Ms. O'Donnell's World Literature: 2014

Final Exam - College Essay Portfolio
Name ____________

Due: A Block= June 9th (7:30-10:30)
C Block= June 11th (7:30-10:30)

Directions:

This portfolio will count as your final exam grade. You will be given some class time to work on your writing and editing, but successful completion of the work will require significant outside work and time management. 10 points per day will be deducted from any portfolio that is submitted after__________.

Components of the College Essay Portfolio

Completed (X)

3 draft essays (choices indicated below) ______

Selection of final essay to fully develop ______

Peer editing ______

Revised essay ______

Reflection ______

Completed (handwritten) common application ______

Reading your completed final essay to class ______

College Essay Portfolio Grading

	Thoroughly Complete/Skilled	Relatively Complete/ Capable	Inconsistent/Developing	Incomplete/Inaccurate
3 draft essays (min. 300 words)	20pts. 3 fully completed essays: Engaging, insightful, well- developed writing with a sense of audience/purpose.	15pts. 3 partially completed essays: well- developed writing with a sense of audience/purpose.	10pts. 3 partially completed essays: Under-developed writing with little sense of audience/purpose.	5pts. Incomplete essays: writing with little to no sense of audience/purpose.
Reading of final essay during final exam block for your World Lit. class	10pts. Engaging, insightful, well- presented, with a sense of audience/purpose.	7pts. Developed writing presented with limited sense of audience/purpose.	4pts. Inconsistent writing presented with limited sense of audience/purpose.	1pt. Incomplete writing with little to no sense of audience/purpose.
Completed peer editing form stapled to (edited) draft	10pts. Attentive & specific with evidence of an academic discussion & the ultimate audience/ purpose.	7pts. Some evidence of an academic discussion & the ultimate audience/ purpose.	4pts. Little evidence of an academic discussion & the ultimate audience/ purpose.	1pt. No evidence of an academic discussion & the ultimate audience/ purpose.
Revised draft of college essay (after peer editing)	25 pts. Engaging, insightful, well- developed writing with a sense of purpose & audience. Strong evidence of input & adjustments from peer editing.	20pts. Well- developed writing with a sense of purpose & audience. Evidence of input & adjustments from peer editing.	15pts. Inconsistent writing with a sense of purpose & audience. Little evidence of input & adjustments from peer editing.	10pts. Incomplete essay. Little to no evidence of input & adjustments from peer editing.
Self-Reflection (Writing process & draft)	10pts. Insightful & specific comments about the writing process & final draft. Honesty about strengths and weaknesses.	7pts. General comments about the writing process & final draft. Overview of strengths and weaknesses.	4pts. Brief/surface comments about the writing process & final draft. Little understanding of strengths and weaknesses.	1pt. Incomplete comments about the writing process & final draft. Little to no understanding of strengths and weaknesses.
Completed Common Application	25pts. Application is fully and accurately completed to the extent that is possible at the completion of your junior year.	20pts. Application is partially and accurately completed to the extent that is possible at the completion of your junior year.	15pts. Application is partially and inaccurately completed to the extent that is possible at the completion of your junior year.	10pts. Application is incomplete and inaccurate.

* Please note that all documents have been printed out for you. Your common application will be handwritten to avoid confusion from having entered 2 applications into 1 account. (The application that you will be sending out is only available in draft form at this time.)

2014-15 Common Application Essay Prompts:

The Common Application will retain the current set of first-year essay prompts for 2014-15, without any edits or additions. The essay length will continue to be capped at 650 words. The feedback received from member colleges and school counselors has been positive. The essay prompts will be reviewed on an annual basis to ensure that they continue to serve students and member colleges well.

The essay prompts are as follows:

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

2. Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?

3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

4. Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?

5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

________________________________________________________________________________

What colleges look for in an essay:

A. Sophisticated, grammatically correct writing

B. Clear, coherent communication

C. Passion; spirit; commitment

D. Substantive content

E. An answer to the question!

Landmines - Things to Avoid!

A. The "I" essay

B. Lots of contractions: it's; we’re; they’re; I’ll; I’ve; we’ll

C. Trite or pompous phrases or words: myriad, plethora, broaden your

horizons, etc.

D. Using $50 words that are not appropriate just to try to impress

Topics/Styles That Can Be Risky

1. Profanity

2. Drugs

3. Describing inappropriate behavior

4. Boyfriend/girlfriend

5. Shock value

6. Sympathy

7. Travel/community service ("Oh, those poor people . . .") - not a warning to avoid writing about these trips, just be careful about tone.

8. Humor (if you're not naturally funny, don't try to start now! Some humor= good but too much= bad)

9. Writing about depression or other sensitive mental health issues

10. Writing about religion

11. Poetry

Recipe for the College Essay

A. Think, plan, outline before you actually start writing.

B. Write about something you care about, know about (demonstrate passion and intellectual curiosity).

C. Be focused and provide detail rather than choosing too broad a topic and not getting specific enough (trying to solve the problems of the world in 500 words).

D. Proofread your essays carefully. Don’t rely solely on spellcheck and grammar check programs.

E. Keep in mind your audience - 23 - 65 years olds with diverse backgrounds

F. Read your essay out loud.

TEN TIPS FOR WRITING COLLEGE ESSAYS

1. Keep it short and to the point, usually no more than 500 words. Most essays are about one page in 10-12 point type. Admissions officers have much reading to do. They are not fond of multiple page essays.

2. Be sure you absolutely answer the question when responding to a specific query.

3. In most instances avoid politics, religion and tired topics. (See list of “tired” topics.) You don’t want to write an essay that one of a thousand other applicants could write because they probably will. If you think the Admissions Committee might receive many other essays like yours, then choose another topic. You want to be memorable and unique, not one of so many. Examples of this mistake include four essays on the junior hiking trip, six on Anytown, three on Outward Bound, three on planning the prom, etc.

4. Write from your heart. Tell the truth. Don’t try to present yourself as something you are not.

5. Don’t be afraid to tell about your passions. Readers want to know what you genuinely care about, what is meaningful and important to you.

6. Write in “natural, ordinary, everyday” prose. Avoid those $50 SAT words you rarely use, those that are not in your usual vocabulary. Avoid long, convoluted sentences and lots of semicolons. Avoid slang. Don’t try to be clever and end up being cute or silly. Get rid of the cliches.

7. In your beginning, try to be a bit creative and get the reader’s attention. You want to aim for a “hook” that will make him want to keep reading. Sometimes you can accomplish this by being a bit mysterious. Another idea that can sometimes work is the trivial observation that anyone can relate to but might not think to mention in a college essay. Jerry Seinfeld built a career on this skill. Remember some of his killer opening lines? Never ever begin your essay with “My name is . . .” or “I am a senior at Greensboro Day School, and I really want to go to NC State.”

8. Avoid being too general or jumping from on topic to another, better to focus on one meaningful episode or experience in your life, not a complete history or bio. Think small. Strive for depth, not breadth. Don’t try to accomplish too much. In college essays, less is more.

9. Edit, spellcheck and proofread carefully. Then do it again. Have several people read your essays. Let it sit for a while and go back to it for a second impression. Sometimes you still think it’s great. Sometimes, not. Remember good writing us usually “rewriting.”

10. Use details, illustrations, and anecdotes. Use strong words, analogies, similes and metaphors. Instead of “I ran up the stairs;” “I dashed breathlessly up the 64 steps.” Instead of saying, “I like to follow my dreams,” tell them what the dream is and how you plan to make it come true. Don’t say you are an inquisitive person. Tell them a story that demonstrates that quality.

ESSAYS I DIDN’T WANT TO FINISH:

“I am the sum of my experiences.”

“Words are the building blocks of both written and oral communication.”

“The reality of the world outside my own life is sometimes a disappointing experience.”

“Art created with emotions is boundless.”

“In my life there have been an incredible number of influences.”

“Out of class interests have been an important aspect of my life.”

“Since I was very young, I have always been very competitive and career-oriented.”

“The biggest influence on my character has been the presence of my father in my life.”

“The title Editor-in-Chief of the newspaper entitles the bearer with much power and control.”

“A phrase becomes significant when it takes on a meaning beyond its literal level.”

ESSAYS I DID WANT TO FINISH:

“At the time, I was in tears. . .”

“By far the most popular activity in Wichita Falls is to put on your boots and go to the Stardust Club.”

“The Amazing Transparent Man, Stolen House, Countdown, Lady in a Cage, and Hey, Let’s twist are just a few of the movies I’ve seen at the Kamas Star Theater since 1999.”

“I was three when my sister waddled into the playground of my life on padded baby legs, interrupting my blissful solitude.”

“For the past four years, every Friday night I can be found in a church being degraded and harassed. “No, no, no!” Mr. Montoni roars. His sour coffee breath hitting me full in the face. “Shift to fifth position! Use your head for more than growing hair! Listening to this overused and by now not terribly funny expression of his, I am filled with an all-consuming desire to whack him over the head with my violin.”

“As I pushed open the wooden door, the bell attached to it rattled and stirred the silence. Mr. Kim, the shopkeeper, slid back the curtains and slowly approached the counter. He had a Santa-like face, complete with beard, wild hair and eyebrows that were fluffy and white.”

‘Personally, I would never bury a time capsule. My fifth grade class buried one, and it seemed useless.”

THE COLLEGE ESSAY: WHAT ARE ADMISSIONS OFFICERS LOOKING FOR?(All quoted statements are from Edward Fiske)

· Honesty. Write in your own voice.

· First person use. This is not an academic essay, it is a “personal” essay.

· Insight into your personality. Reveal something meaningful—something real about yourself.

· Any subject. The key is your unique perspective on it, your analysis of it.

· Spark, vitality; signs of a lively mind.

· Perhaps some humor (But be careful not to be flippant); maybe some modest self-deprecation

· A compelling opener. Think about how many essays these guys read.

· An answer to the question they pose. Don’t “substitute an answer to one college’s question for that of another unless the two are exactly the same.”

· Writing that need not be Pulitzer Prize winning, but is:

· Coherent

· Thoughtful

· Carefully organized

· Concise (Remember the KISS rule: Keep it short and simple.)

· Imaginative

· Mechanically sound (PROOFREAD!)

WHAT ADMISSIONS OFFICERS SHUN

· Stiff, artificial writing; ostentation or pretension.

· Slick essays that sound like something “paid for” (barrels of outside help, maybe a hired consultant).

· Essays that “tell” rather than “show. Such writing is often tedious and unconvincing, filled with trite sayings. Be specific; it is the details from which all larger themes take shape.

· The “social-problem-of-the-year” bandwagon essay. After the horrors of 9/11, many students (whose hearts and emotions were yet raw) tried to write about this act of terrorism. Many said the same thing; even the well-written essays did not offer a meaningful glimpse at the uniqueness of the writer.

· Cynicism. “Colleges want bright, active people—not negative, whiney, wet blankets. A positive approach . . . will score points.”

· Overly self-centered essays. One admissions dean remembers, “I hated it when an applicant wrote that he had learned from a trip to the ghetto how fortunate he is to live in a nice house.”

ON GETTING HELP

“There’s a fine line between legitimate consultation and illegitimate misrepresentation. . . . Many admissions officers have finely honed radar to detect ghost-written essays.”

Don’t have 4 or 5 people read your work; if you incorporate everyone’s ideas, the writing will sound like the work of a committee—it will no longer capture YOU.

Humorous Writing:

http://www.freerepublic.com/focus/f-chat/1371223/posts

Sample College Essays:

http://www.teenink.com/college_guide/college_essays/

Mon	Tue		Wed	Thu	Fri
May 12 A (7:30-8:56) B (9:00-10:26)	May 13 C (7:30-8:56) A (9:00-10:26)		May 14 B (7:30-8:56) C (9:00-10:26)	May 15 B (7:30-8:11) C (8:15-8:56) R (9:00-9:41) A (9:45-10:26)	May 16 A (7:30-8:26) B (8:30-9:26) C (9:30-10:26) HW: Read, annotate and answer questions in The Kite Runner through to the end of chapter 11, page 142 (Next class= reading check)
May 19 A (7:30-8:56) B (9:00-10:26) HW: Read, annotate and answer questions in The Kite Runner through to the end of chapter 16, page 202 (Friday 5/23= reading check)		May 20 C (7:30-8:56) A (9:00-10:26) HW: Read, annotate and answer questions in The Kite Runner through to the end of chapter 16, page 202 (Friday 5/23= reading check)	May 21 B (7:30-8:56) C (9:00-10:26) HW: Read, annotate and answer questions in The Kite Runner through to the end of chapter 16, page 202 (Friday 5/23= reading check)	May 22 C (7:30-8:11) A (8:15-8:56) R (9:00-9:41) B (9:45-10:26) HW: Read, annotate and answer questions in The Kite Runner through to the end of chapter 16, page 202 (Friday 5/23= reading check)	May 23 A (7:30-8:26) B (8:30-9:26) C (9:30-10:26) HW: Read, annotate and answer questions in The Kite Runner through to the end of chapter 22, page 292 (Wednesday 5/28= reading check)
*Continued* à

Ms. O'Donnell's World Literature

Thursday, June 5, 2014

Kite Runner Test Prep

climate survey

Monday, June 2, 2014

Kite Runner Test Friday June 6th

Tuesday, May 20, 2014

Final Exam - College Essay Due Dates

Thursday, May 15, 2014

(Updated) Kite Runner Reading Assignment Dates- May 2014

A (7:30-8:56)

C (7:30-8:56)

B (7:30-8:56)

A (7:30-8:56)

C (7:30-8:56)

B (7:30-8:56)

A (7:30-8:26)

Tuesday, May 13, 2014

Final Exam Portfolio: College Essay Writing

Monday, May 12, 2014

HW - Due 5/13 Read/questions Chapters 4 & 5 of The Kite Runner

About Me