College/Career Unit

LA302 College/Career Unit

HOW TO: Write Your Application Essay

Write Your Activities Resume

Request a Recommendation Letter

Select a Post-Secondary School

(Not have a total, stress-induced meltdown your Senior Year ) Writing Your Application Essay General College Essay Types

1) Tell us about yourself essays, such as… (appears in some form at all schools) Complete a one-page personal statement. How would you describe yourself as a human being? What quality do you like best in yourself and what do you like least? What quality would you most like to see flourish and which would you like to see wither? Tell us about your academic goals, circumstances that may have had an impact on your academic performance, and, in general, anything else you would like us to know in making an admission decision. (from UW System in 2010)

WHAT YOU SHOULD DO… Show your personality. Be careful though because this question is so vague, it is easy to loose focus. Hone in on a particular experience or event that reveals who you are, including your best qualities.

2) Tell us about you and our university, such as… (from the UW System in 2010) The University values an educational environment that provides all members of the campus community with opportunities to grow and develop intellectually, personally, culturally and socially. In order to give us a more complete picture of you as an individual, please tell us about the particular life experiences, perspectives, talents, commitments and/or interests you will bring to our campus. In other words, how will your presence enrich our community?

WHAT YOU SHOULD DO… Here the focus is already provided for you. In general, answer honestly. If a major reason you’re applying to the school is because it has a respected medical technology program, state that. However, the university does not need to know your not-so-flattering reasons, such as “I really want to go to Northwestern University, but I figured I needed to apply to some safety schools.” Also, make sure you are confident in your knowledge about the school. For example, telling UW-Green Bay you “look forward to cheering on its respected athletic programs, such as the football team” shows you haven’t chosen very carefully. (UWGB doesn’t have a football team)

3) Show us your creativity and intelligence, such as… (more popular with private schools) What five items would you place in a time capsule to capture the year 2008 and why? Indicate a person who has had a significant influence on you and describe this influence. Do you believe there’s a generation gap? Describe differences between your generation and others.

WHAT YOU SHOULD DO… Again, stay focused on the topic assigned for you. Be sure to take a clear, truthful stance. The college is not looking for a “correct” answer; instead, the reviewers will use your answer to learn about you. Also, when responding to such prompts, show yourself as an informed writer. For example, saying the famous person, living or dead, you’d most like to have lunch with would be Charles Dickens because of his dynamic writing of Fahrenheit 451 shows your own ignorance. Writing Your Application Essay

DO NOT…

Do not rewrite your resume. The individuals reviewing your application already have your resume in front of them. Tell them something new. Write about unique traits you have that one would not know about after simply reading your resume.

Do not praise yours for high grades and/or test scores. Again, the committee already has this information. Make the people reviewing your application see you as a person – not just a “grade-making machine.”

Do not excessively praise the school. Yes, a school would be happy to know it’s the greatest, but the main goal of this essay is to show how great YOU are.

Do not write merely about “what you have done.” Instead, show your readers how your experiences have changed you and shaped you into the person you are now.

Do not draw attention to your weaknesses or areas of self doubt. Everyone has some thing on their applications that is less than stellar, and that is okay. You do not need to explain, excuse, etc.

Do not write only about what the school can do for you. To parody JFK, also touch on what you can do for your school.

Do not use mindless clichés. The person reading your essay likely has read “I have gotten so much support and love from my parents. I know others have not been so fortunate, and I want to make a difference in their lives” a thousand times before. Instead, say something original. Even if you want to say the same thing, say it in a different way.

DO NOT have any spelling errors, punctuations errors, grammatical errors, and plain old silly typos. Just don’t.

Be personal. Let your reader make a connection to you. Make your reader see your paper as that of a unique individual (rather than a stale application).

PROVE whatever claim you make. Examples, for instances, and such as’s will earn you points. For instance , saying that you go out of your way to meet new people is okay. Describing the time you randomly had a two hour long conversation with a Vietnam vet outside of a bus station is much better.

Have fun writing your essay. If you enjoy yourself while writing your essay, chances are your reader will enjoying reading it too. Writing Your Application Essay

How to Avoid the Big Mac Syndrome in Writing By Parke Muth, University of Virginia

Fast food comes to mind when I read essays that are part of college students. Almost all the applications I see contain ''McEssays'' essays usually five paragraphs long that consist primarily of abstractions and unsupported generalizations. While technically accurate, they are organized and use correct grammar and proper spelling, they are basically the same, like Big Macs. I have nothing against Big Macs, but the ones I eat in Charlottesville are not going to differ from the ones I eat in Paris, Peoria, or Palm Springs. I am not going to rave about the quality of a particular Big Mac, and the same can be said about the generic essay. If an essay starts, ''I have been a member of the soccer team, and it has taught me leadership, perseverance, and hard work,'' I can almost recite the rest of the essay without reading it. Each of the three middle paragraphs will give a bit of support to an abstraction, and the final paragraph will restate what has already been said. A McEssay isn't wrong, but it's not going to be a positive factor. A student who uses vague abstractions poured into a preset form will end up being interpreted as a vague series of abstractions. A student who uses a cliché becomes a cliché to the reader. We are what we eat; we are also what we write. A preset form leads to a generic essay, and so does a generic approach to what's perceived as the right topic. Too many students begin the search for what to write about by asking, ''What does my prof. want to hear?'' The thinking goes: If I can figure out what they are looking for, and if I can make myself look like that, then I'll improve my chances of getting an A. Several years ago, the University of Virginia, where I work, asked student applicants to describe an invention or creation from the past that was important to them. The No. 1 response from at least a thousand people was the Declaration of Independence. This fact might make some people think that our college bound students are wonderfully patriotic, but since the institution was founded by Thomas Jefferson, I have a more realistic answer. Many students chose the Declaration because they thought that my colleagues and I would want to hear about how much they admired Thomas Jefferson. Whether this was a noble sentiment or a cynical maneuver, it meant that the university received a thousand essays that sounded pretty much alike and had virtually no positive bearing on the admission decision. Virginia is not looking for students who all think the same way, believe the same thing, or write the same essay. The bad. Too often, students who want to avoid writing in a generic form or about a generic topic choose exactly the wrong remedy. They think that bigger topics or bigger words are better. But it is almost impossible, in a standard-length essay of 500 words, to write well about a vast topic: death, religion, politics, whatever. I am not advocating longer essays (remember how many essays professors have to read); I am advocating essays with a tight focus and specific use of detail. In the world of university it is not God but the writer who exists in the details. Unfortunately, instead of detail, students try to impress colleges with big words. In trying to make feeding the homeless sound intellectual in the excerpted bad essay, the student resorted to a thesaurus and sounds pretentious. The act of helping the poor is hidden behind a wall of fancy words. The student assumed that these words would intensify the reader's experience, but they diminish it. Any hope of hearing the student's voice is lost because of a misguided attempt to sound smart. The good. A good essay is not good because of the topic, though that can help, but because of the student's voice as a writer. A good writer can make almost any topic interesting. A poor writer can make even the most dramatic topic boring. A good essay always shows; a poor essay virtually always tells. By showing, a writer appeals to all of the senses, not just the visual. To show means to provide an assortment for the eyes, ears, and, depending on the essay, the mouth, nose, or skin. The student whose essay appears as an example of the good has risked describing showing in detail the deterioration of her father as he is treated for cancer. I do not know of a single member of the English department staff who was not affected by this essay. The writer carefully noticed everything that was happening to her father. She opens with the sound of his coughing and then creates a scene that we can see clearly. Writing about death and sickness is one of the most difficult topics to tackle. Almost impossible, as I said above. But here is an example of good writing that also conveys the writer's courage to face a terrible situation head-on with intellect and power. A writer who shows respects the intelligence of the reader; a writer who tells focuses on the ideas, or the perceived ideas, behind the details. The latter is often more concerned about demonstrating the ability to be abstract than the capacity to be precise. In a short, personal essay, however, precision is power. The risky. Any student who has learned the basics of showing should think about taking a risk on the college essay. What kind of risk? Think about starting an essay with: "I sat in the back of the police car.'' Or, as in the example of the risky: "The woman wanted breasts.'' These topic sentences reach out from the page and grab our attention. They create a bit of controversy and an expectation that the writer might be willing to take academic risks in the classroom. That does not mean a good essay necessarily follows, but it does mean that a reader can look forward to what will unfold. Students wonder if they will be penalized if they take a risk in an essay. They want to know if there is any risk in taking a risk. Of course there is. A risky essay might border on the offensive. In some cases, as in the excerpt, it is possible that a few readers might write off the writer because of his or her questionable taste. But in my experience, the majority of professors are open-minded. Erring on the side of the baroque might not be as bad as staying in the zone of the boring. Those who are willing to take a risk in their essay, to focus tightly on a topic, and to show readers a world through striking detail will certainly help their chances of succeeding.

Writing Your Application Essay

SAMPLE ESSAY

From the time I was able to realize what a university was, all I heard from my mother's side of the family was about the University of Michigan and the great heritage it has. Many a Saturday afternoon my grandfather would devote to me, by sitting me down in front of the television and reminiscing about the University of Michigan while halftime occurred during a Michigan Wolverines football game. Later, as I grew older and universities took on greater meaning, my mother and uncle, both alumni of the University of Michigan, took me to see their old stamping grounds. From first sight, the university looked frightening because of its size, but with such a large school comes diversity of people and of academic and non-academic events.

In Springfield High School, non-academic clubs such as the Future Physicians and the Pylon, both of which I have belonged to for two years, give me an opportunity to see both the business world and the medical world. These two clubs have given me a greater sense of what these careers may be like. In Future Physicians, I participated in field trips to children's hospitals and also participated in two bloodbanks. Currently I hold a job at Maas Brothers. This lets me interact with people outside my own immediate environment. I meet different kinds of people, in different moods, with different attitudes, and with different values. This job teaches me to be patient with people, to have responsibility, and to appreciate people for what they are. In the community I am active in my church Youth Group. As a high school sophomore, I was our church's representative to the Diocesan Youth Fellowship. I helped organize youth group events, the largest being "The Bishop's Ball," a state-wide event for 300 young people. I also played high school junior varsity soccer for two years. As a senior I will be playing varsity soccer, but in the off-season. As a junior I coached a girls' soccer team for the town. This gave me a great deal of responsibility because the care of twenty-four girls was put into my custody. It felt very satisfying to pass on the knowledge of soccer to another generation. The girls played teams from other parts of Florida. Though their record was 3-8, the girls enjoyed their season. This is what I taught them was the greatest joy of soccer. The past three years of my life have given me greater visions of my future. I see the University of Michigan as holding a large book with many unread chapters and myself as an eager child who has just learned to read. I intend to read and probe into all the chapters. The University of Michigan offers me more than the great reputation of this fine school, but a large student body with diverse likes and dislikes, and many activities, both academic and non- academic, to participate in. With the help of the University of Michigan, I will be successful after college and be able to make a name and place for myself in our society.

YOUR CRITIQUE:

Accepted? ____ Yes ____ No

Strengths:

Areas for improvement: Most memorable lines: Writing Your Application Essay

SAMPLE ESSAY

Prompt: Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you

Eating Eyeballs

I first became aware of food when I was about six years old. Yes, I already knew that you put food in your mouth, chewed and swallowed, and that it tasted either good or bad. But I wasn't really aware of food until I noted that while my friends had dinner like macaroni and cheese, my parents were making chicken cacciatore. I was crushed; I wanted to be normal. So I retaliated by refusing to taste the wonderful meals my parents would make. I would only agree to try the dishes if my parents would let me eat peanut butter afterwards. My fall back plan was a little odd, as I didn't like peanut butter, so I would usually eat the dinner my parents had prepared after acting dismayed at the foreign sounding name of the dish.

As I grew older, I learned the value of trying new things. I learned that eating food that my friends were not used to made me more comfortable whenever I was visiting someone's home. I would eat almost anything, and my parents trusted me to eat without making ugly faces at unfamiliar food. My manners earned me invitations to adult parties where I could curl up, read, and politely eat my dinner. It got me out of having a baby-sitter, and I was proud to be considered grown-up.

By the time I was thirteen, there were only a few things that I wouldn't eat:

 Snails: I thought the sauce was delicious, but my imagination always brought up a picture of some oozing, yellow thing right before I bit into the actual snail.  Fish: Fresh fish is still hard to come by where I live, and I always imagined the smell of a fish market was something much worse than it actually was.  Any organ of any kind: I'd heard too many people say, "Ew, gross," in response to the thought of liver or kidneys to even consider the thought that I might enjoy them.

Despite my prejudices, (I'd never even tried any of these dishes when they were prepared by a good cook), when I was fourteen my parents decided that I was ready to go to France without them along to supervise my manners. They sent me to visit my friend Anne's family. The main point of this trip was to improve my French, so I was under orders to speak only French with my new family. With Anne's family, I traveled to Paris, Privas, Saint Jean de Luz, and Saint Malo. For three weeks, my only connection to the English language were the four books that my mother had allowed me to take (I had wanted more). I always ate what my new family served because I knew that my parents were counting on me not only to speak French, but also to be polite, which included eating what I was offered.

The first couple of meals I had in France were reassuringly familiar: a little bit of cheese, omelet, gazpacho, or quiche. Then Patrice, Anne's father and a marine biologist, grilled sardines the length of my hand for dinner. His method of grilling the sardines was charring them. I had tried charred meat before, and hadn’t liked it. This dinner was charred, a fish, and it was looking at me with an eyeball in a head that I was going to have to eat. Patrice explained that the best way to eat these sardines was to eat the whole thing -- bones, skin, eyes, and all. Since my French was still a little shaky, I hoped that I had misunderstood him -- one of the few times I would have enjoyed feeling stupid. Patrice made it clear, however, that I was to eat the entire, ugly little fish when he picked one up, pointed to it, and ate it in three bites. I still don’t know how he managed to fit that much fish into his mouth. I forged my way through three of those little fish: eyes, tongue, bones, imagined brains, and all. Then I switched over to the eggplant casserole, a dish I felt a certain fondness towards because I had displayed some knowledge of the French language earlier that evening by saying that an "aubergine" was an "eggplant." My brief moment of fluency had convinced me that I liked the dish, and I became a great fan of squash for the remaining three weeks of my visit to France.

Two days after the sardine incident, I saw little, round, brown things simmering away in a frying pan when I walked through the kitchen. Because they smelled like a particular savory pasta sauce my parents would make, I decided that that they must be mushrooms, and that even though I didn't like mushrooms, at least they weren't eyeballs. The "mushrooms" were served. I took eight, Anne took three, and Patrice took about twenty. The distribution of the food should have made me realize that the savory brown things probably weren't mushrooms (Anne usually eats more), but they smelled so good that I didn't pay attention. When I was on my last one I asked what kind they were; the reply was "mouton." I didn’t know different types of mushrooms very well, but I was fairly sure that there was no such thing as a "sheep mushroom." Patrice must have noticed my confusion because his next word, in English, was "kidney." Oh. I ate the last kidney on my plate and served myself some nice, plain bread and goat cheese, a regional specialty. Later, I reminded myself that I really had liked the kidneys before I knew what they were.

Even later that night, I heard a conversation between Patrice and Jean-Louis, Anne's Uncle. I had come downstairs to brush my teeth and heard them talking in the wonderful old stone kitchen. They were remarking (in French) that I was much braver about food then they had thought I would be. That was a real turning point for me because I'd understood a full conversation in French and I knew that I was doing well on the food front. The two men never knew that I had overheard their conversation, but it has stuck with me up to today. Their remarks made me adventurous enough to try different kinds of fish, crabs, snails (which I now love), liver, a heart, and what I think were a pair of rabbit's lungs. Although some things were better than others (the rabbit's lungs had a rather odd, spongy texture), I still tried them.

I visited Anne's family during the next two summers and had several more food and language adventures. During my last visit, Patrice informed me that I was not only to speak in French, but read it, too. I sadly packed away my English books and picked up a book in French. As it was the fourth Harry Potter book, I wasn't really very miserable at all, and I still find it funny that the French word for "wand" is "baguette."

YOUR CRITIQUE:

Strengths:

Areas for improvement:

Most memorable lines: Writing Your Application Essay

SAMPLE ESSAY

Prompt: Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence

Porkopolis

In the South, where I grew up, pork is a vegetable. Actually, it’s used as a “seasoning,” but so commonly that it’s almost impossible to find salad without bacon, greens without fatback, white beans free of pinkish shreds of ham. It was difficult for me, then, when I decided to become a vegetarian. The decision itself, made for the usual reasons of health, ethics and ecological conservation, was easy; putting it into practice, however, was another matter. At every restaurant, every school lunch, every church potluck, every family gathering, there was meat—in the entrée, the sides, the condiments. I suspected even innocent-seeming pie crusts of secretly harboring lard.

Eventually I worked out a system: I brought my own lunches to school, asked servers about the broth used in the soup of the day, avoided the usual suspects of beans and greens. This system worked well enough in public, but at home, I faced the challenge of respecting my parents and harmoniously sharing meals with them. They were excellent cooks, both of them, and I had always enjoyed the country-fried steaks, burgers and ribs they’d served to me for so many years—how could I now say “no” to those delicacies without angering or inconveniencing them, or, worse, hurting their feelings?

I couldn’t. And so, I backslid. I’d manage to live a pure, meatless life for a few weeks, subsisting on pasta and salads. Then, Dad would grill an especially juicy teriyaki-marinated flank steak, look at me hopefully, and offer a slice—and I would accept. I’d mend my ways, steam rice and stir-fry snow peas with mushrooms . . . and crumble at the first whiff of the Thanksgiving turkey roasting in the oven and the proud smile on my mother’s face. My noble goals, it seemed, were doomed.

But then, I found a role model, one who demonstrated to me that I could live without meat and still be a functioning member of society, eschew my parents’ pork chops and fried chicken without giving offense. I wish I could say that I was inspired by one of history’s great artists like Leonardo da Vinci, or a leader and inventor like Benjamin Franklin, but no. My inspiration was Lisa Simpson.

Let me pause here to acknowledge how absurd it is to be inspired by an animated sitcom character, albeit one as smart and together as Lisa. Yet it was the very absurdity of feeling, somehow, moved by Lisa’s resolve and strength of character, her refusal to compromise her beliefs, that convinced me I could follow her example. In the pivotal episode, Lisa is tortured by visions of the lamb whose chops provide her family’s dinner. “Please, Lisa, don’t eat me!” the imaginary lamb implores her. She is moved by ethics, yet almost breaks her resolution when Homer prepares a pig roast and is hurt by his daughter’s refusal to partake. Like me, Lisa is torn between her convictions and her fear of disappointing her father (not to mention the undeniable deliciousness of pork). But she manages to explain her beliefs to Homer and show him that her rejection of meat is not a rejection of him—that she can share his table and his love while still living according to her principles.

Again, I admit—as inspirations go, this one is a little ridiculous. No imaginary lamb-conscience spoke to me, and unlike Lisa, I was not able to celebrate my vegetarian lifestyle by triumphantly singing with Quickie-Mart manager Apu and guest stars Paul and Linda McCartney. But seeing the very obstacles that stymied me being overcome by a yellow-skinned, spiky-haired caricature was so silly that my difficulties, too, seemed silly. “Well heck,” I thought, “if Lisa Simpson—a cartoon character, for heaven’s sake— can stick to her guns, then so can I.” So I did. I told my parents that I had decided to really commit myself to vegetarianism, that this was not a passing phase, that I was not judging or seeking to convert them, but that this was simply something I had decided for myself. They agreed, perhaps a bit patronizingly, but as the months went on and I continued to forego the chicken in my fajitas and the sausage gravy on my biscuits, they became more supportive. We worked together on compromise. I took on a larger role in preparing the meals, and reminded them to please use vegetable stock in the potato soup and to reserve a separate pot of plain spaghetti sauce before adding the ground beef. When we attended a potluck, we made sure that one of the dishes we brought was a meatless entrée, so that I would be guaranteed at least one edible dish at the pork-laden table.

I did not tell my parents, or anyone else, that Lisa Simpson had helped me say no, forever, to eating meat. Doing so would cast the decision, one that many teenagers passionately make for a few months and then abandon, in the light of well-intentioned immaturity. But Lisa did help me live a more healthy, ethical, and ecologically sound life —to say no to pork, in all its guises.

YOUR CRITIQUE:

Strengths:

Most memorable lines: Writing Your Application Essay SAMPLE ESSAY

Prompt: Describe a person or experience that has had an influence on you, and explain that influence

My Grandfather

My grandfather always told me that there was nothing to fear but fear itself. He lived as a beacon for those in need. He pushed me to be the most superlative I could be. What was I to do the summer I lost him?

Before his passing into his eternal resting place, I saw my grandpa as someone who would forever be with me. It was my junior year and I was a cheerleader for my school. I worked really hard at it, and found it to be fun and exigent. I was also part of my school's Kids in the Kitchen program, which helped to make food available to disadvantaged people in my community. Cheerleading and volunteer work kept me very busy. Perhaps, too busy. I spent approximately twenty hours each week cheering and another five hours volunteering. I learned a lot from this experience and can now manage my time effectively and maintain a positive attitude in the face of adversity. However, I also realized later that the time I spent away from my grandfather I can never get back.

Although all the wishing to change the past does me no good. What I did in this situation, as I do in all, is walk away learning a new life lesson. I know now that every moment counts. Every person in one’s life is disposable and may not be around the next day. One needs to live every moment like its their last and appreciate every person completely. I must not feel sorrowful about the loss of my grandfather; instead, I must revel in the memories I had with him and continue to strive to be like him in every way.

Additionally, I have come to understand death in a way few others my age can. I fathom now that from an early age, we accept death as the inevitable, but do not comprehend its actual denotation. Death is the impending future that all people must eventually grasp. I wish with all my heart that my early teens my grandfather had not tragically perished. As a youth who did not identify with such a cataclysm, I was saturated with various emotions. Initially, I was grieved by the loss of a loved one and could not understand why this calamity had to befall upon my family. I always considered death to have a devastating effect, but was shocked by the emotional strain it places upon an individual. However, as death is undeniable, one must triumph and place memories and ever enduring love above all .

YOUR CRITIQUE:

Strengths:

Most memorable lines: Writing Your Activities Resume

TINA TOLLSON 1234 Tulip Lane Green Bay, WI 54304 (920) 123-4567 [email protected]

Education: Bay Port High School, Green Bay, WI Class of 2011 Grade Point Average : 3.83 / 4.0 Class Rank : 57 of 348 ACT Standardized Test Score: 29

Intended College Major: Business Management

Senior Year Class Schedule: AP Language Arts AP Government College Math Physics Spanish IV

Extracurricular Activities: Bay Port Junior Varsity Softball Team (9) Bay Port Varsity Softball Team (10, 11, 12) Drama Club (10, 11) DECA (11, 12) National Honor Society (11, 12) Fresh Start Freshmen Mentor (12)

Leadership Positions: Bay Port Softball Team, Captain (12) National Honor Society, Secretary (12)

Honors and Awards: Most Improved Player – Bay Port Junior Varsity Softball (2005) Poetry published in Teen, Ink. Magazine (April 2006) Wisconsin State Semi-Finals, Varsity Softball (2007) Silver Medal, Wisconsin State DECA Competition (2008)

Summer Activities: People to People Study Abroad Experience – Madrid, Spain (2005) Hurricane Katrina Relief Efforts – Biloxi, Mississippi (2006)

Community Service: After-school tutor at Bay View Middle School; Susan G. Kloman Breast Cancer 3-Day Walk; Mentor for Big Brothers / Big Sisters of Brown County, WI; Chuch of Christ Youth Group Volunteer

Work Experience: Johnson Family, Suamico, WI March 2005 - Present Position: Child Care Giver Description:  Provided safe, loving care to a family of two young children  Encouraged positive behavior and cognitive development in children through the use of cooperative and academic learning games

Other possible headings: Relevant Coursework (do a project in class you’re proud of? one that relates to a possible major?) Languages (do you speak more than one fluently?) Hobbies (active outside of school?) Interests (have unique interests that really define who you are?) Standerized Test Scores (if you took both the SAT and ACT) Writing Your Activities Resume

TINA TOLLSON 1234 Tulip Lane Green Bay, WI 54304 (920) 123-4567 [email protected]

Education: Bay Port High School, Green Bay, WI Class of 2011 Grade Point Average : 3.83 / 4.0 Class Rank : 57 of 348 ACT Standardized Test Score: 29

Intended College Major: Business Management

Senior Year Class Schedule: AP Language Arts AP Government College Math Physics Spanish IV

Extracurricular Activities: Bay Port Junior Varsity Softball Team (9) Bay Port Varsity Softball Team (10, 11, 12) Drama Club (10, 11) DECA (11, 12) National Honor Society (11, 12) Fresh Start Freshmen Mentor (12)

Leadership Positions: Bay Port Softball Team, Captain (12) National Honor Society, Secretary (12)

Honors and Awards: Most Improved Player – Bay Port Junior Varsity Softball (2005) Poetry published in Teen, Ink. Magazine (April 2006) Wisconsin State Semi-Finals, Varsity Softball (2007) Silver Medal, Wisconsin State DECA Competition (2008)

Summer Activities: People to People Study Abroad Experience – Madrid, Spain (2005) Hurricane Katrina Relief Efforts – Biloxi, Mississippi (2006)

Community Service: After-school tutor at Bay View Middle School; Susan G. Kloman Breast Cancer 3-Day Walk; Mentor for Big Brothers / Big Sisters of Brown County, WI; Chuch of Christ Youth Group Volunteer

Work Experience: Johnson Family, Suamico, WI March 2005 - Present Position: Child Care Giver Description:  Provided safe, loving care to a family of two young children  Encouraged positive behavior and cognitive development in children through the use of cooperative and academic learning games

Other possible headings: Relevant Coursework (do a project in class you’re proud of? one that relates to a possible major?) Languages (do you speak more than one fluently?) Hobbies (active outside of school?) Interests (have unique interests that really define who you are?) Standerized Test Scores (if you took both the SAT and ACT) Requesting a Letter of Recommendation

WHO TO ASK…  Read your college’s requirements for recommendation letters carefully. Some universities request letters from any adult who can attest for your potential as a student. In these cases, you can ask any non-family member who knows you well (such as a pastor, coach, teacher, etc.)

 HOWEVER, most colleges require that an academic teacher write at least one letter of recommendation (academic meaning Language Arts, math, science, or Social Studies teachers). In these cases: o If possible, use a teacher from your junior or senior year. Do not go back too far because colleges want a current perspective on you as a candidate.

 The best bet is to choose a teacher who knows you both academically AND through extracurricular activities. However, if you need to choose between one or the other, always ask your classroom teacher.

WHEN TO ASK…  Make sure to give your writer plenty of time. The current rule of thumb is to ask at least one month before you need to send the application out.

 Obviously, the more time you give your writer, the better.

HOW TO ASK…  Approach your potential writer outside of a busy classroom (during down time in class, his or her prep period, etc.)

 Assist your writer by writing an informal letter, offering a brief list of personal highlights. List specific awards, volunteer activities, exceptional projects from his or her class, etc. The more examples your writer has of your achievements, the better. Vague praise only gets one so far.

 Give your writer an addressed and stamped envelope for the school/scholarship he or she is mailing the letter to when complete.

 Provide your writer with a deadline (again, be reasonable).

BE SURE TO FOLLOW –UP…  Remind your writer a week or so prior to ensure the letter is sent out on time.

 Write a thank-you note to your writers and update them about where you’ve decided to go to school. Be sure to do this before you leave high school.  Requesting a Letter of Recommendation

Student provided teacher with a letter containing: school applying to, previous courses with me, extra-curricular activities, information about the Honors Program, and expectations of Honors Program.

December 11, 2008

To Whom It May Concern: Subject: *********** –Honors Program Recommendation It is with the sincerest confidence that I write this letter to recommend ***********for the St. Norbert College Honors Program. Throughout the two years in which *********** has been my student, I have been thoroughly impressed by her focus on academics, her commitment to extracurricular activities, and, on a greater level, by her kind, outgoing nature that earns her the respect of her classmates as well as myself.

I first met ***********last year when she enrolled as a student in my LA303 course, the most rigorous Language Arts option for juniors at Bay Port High School. This year, her final chapter as a high school student, *********** again has given me the pleasure of having her as a student. *********** is currently taking British Literature, an elective course I teach that focuses on reading British literary works and writing college-preparatory critical essays. Because I know ***********’s transcript and activities resume have already earned her the opportunity to be reviewed for admission to the Honors Program, I will not focus the remainder of my letter on the many academic successes I have known *********** to make in both LA303 and Brit Lit. Rather, I wish to focus on the readiness and determination this young woman possesses to excel at St. Norbert College, my own alma mater, and, moreover, on her unique strengths that will further push her to succeed in the Honors Program. One of the traits I have noticed occurring most often in my high ability students, such as ***********, is the understanding that all disciplines and works are interconnected; this knack of seeing the “big picture” separates excellent students from good ones. In the Honors Program, *********** will undoubtedly use this skill to enhance each learning opportunity presented to her as well as to better her college experience overall. I envision *********** reading the Honors book with thoughtfulness, discussing the novel with peers outside of a formal setting, and connecting the universal themes of the story to other courses and assignments. I can imagine *********** writing multiple drafts of her Honors critical essay, conferring with professors on the progress of her writing, and applying these lessons to other classes.

With the utmost admiration for the young woman *********** is and for my confidence in who she will become, I offer my recommendation. If there is anything else I can do to contribute to your review of ***********, please feel free to contact me at (920) 662-7146 or [email protected] .us.

Sincerely,

Amy (Heusterberg) Richards Language Arts Teacher, Bay Port High School

Requesting a Letter of Recommendation

Student provided teacher with no letter / information.

October 22, 2009

To Whom It May Concern,

Subject: *********** – Recommendation

I am writing this letter to recommend the consideration of ***********for your program. I have known *********** for about two years now and have witnessed the traits that make her an outstanding young adult. I had the opportunity to have *********** as a student in my Language Arts 201 class at Bay Port High School her sophomore year where she has consistently demonstrated her strong commitment to everything she does.

In class with me her sophomore year, *********** showed outstanding leadership ability. She does an excellent job in organizing various projects into smaller tasks to ensure that every aspect is covered. She is conscientious of time management and overall quality of work. She combines these traits with a respectful and motivating personality that allows everyone to become involved in the project. *********** is not afraid to ask for help or clarification and continually strives to create the best work possible.

In closing, I feel *********** would be an immense asset to your university because of her many great attributes. These attributes include her excellent attitude, work-ethic, pursuit for excellence, high level of respect, and leadership. It is truly an honor to know *********** and experience her many qualities, and I appreciate your consideration of her for your school.

Sincerely,

Amy Heusterberg-Richards Bay Port High School Selecting a Post-Secondary School

AT ALL THE SCHOOLS YOU’RE LOOKING INTO...

 Check out the school website!

 Take the campus tour, if possible. Typically, universities have current students lead small tours around the campus to interested students and parents.

 Ask to meet with an admissions officer to have any of your questions answered. While speaking with your student guide is great to learn about campus life, an admissions officer is best to talk with about scholarships, areas of study, etc.

 Pick up financial aid forms. Assist your checkbook. Also, before assuming that a particular school is out of your budget, speak to a financial aid officer to learn about possible grants, scholarships, etc..

 Read the student newspaper. Get a feel for student activities and values.

 Scan bulletin boards. Another look into student life.

 Eat in the student union. The cafeteria is generally the heart of college living. Check things out from the inside.

 Wander around the campus alone. Are people friendly? Is this walk something you could do each day?

 Stop in to see the library. Chances are you will be spending a lot of time here.

 Drive around the surrounding community. In addition to the campus, this town will also be your new home.

 Ask students what life is like on weekends. Do students typically hang around campus on weekends or does everyone pack up and return home? What do you prefer?

 Listen to the college’s radio station.

 Try to picture yourself attending this school.

AT THE SCHOOLS YOU NARROW YOUR SEARCH DOWN TO…

 Get business cards and/or names of any people you meet. Does your tour guide seem like someone you’d like to hang out with? Ask the name of that sorority she said she belonged to. Meet a really funny professor in the hall? Ask his name – perhaps you’d enjoy his class.

 Arrange to sit in on a class of a subject that interests you. After all, getting an education is the reason you’re attending college.

 Talk to a professor in your chosen major, if possible.

 Talk to coaches if you’re interested in participating in college athletics.

 Do an overnight visit (spend a night with a current student in a dorm). Whether you stay with a friend you knew from high school or a student the college matches you up with, staying overnight at the university will give you a unique perspective. Just remember, the individual(s) you’re staying with may not necessarily be people you’d hang out with and that’s okay. Also remember, you are visiting this school because you’re interested in attending it; don’t do anything stupid that could hinder your chances of being a student there one day.

 Try to see a dorm that wasn’t on the tour. Obviously, the university will show you the buildings it’s most proud of. If you’re able, take a peak at those dorms not on the tour. You’ll get a more realistic taste of the school.