English/ELA, On Wednesdays We Write, Teacher Resources

On Wednesdays We Write – Prompt #1

Photo by Nikita Khandelwal from Pexels

Prompt #1:

Tell me about your favorite fork. Describe what it looks like. What color is it? What shape? Of what material is it made? Detail any engravings or decorative features. Is it one-of-a-kind or one of many? How does it feel when you hold it? Why is this one your favorite? What people, events, ideas, or emotions do you associate with it?

Prompt #1 – Challenge:

Write a vignette featuring this fork. A vignette is a very short sequence of events, creating a snapshot of one brief moment in time. Work in as many descriptive details as you can, but remember to place them in a narrative.

The narrative may be fiction or nonfiction.

Suggested length: 300-400 words

Upload your writing in the comments to share.

Not sure what’s going on with these “On Wednesdays We Write” prompts? Click here to find out.

English/ELA, On Wednesdays We Write, Teacher Resources

Coming Soon! On Wednesdays We Write

Starting this week, we’re writing together every Wednesday.

Now that we’re solidly past the season of New Year’s resolutions and goal-setting let’s do something fun. Something good for the soul and heart and intellect. Let’s write!

We’re not writing with immediate, focused goals in mind. Instead, we’re writing to discover and to become better writers.

Each Wednesday, I will post a writing prompt and a challenge based on that prompt. Think of the prompt as a springboard. You might want to jump, fly through the air, and land. That’s it. You’re done. But if you want more writing, more jumping and flying and landing in a different place, then move to the challenge for an additional writing opportunity.

Do whatever you’re up for. It’s completely up to you.

If you are a writer, look at “On Wednesdays We Write” as a respite from your current project. With great mindfulness, focus on the actual writing and not what you will do with it. Let the exercise be an end in itself. Delight in the ideas and images and words. It’s your chance to do what you love without pressure. I hope that these little exercises will take you back to your goal-oriented, deadline-focused writing with peace and refreshment, as well as energy and strength.

If you are a teacher, feel free to use these posts as bellringers, supplemental activities, journal entries, prewriting exercises, or even writing assignments. I challenge you to give students the chance to write for fun. Treat it as play, not work. At your discretion (you know your students better than anyone else), choose students to share their writing aloud, whether in person or remotely. Or publish their submissions in a collaborative document or even in a digital literary magazine. Want to up the ante for successful completion? You write the prompt too, and if 100% of students participate, then share your writing.

If you are a student, you can write without a teacher assigning these! Whether you’re super-eager to learn or just super-bored, these prompts will give you a chance to explore your world and your ideas. You’ll practice organizing details and creating an engaging reading experience for your audience. Post your responses to these exercises on your blog and link back to these prompts so your writing community can join you. Ask a friend or two to write the prompts with you and share your writings each week.

I’m excited for all the writing fun that lies ahead, and do you know what would make me over-the-top thrilled? Post your response to the writing exercises in the comments. I would LOVE to read what you write.

Are you ready to get started? I’ll see you on Wednesday!

College Essays, Personal Statements

Common App COVID-Specific Essay

Photo by Edward Jenner on Pexels.com

Offering support to students concerned about the effects of the pandemic on their college admissions journey, the Common App has added a COVID-19 question. As the Common App blog so eloquently puts it, “We want to provide colleges with the information they need, with the goal of having students answer COVID-19 questions only once while using the rest of the application as they would have before to share their interests and perspectives beyond COVID-19.”

The question will appear in the Additional Information section of the application and have a 250-word limit. The application will include a FAQ section to guide students in choosing which aspects of their COVID-19 experience they would like to share. 

The current Additional Information question with its 650-word limit will remain. In response to this question, students are invited to share any information they feel is not reflected in other sections of the application. 

Keep in mind that the COVID-19 question is optional. There are pros and cons to weigh in deciding to answer it. And just because you can doesn’t always mean you should

To help students discern how or even if they should write about their pandemic experience, College Essay Guy Ethan Sawyer has crafted an extensive guide titled “How to Write About Coronavirus/COVID-19 In Your College Essay & Application.” And when I say extensive, I mean that he gives the same level of insight into approaching this special question in his online guide as he does into approaching the personal statement in general in his book College Essay Essentials. It’s all kinds of helpful in planning a COVID-19 writing strategy across all your college admissions essays.

Before you get too far into writing any of your personal statements, I highly recommend you check out Ethan’s Coronavirus/COVID-19 guide. 

College Essays, Personal Statements

Best Admissions Essay Book Ever

If you could have only one resource for writing pretty much any college admissions essay, you should grab Ethan Sawyer’s College Essay Essentials.

The beauty of Sawyer’s approach is its simplicity. Students answer two questions with yes/no responses. Based on the combination of yeses and noes, you write in one of four structures. He gives students the tools to brainstorm, plan, draft, and revise deep and meaningful personal statements. And for those who are a little less interested in deep and meaningful and just want to get the thing done, Sawyer also has a section titled “How to Write Your Essay in Just One Night (Break Only in Case of Emergency).” 

Although I don’t personally know Sawyer, I have annotated his entire book, read most of the articles on his College Essay Guy website, watched his YouTube videos, and guided students in person through his free Personal Statement Workshop.

This method works. 

In College Essay Essentials, Sawyer includes a toolbox of exceptionally helpful prewriting exercises to guide students as they explore both the small details (Essence Objects Exercise) and the big picture (Values Exercise) of their lives. For students looking for intellectual or emotional depth in their essays, the section titled “How Do I Make My Essay, Like, Deep?” walks students through the Feelings and Needs Exercise. In my experience working with high school students as they develop their personal statements, I’ve seen the Feelings and Needs Exercise produce some spectacular essays. 

Beyond brainstorming, Sawyer’s approach also provides specific structures for personal statements that divide into two broad categories—narrative and montage. Narrative essays focus on one story and let the events unfold to reveal something about the writer. Montage essays center on one theme, allowing the writer to pull several examples to illustrate it. 

The narrative and montage structures are like gutter guards in bowling. They keep you in your lane. The structural charts in College Essay Essentials are just the right amount of support to send those beginning the process in the right direction. For those who are outstanding writers and already have clarity about what they want to say as well as how they want to say it, Sawyer gives room to run with it. 

“That’s nice,” you say, “but does he cover how to write each of the Common App prompts?” Actually, no. He doesn’t. He doesn’t need to. This method of writing the personal statement can generate essays that fit every prompt the Common App folks offer. It really does. Once you write your essay, the one that most authentically gives a picture of who you are, then you can choose one of the Common App prompts. You might have to tweak your essay a little, but you won’t have to start the whole process again. 

“Will College Essay Essentials help me write college-specific essays?” you ask. Why, yes. Yes, it will. The essay-writing techniques Sawyer teaches are applicable to virtually every personal statement essay I’ve encountered, whether it’s for college admissions, scholarships, graduate programs, or professional schools. The fundamentals are the same. 

If you want to check out school-specific or system-specific advice… actually, if you want to take a deeper dive into college essays and personal statements in general… jump over to the College Essay Guy blog, and get ready for a deep dive into information that will guide you to your best essay for wherever you hope to land. 

You’re going to find a plethora (COLLEGE ESSAY WORD) of outstanding guidance on writing personal statements on the College Essay Guy website and YouTube channel but still buy the book. It’s a handbook that will take you well beyond undergrad admissions. 

On the website, you will find an online course on writing personal statements that is literally the best available. It costs a bit of money. However, Sawyer has a strict pay-what-you-can policy, and he is sincere about that. 

Before your application deadlines get a whole lot closer, buy the book, scour the website and YouTube, dig into the workshops that are free, enroll in the ones behind the paywall, and if you need feedback on your draft, email me. Pricing and contact information is here

College Admissions, College Essays, Personal Statements

The Common App Essay Prompts Are the Same in 2020-2021

Photo by Christina Morillo from Pexels

Dear Common App Prompt Committee Folks,

OMG y’all are just the BEST!!! For the fourth year in a row, you are keeping the Common App essay writing prompts the same. THANK YOU! 

Do you have any idea how wonderful that is for English teachers, college admissions counselors, and college essay coaches throughout the land? After all, we’ve got a lot to deal with in light of the pandemic and being caught in the middle of a game of science versus politics. 

But really though, your prompts are pretty great. We’re thrilled the colleges say the prompts give them the information they look for. That’s especially helpful since so many of them are dropping their standardized testing requirements for this year’s applicants. IMHO standardized test scores are overrated anyway.

We’re out here betting that essays are going to get a bump in importance in the admissions process this fall. If your friends in the member schools are a little nervous about plagiarism, y’all can get together and add a little statement about how select students will receive video interviews based on their essay responses. Then you can figure out a random (or not random) way of selecting which students to interview about their essays. 

Do you have a plagiarism filter yet? (You don’t have to answer that right now in front of everybody, but just in case you don’t, you might want to get on that. What an AWESOME feature it would be for current and prospective member schools if you would help them filter out applicants who aren’t all that into honor codes.)

Back to us—the English teachers, college admissions counselors, and college essay coaches. For years, we’ve been working with students in school and out of school to help them write essays well. We have presentations and videos and assignments and coaching methods designed to make students, especially those without strong support systems away from school, comfortable in approaching college essays. And we hardly have words to tell you how grateful we are that all those resources and approaches can remain stable this year so that we can focus on making sure our students are doing OK in the middle of all this uncertainty. 

So, yeah. Thank you, Common App Prompt Committee. Y’all freakin’ rock. 


P.S. To anyone who is reading my thank-you note to the Common App Prompt Committee Folks but actually isn’t one of the Common App Prompt Committee Folks, for your convenience, I’m going to leave the 2020-2021 prompts right here. See the Common App blog for more information. 

1. Some students have a background, identity, interest, or talent so meaningful they believe their application would be incomplete without it. If this sounds like you, please share your story.

2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma — anything of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

6. Describe a topic, idea, or concept you find so engaging it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Life, What's New?

And switching back…

Don’t you hate it when a blogger starts one type of blog and then switches to another? And then after a long absence from posting anything at all, she switches back to the original idea? Oops.

In the case of Always Learning HQ, the site originated as my blog for coaching students on college admissions essays and sharing curriculum resources with other English literature and writing teachers.

Then my mom passed away, and I had many things to work through. I made a couple of posts here that were more personal. Now, however, as time has passed and direction is clearer, I’m moving back in the original content for Always Learning HQ.

The personal posts will migrate to a new blog that I am using to document our journey into empty nesting and exploring the next stage of life as our youngest goes to college this fall. I’m hoping that in a few weeks WeekFam HQ will be up and running with our adventures.

Our key word for this next stage: simplicity. I can’t wait!

English/ELA, Teacher Resources, Teachers

Think While You Listen: News Podcasts in the Classroom


Sarah Koenig changed everything with Season One of the “Serial” podcast.

Before “Serial,” most of us were content to listen to “This American Life” on NPR. Occasionally, we might visit the website. But when Sarah Koenig began to unwrap the saga of Adnan Syed, we consumed journalistic storytelling with abandon. We learned where podcasts lived, and then we subscribed, listened, binged, occasionally rated, and subscribed some more.

Podcasts worked their way front-and-center onto our media consumption menu. Podcasts didn’t require listeners to WATCH and listen, so people could drive, walk, or jog and still experience investigative reporting or creative cultural analysis or sassy social commentary or just about anything else.

Podcasts gave great storytellers a platform and an audience. Podcasts also gave some not-so-great storytellers a platform and an audience too.

Listening is one of the four core language arts. Along with reading, writing, and speaking, listening gives us a tool for educating ourselves to engage in public dialogue.

In the high school English classroom, listening skills have traditionally shown up in the form of audiobooks and classroom speeches. However, the proliferation of podcasts gives high school teachers a new realm of opportunities to teach their students critical listening skills.

Episodic investigative journalism podcasts that focus on one story told in many parts are largely enthralling and binge-worthy. Season One of “Serial” was like watching a novelist, week-by-week, figure out what story she was telling. We got to see characters develop and the plot unfold. Except “Serial” was real-life and the characters were real people and the plot didn’t resolve in a neat and tidy manner or in a timely fashion. The story of the first season of “Serial” is still working itself out.

In contrast to investigative storytelling, largely for entertainment purposes, is the science of daily newscasting in podcast format. At the pinnacle of daily news podcasting is “The Daily,” produced by The New York Times. Hosted by Michael Barbaro, “The Daily” tackles one long news story each episode. Using sound bites and sound effects, along with music that keeps listeners slightly off-balance with the way it lightens the mood of even the darkest stories, “The Daily” takes a deep dive into the complexities of current events and cultural phenomena.

Barbaro typically interviews a New York Times reporter, who shares background and analysis of the topic of the day. Each episode is rich with information, and at a point in our national history when everything in media seems designed to spin towards an extreme of the political spectrum, “The Daily” always manages to acknowledge what is at stake on all sides of the event or phenomenon.

The reporters are tenacious, intelligent, and eloquent. Barbaro serves as an engaged Everyman, asking “So what does this mean?” and restating the information while adding analysis—“So let me get this right… If… then… And that’s the chief concern.”

While the trend toward using podcasts as curriculum content in the classroom has been around for a few years, thanks to Koenig, the potential use of podcast analysis as curriculum enrichment has risen as another pillar of listening instruction. Episodes of “The Daily” pair nicely with the high school English class curriculum. The theme of the corrupting influence of power runs broad in current events and culture. Elections, social media giants, international business practices, crises of conscience… they all play into the idea that power corrupts and absolute power corrupts absolutely.

Literature is effective in pointing out to students the great ideas that shape our world and our character. Daily new podcasts give students specific examples where truths revealed in literature are truths that run through the real world.

To help students analyze “The Daily” podcast content, I made a worksheet. Teachers can use the worksheet to help students analyze a current event or cultural phenomenon presented on “The Daily” as an end to itself. For this purpose, teachers can focus on hows and whys of the episode topic, giving students room to express their own opinions on the subject and evaluate the effectiveness of the podcast.

Or the analytical worksheet could be the springboard for understanding the event or phenomenon in order to draw parallels between real life and literature.

A free copy of the worksheet is available in the Always Learning HQ store on Teachers Pay Teachers.

The worksheet allows for teachers to choose whatever episode of “The Daily” works best with where they are in the curriculum. However, a couple of great suggestions from fairly recent episodes and how you could use them in the classroom are as follows:

White, Evangelical and Worried About Trump (Nov. 5, 2018) – Relate to Antigone and the cost of following personal convictions

What a Border Sheriff Thinks About the Wall (Jan. 11, 2019) – Great for discovering what the differing opinions are, what is ultimately at stake, and how views on the issue can change

What Facebook Knew and Tried to Hide (Nov. 16, 2018) – Tracing tangled threads to uncover the truth

The Human Toll of Instant Delivery (Nov. 26, 2018) – The unintended consequences of excellent customer service.

I would love to hear how you use this resource in your classroom. Please leave a comment below.


College Admissions, Educators, Teachers

Writing A Great Teacher Recommendation Letter

apple-business-click-392018Photo Credit: Vojtech Okenka from Pexels

Fall is the season for college applications and teacher recommendations. While students are snowed under the back-to-school courseload, extracurriculars, and senior activities, teachers are slammed with parent communications, lunch-hall-carline-whatever duties, lesson plans, in-class engagement, and grading.

Adding a stack of college recommendations to a teacher’s otherwise overstuffed life is a necessary burden. Most teachers who have been around the block a time or two have a go-to formula to help save time and still write insightful information that is helpful to the admissions offices.

For those teachers who are new to the teacher rec-writing game, here are a few suggestions to help develop guidelines for writing college recommendations that give admissions readers crucial information in their decision-making process and also save the teacher a little time in completing this added blessing on the fall to-do list.

1. Be sincere. Your personal integrity with colleges and universities is riding on your honesty and authenticity. Not every student you teach is in the top one-to-two percent of your career or the top ten percent either. Overestimating a student’s ability or character could get that student into a college that is not a good fit. Moderate your language and try not to write everything as a superlative. On the other hand, if a student is at the top of all the students you have taught through the years, break out your strongest endorsements and superlative statements for them.

2. Be up-front. In everyone’s best interest, if you feel like what you can sincerely say about a student will not help their chances of getting into a college or university, let them know so they can ask a different teacher to write the recommendation. One year, I agreed to write recommendation letters for two editors on our student magazine staff. Shortly after, these two students started showing up for class a few minutes after the tardy bell a couple of times a week. Each time, they would apologize profusely and say it was because they were coming from an AP lab course and their lab ran long. When I began to doubt that their AP science class would be doing labs that often, I pulled them aside and told them I could no longer excuse their tardies. They apologized, as usual, and started getting to class on time for about a week. The next time the students were tardy, they came wandering into class halfway through the period, without excuse notes. I asked them where they had been and one student said, “Well, you know, boy problems. We had to have a little girl talk.” I looked at the other student and she said, “Well, I couldn’t tell her no.” Nope. That moment was not one of my better teaching moments, but ultimately, I let both students know that, in their own interest, they should probably find a different teacher to write their recommendations. Nothing I could say about their character would be helpful in their college admissions process.

3. Be concrete. Open the letter with a significant narrative. Explaining the situation that first made the student stand out to you is a good way to start. Maybe it was a class discussion. Or maybe that student stepped in to defend another student who was being bullied. Or maybe the student routinely spends all of lunch hour tutoring a friend who is struggling to understand a complex concept. Maybe the student’s research project was so well-researched and written that it had an impact on your personal beliefs about the topic. Whatever the story is, tell it. Let your opening paragraph be a verbal “video” of what you remember as most remarkable about this student.

4. Be thorough. Follow your opening narrative with a discussion of one or two character traits that best describe the student. Again, the strength of your own writing will come in your ability to help the reader “see” the student’s character by sharing narrative examples. Tell the story. Tell the story. Tell the story. Don’t shy away from sharing examples of growth… situations in which you’ve seen a student become more confident, kind, or hard-working. While it is easy in the body of the letter to recite the student’s resume, that information is already on the application. What is most helpful for admissions is knowing the person behind the accomplishment. Therefore, if an honor or award has a story behind it that shows student character, then tell the backstory. The journey to success is always more interesting than simply knowing there was a success. While most teachers want to paint a picture of perfection, the authenticity of a struggle that leads to growth is often more valuable in identifying whether a prospective student is a good fit with the prospective campus’ culture.

5. Be clear about what you see for the student’s future. Try not to end the recommendation letter with something like this: “Therefore, I highly recommend this student for admission to this university.” If you can see that student spending summers as an undergrad volunteering as an office assistant for a pro bono legal services agency near campus in preparation for law school where you are confident they will become a civil rights attorney, then say that. If you believe that the student will be more successful in college than high school because your school has few technology course options, and the student spends every free moment reading coding books and just needs an environment rich in technology to thrive, say that. Get into the specifics of why this student is a good fit for this college and this college is a perfect environment for this student.

Once you get a few teacher recommendation letters written, you will develop your own style and rhythm. Be careful not to slip into autopilot, though. Make sure your recommendations are genuine and thorough.

Do you have a particular way you prefer to write college recommendations? Please share in the comments below. The more people who jump into the conversation, the better we all become.

College Admissions, Educators, Parents, Students, Teachers, Uncategorized

Choosing a Common App Essay Prompt

Photo Credit: Pixabay via Pexels

A quick visit to the Common Application website reveals that over 800 colleges and universities now accept the Common App. From years in the teacher-trenches during college application season, I can attest that the Common App is one of the biggest timesavers to come along in… well, ever.

Along with the one-shot input of name, address, and other vital information comes the opportunity for students to put all their energy into writing one spectacular college essay. While many colleges and universities have additional essays to complete, the supplemental essays are focused on specifics the university wants to know. Quite often supplemental essays also help filter students for honors programs, scholarship consideration, or specific learning communities. As far as essays go, however, the Common App essay factors heaviest in helping admissions readers see the human being behind the stats and scores on the rest of the application.

By nature, the Common App essay is a personal narrative. On the bottom of the 2018-2019 essay prompts announcement page, the organization included the following paragraph:

“Through the Common App essay prompts, we want to give all applicants – regardless of background or access to counseling – the opportunity to share their voice with colleges. Every applicant has a unique story. The essay helps bring that story to life,” said Meredith Lombardi, Associate Director, Outreach and Education, for The Common Application.

Your voice. Your story. Personal Narrative.

Seven essay prompts appear on the Common App website again this year. Breaking it into broad categories, three lead students to reveal an area of passion, and three ask for examples of personal growth. The final prompt knocks the essay topic wide open and tells students to write absolutely anything. Below is a list of the prompts, broken down into their broad categories:

[Passion] 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

[Growth] 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

[Growth] 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

[Passion] 4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

[Growth] 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

[Passion] 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

[Open] 7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Source: 2018-2019 Common Application Essay Prompts

The Common App essay prompts for 2018-2019 remain the same as in 2017-2018, largely because they are well-written prompts that give excellent direction while preserving the student’s ability to share a unique story told in an authentic voice.

How does a student choose which prompt to write? Ideally, students select the prompt that “connects” with them the most. The prompt response should include a narrative element (a story, as in a chronological sequence of events). It should also have an analytical component that reveals self-awareness of the role of that particular area of passion or personal growth in the student’s life or development. The analytical component is where the readers hear the writer’s voice loudest. The prompt in which story and analysis come together strongest is the prompt a student should choose.

Before locking down the final Common App prompt selection, students should take a quick peek at the supplemental essays for the specific colleges on their list. If a supplemental essay for a top-choice school requires a student to write an essay that is the same or eerily similar to the Common App essay response, choose a different Common App essay prompt. Writing the same basic content for multiple essays going to one college or university is a surefire way to prove a lack of creativity, depth, and work ethic.

As college application season kicks into high gear, here are some action tips for students, educators, and parents to help everyone thrive:

Students – Choose wisely, and keep the big picture in mind. Use narrative and analysis. Tell your story; use your voice. A planner, personal journal, or Bullet Journal could come in handy when it’s time to brainstorm stories. This should go without saying, but students should not wait until the last minute to draft their Common App essay. Leave enough time to try and fail and adjust and try again. Try two or three different prompts to see where they lead you before deciding on “the one.” Time and reflection will be your best friends in finding your voice.

Educators – Give students plenty of practice writing personal narratives. High school English classes run deep in the ruts of literary analysis, research-based writing, and argumentative essays. But students struggle to write their own stories. Do not neglect narrative writing, especially personal narratives. To junior English teachers specifically: at the end of the year, consider a brief personal narrative unit. Keep the word count similar to the Common App (maximum of 650 words). Let your juniors leave school prepared for the college application season ahead.

Parents – Help your students carve out time to choose their Common App prompts wisely. The ideal time to begin drafting college essays is in July between junior and senior years. Most supplemental essay prompts are out by then. The Common App recently has announced prompts in the winter or spring before the next application season. They announced on January 12, 2018, the return of the prompts from 2017-2018 for the 2018-2019 college application season, so it would stand to reason that the Common App prompts will be readily available in July too. Encourage your students to start early. Once students return to school in August or September for the heavy academic and extracurricular load most college-bound seniors carry, they will be writing whatever comes to mind from a sleep-deprived state and settling for just getting something written instead of writing their unique story in their authentic voice.

Questions? Write them in the comments below.

Suggestions? Write those in the comments below too.


College Admissions, Students

To Seniors Who Are Chasing College Dreams

woodland-road-falling-leaf-natural-38537Photo credit: Pixabay via Pexels

This one’s for the kids, although educators and parents might want to listen in too.

You are AWESOME! True story. You were created with an incredible set of innate talents. Add to that all the skills you’ve acquired in your years of education, and… whoa… Look. Out. World.

Here’s the thing, though–college application season is harsh, and it stands between you and higher learning, which stands between you and said world.

This fall many of you are going smack your forehead on the doorframe of college admissions. Soon you will realize that getting into college seems to hinge on persuading the institutions of higher learning that you are a perfect fit. You have everything figured out. You have not only a planned major for college but also a plan for greatness that will bring renown to the university and untold riches into its coffers. All you need is four years there, the right post-graduate programs, the perfect professional training experiences, and life will be positively Edenic.

Having your life 100 percent figured out before you are legally old enough to vote is a lot of pressure. It’s gut-wrenching to camp out on the notion that life will suck if you get the whole college application thing wrong.

Ahhhhhhhhhhhhh! High stakes!!!!!

Stop it. I mean, if you need the catharsis… purge away all the emotion. Cry, belt out a primal scream, run to the gym and lift for an hour and run back home again. Do whatever you need to do to get it out, and then bring it in for a landing.

You see, here’s the secret: the college search and application process is not a gauntlet designed to prove your superiority or inferiority. It’s an opportunity for you to discover on a deeper level your innate talents and hone those skills you’ve worked on all your years of education. It’s not a quest to present yourself as the perfect addition to a university’s student body; it’s a chance to find a supportive environment that will help you discover the center of the Venn diagram of what you love, what you’re good at, and where the opportunities are.

I’m going to recommend a book for you. Actually, I’m going to recommend the first of three parts of a book. David and Goliath: Underdogs, Misfits, and the Art of Battling Giants by Malcolm Gladwell. To get the full perspective, you should read the Introduction and all of Part One. But if you want a quick-hit story that may help you figure out where to concentrate your efforts, at least read the story of Caroline Sacks.

Then you can go back to adding schools and application fees and additional charges for sending standardized test scores and school-specific supplemental essays to your figurative college admissions cart. If you still need to.

You are one-of-a-kind, created with a set of abilities and aptitudes and perspectives and no one else on this planet has. Your contribution to life in this world is unique. Find a college where you have the grace to discover your passion, the blessings of success and failure, and the gift of growing, instead of simply achieving.