarships or financial aid policies in place that will make this school affordable?
● What kind of campus jobs are available?

Selectivity
● What percent of students are admitted?
● What academic criteria does this school see in its strongest applicants?
● What kind of personal characteristics make for a good fit at this school?
● Am I applying to schools with a range of selectivity?

Advice on Putting Together Your Application
Students commonly want to know what part of the college application “carries the most weight.” The truth is, there are many parts to your application, and together they help us discover and appreciate your particular mix of qualities. Academic criteria are important to Yale’s selective admissions process, but we look at far more than test scores and grades.

Every applicant brings something unique to the admissions committee table. Perhaps one application stands out because of sparkling recommendations, while another presents outstanding extracurricular talent; maybe your personality shines through a powerful written voice, or maybe your keen mathematical mind packs more punch. Our goal is to assemble a diverse, well-rounded freshman class, and that means admitting exceptional individuals of all types. You may find this answer unsatisfying, but we assure you that it is true: the part of the application that carries the most weight is different from applicant to applicant.

We asked admissions officers to weigh in with their own thoughts on each topic and we have compiled their responses below.
● Essays
● Extracurriculars
● Interviews
● Recommendations
● Supplementary Materials
● Transcripts and Testing

Essay
When you write your essays and “short takes” for the Common Application and Yale-specific questions, write about something that matters to you. Use your own voice. Do not worry about making a special effort to include impressive vocabulary words or overly complex sentences. If you sound like yourself and discuss something you care about, your essay will be more effective.

We know that no one can fit an entire life story into two brief essays, and we don’t expect you to try. Pick two topics that will give us an idea of who you are. It doesn’t matter which topics you choose, as long as they are meaningful to you. We have read wonderful essays on common topics and weak essays on highly unusual ones. Your perspective – the lens through which you view your topic – is far more important than the specific topic itself. In the past, students have written about family situations, ethnicity or culture, school or community events to which they have had strong reactions, people who have influenced them, significant experiences, intellectual interests, personal aspirations, or – more generally – topics that spring from the life of the imagination.

Finally: proofread, proofread, proofread! Share your essays with at least one or two people who know you well – such as a parent, teacher, counselor, or friend – and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit.

Extracurriculars
Your record of extracurricular experiences ideally should demonstrate a number of things:
1. You engage your community beyond the classroom. Yale is home to over 300 student organizations, and we want to admit students who will take advantage of these resources and contribute to Yale’s vibrant extracurricular community.

2. You take leadership positions when they are available, and you invest your energies into the activities you choose. You do not need to be president of a national organization to impress the admissions committee. But, the committee would like to see that you have spent time pursuing meaningful opportunities and that you have had a positive impact on people around you.

3. You demonstrate a deep commitment to and genuine appreciation for what you spend your time doing. The joy you take in the pursuits that really matter to you – rather than a resume padded with a long list of activities – will strengthen your candidacy.

Interviews
Interviews are another way to help your application stand out. If you are offered the opportunity to interview, we strongly encourage you to take it. Share whatever additional information you feel the admissions committee should consider in order to fully appreciate your ideas, intellectual curiosity, character, and values.

Do not be a passive interviewee! Although the interviewer will get the ball rolling with questions, come prepared to be an engaged conversationalist. Rather than answering a question with a one-word, direct answer, approach each question as an opportunity to elaborate on various aspects of who you are. Tell your story, ask questions, and raise any concerns you may have. Interviewers can learn as much about candidates by the interesting, thoughtful questions they bring to the table as they can from the answers they give.

Recommendations
Recommendations tell us a great deal about the way you think and learn, how you contribute to your school community, and what you add to a classroom dynamic. The best recommendations are not always from the teachers in whose class you earned the highest grades, but rather from those teachers who know you best and can discuss the substance of your intellect and character. We are as interested in your intellectual curiosity and resilience as in your innate ability and work ethic. A string of generic superlatives is not as useful as a specific, thoughtful discussion of your strengths.

We prefer these letters to be from teachers who have taught you in your junior and/or senior years. These teachers will best speak to your recent progress, your preparation for rigorous collegiate coursework, and your potential contributions beyond the classroom.

Supplementary Materials
Supplementary materials can provide broader context to some parts of your application, but they can just as often be superfluous and distracting. For example, a letter from someone who supervised your extracurricular research project may answer important questions about the work you’ve done. But a third recommendation that raves about you, just as your other letters do, will not necessarily enhance your application. In fact, it may dilute the effect of the two required recommendations.

Transcript and Testing
Your transcript is a significant part of your application. We look at your overall record, from freshman through senior years. We always remain mindful of context: what courses are available at your school? Did you take a rigorous curriculum given these course offerings? Are there patterns to your transcript that reflect on your academic potential? We rely on school profiles and guidance counselors to give us an understanding of your school and the ways in which you have been academically engaged.

We also consider your standardized test scores. Think of testing as just another part of the application, and certainly do not spend most of your weekends test-taking! Only retake a test if you feel you will significantly improve your scores. If your testing is in the right ballpark, then it probably will not be the deciding factor for your candidacy. In other words, don’t worry about trying to get that extra twenty points. Instead, spend your time on things that will help you grow as a person: school work, extracurricular opportunities, time with friends — the things that will give you a stronger sense of yourself and, as a result, make you a stronger college applicant.

[All four articles above are extracted from official website of Yale University]