| The application essay is the most crucial piece of | | | | lose sight of the main objective - getting an |
| writing the student will submit to the colleges, and, if | | | | admission ticket! |
| not done impressively, it will also be their last. In most | | | | My all-time favorite essay question is the University |
| cases, it is the college's first actual exposure to the | | | | of Pennsylvania's, "You've just written your 300 page |
| student, and first impressions have a habit of lasting. | | | | autobiography. Tell us what's on page 217?" I advise |
| A memorable essay contains all the student's Kodak | | | | students who choose this essay to go back in time |
| moments interlaced with some less than blissful | | | | five or six years (about a third of their life), recall |
| adventures to create the necessary drama in the | | | | where they were and what they were doing in that |
| writing. | | | | time period, and then begin writing about it. |
| Students must begin by choosing the right topic, | | | | A most effective and creative approach is to begin |
| meaning the right topic for them, and one that will be | | | | the page in the middle of a sentence, preferably |
| well received by the admissions committees. The | | | | ending the thought by leaving the reader in a |
| subject matter chosen and its degree of difficulty | | | | quandary, i.e. "...because that's the way it was |
| say volumes to the school about the character of | | | | arranged." Remember that this is page 217 from your |
| the author. As the quality of the essay is dependent | | | | autobiography. Open any autobiography, or any book |
| on the student's ability to respond to the subject | | | | for that matter, to page 217. It probably won't start |
| matter, making the correct choice is absolutely | | | | with a fresh sentence or a new paragraph. It is also |
| essential. | | | | important to leave the reader hanging at the end of |
| Students should select a most thought-provoking and | | | | the page, i.e. "...As he ran into the street, the car |
| stimulating subject to write about, and it helps greatly | | | | continued to..." |
| to view the task as a "we dare you to compete for | | | | I often critique essays for students I counsel, but |
| the privilege of attending our school" challenge from | | | | never write the essay for them. I cannot advise |
| the college. In other words, if there's a literary | | | | strongly enough against employing the services of a |
| masterpiece inside the student crying out to be | | | | professional essay service or writer! Not only is this |
| written and read, this would be a good time to | | | | first degree cheating, but the risk/reward ratio isn't |
| unleash it! | | | | worth it. The admissions committees and the |
| Students writing about their favorite anything should | | | | application readers are neither stupid nor naïve, |
| be passionate about it. It's not enough just to say | | | | and they're on to that scam. Students should never |
| you love something or someone. It must be | | | | take the chance of throwing their futures away for |
| explained why in no uncertain terms. If writing about | | | | the want of a better paper! If you're qualified to get |
| how a particular relative was admired by the student | | | | into college, than you're talented enough to write |
| above all others, then how that person influenced the | | | | your own essay. |
| student's life, how the student apprenticed that | | | | Some years ago, a wealthy family who chose not to |
| person or fashioned their lives in their light should be | | | | take my advice in this regard, did just that. They |
| factored in. | | | | apparently felt it would be the sure-fire way for their |
| Students often write about themselves as the | | | | son to get into an exclusive East Coast school. He |
| subject matter is well known to them and requires | | | | had good grades, good SAT I scores and would |
| no research. However, as this is certainly not the | | | | have otherwise been acceptable, but his writing skills |
| road less traveled, a necessary and serious effort is | | | | were, at best, slightly below average. So, they hired |
| sorely needed to make the journey stand out | | | | a professional, and their son was accepted to his |
| amongst all the other students doing the same. Be it | | | | college of choice. |
| overcoming adversity or how the past summer was | | | | After the third week in English Comp, his teacher |
| spent, the writing should be uniquely appealing to the | | | | couldn't believe that someone with his limited writing |
| reader and not the same old, same old. However, the | | | | skills could have ever been accepted. The professor |
| essay should not be overwritten. | | | | went to the admissions office and reviewed the |
| One of my students wrote about being molested | | | | student's application and essays. His suspicions were |
| when she was eight years old. She wisely chose not | | | | confirmed after reading the three much too |
| to go into the horror in her accounting of it, but | | | | professionally written essays that were in his file. He |
| rather focused on how she overcame being | | | | concluded that none of them could have been |
| victimized. The essay was most compelling and was | | | | authored by the student. |
| well received. She is now pursuing a medical career at | | | | The young man was summoned to the Dean's office |
| a very prestigious West Coast university. | | | | and confronted with the evidence. Left with no |
| Students should avoid writing too vividly about any | | | | choice, he reluctantly confessed that his parents had |
| traumatizing experience. The essay can be gripping | | | | hired a professional to do his essay writing. |
| but not horrifying. Remember, the object here is to | | | | Consequently, he was given the option to |
| write an essay that captures the reader's imagination | | | | immediately withdraw from classes - or be expelled |
| and begs to be read in its entirety. Highly | | | | for the fraud he had perpetrated on the school. |
| controversial subjects such as abortion are best | | | | Students should also avoid the much too popular |
| avoided. | | | | topics that everyone else usually writes about such |
| One of my honor students wrote a "Pro Life" essay | | | | as, How the death of a loved one or a pet had a |
| and expressed her views with such intensity that | | | | profound affect on their life, or How growing up in an |
| reading it left me with the impression that she might | | | | Italian neighborhood was difficult because they were |
| be viewed as a danger to others with strong "pro | | | | from a different ethnic background. Growing up in the |
| choice" convictions! At first, when I advised her to | | | | ghetto or in a refugee camp is a far better topic, |
| rewrite it, she flat out refused. I explained that she | | | | because if you did, then you actually did overcome a |
| was losing site of her goal - to be accepted to the | | | | life-challenging situation - and that will make a far |
| college and not to win points on her take of the | | | | more impressive essay. |
| anti-abortion issue. She finally realized the wisdom of | | | | Always be sure to adhere to the requirements of |
| my words when I reminded her that after she was | | | | the essay. If a 300 to 500 word essay is asked for, |
| accepted, she could protest and exercise her | | | | don't write 501 words! Schools often do a word |
| freedom of speech in any way she chose, but first, | | | | count if they suspect an essay is over the limit, and |
| she had to get into the school. | | | | students should always (I said always) follow the |
| Students must keep their eye on the prize and never | | | | instructions! |