| Your child is about to begin life as a senior in high | | | | process. Don't critique unless you have found some |
| school. In my day senior year used to be fun; | | | | genuine elements to praise. Always be specific in your |
| however, nowadays seventeen and eighteen-year | | | | suggestions; no one can deal with, "This isn't any |
| olds face a year fraught with stress - both external | | | | good," or "This is too cliche." |
| and internal, particularly, that dreaded college | | | | - Make the writing process fun and enlightening. |
| application. In an adolescent's mind not getting into | | | | "Wow, your identity is the subject of an essay! Let's |
| the college of his or her choice is equivalent to being | | | | find out who you really are!" Help your teen shed |
| handed a life sentence. Raging hormones and the | | | | some of the anxiety about writing; brainstorm |
| not-fully-developed prefrontal cortex of the brain | | | | together. You will be amazed what comes to mind |
| which is the center for making sound, responsible | | | | after twenty minutes. |
| decisions create the emotional roll-coaster ride. Help | | | | - When you brainstorm with your teen, look for the |
| take the pressure off. Get involved with the process | | | | ordinary and concrete. Delight in simple details, images |
| of writing the college essay. Be patient and activate | | | | or concepts to make them sound extraordinary. |
| your sense of humor. Remember never to laugh out | | | | Anyone can shine with an amazing achievement like a |
| loud or smile too much. | | | | Westinghouse science project in molecular biology or |
| When it comes to the SAT's, practice makes | | | | a trip to China; however, to take something |
| perfect. But how does a teen, who feels | | | | completely ordinary and lift it to another level is |
| uncomfortable about writing, tackle the college essay | | | | brilliant. Feel free to use a bit of humor. College |
| which must capture the distinguishing essence of his | | | | Admissions likes to be entertained. Keep in mind that |
| or her life experiences using proper grammar and | | | | humor is subjective; avoid the extreme. |
| good syntax? Most teens go to school, go to | | | | - Guide your teen to use a specific experience or |
| summer camp and do similar extra-curricular activities. | | | | conversation to reveal his or her essential personality |
| "Help, I'm boring! I never did anything special! I don't | | | | traits. Let the part stand for the whole. Don't write |
| know how to write!" And then the door slams. | | | | an autobiography or a resume in paragraph form. |
| Not to worry! I'm not going to tell your teen to | | | | Keep the essay focused on one small theme. |
| exercise daily, breathe deeply, eat balanced meals, | | | | - Use concrete words to show, not tell. Using images |
| drink plenty of water and get some sleep. In my | | | | from the five senses and a bit of dialogue create a |
| previous life I used to be an English professor and still | | | | tangible, believable picture. Let the admissions reader |
| am a college/graduate school admissions essay | | | | draw his own conclusion from what is described. |
| writing coach. Here are some strategies for writing | | | | Don't tell the reader what to think. |
| that engaging college essay to tip the admission's | | | | - Avoid peppering the essay with multi-syllabic SAT |
| scale in your child's favor and restore some normalcy | | | | words. Although this sounds contradictory because |
| at home. An added benefit: Your teen will feel | | | | your teen is trying to boost SAT vocabulary, that is |
| confident and even enjoy writing about his or her life | | | | primarily for the reading section. When it comes to |
| experiences. | | | | writing, say it simply and to the point. No abstract |
| - Help your teen set up a schedule for the writing | | | | language here like: Interesting, unique, beautiful, etc. |
| process which includes: Brainstorming, writing the first | | | | - The hardest step is to begin writing the |
| draft, second draft, reading the essay aloud (Hint: If | | | | introduction; encourage your teen to begin in the |
| it doesn't sound right, it isn't), making changes and | | | | middle (no introduction) and finish the essay with a |
| proofreading the final draft. Make your teen aware | | | | conclusion. Now for the second draft let your teen |
| from the start that writing means rewriting and | | | | take that conclusion and turn it into a terrific |
| therefore there will be a few drafts. Allow plenty of | | | | introduction. |
| time. In fact, putting the essay away for a few days | | | | Helping your teen with the writing process will |
| and returning to it with fresh eyes makes you a | | | | strengthen your connection. You will learn more about |
| more objective reader, not too attached to what | | | | the inner workings of your teen's mind to help |
| doesn't work. Last minute writing inhibits creativity | | | | reinforce his or her confidence. Often we don't really |
| because creativity needs a relaxed mind which can | | | | know what we are thinking until we write down our |
| focus. | | | | thoughts. We dig deeper when we write to discover |
| - Show your teen love and respect to bolster | | | | buried treasure. This will set the precedent for future |
| self-esteem which gets wobbly during the writing | | | | writing assignments. |