Monday, August 10, 2015

It's Personal Essay Time!

Get excited! It's time to write that all-important personal essay for your college applications!

Note: I tutor/advise students for this essay. I'm not trying to be a show-off, but I am an award-winning essayist. It's what I do. 

No, I won't write the essay for you, but I will coach you and help you to write the best possible essay for your application. This essay is your story, but I will help you see how to present it in the best possible way.

Here are some personal essay writing tips:


Before you begin writing a personal essay, you should plan the impression you want to make. I like to tell my personal essay students to jot down a short list of five adjectives that they hope apply to them. Examples: persistent, thoughtful, compassionate, daring, curious. (Avoid the obvious terms such as “hard-working” or “intelligent.”)
   Knowing the impression you want to make before you begin writing can help you shape your writing without reverting to “telling” instead of “showing.” The trick to the personal essay is that you must convey these adjectives without stating them outright.


Choose the strangest story you have. The key to writing a memorable personal essay is to be memorable. Show your readers something surprising.
 You might brainstorm a list of the weirdest things you’ve ever seen, done, said. Think in terms of extremes (terrible, wonderful). Also consider what is oxymoronic about yourself (how can you be terrified of eating fish, for example, yet one time you willingly drank liquid charcoal?).


Stay focused. Try to limit yourself to one meaningful anecdote, one succinctly described life-changing event. Don’t worry: we can learn everything we need to know about you based on that one little story.
   Also, limit your story’s timeline as much as possible. No one can really write a great five-paragraph essay about her entire life. Even a slightly narrower topic such as your junior year is too much to cover in one little essay.

Write using your five senses. If you want to write a good personal essay, it needs to be bursting with vivid, true-to-life, specific images and sensory details. To help with your planning and writing, you might start by brain-storming  a "memory list" of sensory details that you remember about the event you’ve chosen to describe. You might try to recall what the weather was like, what the house smelled like, what your mother said to you and what you responded. How did your voice sound to you when you spoke? What were you thinking about, remembering, seeing?


Keep the point in mind. A personal story should always demonstrate growth and insight without overtly stating those points. Be sure to explain how you recovered, how others reacted, and what you learned. That's the point of the essay in a nutshell.
 It does take skill to do this in a subtle (not heavy-handed and obvious or maudlin) way.


Get creative with organization of details. You might immediately get to the tension in the story. You might start at the climactic point and then flash back. 
   If you want to tell the story about the time you accidentally ruined  a holiday dinner you had tried to cook, begin with an image of a turkey carcass on fire, move on to the scorched potatoes no one could choke down, and tell us about the rest of the failures; don't try to build up to them and then suddenly end. (Strict chronology is usually not the most effective organization, and your essay won't feel fresh.)


Be humble. Better yet, be self-deprecating. Remember: we are most inclined to like and believe people who aren’t afraid to show us the imperfect truth of their lives.
   When you're thinking of topics to write about, give some thought to parts of your life that you wish you could re-do. Avoid personal essay clichés such as kicking the winning goal, going on a mission trip, or remembering deceased grandparents. While these can all make for excellent essays if done well, it's difficult to stand out telling a story that many readers will feel they’ve read before.

Consider your impact. What are we supposed to be noticing about this story that you're telling us? How should we feel by the time we finish reading your essay?
   Don’t tell the reader what to think or how to feel, but try to imagine how your reader will think of you, the final impression you will leave.


If you’ve done your job as a writer, then an objective reader will be able to use the same adjectives to describe you as the ones you hoped to convey when you first planned this essay.

Sunday, July 26, 2015

New SAT has problems


About eighteen months ago, when College Board first announced it was creating a new version of the SAT that would be more “relevant,” more closely linked to curricula, people were intrigued, excited.

Re-invention is always necessary. Complacency is a killer. Everything changes. Adapt or die.

People were happy that the powers-that-be were bringing back the good old 1600 score. They were getting rid of the trick questions, saying sayonara to the guessing penalty--which was always a wee bit unfair.

College Board was also making its quite dodgy essay section (dodgy because it isn't always graded fairly) optional—whatever “optional” really means. The firm is now crafting essay prompts as responses to reading passages, not as generic yet blindsiding topics. (Hooray! Now, students don’t have to keep dusting off Gandhi and MLK, Jr, as their standard examples--and they certainly won't need to follow current events in order to have things to say or connections to make!)

It is much better that students will now have twice as much time for the essay (50 minutes. The old 25 minutes was ridiculous--too short).

I believe Geometry is largely off the updated exam --though because I don't teach Math, I am not 100% sure. The Geometry-heavy angle of the SAT has always bothered me. By the time students take the SAT, Geometry is a distant memory. So what was the point of making the bulk of the math section about Geometry?
.

Part of the purported reason for the revamp is to level the playing field and put a stop to cries of socioeconomic unfairness.

Everyone knows that a vast test prep industry (of which I must admit I have been and still am a part) has built up around the SAT.

Assuming that the new SAT would negate (some of) the need for protracted, intense, expensive prep programs, people cheered.

Egalitarianism in action, right? No longer will a student need to be rich to earn a good score.

Maybe.

Or, maybe not. It's too soon to tell.

Here’s the problem: it wasn’t until a month or so ago that we even saw a full-length practice test for the new SAT.

In collusion with Khan Academy (free, DIY online tutoring), College Board finally released some samples.  See link here: https://www.khanacademy.org/test-prep/sat

It took over a year to see this full-length practice test release. That's a dang long time.

All we’d seen before then were a few sample questions and—full disclosure here—I thought those looked rather brutal. Not that they were brutal, once attempted, but the visuals, the layout, the choice of reading passage (a snippet of a Congressional speech taken out of context) was, I think, meant to make people believe this exam revamp was going to be serious.

As in, seriously boring?

As in, seriously challenging?

My first impression was, “Oh, snap…” 

If I, as a veteran test prep teacher, as a practice test writer, and occasional actual exam writer, thought the samples looked daunting, imagine how kids felt (if they ever looked at them).

Looks can be deceiving, however. 

Despite the hellacious passage (an odd choice for a reading, I thought—too technical, too political, too dry), it was not that bad. 

When I attempted that first little sample, it was after midnight and I was exhausted, but I answered the questions no problem. No P.O.E. (process of elimination); no guessing. The answers were pretty clear, though much going back to the super-boring passage was required.

"Boring”  passages on the sample SAT do not negate the need for test prep. The prep industry will remain; I expect there will always be a market of some sort--just to teach students how to take this test. Just to give the anxious parents some reassurance.

The big problem for College Board, I think, is that all the schools where I work are steering students to the ACT now. Educators nationwide are deeming it “too risky” to subject 2016 test-takers to the new, untested, unknown SAT.

Cloning the ACT seems to be the biggest part of the new SAT's plan. But the difference is: we know how the ACT works.

For example: Science on the ACT is actually rather easy reading comprehension; readings are slightly more interesting than those on the SAT. There were never too many traps. P.O.E. can, however, still be used.

What the College Board needs to do to help reassure teachers and test-takers is to release some more actual exams

But they can’t—because they haven’t given any yet. The first new SAT examinees will be guinea pigs. So will the next few batches of hapless kids. I wouldn't want to be one of College Board's guinea pigs.

Peronally, I am not happy with the new SAT, from what I've seen. Why? There's been some significant dumbing-down, I think.

Yes, some of the strategical traps are gone--and that's not a bad thing; that's nice.

There are no vocabulary questions anymore. The absolute lack of vocab floored me. Seriously: NO VOCABULARY questions (I don’t count, “What does ‘fold’ mean in this passage?” as vocab).

The layout and design of the new SAT are, I fear, HUGE problems, according to what I saw on Khan Academy's practice tests.

Because I take the SAT all the time and I've been teaching it for years (and also because I'm an English teacher, and a grown-up), I don’t get questions wrong.

The practice test wasn’t hard (in fact, I thought much of it was stupidly easy)—and yet the layout confused even me and I did make some errors. Silly errors--made because I didn't understand which lines were being referred to.

You see, there are line numbers all over the place, plus weird bubble numbers (fat, bold, shadowed) hovering on top of the text.

At first, it was hard to know if the line numbers refer to the line before the number or after it. (Line numbers should be on the margins.) Plus, the fat, bubble numbers on top confused the situation.

I thought the new reading passages with their numbers all freaking everywhere looked like a potential Butterfly Ballot design disaster; here's hoping the exam gets cleaned up.

All in all, the difference between what I am doing right now for test prep (it's very intense; it's tons of work for the kids, but they learn so much--not only vocabulary words, but also logic, reasoning, all the critical skills) and what students will need to do later is laughable.

Once we all get the lay of the land, and once the layout stops being so cluttered and confusing, it seems that we won’t actually need to know much of anything, content-wise, to master the new SAT. 

Tuesday, July 21, 2015

How Mick Fanning Survived a Shark Attack

shark attack Surfer Mick Fanninghttp://www.videoup.net/v/mgjlravk7-mick-fanning-shark-attack-j-bay-open-2015/










You call to whatever gods are out there.

You just say thanks. Thanks for me not dying.

Thanks for me living yet another day.


Mick Fanning Shark Attack Freak Story of
Survival. Did he punch the shark? He does
not know. He can’t remember. It’s a blur
caught on video. Hidden by a wave.


His mother, home, screaming at the TV,
trying to reach her son through the screen and
pull him close, into her breast again. Safe.
A grown son, 30 or so, about to
be eaten by a shark that seemed to know
what he was doing. Dragging the surfer,
Mick, by the leash around his ankle.

Dragging him under. Flipping him off his
pathetic white surfboard. “Fiberglass can’t
protect you, bitch!” the shark might have muttered.
The crowd on the beach is screaming but they
can’t see Mick. They don’t know if the shark won,
what Mick did, or if he’ll wash up later
or simply disappear under the blue-
green churning water With that great white shark--
not his friend, but his foe. Nemesis. Fate.

His challenge. His reminder that God may
exist and if so, God has saved surfer
Mick. Chosen him to complete a mission.
To tell the world he is blessed and lucky.
It’s a little of each, of both. Luck. Grace.


The love force is beneficent. Caring.
Like a mother. Not a man who believes
he controls his life, fully. There is some
control, but there is also surrender.

Let go and let god(s). Thy will shall be done.


They would not let Mick die. His guardian
angels came in many forms: in surfers,
in people, in rogue waves depositing
a boy, a man, safely away from the
shark that had nefarious intentions,
or hunger, or simply a drive to live--
like him, lucky Mick Fanning. Dazed, confused,
bewildered and kissed by fate and his mum
and the cheering crowds who sighed and prayed and
gasped in relief and exultation that
they did not see death today; they saw love.


Thursday, June 25, 2015

Wide Reading Makes For Good Writing...

The more you read, the better your ear is for good writing, and the better able you are to write as well as you hope to. In every single instance in my life--and I can say it’s a long life now--I’ve never met a writer whom I considered better than me from reading the work, who wasn’t also better read than I was. In every single instance, they knew more. I don’t mean knew more information. I mean they had been exposed to more; they'd had more words, more brilliant sentences and lines, more art, more true expression run through their minds. The brain is an astounding recorder. It records everything, everything. You have in your memory, as brilliant and absolutely present as now, the apparently meaningless moment of bending over in a hallway at three years old to pick up a sock. Every single second of your life is recorded there. And so when you read, when you give your beautiful instrument, your brain, the nourishment of great writing--the more of that treasure that you can feed it with--the deeper and richer are the verbal and eventful resources you have to draw on when you write and revise, and, consequently and not by accident, the better your ear is for finding the best ways to say what you hope to express. Read. Read. Read. And write.

Timed Writing: A Quick Guide for Better Essays


Here is a guide to help students learn how to quickly plan for and write a timed essay on a generic prompt.

(Directions and sample essays written by Elizabeth Collins; feel free to share this guide, but you must credit me and cite this blog as your source; it's only right.)

Notice that while the prompts here are taken from the current SAT (and are meant to be answerable by anyone--using academic, historical, social, or personal examples), the best responses are thoughtful and use outside knowledge taken from reading, studies, and observation. 

I am a big fan of current events examples, as I think they demonstrate intellectual curiosity, and as such, are more impressive than the old standard examples that everyone else uses.

Note: The SAT essay will change in spring, 2016, at which point it will become a "response to reading"--akin to a Rhetorical Analysis essay that might be seen on the AP English Language & Composition exam. Until then, you can use this guide. 

In fact, this guide can still be used for any timed writing, or any essay assignment in general, as the process is always the same: consider the prompt, brainstorm, plan, etc.





If we take apart the structure of a basic essay and look at it as a template, we can see that it is roughly crafted this way:

Intro paragraph

·      Strong statement.
·      Expansion of this statement.
·      Qualification
·      Thesis
·      Examples (optional—briefly hint  at the examples you will use)



Body paragraph 1

Notice that you can copy this structure, especially topic sentence/transition openers!

  •    Let’s first consider" (name historical figure)—this line is an introduction of your first example and allows you to relate your example to your thesis.
  • For the above: *You don't have to use these words; it's just to get you going.
  •  Expand topic sentence with a further idea.    
  •  Write a specific detail.   
  •  Connect your example back to your thesis
 Body paragraph 2:


  •         Transition into 2nd example—you might write: “Even ____  (name second example)  cannot…” (restate key part of thesis).
  •         Expand topic sentence
  •         Write a specific detail
  •         Connect example back to thesis.


Body paragraph 3 (counter-argument):

  •          “Of course…” (transition) “and no doubt…”
  •          But…[here comes your counter-argument!]
  •           Detail

Conclusion
  •  Finally, Thus, In conclusion… (use a concluding transition for the  SAT  essay to make it clear you have finished the essay).
  •   Restate thesis while varying phrasing!
  •     End on memorable note using keywords from assignment and thesis


Memorize the above template and use it in your own writing.

In the samples that follow, I have used the basic template, but I do not always use its wording; notice the changes and familiarize yourself with your writing options, especially when it comes to transitions.

Also, familiarize yourself with the other categories of prompts and read the following sample essays. Take note of the examples used here. Notice that they are varied; Martin Luther King, Jr. and Gandhi are not mentioned in any of these essays for a reason: those are overdone examples. Try to mix it up and be sure you are comfortable using more than just the “same old” examples in your essays.



Ideas, Actions & Decisions

Sample boxed lead-in seen on SAT:

We value uniqueness and originality, but it seems that everywhere we turn, we are surrounded by ideas and things that are copies or even copies of copies. Writers, artists, and musicians seek new ideas for paintings, books, songs, and movies, but many sadly realize “It’s been done.” The same is true for scientists, scholars, and business people. Everyone wants to create something new, but at best we can hope only to repeat or imitate what has already been done.

Assignment QuestionCan people ever be truly original?

Step one:

Brainstorm examples.  

Note that this boxed lead-in strongly steers the writer in a certain direction. You are certainly welcome to go the opposite way, to argue that yes, people can truly be original, but you may find it hard to do so after being hit over the head with such a long, detailed lead-in.

Personally, I often ignore the lead-in because I don't want to be unduly influenced one way or the other. Consider the lead-in as an emergency life raft: only use it if you're about to drown.

Now, try to brainstorm both YES and NO examples because you might surprise yourself and find that that opposite view has more interesting examples. At the very least, you can use the opposing side’s examples in counter-argument.

This is what I did:

First, I asked myself, what is ‘original’? Snowflakes, fingerprints, the first ideas and creations of their kind, are original (think “origin,” as in birth, or birthplace).

This led me to think that creativity and originality cannot be the same thing, although they are linked somehow.

Art (the first example I thought of) is full of allusions to other art, other ideas—so art is seldom truly original. Specifically, Cubists started a new movement, but Cubists all did the same thing, as did Impressionists.

Movies these days tend to all be remakes. Why? We want proven money-makers, “sure things,” not new things.  (Maybe I won’t use this example, as I want something a bit more high-brow)

New things are risky—so people hesitate to either create or accept original ideas and products, preferring to see what everyone else is doing.

I kept thinking that, “Original ideas are seldom truly original.”

Consider the airplane (first built by the Wright brothers).

Consider the atom bomb—Einstein developed e=mc squared, the formula that made it possible to split atoms and create nuclear weapons, but he only released this equation because he know someone else would eventually get it, too, and he wanted to take the credit…the development of a massively powerful weapon was in the air, in the zeitgeist.

The zeitgeist is “spirit of the times” and a zeitgeist always feels new, but in reality, the change or spirit has been brewing for a long time…

Is there a quote that deals with new ideas? The one I thought of is, “There is nothing new under the sun.”—Shakespeare.


Sample “Originality” essay response:

“There is nothing new under the sun,” wrote Shakespeare. The playwright’s observation that there is no such thing as utter originality is an apt statement—and it was made centuries ago. In the ensuing decades, artists and inventors have worked and struggled to develop fresh ideas, only to find that their creations remind the public of something else, or that other people were thinking the same thing, or that society isn’t yet ready for their original creations. Humanity’s long existence has made true originality virtually impossible. Even though we attempt to develop new ideas, we may come to find that it’s all been done before, or that by the time our “original” idea gains support, more people have also been thinking the same thing.


Original ideas challenge people in uncomfortable ways, but original thought is usually part of a larger movement. No single ideas in art, for example, stand alone; rather, many artists together work to promote a new style. An example of this is Impressionism. Impressionist art was unpopular when it first appeared because it looked to art critics who were used to Realism like a motley collection of smudgy, even messy, blobs of paint. Now, the Impressionist works are the most popular art, and the “original,” modern art of countless unknown artists is widely disparaged because the public isn’t used to it yet and doesn’t understand it. Certainly, 100 years from now, modern art may be a big draw for museums the way Impressionism is today. It takes people a long time to accept new ideas, and these ideas must be promoted by more than one person—indeed, they must have the support of a group. By the time new ideas are accepted, they are no longer “original.”

While art can be a hard sell, innovations in machines and business seem a bit easier to appreciate as new. Still, even those “original” ideas take time to catch on. Consider the Wright Brothers: they toiled for years to create an airplane, and appeared to be the inventors of the first flying machine. Yet we know that Leonardo da Vinci had sketched the same ideas centuries earlier. Moreover, as can be seen in the myth of Icarus, humans have always longed to fly. The Wright brothers were certainly not the only humans to ever conceive of flight, so their airplane idea was hardly original. No, the Wright brothers were merely the first people who actually built a working airplane. By the time they had done so, the airplane was an internationally popular idea. The concept and design of an airplane cannot be ascribed solely to the Wright brothers; flight was simply an idea whose time had come.

Any original ideas have followers who band behind the idea to help get the masses to accept it, or else the “original” idea is simply one that people are ready to embrace. This build-up can take time, but we seldom notice new ideas taking shape while this is happening; instead, we suddenly realize that a seemingly “new” idea has become popular. The zeitgeist, or spirit of the times, does not suddenly blow in out of nowhere. All original ideas are rooted in what came before and take time to germinate into beautiful flowers we can appreciate. Therefore, there are no truly original ideas; instead, humanity collectively wishes for certain changes that manifest themselves with inventions.




Modern Life

This topic can be among the most challenging if you have not watched many television shows or movies. These essay prompts are often about popular culture (so you need to know what that is!)—and might even be about the popularity of reality television (so be sure you’ve seen a few episodes of “Jersey Shore” or “The Real World”).

The technology prompts in this topic area tend to be easier, as do the materialism prompts, but the point is: familiarize yourself with past “Modern Life” prompts so that you will not be blindsided and so that you will know how you might answer any question that falls under this topic heading.

Here a few examples of “Modern Life” prompts.

Boxed lead-in: This is a time for shallowness. Seriousness is so rare these days that we tend to make all kinds of allowances for those who only seem to possess it. In this way, shallow ideas are not recognized for what they are, and they are increasingly mistaken for deep thoughts. –Adapted from Margaret Talbot, “The Perfectionist.”

Assignment question: Do we live in a time when people do not engage in serious thinking?

Brainstorming: 

First, break down the question into its two essential parts:

1. What are some instances of serious thinking in our current society?
        
Peace negotiations, such as the never-ending Israeli-Palestinian peace talks;

Trade agreements, such as TPP

Matters of international diplomacy, such as inflicting sanctions upon Russia as punishment for its annexation of Crimea;

Environmental legislation, such as the Kyoto Protocal;
financial planning by nations and individuals;

Public health issues, such as how to stop the spread of AIDS, SARS, MERS, Measles, etc.

2. What are some instances of “shallow” thinking in our current society?
        
Our obsession with celebrities, especially those who are famous just for being famous;

Also, worrying about what other people think of our clothes, our techy gadgets (constantly upgrading our smart phones, for example);

Dressing to impress others.

3. Put it together now: “Shallow” thinking could be any thinking about matters that do not have future consequences, such as political legislation that fails to consider future generations, an example being offering tax relief or avoidance for mega corporations while failing to invest in the nation’s  infrastructure.


Once you’ve brainstormed some examples, you are ready to write your THESIS statement.

A thesis can be pro (for) or con (against), or qualified (somewhere in the middle)—a qualified answer is best used if the issue is complex, but normally, you will want to choose a stance because that makes for a stronger argument.

Sample thesis:  We live in a time when issues that demand serious thinking are so overwhelming that people tend to focus their energy on shallow topics because they don’t know enough or have not read enough about serious issues to be able to engage in deep thought.

Keep brainstorming specific examples and write your own sample essay.

Be sure to fill up two pages of lined paper with neat handwriting. Have a strong argument, organized clearly and logically.


Here is the infamous reality television prompt:

Boxed lead-in:

Reality television programs, which feature real people engaged in real activities rather than professional actors performing scripted scenes, are increasingly popular. These shows depict ordinary people competing in everything from singing and dancing to losing weight, or just living their everyday lives. Most people believe that the reality these shows portray is authentic, but they are being misled. How authentic can these shows be when producers design challenges for the participants and then editors alter filmed scenes?
Assignment question: Do people benefit from forms of entertainment that show so-called reality, or are such forms of entertainment harmful?

Brainstorm:

First, notice that the lead-in is actually quite different from the question, but that the lead-in will help you if you were unsure what “reality television” is—though it won’t help if you’ve never seen a show in this genre.


Be sure to break down this question so you can brainstorm YES and NO examples (yes, reality entertainment has benefitssuch as...; no, reality entertainment does not have a benefit to people because...).

See my sample reality television essay, here:


The truth is stranger, and more compelling, than fiction. Reality television, which often depicts real people in real-life situations, is everywhere because, as writers have been saying for years, “You can’t make this stuff up.” People benefit from the recent spate of reality shows because most of these programs depict actual people who are struggling with tremendous problems, and as such, viewers can vicariously experience these same issues and learn “what not to do” or, how to get help.

Many reality television shows are about people with serious problems such as hoarding, drug addiction, or morbid obesity. Viewers may at first tune in to see the suffering people’s misery—this is the “Thank God that’s not me” effect—but the public also watches in order to see people get help to overcome their problems, and ultimately, triumph. Therefore, reality television programs that are about people with mental and physical issues can be inspiring. People who watch these shows also may learn to recognize signs of incipient problems in themselves, as in, “Wow, maybe gnawing on coal is a problem!” Or, “Maybe I should stop sucking on the baby’s diapers because other people think that’s unhealthy and disgusting.” (These problems are called pica, and both have been covered on reality television programs; this is another important thing viewers may learn: the names for problems they didn’t know about before.)

Even when reality television shows are clearly artificial—as in the preponderance of “bachelor” and “bachelorette” contests where superficial contestants claim, illogically, that they are “deeply in love” with the single man or woman whose hand in marriage they are vying for—viewers can learn valuable lessons. Just as real life is about relationships with other people, so too are these love contest shows. A young person who watches these programs may at first be dazzled by the pulchritude and wealth of the purported “bachelor,” but it will quickly become apparent that these people are acting fake and cannot truly be establishing meaningful relationships. It is all “too good to be true”—which is a valuable life lesson in and of itself.

Finally, despite the fact that shows based on so-called “reality” have burgeoned in the past decade for reasons of both economics and the human urge for competition, our society has changed for the better because of reality entertainment. Although many young people may believe, for a brief time, that they don’t need to study in order to get a job because there will surely be a good-paying reality show made about them and their life, as viewers mature, they realize that would not be good thing. Fame has always been the goal of the majority of people, yet the famous are the first to say that fame is a burden. We see this first-hand in the “train-wreck” stories shown on reality television. By watching them, we learn what not to do, and we learn to handle our issues in private. The reality is that reality television’s “stars” usually only agree to be on TV in order to help other people not make their same mistakes.


**apologies for the funky and constantly changing font on this post; I have no idea why Blogger does this and I cannot spend any more time re-formatting this post.