Dr. Jon Page, Advisor [email protected]; 305.904.2906
APPLICATION ESSENTIALS
&
COLLEGE INFORMATION BULLETIN
APPLICATION ESSENTIALS
APPLICATION NOTES
ISCHS PROFILE
SPANISH AND FRENCH DIPLOMA PROGRAMS
YOUR GPA: GRADE POINT AVERAGE
THE RESUME
THE COLLEGE ESSAY
RECOMMENDATIONS
THE INTERVIEW
THE COLLEGE VISIT
FLORIDA VIRTUAL CAMPUS
CAPPEX: COLLEGE FIT KIT
COLLEGE INFORMATION BULLETIN
Please Note: Dr. Page distributes College Information and Scholarship Bulletins on a regular
basis, sometimes monthly; sometimes every two months. This is a sample of the first College
Information Bulletin. A sample of the Scholarship Bulletin is provided in the Financial AidScholarships Info Booklet.
1
Dr. Jon Page, Advisor [email protected]; 305.904.2906
APPLICATION NOTES &
ISCHS PROFILE
2
APPLICATION NOTES for 2013
List me as your counselor – Dr. Jon Page, phone 305.904.2906, email: [email protected].
OUR HIGH SCHOOL CODE IS 101932 on all documents asking for a school code.
If you are asked to list classes and indicate if Honors or AP levels, please note the following classes:
The following honors credit is not noted on student transcripts but the designation indicated below is part of our local and state
curriculum information system:
FR, SP, IT L/L Int St 2 is considered Honors
FR, SP, IT L/L Int St 3 is considered Honors
FR, SP, IT L/L Int St 4 is considered Honors
FR, SP, IT L/L Int St 5 is considered Honors
FR, SP, IT L/L Int St 6 is considered Honors
FR, SP, IT L/L Int St 7 is considered Dual Honors
FLH Intl St 1 is considered Honors
FLH Intl St 3 is considered Dual Honors
Also,
Pre-Cal: Honors
Anal. Of Functions: Honors
FLH Intl St 2 is considered Honors
FLH Intl St 4 is considered AP Equivalent
On applications for Florida public universities, you are asked questions concerning State Residency.
Students – you are dependents of your parents.
When asked questions about residency, keep in mind –
Students are dependents of their parents…
From the FIU application, for example:
If you and parent(s) are US citizens, you would check the box,
I am a dependent person and my parent or legal guardian has maintained legal residence in Florida for at least 12 months
The questions that follow in the application concerning residency would apply to your parent.
If you are a US resident (not citizen), you would check:
A. According to United States Immigration and Naturalization Service, I am a permanent resident alien or other legal alien granted
indefinite stay and have maintained a domicile in Florida for at least 12 months.(Required: INS documentation and proof of
Florida residency status.)
The following information is typically asked of counselors, but in case you need the info, here goes:
AP Classes –
2012: English Language, English Literature, Spanish Language, Spanish Literature, French Language, Italian Language,
Calculus AB, Biology, Environmental Science, Government, Economics, European History, Human Geography, U.S. History.
GPA –
GPA will be recalculated after the first nine weeks. Your GPA will be based upon your school enrollment from September
2009 through October 2012. Weighted and unweighted GPA is based on a 4.0 scale.
Grading Scale –
A: 90-100
B:80-89
C:70-79
D:60-69
F:Below 60
Graduated Seniors: 4-year college acceptances
62% of ISCHS seniors were accepted to a 4-year university, including 43 out-of-state colleges.
10 seniors will attend college out of state.
9 students expect to attend college in other countries; up to 4 additional seniors might attend college outside the U.S.
Information you might find useful:
About the International Studies Charter High School – CEEB/ACT Code 101983
The International Studies Charter High School (ISCHS) has been recognized as one of the top 10 high schools in Miami-Dade since its
inception as a public charter high school in 2004 as a collaboration between the educational ministries of education of France, Italy, and
Spain in conjunction with the Academica Corporation and Miami-Dade County Public Schools. We are located in the historical ‘Calle Ocho’
district of Miami, Florida.
2013 will be our sixth graduating class.
National Recognition: 2012: We were recognized as a Washington Post High School Challenge recipient. ISCHS is recognized on the
Washington Post National list for college readiness, recognizing the AP performance of our students. ISCHS is #21 of the 106 (top 11%)
Florida high schools ranked, and #220 of 1900 (top 18%) recognized schools. In the spring of 2012 the US News ranked International
th
Studies Charter High School (ISCHS) 50th overall in the country, 12 best charter high school in the country, of 22,000 high schools, and
7th best high school in Florida..
Newsweek ranked ISCHS #568 in the top schools in the country (based upon graduation rate (25 percent), college matriculation rate (25
percent), AP/IB/AICE tests taken per student (25 percent), average SAT/ACT scores (10 percent), average AP/IB/AICE scores (10 percent),
and AP courses offered per student(5 percent). 2012 SCHOOL GRADE RESULTS: #6 overall high school in Miami Dade County,
#22 overall high school in the State, #2 charter high school in Miami Dade County, #6 charter high school in the State
3
INTERNATIONAL STUDIES CHARTER HIGH SCHOOL
2480 SW 8TH STREET • Miami, Florida 33135
About the International Studies Charter High School – CEEB/ACT Code 101983
The International Studies Charter High School (ISCHS) has been recognized as one of the top 10 high schools in Miami-Dade since its
inception as a public charter high school in 2004 as a collaboration between the educational ministries of education of France, Italy, and
Spain in conjunction with the Academica Corporation and Miami-Dade County Public Schools. We are located in the historical ‘Calle Ocho’
district of Miami, Florida.
2013 will be our sixth graduating class.
National Recognition: 2012: ISCHS recognized on the WASHINGTON POST National list for college readiness, recognizing the AP
performance of our students. ISCHS is #21 of the 106 (top 11%) Florida high schools ranked, and #220 of 1900 (top 18%) recognized
schools.
th
In the spring of 2012 the US NEWS ranked International Studies Charter High School (ISCHS) 50th overall in the country, 12 best charter
high school in the country, of 22,000 high schools, and 7th best Fla. high school. NEWSWEEK ranked ISCHS #568 in the top schools in the
country (based upon graduation rate (25 percent), college matriculation rate (25 percent), AP/IB/AICE tests taken per student (25
percent), average SAT/ACT scores (10 percent), average AP/IB/AICE scores (10 percent), and AP courses offered per student(5 percent).
2012 SCHOOL GRADE RESULTS: ISCHS rated #6 overall high school in Miami Dade County, #22 overall high school in the State, #2 charter
high school in Miami Dade County, #6 charter high school in the State. APRIL, 2013 WASHINGTON POST: ISCHS ranked #275 in U.S. and
#63 in Florida. APRIL, 2013: US NEWS & WORLD REPORT (/American Institutes for Research): Of 21,000 high schools evaluated, ISCHS
rated as #2 in Florida and #15 in nation, based on statewide reading and math test results and AP performance.
ISCHS Curriculum/International Diplomas: Our students pursue one of the following programs: International Studies (IS) in French,
Spanish, or Italian or Advanced Placement International Diploma (APID) with concentrations in French, Spanish, or Italian. An entrance
exam is required.. Both IS and APID programs offer Advanced Placement (AP) and double honors higher level IS (International Studies)
classes, as identified by the state course description. IS students in Spanish and French are preparing for the Florida high school diploma as
well as the national diploma of their perspective countries (with ministry support, the French ‘Bac’ and Spanish ‘Selectividad’). Our students
take French Bac exams at the end of Grades 11 and 12. All students who complete our IS Spanish program qualify for the national diploma
of Spain and can sit for the Selectividad, the entrance examinations for entry to the Spanish University system. In addition to AP (and
higher level) French, Spanish, and Italian language / philosophy/humanities classes, we offer the following AP classes: Biology, Calculus AB,
Environmental Science, English Language & Literature, European History, Human Geography, Macroeconomics, U.S. Government & Politics,
and U.S. History. The rigor of our academics has allowed us to earn a school grade of ‘A’ without a neurotic focus. Our state assessment
scores consistently rank high at district and state levels
French Bac passing rate, 2008 – 2012: 95%
Spanish Selectividad passing rate, 2008 – 2012: 100%
2011: AP SCHOLAR RECOGNITION (Class size: 72 Srs., 75 Jrs) 13: AP Scholars, 2: AP Scholars/Honor, 3: AP
Scholars/Distinction
2012: AP SCHOLAR RECOGNITION (Class size: 80 Srs, 70 Jrs) 20: AP Scholars, 6: AP Scholars/Honor, 2: AP
Scholars/Distinction
AP PERFORMANCE
2007
2008
2009
2010
2011
2012
Total AP Students
Number of Exams
AP Students / 3+ scores
% Total AP Students / 3+ scores: ISCH
“ “ “
“
/ “
“ : Florida
“ “ “
“
/ “
“ : Global
SAT 2010 Mean Scores
Reading
Math
Reading
482
477
477
57
82
39
68.4
51.2
61.7 -
66
102
49
74.2
48.2
60.1
127
222
90
70.9
49.3
61.1
137
194
90
65.7
47.1
60.2
176
276
126
71.6
48.5
60.2
162
271
127
78.4
50.9
61.5
SAT SCORES
SAT 2011 Mean Scores
Reading
Math
Writing
504
512
492
SAT 2012 Mean Scores: SRS
Reading
Math
Writing
508
500
509
4
College Acceptances
Though the vast majority of our students’ parents are from other countries, a large majority are U.S. residents or citizens; the remaining
are on various visas, many seeking international diplomas as a matter of academic, cultural, and/or family pride.
2012 Graduated Seniors: 4-year college acceptances
78 of 80 Seniors (98%) expect to attend college in the summer or fall proceeding graduation (3, gap years)
62% of Seniors (47 of 75) accepted to a 4-year university, incl. 43 out-of-state colleges. Total excludes out of country considerations.
45% of Seniors (34 of 75) will attend 4 year universities. Total excludes out of country considerations.
19 seniors will attend college out of state; up to 13 might attend college outside the U.S
2010-2012 College Acceptances (colleges attending in yellow/underlined highlight): American, Barry U., Babson, Boston
Coll., Boston U., Brown, Canisius, the Cordon Bleu, Davidson, Drexel, Florida Inst. of Technology, Florida Atlantic U., Drexel U.,
Fairfield, Florida Gulf Coast U., Florida International U., Florida State U., George Washington, Georgetown, Georgia Inst. Of Tech.,
Hartwick, Johnson & Wales, King’s College, Lynn, Loyola Marymount Marietta, Mercyhurst, Marymount Manhattan, Miami Dade College
(MDC), Honors College of MDC, Monroe, National Aviation Academics, New York U.., No. Carolina State , Pace, Palm Beach
Atlantic, Northeastern , Nova Southeastern U., Pace, Pratt MWP , Savannah College of Art & Design, School of Museum of Fine Arts / Tufts,
St. Thomas, Skidmore, Southern Methodist U., Syracuse U., Trinity, UNIBE School of Medicine, U.of Ca. at San Diego, U. of Central Florida,
U. of Delaware, U. of Miami, U. of Florida, U. of North Florida, U. of Illinois at Urbana-Champaign, U. of Massachusetts at Amherst, U. of
New Haven, U. of North Carolina at Chapel Hill, U. of Pennsylvania, U. of Richmond, U. of Rochester, U. of South Florida, U.
of Virginia, Vassar, Virginia Tech, Wake Forest, Warner, Warren Wilson, Wellesley, Wesleyan, and Williams. Overseas, graduates currently
atten d Boulle College, Sciences Politiques Reims, Quam, and Univ of Bordeaux in France, Concordia (unsure) and McGill in Canada.
Information not available for colleges attended by graduates in Spain and Argentina. Possible attendance in Spain: Computense De Madrid,
Autonoma De Madrid, ICADE (Catholic Institute of Business Administration).
5
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
ISCHS INTERNATIONAL
STUDIES PROGRAMS
ISCHS ITALIAN INTERNATIONAL STUDIES PROGRAM
ISCHS SPANISH INTERNATIONAL STUDIES PROGRAM
ISCHS FRENCH BACCALAURÉAT PROGRAM
THE ADVANCED PLACEMENT INTERNATIONAL DIPLOMA
6
ISCHS ITALIAN INTERNATIONAL STUDIES PROGRAM
The Italian IS program is a four year program. During this time the students attend a Language and Culture
class as well as a History class in Italian every year. The course is offered to students who demonstrate
fluency in the language. In order to be accepted to the program, the students need to pass an entry exam.
The program was implemented according to a Memorandum of Understanding at the end of the
coursework, students receive a certificate verifying program completion.
As of 2013, IS Italian students who pass the Italian AP exam as well as three other AP exams as part of
their American curriculum will be allowed to enroll in any Italian university of their choice.
ISCHS SPANISH INTERNATIONAL STUDIES PROGRAM
International Studies Charter High School offers students the opportunity simultaneously to complete a
second High School credential, the Spanish baccalaureate diploma. This is the validation of the First and
Second Years of the Bachillerato, the Spanish High School Certificate. These students are regarded as
“dual program” students. To be eligible, students must take the required Spanish program subjects
throughout high school. By completing this course of study, at the end of the senior year, students can sit
for the Selectividad, the entrance examinations for entry to the Spanish University system.
This ‘double curriculum’ is a result of a a Memorandum of Understanding between the educational
authorities of Miami-Dade and the Spanish government.
PONDERACIÓN DE NOTAS POR UNIVERSIDADES PARA SELECTIVIDAD
COMUNIDAD
ANDALUCÍA
ARAGÓN
ASTURIAS
- UNIVERSIDAD
Todas
- COMUNIDAD
GALICIA
- UNIVERSIDAD
-Todas
-Universidad de Zaragoza
ISLAS BALEARES
-Universitat de les Illes Balears
-Universidad de Oviedo
ISLAS CANARIAS
- U. de Las Palmas de Gran
CanariaUniversidad. de La Laguna
CANTABRIA
-Universidad de Cantabria
LA RIOJA
-Universidad de La Rioja
CASTILLA LA
MANCHA
-Universidad de Castilla La
Mancha
MADRID
-Todas
MURCIA
- Universidad de Murcia
- Universidad
-Todas
-Universda. de Salamanca
CASTILLA Y LEÓN -Universidad. de Valladolid
7
ISCHS FRENCH BACCALAURÉAT PROGRAM
The French International Studies curriculum is created out of both French requirements from the
French Ministry of Education and American requirements from the Florida Department of
Education. ISCHS gives students opportunities to obtain two diplomas; an American high school
diploma and a French Baccalaureate.
A Memorandum of Understanding was signed in 2003 between the educational authorities of
Miami-Dade and the French government. This commitment formalizes the collaboration around
the IS double curriculum.
In 11th and 12th Grade (1ère & Terminale), ISCHS offers to French Baccelaureate students the ES
program (Social Studies) or the S program (Sciences). Children who want to major in literature
(L) are strongly encouraged to register for CNED (online education) and also for tutoring in core
subjects.
ISCHS performance
2012
2011
2010
2009
2008
Registered
5
12
11
12
4
Passed the Bac
5
11
10
11
3
Results of French Bac
testing
with mention TB
1
1
2
with mention B
1
1
2
1
with mention AB
1
3
2
3
1
The French Bac was organized in Miami for the first time in 2011. Before that time, students were
required to travel to Washington, D.C. to take the test.
In 2012, 100% registered passed the Bac : 1 in S program, 2 in ES program, 2 in L program.
8
The Advanced Placement
International Diploma (APID)
ISCHS administration and faculty encourage participation in Advanced Placement classes. Students may opt for an
Advanced Placement International Diploma (APID) pathway curriculum.
The Advanced Placement International Diploma (APID) is a globally recognized certificate for students with an
international outlook. The APID challenges a student to display exceptional achievement on AP Exams across
several disciplines.
The APID is available to students attending secondary schools outside the United States and to U.S. resident
students applying to universities outside the country. The APID is not a substitute for a high school diploma, but
rather provides additional certification of outstanding academic excellence.
To earn an APID, a student must earn grades of 3 or higher on at least five AP Exams in the following
content areas:
1. Two AP Exams from two different languages selected from the English and world languages areas.*
2. One AP Exam designated as offering a global perspective: AP World History, AP Human
Geography, or AP Government and Politics: Comparative.
3. One exam from the sciences or mathematics content areas.
4. One additional exam from among any content area except English and world languages.
* A student may submit a letter from an administrator at his or her school verifying the student’s mastery
of a language not currently available within the AP suite of exams. This verification, printed on school
letterhead, will satisfy the requirement for one AP Exam in the language category. However, a student
who utilizes this option must submit an additional AP Exam from another content area. Thus, all students,
however they satisfy the two-exam English and world language requirement, must submit a total of five
AP Exam grades of 3 or higher to qualify for the APID.
To learn more about each of these content areas and the courses they include, visit the Advanced Placement
International Diploma page ( http://www.collegeboard.com/student/testing/ap/exgrd_intl.html )
APID Criteria Table follows on next page
APID Criteria
Earn scores of 3 or higher on five AP Exams:
(Five AP Exams based on the following exam criteria and course eligibility)
AP Exam Criteria
Eligible AP Courses
9
AP Exam Criteria
Eligible AP Courses
Two AP Exams from two different world
language* & culture courses
- OR from one world language & culture course and
one English course
English Language and Composition
English Literature and Composition
Chinese Language and Culture
French Language and Culture
German Language and Culture
Italian Language and Culture
Japanese Language and Culture
Latin
Spanish Language
Spanish Literature and Culture
One AP Exam offering a global perspective
World History
Human Geography
Comparative Government and Politics
One AP Exam from either the sciences, or
math & computer science
Calculus AB Calculus
BC Computer
Science A Statistics
Biology Chemistry
Environmental Science
Physics B
Physics C: Electricity and Magnetism
Physics C: Mechanics
One additional AP Exam; cannot be English or
a world language
Arts
History & Social Science
Math & Computer Science
Sciences
10
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
THE GPA GRADE POINT AVERAGE
11
GRADE POINT AVERAGE (GPA)
Weighted GPA
Calculations for the ‘initial rank in class’ are completed in the fall of the students’ senior year and are based on the high
school credits earned to that point. The ‘final rank in class’ is computed in February of the students’ senior tyear and includes
midyear averages for annual courses.
In Miami-Dade County Schools, we no longer ‘rank’ students. Percentiles are provided to colleges in lieu of ranking numbers.
In determining GPA, the traditional system would use the following point credit.
Point credit (in determining GPA)
Note: Honors and AP classes earn ‘bonus points’ that enhances a ‘weighted’ GPA.
This is MDCPS weighting; university and Bright Futures policies differ.
Letter Grade
Class type
Regular
A:
B:
C:
D:
F:
90 – 100:
80 – 89:
70 – 79:
60 – 69:
less than 60:
4
3
2
1
0
Honors
(Added Bonus Points)
5
4
3
1
0
Advanced
Placement
(Added Bonus Points)
(4 + 1 bonus points)
(3 + 1 bonus points)
(2+ 1 bonus point)
no added bonus points
no added bonus points
6
5
2
1
0
(4 + 2 bonus points)
(3 + 2 bonus points)
(2 + 1 bonus points)
no added bonus points
no added bonus points
When you calculate without bonus points, you get an ‘unweighted GPA’.
When you calculate with bonus points, you get a ‘weighted GPA’.
To calculate a traditional WEIGHTED Grade Point Average, sample follows:
Class
# Classes
Grade
Reg
Hon
15.5
5
A
A
AP
TOTALS
3
23.5
A
Traditional System
Weighted Total Pts (/Bonus Pts)
Computation
15.5 x 4 + 0 =
62
Divide total weighted
points by total number of
5 x 4 +5 (bonus points) = 25
3 x 4 + 6 (bonus points) = 18
105
credits
105 / 23.5 = 4.468 GPA
In the above example: 105 points / 23.5 credits = 4.4680 WEIGHTED GPA.
(in this example, student has all As, UNWEIGHTED GPA would be 4.0: (23.5 x 4) / 23.5
The traditional system for calculating a weighted cumulative GPA is used until a student acquires the number of credits
determined each year as specified in the Rank-in-Class Board rule. In 2010, this number was ‘15’, first established in
1996. This add-on system eliminates inequities for students who take additional courses, which are not honors or advanced
placement. However, it raises the GPA; e.g., a 4.449 might become a 4.733 weighted GPA, using the examples below.
To calculate a WEIGHTED Grade Point Average for a student with more than 15 credits:
Class
# Classes
Grade
Reg
Hon
AP
15.5
5
3
A
A
A
TOTALS
23.5
Unweighted Total Points (not
including Bonus Pts)
15.5 x 4 =
62
5x4 =
20
3x4 =
12
94
Add-on System
Add-on Bonus Points
0
5 / 15 =
6 / 15 =
0
3.33
4.00
.733
Computation
Divide total unweighted
points by total no. of
credits and add bonus
points.
94 / 23.5 = 4.0
4.0 + 7.33 =
4.733 GPA
Colleges may accept our GPA, or more often, they will re-calculate your GPA – perhaps
accepting only academic core classes, or accepting all grades including Fs, or with different
added weighting for honors and AP classes. Policies differ. Bright Futures recalculates.
12
At ISCHS:
“Forgiveness”: If a student has a D or F for a class, the student may retake the class for ‘forgiveness’. If a student earns a ‘C’
or higher, the lower grade is ‘forgiven’. In computing district GPA, only the new grade will be calculated. This policy can change
for different universities, e.g., some universities will calculate ‘all grades’ or ‘all academic core’ grades or 18 academic core
credits. On a Course Credit Analysis, you’ll see an X next to the ‘forgiven class’ and an O (for Override) next to the class with the
improved grade.
AP Classes –
2012: English Language, English Literature, Spanish Language, Spanish Literature, French Language, Italian Language,
Calculus AB, Biology, Environmental Science, Government, Economics, European History, Human Geography, U.S. History.
GPA –
GPA will be recalculated after the first nine weeks. Your GPA will be based upon your school enrollment from Grade 9.
Weighted and unweighted GPA is based on a 4.0 scale.
Grading Scale –
A: 90-100
B:80-89
C:70-79
D:60-69
F:Below 60
If you are asked to list classes and indicate if Honors or AP levels, please note the following classes that might be overlooked.
The following honors credit is not noted on student transcripts but the designation indicated below is part of our local and state
curriculum information system:
FR, SP, IT L/L Int St 2 is considered Honors
FR, SP, IT L/L Int St 3 is considered Honors
FR, SP, IT L/L Int St 4 is considered Honors
FR, SP, IT L/L Int St 5 is considered Honors
FR, SP, IT L/L Int St 6 is considered Honors
FR, SP, IT L/L Int St 7 is considered Dual Honors
FLH Intl St 1 is considered Honors
FLH Intl St 3 is considered Dual Honors
Also,
Pre-Cal: Honors
Anal. Of Functions: Honors
FLH Intl St 2 is considered Honors
FLH Intl St 4 is considered AP Equivalent
ACADEMIC RECOGNITION
CUM LAUDE
The upper 15% of the graduating class, excluding the Summa and Magna Cum Laude students, using a weighted GPA or students who hae
a 4.0 GPA or higher.
MAGNA CUM LAUDE
The upper 10% of the graduating class, excluding the Summa Cum Laude students, using a weighted GPA.
SUMMA CUM LAUDE
The upper 5% of the graduating class using a weighted GPA.
BRIGHT FUTURES WEIGHTED GPA
Course Weighting for the Bright Futures Grade Point Average
The assignment of additional weight is intended to be an incentive for students to continue to enroll in more challenging higherlevel courses while pursuing Bright Futures Scholarships.
The basic academic requirements for each Bright Futures award level include:
16 credits of college preparatory academic courses.
•
4 English (3 with substantial writing)
•
4 Mathematics (Algebra I level and above)
•
3 Natural Science (2 with substantial lab)
•
3 Social Science
•
2 World Language (sequential, in the same language)
16 Credits
Students may use up to two additional optional credits from courses in the academic areas listed above and/or AP, IB, or
AICE fine arts courses to raise the GPA if necessary
THE BRIGHT FUTURES GPA WEIGHTING TABLE IS ON THE FOLLOWING PAGE.
13
BRIGHT FUTURES WEIGHTED GPA
Weighted
Quality Points by Course Type
Unweighted
Quality Points by Course Type
AP, Honors,Dual Enrollment
Letter
For a
For a
Grade .50 Credit 1.00 Credit
Course
Course
Letter
For a
For a
Grade .50 Credit 1.00 Credit
Course
Course
A
2.0
4.0
A
2.25
4.5
B
1.5
3.0
B
1.75
3.5
C
1.0
2.0
C
1.25
2.5
D
0.5
1.0
D
0.75
1.5
F
0.0
0.0
F
0.00
0.0
14
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
THE RESUME
15
Sample Resume
Example, College or Scholarship Application Resume
College Application Resume
Dr. Page, CAP Advisor, ISCHS
Jonny Smarty
247 BrightFutures Boulevard
Collegetown, Florida
33160
Objective
Educational Experience
Extracurricular
Activities
Phone 305.273.1984
Email: [email protected]
SSN: 214-33-2070
Facebook / website:xxxxxxx (if good content)
(RE: SSN: Provide if asked for in application;
use College ID if you have one.)
I came to the U.S. from Sao Paulo, Brazil in ninth grade. I’m an enthusiastic student, known at my
school as ‘the science whiz’, seeking acceptance to the University of the Bays. At the University, I
hope to study interdisciplinary sciences, pursuing science research in an area of global concern as a
career. I am fluent in writing and speaking English, Portuguese, and Spanish. I speak conversational
Italian and I am learning Italian.
(Give 1-3 sentences. Include anything that represents you – something to catch attention.
Whatever you mention should be supported later in this resume.)
2006-2010 International Studies Charter High School, gr. 9-12 Miami, Florida
 ‘A’ School for 5 of 6 past years (‘B’, 1 year). 2009: ‘A’; met Annual Yearly
Progress. (Note any other accolades ISCHS has received.)
 French Bac, Spanish Studies, and Italian Studies are school focus. French
Bac and Spanish Studies programs include two native teachers provided
by the countries’ embassies.
 Leader in Miami-Dade district-wide Foreign Language Competitions.
 G.P.A 4.4 including 5 honors and 3 Advanced Placement courses.
 Science interest:
 Honors Physics, AP Biology, Pre-Calculus, Calculus at ISCHS.
 Physics with Calculus, Marine Science, Statistics taken at Miami Dade
College as dual enrollment.
 November 2008 - current. Independent research for Intel Science Talent
Competition. Title of Research. (1-2 sentences of description.).
(If you have strong AT, ACT, AP, French Bac,Selectividad, SAT Subject Scores, you can place here.)
(If you’ve attended different schools, list all schools and provide similar information. List schools
current/most recent first.)
International Studies Charter High School
2007-present. Founder and President, ISCHS Science Club Joe Rocket, sponsor
Ph.xxx-xxxxxxx; Email: [email protected]
3 hours per week, except for events.
Organized science workshops for middle school students at two schools,
Judged elementary school science fairs, compiled listing of science
instruction websites for middle and senior high school science teachers.
Membership began with 6 members, now has 32 active participants.
2006-present. Key Club. Liaran Locksmith, sponsor. Ph. Xxx-xxxxxxxx;
Email: [email protected].
2008-2009. Key Club Vice-President. Forming partnerships with two
community service agencies, Habitat for Humanity, Red Cross, and
Teenage Rescue; organizing volunteers for designated activities.
Scholarship Fundraising goal: $3,000. 3--4 hours per week,except for
events.
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Extracurricular
Activities
(cont’d.)
2007-2008. Key Club treasurer. Fundraising for homeless families.
Club increased funds for service projects from $440.00 to $4,460.00.
2 hours per week, except for events.
2006-2007. Key Club member. Fundraising for homeless families;
volunteering in beach clean-ups and community restoration efforts.
1 hour per week, except for events.
2008-present. ISCHS: Varsity soccer. September – December. 1 hours
per week, except for events.
(Provide year, title, accomplishments, number of hours.) ( A resume is usually 1 -2 pages…. Try not
to ‘split a category’ for a new page… but if you do, continue the heading with ‘continued’ note as
you see on the left. Think ‘verbs’ – what did you do?.)
Volunteer Experiences
2009-present. Internship, Rosensteil Marine Institute. 3+ hours per week.
Responsible for collecting and counting specimens xxxxxx , graphing xxxxx .
Selected for Caribbean study of xxxxxx aboard research vessel, Dec. 15-30.
Began internship in September 2009.
2007-present. City Zoo. 10 hours a month. Assisting in cleaning and caring for
animals. Began August, 2007. (1 sentence: how responsibilities have
grown.)
2008 – 2009. Assisted in coaching soccer players, ages 10-12. KickIt
League.100 hours.June-August.
2007 – 2008. Volunteer, Museum of Science. Assisted in teaching weekend
classes for children. 150 hours. September - May. (Note particular
achievements, ow your responsibilities grew.)
(Admissions officers will look for consistency over time, any possible pattern of interest, impact
upon people; traits of leadership, persistence, organization, problem solving and/or creativity.)
Work Experience
(If you have work experience, include here in the same style as other categories – most recent first
with no. of hours per week, months, job title, responsibilities…if you were promoted, recognized in
any way, given added responsibilities - explain.
Talents and Skills
CPR certified, fundraising experience, competent in all aspects of xxxxxxx software, typing: 65 WPM,
quad lingual, personable, strong communication skills – oral and written. Capoeria: level xx. Inclined
towards science and mathematics.
Hobbies
Sailing, soccer, capoeira (Brazilian martial arts): I have taken classes since
(or Interests or Sports) middle school. (Honest hobbies that make you look good. Reading is your hobby or interest, include
a few titles and authors or type of reading. If you play ‘club sports’ – explain. Include any club
achievements and individual achievements.)
Travel
Through my elementary years, I travelled through Brazil and Columbia.
(optional category)
During middle school, I lived in Venezuela.
(* Summer could be
I came to the United States in my ninth grade year.
a category.)
From these travels I have become well aware of the common needs and similarities of people,
and of disparities due to political, environmental, and economic conditions.* (use your own
words)
Honors / Awards
2009-10 First Place, Dade County Youth Fair, Science, Title of Science Project. (1 sentence
2008 description if needed.) Spring, Junior year.
2008 Outstanding Sophomore Science Student, ISCHS. End of Year Awards Ceremony.
2007 Outstanding Freshman Science Student, ISCHS. End of Year Awards Ceremony.
(Give short description of award if not clear in title, month, year.)
Final Tips: (1.)-Be sure to mention any unusual experiences that will impress admissions officers.
(2.) * If you have had productive summers and the activities are not included in other categories, ADD A ‘SUMMER’
CATEGORY. (3.) -Proofread, proofread, proofread. Check spelling, mechanics, and consistency of pattern.
If you have strong AP scores or other test scores (French, Spanish exams – IS students), you can add these as an added
category.
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ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
THE COLLEGE ESSAY
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Writing the College Essay
Contents
Tips on Writing the College Essay
THE COLLEGE APPLICATION ESSAY
The Story of You: 5 Things to Include in the Personal Essay
Top Ten Tips for Writing the College Essay
ESSAYS THAT WORKED!
Page
1
3
5
6
7
TIPS ON WRITING THE COLLEGE ESSAY
Prepared by Dr. Page, Advisor, CAP, International Studies Charter High School
Major source of reference: 10 Things You Gotta Know About College Application Essays. Tamar Schreibman, 2005, Spark Publishing, NY
Updated August 22, 2009
Secondary source: Collegebasics.com
GETTING STARTED…SELECTING THE TOPIC
For suggestions on responding to a prompt, see the tips at the end of this Message.
(1) Don’t write when you have a lot of schoolwork to complete, or when you’re tired. Avoid distractions - phone,
parents, internet, hunger… Carry a writing notebook with you, and write when you feel inspired.
(2) Consider your topic choices in the application material, then brainstorm possible topics: These ideas might be
relevant: 10 coolest places you’ve visited; 10 most memorable high school experiences; 5 most difficult
moments in your life; 5 most exciting moments; 3 most awkward moments; 5 best accomplishments; 5 most
important influences on your life; 5 favorite books; 10 favorite activities. Have you ever had a sudden
realization about yourself? What was it? What has been the biggest disappointment in your life so far? What
kind of art inspires you? If you could change anything about your life, what would it be?
(3) Be careful with worn-out topics, where you run the risk of being cliché if not careful. The Big Game, My Trip
Abroad, Overcoming Sports Injury, Outward Bound, Death of a Relative, Comparing Oneself to Food.
Volunteering. Poverty, Racism, Equality, World Peace
(4) Dangerous topics: Sex, Suicide Attempts, Anorexia, Depression, Drugs, Alcohol, Vandalism, Theft, Violence,
Terrorism.
AFTER DECIDING UPON A TOPIC, START WRITING THE BODY OF YOUR ESSAY.
WRITE, WRITE, WRITE…..QUANTITY BRINGS QUALITY
(1) Decide how you will frame your writing – eg., flashback in first paragraph….?
Don’t start with the prompt, e.g., My most meaningful activity is…. Catch the reader’s attention: a question, a bold
statement, an intriguing quote, begin in the middle of an action? Create some intrigue. Do not use a thesis or
English class essay approach.
(2) Avoid pitfalls: (a) fancy words; (b) boastfulness; (c) inappropriate humor; (d) close-mindedness
(3) Tell a story.
(4) Always relate the topic back to yourself. Use first-person and the pronoun “I”.
(5) Use vivid descriptions.
(6) Start and end with action, if appropriate.
(7) Be clear about chronology of events.
(8) Use specific detail, but not too many.
(9) Include dialogue where appropriate.
(10) Use active verbs.
(11) Don’t repeat yourself.
(12) Humor is good; but if you’re not funny in person, maybe you shouldn’t try to be so on paper.
(13) Admissions Officers like to read about curiosity, passion, persistence.
(14) Be clear and logical. Create a lasting impression.
ONCE YOU HAVE YOUR ESSAY DRAFT COMPLETED: Early check:
(1) Does the first sentence engage the reader? The first paragraph?
(2) Look for boasting, shameless flattery, begging, clichés, clunky words, insincerity, vagueness, failed attempts at
humor.
(3) Did you employ the five senses as appropriate?
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(4) Check for detail. (a) Use strong verbs and nouns – eg., “I slouched home better than I walked home slowly”; “I
swallowed another bite of my tuna casserole” better than “I was eating a bland dinner.”
(5) Clarity: make sure you don’t get lost in pronouns.
(6) Don’t repeat the same words throughout your essay.
(7) Try not to use words that have been overused so much they barely mean anything.
(8) Replace an adjective that “tells” with a verb that “shows”: eg., “Henrietta hissed” better than “angry cat”;
“..sky lit up and the storm howled” better than “angry cat” –
(9) Use short, punchier paragraphs, like those in newspapers or sports magazines. 6 or 7 short paragraphs, in
good size font, are better than 3 really long paragraphs.
(10) Colorful metaphors can enhance your writing and further engage the reader.
ONCE YOU’RE PLEASED WITH THE BODY OF YOUR ESSAY:
(1) Check: word choice, grammar, spelling, order, length, wordiness, details, appropriateness,
relevance.
(2) Use Times, Arial, or Courier: 10 or 12 point size. One inch margins, left-justified; indented paragraphs.
Use italics sparingly. Avoid bolding or underlining and symbols.
(3) Sentence check: Does each sentence make you want to read the next one? Is each word used purposefully
and correctly?
(4) Will the reader smile? Remember a portion? Want to meet you?
(5) Does your “voice” come through? Is the tone confident, relaxed, reflective, genuine? Self-aware, natural,
engaging, optimistic?
(6) Conclusions are important – avoid ending by launching into broad, sweeping statements, or
clichés…A platitude shouldn’t be necessary to prove your point.
(7) Let your essay “sit” for a few days…go back to your essay and consider:
Are points well developed? Do ideas flow? If applicable, have you answered the entire question? How
will your essay impact the reader?
(8) Ask someone to read your essay – what did they learn about you? Does your essay sound like you?
Lastly, check the print preview selection if submitting your essay online to ensure the entire essay
appears, and submit! Congratulations!
THE COLLEGE APPLICATION ESSAY
Retrieved Aug. 4, 2005 from www.collegiatechoice.com; excerpts from Nov. 6, 1999 New York Times article, “The---That
Changed My Life” by Glenn Altschuler.
Excerpts:
*"Essays about national, global and cosmic issues seem as if they have been written by Applicant Anonymous. If what you
know about the crises in East Timor comes from Time magazine or from Tom Brokaw, you will probably conclude, as have
thousands of other applicants who have written on the same topic, that ethnic and religious repression are reprehensible and
peace desirable. And you’ll sound like a teenager trying to sound like an adult.
*Write about your world and your experiences. Seventeen-year-olds inhabit a foreign country, and adults who work in
colleges and universities are curious about what it’s like to live within its borders. Essays about a friendship that was forged
or one that failed, …an afternoon working at Dunkin’ Donuts, … can provide glimpses of your ideas, values and passions.
20
*Describe. Don’t characterize. Eliminate all adjectives and adverbs. "The Coach Who Changed My Life" may be healthy,
wealthy, and wise, but these qualities can best be conveyed in a narrative of what he actually said and did…
*Resist the temptation to let others speak for you. A quotation from a philosopher, poet or politician may appear to be the
perfect opportunity to parade your erudition. More often than not, you will impress no one while you hijack the personal
essay to a place you have never been…
*Academics tend to see through a glass darkly. They value ambiguity, uncertainty and irony. ..But above all, writers should
establish distance from their subjects, including themselves. Distance discourages essayists from drawing the clichéd moral.
Every semester I yearn for the applicant who will declare that organized sports are not a metaphor for life, that coaches are
often wrong or a little crazy, that the race is not always to the swift, nor the battle to the strong. ..It’s O.K. to be just a bit
confused, to find the meaning of life elusive.
Responding to a Prompt:
Excerpts from CollegeBasics.com
If you have been given a specific prompt: read the prompt carefully.
Read it three times: first, to take in the words;
next, to understand what it's asking you to write to; and,
finally, to pick up any nuances in the wording that might shade your response.
Example: Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have
faced and its impact on you.
First reading: Evaluate; what does that mean? Does it mean for you to determine how something has impacted
you? Also look at your choice of subjects: experience, achievement, risk, or ethical dilemma. Might that be only a
sampling of choices, and could you maybe extend the choice to a tragedy or an adventure? Then there's the word
impact. Whatever topic you might choose, it has to have impacted or affected you in some way. But, note there is
nothing in this question that says how it impacted you; it could be a positive or negative impact. It could be a
learning experience or even an experience that simply made you smile. Last but not least is the word significant.
What is the meaning of significant-rather vague. What's significant to me may not be significant to you!
Second reading: Understand what the prompt is asking you to write: It seems the prompt wants you to write
about an experience that is important TO YOU and explain WHY it is IMPORTANT to YOU. Really you could choose
any experience because it's YOUR perception of the experience which makes it significant. The prompt is not
asking you to choose a "great" experience like a highfaluting job or trip. You don't need to feel that you have had
to encounter some major risk or dilemma. No, the experience just has to have importance to YOU or have
IMPACTED you. BUT, you are obligated to explain why this is a significant experience to you. It will not be enough
to describe the experience. The reader has to understand why it's significant to you. So, obviously the focus is not
so much on what the experience is but on why it is an important experience to you! Often, students answering or
writing to this prompt think they have to impress with the experience, but what they are really being asked to do
is explain why ANY experience is important to them.
Third reading: What's the nuance? The nuance is the insight you bring to the question. It's really wide open. The
prompt is really asking what is important to YOU as a person. What makes YOU tick? How do you look at YOUR
life and the experiences you have?
The essay makes you human and tells the admission people if you can think, if you're a real person behind those
grades, and if you will fit into the character of their student body. So you have to THINK YOURSELF, that is, think
about you as you are and show that in your writing.
You might find significance in small things from everyday life, e.g.:
Find significance in small things. Look at your everyday life. After all, the college wants to know what you're all
about. Do you wake in the morning to a certain kind of music, and why does that impact you? Have you felt an
unusual draw to your younger sister for the first time ever! Did you really taste your mother's best effort in the
kitchen and appreciate it? Have you seen your mother look worried and, for the first time, notice she's not only
your personal valet but a real person. All these tiny things can have major impacts that affect the way you see
21
things, contribute to a more mature attitude, help you feel more confident, or show you how to treat others
differently, any of which have a deep and important effect on you….
Try thinking in the negative or from a different point of view: Impacts can be less than positive. Maybe you have
had an experience of failure. Perhaps you have seen that people you looked up to: friends, parents, teachers, are
not always what you thought they were. Maybe you have disappointed yourself. You could describe these things.
But, don't' stop there. How did your negative realization impact you or affect you? Hopefully it wasn't all bad.
They do say there's a silver lining in every cloud. Perhaps you learned to temper expectations or to try harder or
you learned from a mistake. ..
The Story of You: 5 Things to Include in the Personal Essay
For most people, the idea of completing a lengthy college essay is somewhat intimidating, and
when the assigned topic is you—your goals, experiences, and potential—the stress can become overwhelming.
But don’t fret! Even if writing isn’t your strong suit, with a little planning your college admissions essay can be
an articulate and convincing reflection of you.
Before You Begin
Give yourself plenty of time to research the program. Chances are if you’re gearing up to complete application
materials, you already know why you want to attend a particular school or program. You can tighten your
understanding of the program—and subsequently, your case for acceptance—by browsing published text,
visiting institutional Web sites, and conferring regularly with program representatives.
The Nuts and Bolts of Writing
The personal essay should be a relaxed, confident expression of the factors that make you a good candidate for
the program, but these components are meaningless if they’re not presented well. Make sure that your essay is
seen by every fresh pair of eyes possible—this includes friends, family members, colleagues, and writing/editing
professionals.
22
Here are the five most important things to cover in your essay:
1. The big picture. First and foremost, explain to the admissions committee why you’re pursuing
their program. Tell them where you see yourself in five, ten, or twenty years, and address the
role that they can play in making your dream a reality.
2. Specifics. Point out the aspects of your field that interest you most and explain why you
believe that their school or program will be the best fit. If you considered other schools before
applying to this one, tell the admissions board specifically why the others didn’t stack up.
3. Your “goods.” Though you’ve alluded to them throughout your essay already, take a moment
to talk about some of your past accomplishments, both professional and personal, that have
led you down this path.
4. Plan of attack. Your credentials don’t always speak for themselves. In this case especially, it’s
important to tell the admissions council precisely how you will succeed in the program. Talk
about some of the personal characteristics that you will utilize, and reiterate the fact that your
future goals rely on earning this degree certification.
5. The hook. Possibly the most important thing to remember while writing your admissions
essay: Keep it fresh. The review board could be reading several essays at a time, so you don’t
want yours to get lost in the shuffle. Supplement your credentials with personal stories,
anecdotes, and current-events parallels where it feels comfortable and appropriate to do so.
This article was written by Hannah Purnell
Hannah Purnell is a staff editor for CollegeView.com. Hannah writes extensively on the topic of
undergraduate studies and the college search process.
Top Ten Tips for Writing the College Essay
1. Start early. The more time you have, the less stress you'll have. And you'll have plenty of time to give the essay your best effort.
2. Be yourself. Take a moment to think about what interests you, what you love to talk about, what makes you sit up and take notice if
it's mentioned in class or on TV. Then write about it. One of the biggest mistakes students make is "writing what they think others want
to hear, rather than about an issue, event, or person that really had significance for them," says Richard M. Fuller, dean of admission and
financial aid at Hamilton College (NY). An essay like that is not just boring to write-it's boring to read.
3. Be honest. You're running late (see #1), you can't think of what to write-and someone e-mails you a heartwarming story. With just a
tweak here and there, it could be a great essay, you think. It's what you would have written if you'd just had enough time.
Don't be fooled! College admission officers have read hundreds-even thousands-of essays. They are masters at discovering any form of
plagiarism. Adapting an e-mail story, buying an essay from some Internet site, getting someone else to write your essay-admission people
have seen it all. Don't risk your college career by taking the easy way out.
4. Take a risk. On the other hand, some risks can pay off. Don't settle for the essay that everyone else is writing. Imagine an admission
officer up late, reading the fiftieth essay of the day-yours. Do you want that person to nod off because he or she has already read ten
essays on that topic? "The danger lies not in writing bad essays but in writing common essays-the one that admission officers are going
to read dozens of," says Scott Anderson, associate director of college counseling at Mercersburg Academy (PA). "My advice? Ask your
friends what they are writing-and then don't write about that!"
5. Keep in focus. This is your chance to tell admission officers exactly why they should admit you. Unfortunately, some students try to list
every single reason-their stellar academic record, their athletic prowess, their community service-all in a page or two. When that happens,
the essay looks like a grocery list. Instead, read the essay question carefully and jot down a few ideas. Then choose the one that looks like
the most fun to write about. Stick to that main theme throughout the essay. You don't have to list all your achievements-that's what the
rest of the application is for. Use the essay to help the admission officers get to know you as a person.
6. Write and rewrite. Don't try to write a masterpiece on your first try. It's not possible-and all that pressure is likely to give you writer's
block. For your first draft, write anything that comes to mind about your topic. Don't worry too much about grammar or spelling. Just get
it down on paper (or computer screen). Then let it "rest" for a few hours or a few days. When you come back to the draft, look for ways
to make it more focused and better written. Some people are "fat" writers: they write long, wordy first drafts that need to be shortened
later. Others are "skinny" writers: they write short and simple first drafts and then need to add details or examples to "flesh out" the
skeleton. Either way, don't be afraid to make major changes at this stage. Are there details that don't really relate to the topic? Cut them.
Do you need another example? Put it in. Here are two other things to try, suggested by college counselor Marti Phillips-Patrick.
1. Remove the introductory and concluding paragraphs, and then see if your essay seems stronger. These paragraphs are often the
most likely to have unnecessary detail.
2. Go through the essay and cut out every "very" and every "many." Words like these are vague, and your writing is often stronger
without them.
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7. Get a second opinion. Even best-selling novelists ask other people to read their manuscripts before they're sent to the publisher. When
you've rewritten the essay to your satisfaction, find someone who can give you advice on how to make it even better. Choose a person you
respect and who knows something about writing-a favorite English teacher, a parent, a friend who writes for the school paper. Ask them to
tell you what they like best about your essay-and what you can do to improve it.
Criticism of your writing can be tough to
hear, but try to listen with an open mind. You don't have to make every change suggested-after all, it's your essay and no one else's-but you
should seriously consider each suggestion.
8. Proofread. Finally, you're ready to send your essay. Not so fast! Read it over one more time, looking for those little errors that can
creep in as you write or edit. If you're using a computer, also run a spell check. Sometimes, it can be difficult to catch minor typosyou've read the essay so many times that you see what should be there rather than what is there. To make sure you catch everything, try
reading your essay out loud or having someone else read it out loud to you. Another strategy is to read the essay backward, from the last
sentence to the first. That makes it just unfamiliar enough for errors to stand out.
9. Don't confuse applying online with sending e-mail. Applying online is just as serious as applying "the old-fashioned way." It may feel
like you're sending e-mail, but you're not. "One thing I've often seen is that students who apply online submit sub-par essays," says
Palmer Muntz, director of admission at Oregon Institute of Technology. He has found that essays submitted online tend to be much
shorter than those submitted on paper. In addition, students often use e-mail language-no capitalization, or abbreviations such as BTW or
"thanx"-which are not appropriate to a formal document. Make sure that you put as much effort into an online essay as you would if you
were sending it snail mail.
10. Don't expect too much from an essay. The application essay is important, but it's not the only thing that is considered. "Can [the
essay] make a difference in getting the 'thin versus thick' envelope? Absolutely," says Fuller. "But that is the exception rather than the
That's because admission officers look at the whole package-your academics, extracurricular activities, standardized tests, and
rule."
other factors. A great essay rarely makes up for a weak academic record. On the other hand, a mediocre essay won't necessarily consign
your application to the "deny" list. So make your essay as well-written as you can, but don't put so much pressure on yourself that the rest
of the application fades in importance.
ESSAYS THAT WORKED!
Retrieved from Connecticut College website: http://www.conncoll.edu/admission/3291.htm
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Christina Fogarasi '13
Seoul Foreign School, Seoul South Korea
I chopped the reeking onions with my sister’s swim goggles over my eyes. William mixed the pesto, Stephanie stirred the
potato-leek soup, and my brother grilled the pork tenderloin. The onions were to be sautéed – my first time sautéing – for an
unusual balsamic pasta sauce. A seven-course meal was in the making.
I honestly cannot believe we went through with it. Hypothetical suggestions between my friends and me are consistently put
forward, but rarely acted upon. Even in the midst of stirring, garnishing the plates, and tearing the oversized lettuce, I was
stunned. We were catering to our parents, who were just as astonished. There was no longer a need for my mother to fake
an expression of surprise, as she had when I was young; her shock at our spontaneous act was genuine.
While the adults feasted on the second course (tomatoes and mozzarella), the pinkie nail on my left hand rapidly
disintegrated due to my neurotic gnawing. William’s sudden realization prompted this anxiety: Whatever happened to
dessert? Improvisation proved essential. According to the menu, “Oreo Surprise” was the finale, so The Oreo Cookbook found
underneath my Seoul subway map became our inspiration. The substitution of melted marshmallows for Marshmallow Fluff
culminated our efforts, and the concluding dish was to be brought before the diners.
For the first time during the meal, I took a turn as a waiter. However, I found myself having second thoughts regarding the
entire event. In retrospect, I identify the dinner as an act of gratitude, to thank our devoted parents, but at the time it was
merely an amusing challenge. Thus, embarrassment overtook me as I considered the impulsive task, completed without
logical reason. I expected the ensemble of parents to view the dinner as a frivolous waste of time.
My outlook, nevertheless, has changed since this incident. Although I am limited in my perspective, I trust that there is
purpose in the seemingly random happenings in my life. Despite the fact that I walked into the dining room that day with my
head down and my face somewhat flushed, I returned with a contagious, pleasurable aura around my being. I understand now
24
that the parents not only welcomed our offer for “supper on us,” they also celebrated, observing the productivity of their
hard-working sons and daughters. Though the gourmet meal was not meant to be a gift, the impacts and consequences of the
act were deeply felt.
When reflecting on my life, I see a number of actions I use as means to achieve objectives, intrinsic or extrinsic. I like to edit
my brother’s essays to help him comprehend his mistakes, or read over my assigned English books twice so I may have a
better understanding of the novel. Yet, other actions I carry out almost without reason, such as painting my sister’s nails or
choosing an inspirational quote each week for the page in my assignment planner. Like the gourmet dinner, though, these
tasks generate effects far beyond those I anticipate.
Having lived in a variety of foreign environments, I notice that the end result of an action is emphasized, whereas the means
are usually overlooked. Tragically, this forms an attitude of obligation within the doer; the joy of experimenting with a task
disappears. I have therefore come to value creativity and spontaneity, which highlight the process as opposed to an
outcome. This week in my assignment notebook I will write: “Success and happiness are not destinations, they are exciting,
never-ending journeys.” (Z. Ziglar, American author) and remember that my mother’s new favorite dessert recipe is Oreo
Surprise.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Sarah Goldstein '13; Hall High School, West Hartford, CT
I defy gravity. In fact I do it every day. After school from three o’clock to seven, Newton’s laws do not apply. Why, you ask?
Because I am a member of the United States Level 9 National Gymnastics Team, and during that time, I am flipping,
tumbling, and flying through the air. For the past thirteen years I have poured my heart and soul into gymnastics, dedicating
an immeasurable amount of time, buckets of sweat and a couple shards of bone. However, the reward is priceless, standing
on top of a podium, knowing that all your hard work and perseverance has brought you to that point. There is no equal
feeling. Of course, gymnastics also gives back to you, it whispers subtle teachings from each event—Vault, Bars, Beam, and
Floor—and of course, no one can forget the judges.
First up is Vault. Vault is a massive immovable monster staring you in the face. All day long vault tells you no, vault tells you
you’re crazy. It stares at you from down the runway and laughs, “you think you are going to run full speed at me, flip over
and land right side up? I think not.” Menacing as the massive hunk of steal and its criminal cohort the spring board may be,
they have taught me to overcome my fears. Sure I might balk every once in a while, I’m only human, but for the great
majority of the time I emerge victorious. Whether my fear is as small as the spider crawling on my ceiling, or fear of failure
when I’m trying my hardest, vault has taught me to greet these situations, look them right in their beady eyes, chase them
down, and get over it.
Vault is followed by the uneven Bars; the chalky ups and downs of life that have the power to rip quarter-sized pieces of skin
from your hands. I try to swing from high bar to low bar, then flip back to the high bar, and then twist to the low and so on.
Every once in a while I might slip off the bar, or face- plant a dismount, but I always get right back up. Bars are all about
perseverance. This event has shown me that when you’re down, you don’t stay down. You work your way back up to the top.
You push yourself, set a goal, and get right back on track.
Third is the “barely there” Beam; the four-inch-wide slice of wood, elevated to chest height that seriously endangers your
well being. Beam, of course, is the balancing act, the queen of multi-tasking. I turn, flip, jump, and stand on my hands all
the while trying not to fall. The Beam can seriously get you down. Its unforgiving leather wrapper can leave sores and bruises
down the entire length of your legs, or knock you unconscious with a misplacement of your hands. While up on this apparatus
your body and mind must be in sync. Beam requires total equilibrium and concentration, essential qualities for everyday life
when trying to balance time and effort between school, work, family, friends and everything in between.
For the grand finale there is Floor Exercise – the event that most of the audience pays attention to. Floor is my individual
time to shine, to showcase my personality and all that I have to offer. The biggest element of a floor routine is the music. An
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individual’s choice in composition has the power to reveal a person’s character. While many choose “safe” choices such as
“Clair De Lune” or “Carmen,” I have chosen Shakira’s “Ojos As”. People are often startled when this melody blares out from
the loud speakers. Many onlookers have an odd expression on their faces, as if to ask “why did you choose this of all things?”
My answer could perhaps be that I believe that a piece of the sultry Latin songstress resides in me, or that I look up to her as
a role model—a wonderfully strong woman who knows where she is going in life. Although it may be a stretch to say that this
is the feeling that exudes from my floor routine, I would like to think that to be true. I believe that this component of my
gymnastics career carries over into the rest of my life as a strong, loving and independent entity.
After all the events, the fun and the flips, come the judges. They are the all powerful gymnastics gods. Sure, they may
determine my future as a gymnast, but they do not have the power to steam-roller my self-esteem. The judges are simply
the bullies of the competition playground; they may hurt your feelings every so often, but you learn to ignore them and rise
above their petty remarks. The judges have led me to be a stronger, more resilient person, capable of standing on my own
two feet in the face of adversity.
When my parents first signed me up for gymnastics classes, I’m sure they did not expect the sport to emanate life lessons and
character builders. Yet the lessons that have been taught by each event, the judges, and the overall sport have shaped the
person I am and the person I will become. Today I posses the power to face my fears, big or small. to tenaciously pursue my
goals, to balance my personal values and be myself. Most importantly, however, gymnastics has influenced my values; I
refuse to allow a low score on an event batter my confidence, just as I do not allow others to influence my self worth.
Whether it be squishing the bug on my wall or declining an offer of drugs or alcohol, I plan to use the teachings of gymnastics
to aid me in leading a successful and fulfilling future.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Ross Peterson '13; Marblehead High School, Salem, MA
The Lord of the Van
It was a dark and stormy afternoon with a howling wind and rain that stung like lemon juice in a paper cut. A beast roared,
spat and clicked beneath the hood of our yellow 2003 Ford Ecoline Van (School Bus Edition). Things were turning from bad to
worse, but the engine was not turning at all. We were stranded.
Goddard State Park, East Greenwich, Rhode Island: not a happy place for a man, or a cross country team. We came, we ran,
we conquered…and stayed. Our van would not start. As minutes turned into more minutes it was clear that our situation was
not improving. What was worse, Car Talk could not be reached. We emerged from the safety of the fogged-up van and
immediately split into two groups to find aid. One was a hunting party focused on finding sustenance; mine was in search of a
jump, or a ride home. No one would help. We attempted to flag down a herd of yellow, steel behemoths as they sped past
us, but our efforts were in vain. Their desire for freedom far outweighed their desire to help ten poor, desperate souls.
The hunting party was no more successful. From a distance we could see them throwing a plastic disc amongst themselves; a
sure sign they had failed in their quest. Realizing the gravity of our situation and the futility of our efforts to save ourselves, I
reflected on my life, and the last thing I had eaten. I remembered my last Oatmeal Raisin Quaker Oats granola bar had been
an hour before, along with my last sip of Glacier Freeze Gatorade. My body was barely getting by, and the Quaker Oats man
on the granola bar wrapper was glaring at me with those pacifist eyes. Knowing the low probability of my survival, I started
thinking of the things I may never get to do. Would I ever break seventeen minutes in the 5K? Would I ever be able to finish
my quest to find the food pyramid? Would I ever know where Waldo really is? Would I ever be able to invest in sub-prime
loans?
Each member of the Marblehead High School boys cross country team experienced a pre-midlife crisis during those hours
together. As we were all deciding who to eat first, a voice was heard coming through the speaker of an AT&T cell phone
struggling to raise the bar. The deep, comforting voice of a sage fifty-something male was saying, “It seems clear to me that
the car is stuck in gear and the solenoid isn’t able to connect with the hipbone of the Richter scale so what I would do is put
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the thing in neutral and then try to start it.” Coach put his foot on the break and yanked the shifter into neutral. The van
was excruciatingly quiet while we waited for him to try starting it. “Here goes nothing.” He turned the key. Click, click,
brrrrroooommmmm. YES! FINALLY!
You could taste the excitement in the van. For all we knew, rainbows were coming out of the exhaust pipe. We were going to
survive after all, and Saturday night was not ruined. We pulled out of the parking lot, only a few hours behind schedule, and
haded home. I turned on my iPod and fell asleep to the sounds of Guster…until I heard “oh man, what’s that smell?” We still
had a two-hour drive home with ten teenage boys.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Ramza Shahid '13; DeWitt Clinton High School, Bronx, NY
Her forehead lies resting on the rug. Her hands touch the floor while they are aligned parallel to her face and her knees bend
inward towards her chest. Her eyes are closed but her mouth is whispering, whispering as though she is speaking to someone,
waiting for someone to respond. Her mind is solely focused on each sound of the whispers that lay memorized in her heart.
She is in the state of prostration – Islamic prostration – her mind, body, and soul all in submission to her God. This is a daily
practice for her; about five times a day, every day. She has many other things to do, oh yes, but she always takes time out to
pray. She is an intelligent young lady, many have told her, and has accomplished much in her young life. However, many
things she cannot even imagine achieving, simply because of who she is. She is a Muslim female, who has to abide by her
religion and culture, no matter how difficult life becomes.
Slowly, she rises from the state of prostration to sit up on her feet, while gently placing her hands near her knees. Her lips
are still whispering, still moving. Her head is covered with a piece of cloth significant in her religion. The first time she had
covered herself with the cloth in public was in middle school. Although her elders encouraged her to continue covering, the
decision was ultimately her own. She believed it would represent her. And it did, but it also made middle school more
difficult; the constant derogatory comments, such as “Osama’s daughter” and “terrorist,” as well as the taunting stares,
were inevitable. What made it even more difficult was adjusting to her maturing faith, her maturing age, and her maturing
educational level, all at the same time. She began to take religious classes and explore her religion further. At first, it wasn’t
hard to balance the time she devoted to school and the time she devoted to her religion. High school, however, changed
everything. She had a heavier load to carry in high school. She took challenging courses, but she also actively participated in
Sunday Islamic school. The work load, along with stress, augmented, but it only forced her to work harder because she had
ambitions of reaching her highest potential in all that she does.
She bends over while keeping her hands near her knees – still whispering. She sits up, and then goes into prostration. She sits
up again, whispers some more, and begins to conclude her prayer. When she finishes performing supplication to her God, she
heads to the kitchen to prepare dinner – a traditional Pakistani dish. Not only does she have to pray and follow her religion,
but she also has to keep her culture at heart. Instructed in her duties as a young Pakistani Muslim girl, she was to obey her
parents and elders, even though she lacked an understanding with her parents. She had to begin learning how to cook the
basic dishes during middle school.
She had to give up sleepovers because they weren’t seen as the “proper” thing for a young lady to do according to her
cultural beliefs. She had to become accustomed to her parents being “extra overprotective” and to staying home more often
rather than going out with friends. She couldn’t commit to extracurricular activities, such as weekend community service and
sports out of school. Her routine eventually became simpler, from home to school and home again. Her world became
increasingly contradictory because of the two opposing environments she called home – her religion and culture versus her
academics.
When she finishes preparing the food, she washes the dishes and gets ready to tutor her two younger brothers. Her younger
brothers enjoy being the younger men of the house as they are not held responsible for the housework, but since they
struggle with their studies, she, being the elder sister, has to spend hours of her time tutoring them. However, not only does
she have a responsibility over her brother but also over her parents, who are challenged by the English language. Her parents
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have limited education because they didn’t even complete high school in Pakistan. Her mother knows how to read English but
can’t speak it, while her father can speak English but cannot read it very well. As a child, she couldn’t take full advantage of
her education because her mother didn’t know how to help her with her homework, attend parent nights, or provide her with
other helpful tips. She has to help her father completely comprehend his mail, his bills, manage his online accounts, and
write letters for him; she sacrifices her time for her family so that she won’t be disrespectful to them nor to their traditions.
She then begins her homework or studies for her AP classes during the time she has left over, while recalling how hard she
worked to attain the status of honors since the sixth grade, when she was mistakenly placed in ESL and not placed into an
honors class until the eighth grade. She realizes how life continued to be complicated well into high school, when her final
decisions about her life’s path began to take form. She developed a sense of confidence and maturity. The world became
clearer as she noticed some Muslims degrade their religion's values. She promised not to be one of them because she
respected her religion even though it challenged her. She respected her culture even though it was different than the
American culture she saw around her everyday. She maintained parts of both cultures in her life. She had high expectations
of herself and didn’t let these challenges take control of her; rather she created balance between them and converted her
obstacles into cherished parts of her own identity.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Evan Studwell '13; Brunswick High School, Brunswick, ME
It’s Sunday morning. I’m seven years old. I rub my eyes and shuffle downstairs towards the living room. Upon realizing the
immediate effects of a soft couch on my tired body, I close my eyes for a minute and think. I think it’s a good day for a
movie. My eyes dart towards the television set. Jumping from the couch and crouching in front of the stack of Disney movies I
run my fingers over the smooth bindings searching for the perfect one. I stop at "Fantasia." I fast forward through the boring
introductions and instrumental silliness to get to the good parts, the animations. How can such vivid images and colors flow
mellifluously in front of me? Intricate and interesting structures blaze to and fro in front of my eyes. I see the pictures. I hear
the music. What does it all mean?
It’s Sunday morning. I’m seventeen years old. My eyes crack open. My mind immediately begins to calculate the day’s events.
Realizing my homework is already done, relief floods my mind, and it’s time for a movie. Somehow I remember that we own
the film Fantasia. Finding the movie behind the television console, covered with dust, I plug it in. My ears fill with music,
delicate dolce, bold marcatto, and leisurely allargando. I feel the music, breathe the music, and become the music.
Preoccupied with my own thoughts, I lie on my back and stare blankly at the ceiling, listening. I can’t see the pictures. I am
the music. What does it all mean?
Science provides a structure. To me, the world is unsatisfying when I am not able to explain something scientifically, no
matter how complex the explanation. For example, when I cannot explain the way hydrogen peroxide cleans wounds, I look
to science to explain it. Scientific study is the progression from hypothesis to discovery. It is a mathematical experiment that
stimulates the same senses that make me appreciate music. Fantasia, therefore, is to me a scientific study on the effects of
music on the emotional psyche, which is what got me interested at age seven and keeps me interested at age seventeen. As a
child, I didn’t care about the subtleties of sound or musical instructions of the conductor of the Philadelphia Symphony
Orchestra. Fantasia was about the funny animated characters, and the beautifully colored landscapes they traipsed about on.
Now, I watch the movie for the music. It spins around the air, creating torrents of sound. I can close my eyes and touch the
harmonic chords, feel the sforzando-piano crescendos. When I hear music, I see an image. It might be an image of landscape,
or just flowing colors. Music uses sound to create an image. The image becomes an emotion, and the generalized emotion is
translated into a specific feeling. For me, a feeling in music is entirely different from emotion. Beethoven’s 5th evokes a
feeling of solitude which then settles into bliss. The distillation of an image to an emotion to a particular feeling
characterizes the pattern in music that makes it so pleasing to listen to. This is the science of music. It may be a performing
art, but it is also a scientifically grounded study of human emotion.
It has become clear to me that from the day I first saw those “hours dancing” in Fantasia to today when I listen to Pavarotti
perform Nessun Dorma while writing this essay, music as a science has shaped my life. The science of music has molded my
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intrigue from a dim interest to a bright, lucid feeling. The sequence of music that first begins as sound, then progresses to an
image, and finally a clear emotion, parallels the scientific process of inquiry. The remarkable interconnection between music
and science has taken me ten years to appreciate.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Zoe Diaz-Martin '12; Southside High School, Fort Wayne, IN
It is always the same when I go back. I have the same anxious and excited feelings in my stomach on the plane ride down.
The customs line is always too long, and the crowd of people waiting outside the airport to meet loved ones still makes me
feel like a movie star. The air that smells dirty, like too much pollution or the smell you can only imagine when you look at
photographs of developing countries, fills my nostrils immediately and I am at ease. Although it not exactly a good smell, I
have learned to love it because it smells of El Salvador- it smells of my distant home.
When my family travels to El Salvador, we always stay with my Abuela, my grandmother, since she has three extra bedrooms.
Her house is on 13 Avenida Sur, which is right next to el hospital, the public hospital. The street is always colorful, alive and
buzzing during the day. There are street vendors selling food, the majority of which is fried. You hear the hot sizzle of the
grease and meat on the searing metal and the smoke lazily floats up to your nose and fills it, making your eyes sting a little
bit. Everyone seems to be chattering at the same time to people who are at least five feet away, so you can hear anyone's
conversation.
Abuela always keeps her front door open during the day because she has a little negocio- a little shop- in the front part of
her house to earn some extra cash. There you can buy shoes, telephone cards, clothes, popsicles, toys, gum, candy,
toothpaste and toothbrushes, hair ties, diapers and probably any other random knick-knack you can imagine. She serves
regulars who come everyday and random people who just stop by to pick something up.
always keeps her front door open during the day because she has a little a little shop- in the front part of her house to earn
some extra cash. There you can buy shoes, telephone cards, clothes, popsicles, toys, gum, candy, toothpaste and
toothbrushes, hair ties, diapers and probably any other random knick-knack you can imagine. She serves regulars who come
everyday and random people who just stop by to pick something up.
The inside of the house is tranquil and quiet compared to the noisy buzz and bustle outside. There is usually a lingering smell
of something delicious Abuela has cooked for breakfast or lunch; she is a great cook and is known for her cooking.
My favorite part of Abuela's house is the patio. Walled-in and tiled, it has no roof. Open to the outdoors, it serves as the
"backyard", which no house in Santa Ana has. Abuela has an unknown number of turtles that sluggishly wander around the
patio; they come to the table at meal times to sit at your feet and beg for food and they hang out with the chickens in the
chicken coop.
The bedrooms lead right out of the patio; there are certain sounds that I treasure as patio sounds. There is the horrible
crowing of the roosters at six in the morning that seems to go on for an hour and wake me up. There's also the sound of
Abuela singing or humming old love songs as she fees the chickens and begins her daily routine. And then there is my favorite
sound, the deep thud of something hitting the tin roof and the clunks as it rolls down, hitting the ground with a soft thump.
This is the sound of a lime from the lime tree falling off after ripening.
It's all of these things, all of these sounds, smells and memories that for me make up El Salvador and are a distinct part of
me. These are the things that remind me of my family and that comfort me in away I can find nowhere else.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Eva Jablow '12; Classical High School, Providence, RI
The Cruel World of Grammar
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Ask your average teenager what they use to escape from the hectic life of high school and you’ll get a list of various sports
teams, artistic hobbies, and musical instruments. Surprisingly, English class has always been this getaway for me more than
anything else. I had trouble with the high school transition and as odd as it may sound, grammar represented a home for me,
something stable and straightforward. As a sophomore, I began to play around with grammar; I stretched it, bent it, reshaped
it. Last year, I wrote a paper on the role of anti-Semitism in The Merchant of Venice, which, if you had asked me, was fairly
well written. To my surprise, I received a B- primarily due to the number of fragments incorporated into my essay.
Apparently, I had mistaken AP English for creative writing.
By definition, fragments are sentences that lack either a subject or a verb. These are generally frowned upon and omitted
from formal writings. They are taught in schools as the enemy, an incorrect, nonsensical string of words. Students are told to
avoid them at all costs and watch out for them; to guard their papers with all of their (mental) strength. I, however,
disagree. I stand up to this commonly accepted view of fragments as the “outcasts” of the grammar world. Just as in any
social setting, I believe these so-called outcasts are simply underestimated and misunderstood phrases.
I say fragments are beautiful. They are the true keys to any reader’s heart. Fragments allow a writer to convey more spunk
and attitude. They made final points and can create playful writing and more intriguing thoughts. They appear everywhere.
We read them in novels and see them in newspapers, yet we are forbidden to throw them into our essay in a formal setting.
Ridiculous.
We do not shun a dependent clause simply because it would not technically exist on its own. Instead, we just give it a
demeaning name and surround it with supportive grammar. So why give fragments a bad reputation because they lack this
support? Why introduce them to students as evil in a brainwashing attempt to slowly kill them off? I say embrace fragments;
don’t fight them. Let me decide for myself what’s best. Show me a fragment. Explain that it is not necessarily accepted as
correct, but that this does not matter. Teach me that it can be a useful tactic in engaging interest in my writing and that I
now have a choice. I can conform under the pressure of the high standing grammar world, or I can take a chance and maybe
dive into a new thought process; that of the fragment.
Fragments are admirable. They stand up to logic and prove grammar wrong everyday. Nearly every magazine article and
newspaper column can capture fragments at their best. Short and sweet, choppy and funky. It’s what keeps the Average Joe
reading, so why are we discouraged from taking on the challenge and capturing fragments ourselves? I don’t like the idea of
limiting something that has often been my own personal getaway. Last time I checked, it was immoral to shove bias into the
faces of students. I saw my English teacher as doing more than editing my paper and grading it by her sacred rubric’s
standards. She was restricting the diversity of my writing and she, of all people, should be aware of the impact reading and
writing have on an individual.
So don’t thank grammar practice sheets for raising modern day’s most successful writers. Instead, thank the open
mindedness of these authors and journalists for they have accepted fragments into the family. They have learned what really
creates a story and brings in the crowds. Fragments are just the beginning of this grammatical revolution and my teacher is
not the only one fighting against the cause. Even while I was writing this, Microsoft Word made sure to identify all of my
fragments as mistakes. Case and point.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Sarah Seigle '12
Montpelier High School, Montpelier, VT
It's a Sunday morning and I love everything; the filtered light from outside complements the wooden floors of my kitchen
table perfectly and there is John Mayer playing in the background.
Such are my Sundays, which I have designated "Homework Sundays." I look forward to them all week, my day of rest and
productivity. I spend them in the home in which I was raised, at the same table I have eaten many a meal at; slaved many a
night at, trying to conquer one math problem or another. I even broke the table once when I was younger, much to the
30
displeasure of my parents. It is the same table the light plays across now, and I feel the years stretch out beneath me,
marking time.
Sunday is the only day of the week that passes with a quiet fluidity that I can't get enough of. My dad, whom I call "papa," is
working at the kitchen counter nearby. My glass of seltzer is in front of me, disconcertingly close to the papers with which I
am working. Our two parakeets, Oiseau and Pajaro (the words "bird" in French and Spanish respectively) refuse to stop
chirping shrilly to one another. It's business as usual. I feel so comfortable here. Having grown up inside the sun-yellow
clapboard and the red front door that characterize my house, I know everything about it, from the best hiding spot in a game
of hide and seek (the top shelf of my closet) to the nuances of the sound our ancient microwave makes when it has finished
heating (something between a beep and a honk). My journal is one floor up, probably in a stack that also contains my
Larousse French dictionary and a plate from last night's stay-awake snack. I have everything that is familiar to me here, at
my fingertips.
I have not yet changed out of my pajamas and I'm getting cold due to the draft coming in through the screen of the sliding
glass door in front of me. It's autumn, after all, and Vermont autumns are nothing to be trifled with. I'd wear my slippers if I
could find them, but I have a sneaking suspicion that my sister took them and is keeping them in the back of her closet. I
shift my position and sigh, brushing my hair out of my face. The bun I put it in ten minutes ago is falling out but I'm too
distracted by the math problem in front of me to do anything about it. I've been working through the foreign, seemingly
random steps that math necessitates for about an hour now, and I'm more than ready for an English break.
Words are language I speak, and I can feel myself sinking into my center as I begin to write the sentences. I'm not a person
who blushes as a general rule, but my face gets warmer when I write. There is not unpleasant tug of something else I don't
want to do, no overcoming of will to get the writing done. Noise doesn't matter. I am doing exactly what I want to be doing
and it's simple but it's perfect.
Not only does it content me for the moment but it's something I've never tired of: words have carried me throughout my
entire life. I chronicled my childhood in Five Star notebooks; I supplemented my sister's and my Beanie Baby games with
newsletters and scripts and lists. It defines my past and is all of the momentum I feel for my future.
As I've grown older my passion for words has expanded to include French and Spanish. I rarely go a day without getting a word
from one of these languages stuck in my head. Today it's "faire les courses" or "to do the shopping" in French. I often find such
phrases running through my head at inopportune time, and I have to physically shake my head, scattering the myriad verbs
and adjectives to whichever overactive corner of my brain they came from in the first place.
I lay my pencil down when I have finished my assignment and sit back, enjoying the afterglow of being done with a task. I'd
like to clean out my car before the day is over, and possibly update my scrapbook. It would be a great time to go running on
the bike path behind the high school as well.
I have the entire day at my disposal.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Benjamin Stepansky '12
Sharon High School, Sharon, MA
My mom said that I couldn't have a girlfriend my junior year so that I could focus on my studies. Believe me, I was not happy
with that house rule. When summer rolled around, I finally found someone. We met once a week.
Marion, a ninety-four year old woman, was still living in the same house in which she was born. Although mobile and clearminded, Marion was unable to make weekly runs to the supermarket so I volunteered to help. My first experience as Marion's
shopper proved to be a major challenge. After exchanging greetings and chatting for a minute, Marion handed me her
31
shopping list. My eyes drifted nonchalantly over the items and then screeched to a dead stop at the words, "Depends Adult
Diapers." Oh, great!
As I drove to the supermarket I tried to convince myself that I was being an idiot. Who cared what I was shopping for? Who
would notice what I had in my shopping cart? With my luck, only the entire world!
Fortunately, the sane side of me won the mental and emotional battle that raged within. I courageously plucked the huge
purple and white package with monstrously large letters identifying its contents from the shelf, fending off the piercing
glances of those who found my purchase somewhat peculiar. I advanced towards the check out counter and defiantly dropped
the diapers on the register. I even refused a bag when asked "paper or plastic?" I walked out into the sunny parking lot with
my head held high and my prize in hand. I had won the humiliation battle for the fair maid Marion.
As the weeks passed, I found that Marion and I clicked and made a real connection. Each week I stayed with Marion just to
talk and soon discovered what an amazing woman she was. She had worked in Japan where she taught children of WWII
American soldiers. She had spent her childhood summers at camp in Maine and her winters sledding down the hills outside her
home. Marion was selfless enough to ask whether I was getting bored, but I always reassured her that I loved listening to her
stories. Her enthusiastic personality and contagious laughter kept me enthralled for hours. I can sincerely say that Marion is
one of the happiest people I have ever met.
As the summer passed, Marion was no longer a ninety-four year old woman to me. And it may sound odd, but the two of us
became real friends. I learned so much from her in the eight weeks we spent together. She temporarily removed me from my
upper-middle class, materialistic bubble and refocused me on what really counts in life: time spent in simple conversation
with friends and family is a necessity for happiness.
When I think back at how annoyed I was with my mom when she told me that a girlfriend was out of the question, I have to
smile. My time with Marion turned out to be a real gift, and our friendship is something that I will cherish forever. As we said
our good byes, Marion thanked me for doing her shopping, but more importantly, for allowing her to relive so many of her
past experiences. I could feel my eyes water as I got up to leave, but I held back my tears and promised that I would stop by
again soon. What began as a mitzvah turned into a true friendship. I guess that's only fitting. From good deeds come great
rewards and my time with Marion proved to be the greatest prize of all.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Xiomara A. Almanzar '11; DeWitt Clinton High School, Bronx, NY
I stare deeply into its red glowing eyes. 5:57 it blinks. I wait for it to come. 5:58. It never misses its cue. 5:59 I close my eyes
as the inevitable happens. 6:00. AARRGG! And off he goes. Being awakened every morning by my little brother's punctual
scream and my grandmother's response, "Jacob! Tranquilisate!" is a typical morning in my life. For a while now, I have
stopped asking myself why he has to scream every morning. I've accepted that it's part of who he is and he has no control of
it. When it comes to Jacob there are many things I have had to get accustomed to. It's easy to turn around and pretend he is
perfectly normal six year old, but the fact is he is not. Living with an autistic brother is far from easy, but his life has become
mine as well.
Growing up, I was an only child and loved it. I had the full attention of both my mother and grandmother. There was no
sharing, no babysitting and I kept all the toys to myself. However, all that changed when I was ten and my mother became
pregnant with Jacob. To be honest, there were times when I felt the cold stab of jealousy; nevertheless I was excited to have
a younger sibling. After his birth I had to accept the fact I wasn't the only person my mother had to care for. Her main focus
now was Jacob, but I loved the new found "freedom" that came with having a little brother. As he grew older, we started to
notice his detachment from the family and the world around him. Instead of giving me hugs and kisses, he would distance
himself from me. Was I doing something wrong as an older sister? Questions swirled around in my mind, but I received no
answer from anyone which added to my lack of confidence. It wasn't until he was three that the doctors informed us he was
autistic. Since then my life has changed completely.
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I used to conceal from my friends the fact that my brother was an autistic child. I told myself I was doing my family a greater
good by avoiding the questions that would eventually come from my friends. When distant relatives asked what was wrong
with him I simply answered, "He is just going through a phase." But by lying to them I realized I was lying to myself; I felt
ashamed of my own brother. Why did my family have to get stuck with an autistic member? It was hard not to notice the
bruises on his arm when he came from school. It was even harder knowing he couldn't tell us who would hit him. It was
difficult to sometimes watch him wet his pants because he didn't understand the concept of the bathroom. Why couldn't I
accept him for who he was? Then it hit me. I was too worried about what the outside world "thought" of me. I was focused
more on what others thought than on my job as a big sister to help my brother progress.
It was during the countless train rides that Jacob and I took to a speech therapist that I realized that it takes patience,
support and understanding to deal with my brother. When I saw his lack of communication with children, I knew that I had to
gently push him into the world. I knew I had to stop treating him as if he were a child with a disability. The path to recovery
is full of bumps and Jacob will sometimes fall on his face. It's my goal to teach him to rise and keep going instead of staying
down. As time goes on and I get closer to going off to college, I have come to appreciate Jacob. Never in my life have I loved
someone as much as I love my brother - even when he wakes me up at 6 o'clock on a Saturday morning.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Andrew D. Patton '11; Montclair Kimberley Academy, Montclair, NJ
I've always been told that everything in life could be solved through "my words." But it seems to me that we as humans
expect too much of words. Now, I don't want you to think I am an anti-wordite. I am not. Yet it has become clear to me that
there is a world outside the jurisdiction of words. While words can elicit some of the most moving images in the world, they
are only black and white. Even the most complicated of words is simple. That word is always set down on paper in exactly
the same way. Its spelling never changes. Each word has a set definition that everyone believes it to mean. Words are simply
too inflexible to truly describe the complicated nuances of life.
In order to survive in this life, one has to be flexible. Was that not the point of learning about human evolution in sophomore
biology class? Human beings have been evolving and adapting since the beginning of our existence. Each generation brings
with it new ideas, beliefs, and sometimes even slight changes in anatomical features. In short, you have to adjust to new
developments. But words are not sufficiently malleable to cover the evolution of mankind.
Now you might argue that words and language evolve just as mankind does, but do they evolve at the same pace? Off the top
of my head, I can't think of the proper word to describe the world today. Each day is too eclectic to cheapen with a
definition or the use of the cacophony of words it would take to capture an ounce of its essence. If you view the world in this
light, you always have something to search for.
Words are being created every moment of the day. Eventually some word may be perfect enough to describe a particular
moment. Even if it is just a moment, that word will define something dear to you in a way it has never been defined. It will
be a new perspective on a familiar situation. As a friend once told me, "There is beauty, there is bliss, there is no
perfection." While that may be true, one can come closest to perfection in a moment. If a word can truly recreate a moment
of near-perfection for you, that word has enriched your life. What is life other than a collection of moments, some moments
you want to remember, while others you try very hard to repress. If on some level a word can bring you back to those
moments of glory it is truly worthy of the high praise it and other words receive.
I am not the first person to see a limitation in words. A group of philosophers called deconstructionists and I share the same
gripe. As the deconstructionists once said, "Words refer to words. They wrestle endlessly with each other in an infinite
dance." In the end words all come back to nothing. While I may not be looking to transcend words in the same way the
deconstructionists are, I am still looking to find a greater connection between the words I use and the feelings my soul
expresses.
33
There appears to be irony in this situation. I told you that because of how finite words are, they diminish life, but then I
proceeded to use my words to create a great oversimplification of life. Yet, I just wrote more than 500 words trying to
express my belief that words cannot express me, and each and every word I wrote expressed me in some shape or form.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Carina L. Schnieders '11; Shawnee Mission East High School, Prairie Village, KS
"Pull over!" I exclaimed, motioning frantically to the side of the road. Libby, confused, nonetheless complied. "I'm going to
pet a cow," I declared firmly as I climbed out of the car.
The sun was setting behind the hills while Libby and I were enjoying the scenic drive. Then I saw the cows. Little did I know
that this detour of ours would become an influential lesson in life about perseverance.
I proceeded to lie down, suck in my stomach and roll under the rusty barbed wire fence. Swiftly, I was on the other side of
the fence and on my feet again. I crept toward the herd of cattle, ignorantly chomping their grass and emitting occasional
"moos." I glanced back to see if Libby had any intention of joining me on my quest. That was my first mistake. Immediately I
could feel the warmth of the dung encompassing my shoe. Unable to control myself, I let out a yelp of disgust. The ground
shook as the startled cattle scampered away.
Naturally, I ran after them, thinking that those three years of cross country training would kick in. But I was wrong. A half
mile later with the gap between me and my goal tripled, I resigned, my pride wounded.
When the cattle finally settled, I began my second advance, breathless yet determined. Fifteen feet within the nearest
beast, I took a step, a wrong step. Snapping a twig, the sound again sent the cows running.
So they ran. At this point I began to ponder. "Would I ever be able to pet a cow?" I was discouraged and reconsidered the
whole situation, seeing that I had already "failed" twice. But being a character of tenacity and determination, I pressed on.
Again, I'm crouching, creeping, within seven feet of the massive, brown, meat-packed beauty, with high hopes of one pet, or
even a poke at this point. Five feet and my palms and pits are pouring out sweat. I could hear my heart beating as loudly as
the drum in an Indian pow wow. I considered letting out an ululation as I shuffled forward, but thought better of it.
And then I did it! Just like that, I tapped the babe right on the leg. The muscular, beastly, hairy and coarse, extremely
intimidating, right hind leg. She's running and I'm running. I am victorious!
A minor achievement, some may say, but that was a turning point in my life. I learned that with perseverance, I can do
anything. This experience taught me to have confidence in myself, without getting discouraged when encountering
difficulties, but to try and try again. I have benefited from this crucial lesson, whether it was learning a new song on the
guitar, practicing navigation under water, or memorizing the elements on the periodic table. Life brings great challenges, but
with perseverance, I will overcome.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Dane Bjorklund '10; West High School, Madison, WI
Not reveille, but the thunderous crack of a head colliding with wood woke me one early July morning. Big Mike, an eight-year
old, overweight, asthmatic ball of energy had shot up like a catapult, only to receive a face full of top bunk from the
overlying bed. With glossy eyes and a contused forehead, Big Mike incoherently shifted his weight and rose to his feet. I
watched curiously as the class clown of my cabin unconsciously staggered over to his seedy secondhand suitcase at the foot
of his bed. The frigid air coated Big Mike's skin with a layer of goose bumps as he defied all convention by dropping his boxers
and turning his open suitcase into a portable urinal. The nine glasses of bug juice he drank during lunch evacuated his body
and soaked the suitcase's contents. I froze, mystified and yet thoroughly amused. Should I wake him and risk his
34
embarrassment? Or should I let him finish and deal with the situation in the morning? I decided to wait. Big Mike hoisted his
boxers and dreamily returned to his bunk.
Cool morning dew blended unceremoniously with the warm stench radiating off of the musty suitcase. The aroma wafted
towards my bed and hit me harder than Big Mike had hit the top bunk. As I attempted to fall back to sleep, the bugle echoed
throughout camp. Morning music blared and kids were getting dressed when Big Mike shouted, "Yo Dane, somebody peed in
my suitcase!" I told Big Mike and the other guys how I had mistakenly left the cabin door open over night. "A raccoon must've
got in; I'm sorry dude, that's my fault. "Big Mike and the rest of my oblivious campers ate breakfast as I spent the morning
doing laundry.
Eight years ago I joined my second family. At Camp Minikani I, too, wet the bed and idolized wacky counselors I only dreamt
of one day becoming. Now I am that wacky counselor, an unexplainable role model in worn out tennis shoes and a beat up
baseball cap. I am an extraordinary combination of doctor, lawyer and teacher. Each week of the summer eighteen parents some doubtful, others relieved - leave their most prized possessions with me: a liable, loud, long haired lunatic. I am a
blender full of coach, referee and teammate. I build trust between ten complete strangers, myself included. I help reveal
hidden confidence at the rock wall. I am a guide in social adjustment while I undergo my own self-discovery. Together we
construct unforgettable memories just as my counselors once did for me.
Minikani's effect on me has expanded far beyond just the summer camp. It has molded me into an outgoing, mature, and
effective leader year round. The positive atmosphere at camp has inspired me to give back to my own community through
peer tutoring and freshman advisory. My group presence and style of creative encouragement have made me an inspiring
team captain both on the soccer field and on the ice rink. I have learned to take challenging risks in school in terms of which
classes I enroll in and projects I undertake. I am eager to meet new people and learn as much from them as they have to
offer; I have learned that a cabin of eight year-olds can enlighten me with imaginative ideas about outer space as much as a
physics teacher can. I know I would be an asset to your school because I am a well-rounded leader who thrives in a
community environment. I look forward to the incredible learning opportunities as well as giving back to the campus through
my extracurricular involvement and leadership.
Big Mike, my other campers, and the rest of my Minikani family have influenced my life as much as I hope to have impacted
theirs. Our learning together has helped me develop into the person I am today. Camp Minikani has taught me many life
skills. I have learned to trust, to respect, to receive, to give back, to love, and of course, how to do laundry.
ESSAYS THAT WORKED! http://www.conncoll.edu/admission/3291.htm
Jordan Motzkin '10; Mamaroneck High School, Larchmont, NY
Teenagers with cell phones: Kyocera, Motorola, Nextel, Nokia and Siemens. For some reason, the ability to stay in touch has
created not an increase in awareness, but a rise in pointless banter. My classmates clutch their cell phones as life lines to
their security, proof to themselves that they have fit into their niches. They give speeches to their phones; they lecture for
everyone to hear. They stare at tiny screens, scrolling through their lengthy contact lists or games. Cell phones allow us
always to be in touch, in demand and never alone. We avoid branching out to the stranger next to us when we isolate
ourselves to our circuitry. We could take a small risk by putting the phone down and watching the scrolling world. Instead,
we would rather be thoroughly immersed in our own security and contrived illusions of popularity.
My contact list is bound with glue and thread. It has a cover. I must be an old-fashioned 17 year old. Caricatures line the
margins, and its members are listed as I choose, without automation. It is not lengthy or meaningless, rather it is very
personal. My reason for this is certainly a result of what I value, but it is probably more related to the fact that I am severely
hearing impaired. I was born with almost no hearing, but enough to function with the use of hearing aids.
When I was little, I did not view my disability as something that detrimentally affected me; however, I also did not realize
that brewing in the subtext of my personality, this ailment would create an immeasurable benefit. I have gone through life
observing my surroundings and watching cues carefully, noticing subtle interactions and understanding people beyond their
35
words. I have been forced to rely on face-to-face relationships and come to realize that communicating with people is not
something we do on the phone; it is something we do in person. Human contact never falters in revealing a person's true
feelings. The telephone has only emulated these feelings to a lesser extent, even if sometimes fairly accurately. Still, people
should meet; they should notice the swagger that one uses when happy or withdrawn posture when sad or shy.
Of course, it takes risk to leave yourself exposed in person. Life is about risk. It's about wrestling when you're 96 pounds and
can't hear the whistle; it's about dancing when you can't hear the music; it's about being vocal even when you sound
different. As I have learned, it's not about hearing. It's telling yourself that the obstacle isn't the whistle, or music, or
inability to talk on the phone. It's about realizing that sometimes life's problem is a gift.
36
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
RECOMMENDATIONS
37
Getting Great Recommendations
RETRIEVED FROM NACAC ARCHIVES AUG. 4, 2005
A great teacher recommendation can add depth and excitement to your college application. But many
recommendations end up sounding alike--especially to tired admissions officers reading their fiftieth
application of the day. To make your teacher recommendations stand out from the crowd of compliments,
try these suggestions from the experts.
Choose carefully
You got an "A" in Mrs. Smith's class--your favorite subject. You barely squeaked out a "B+" in Mr.
Jones's class, and that was by working harder than you've ever worked in your life. Which teacher do you
ask to write a recommendation?
Believe it or not, Mr. Jones could be the better choice. He can write about your determination to learn a
subject that was difficult for you. If you had to ask Mr. Jones for extra help, he might know you better
than Mrs. Smith does.
On the other hand, Mrs. Smith can attest to your natural aptitude for her subject. If her class is related to a
college major you're interested in, or if you completed a significant project or paper for the class, she may
be a good choice. (Of course, if you need more than one recommendation, ask both teachers.)
"Students should ask teachers from classes where they have been most engaged intellectually, and
especially where they have done a special project requiring independent work, follow-through, and
imagination," says Jon Reider, director of college counseling at San Francisco University High School
(CA). "Just an A in the class is not noteworthy."
So don't choose teachers based on grades alone. Think about the work you did in their class(es), the
relationship between you and the teacher, and how your experience in the class could fit with your college
choices. If the teachers don't know you very well or the class wasn't very demanding, you'll end up with
so-so recommendations.
"Find someone who really knows you, warts and all," says Richard Adam, college advisor at Albuquerque
Academy (NM). "It is better to have a knowledgeable report that is balanced than an antiseptically clean
but generic one."
Ask early
Often, teachers are asked to write recommendations for a lot of their students. Ask your teachers about
recommendations as early as possible. (How about right now? Go ahead, we'll wait.) You're more likely
to get thoughtful, unique recommendations when yours is one of the first the teachers have written this
year. By the tenth or fifteenth recommendation, teachers could end up running low on inspiration.
"The early recommendations often tend to be better (before teacher burnout occurs)," says John
Boshoven, counselor for continuing education at Community High School (MI) and director of college
counseling for Jewish Academy of Metropolitan Detroit.
Nudge their memory
38
Some high school teachers may have more than a hundred students per year. Don't make them rack their
brains trying to remember exactly what topic you chose for your research paper last semester.
When you give teachers your recommendation forms (and don't forget an addressed, stamped envelope!),
include one or more following items:
•
•
•
Copies of papers you wrote for that teacher's class, with his or her comments written on them.
A list of which of the teacher's classes you've taken and when you took them.
A short (one page or less) summary of your academic achievements and activities.
Also, find time to talk to your teacher about your experience in his or her class and your dreams for
college.
"The best thing to do is to tell the teacher what you got out of his or her class--how it changed your way
of looking at the world," says Reider.
If possible, relate that discussion to what you're looking for in a college. For example, perhaps what you
enjoyed most about a particular class was the interesting classroom discussions. As a result, you decided
to look for colleges that encourage a lot of interaction between the faculty and students.
"If you make clear to your teacher why you are applying to each college--how much each college matches
your learning styles and objectives--and if you ask the teacher to cite examples of these in his or her class,
you will have a recommendation that is much more helpful to the admission office," says Robert Massa,
vice president of enrollment, student life, and college relations at Dickinson College (PA).
Also, if you asked your teachers weeks or months before the due date (you mean you haven't asked yet?
What are you waiting for?), check on the progress of the recommendation a week or two before the due
date. Don't be a pest: just ask politely if the teacher needs anything else to complete the recommendation
and mention the due date.
Appreciate their efforts
Teachers write recommendations because they care about their students--that's you! Write your teacher a
thank-you note. If you want to be more creative, attach the note to a plate of homemade cookies. Too
many students don't realize that writing recommendations is hard work for teachers. Make sure that your
teachers know you appreciate their efforts!
Written by Jennifer Gross.
39
TIPS FOR TEACHERS ON WRITING RECOMMENDATION LETTERS
International Studies Charter High School College Assistance Program (CAP) Dr. Page, Advisor
ACADEMICS
Achievement
Analytical ability
Originality
Creativity
Problem-solving ability
Research skills
Communication skills
Effectiveness in class discussions
Mastery of language
Insight
Thoroughness
Clarity
Precision
CHARACTER
Sense of morality
Dependability
Motivation
Initiative
Humor
Involvement in relationships
Sense of social responsibility
Social skills
Maturity
Perseverance and work ethic
Independence (VERY important these days)
Discipline
Potential for growth.
Open-mindedness
Peer respect
Handling pressure
LEADERSHIP
Achievement in leadership positions
Fairness
Organizational skills
Respect for and compassion for others
Ability to motivate others
OTHER TALENTS AND SKILLS evident in your class
Artistic
Athletic
Musical Acting
Foreign language Technology and Computer skills
1. Focus on academic/classroom performance and ability. The School Profile and Counselor’s Reference /
Secondary School Report will provide overall context, including all extracurriculars, unusual circumstances,
athletics, etc. Of course, mention these if you have coached the student or served as an extracurricular
sponsor. Otherwise, The counselor reference/School Report will focus on comprehensive characteristics.
From your letter, admissions officers need to see how this student’s performance compares to others in your
class.
2. Describe briefly the “culture” of your classroom in terms of your teaching style, the level of difficulty.
expectations, and types of assignments.
3. Discuss how long you’ve been teaching (especially if you describe the student as “the best I’ve ever taught.”).
4. Be anecdotal and specific in describing a student. A few good details about a paper, presentation, or good
class discussion can create a strong impression.
5. Try to develop a “voice” characterized by honesty, insight, and humor (if appropriate). Imagine yourself
reading or speaking the recommendation to the admission committee member.
6. Whenever possible, be evaluative and make comparative statements, such as “highest grade on the exam,” or
“leader of class discussions,” or “one of only 2 A’s I gave in that section.”
7. If you have particular knowledge of why a student is likely to be successful at a particular institution (if you are
an alum, for instance), mention so in your letter.
8. Discuss how well you know the applicant.
9. Don’t be afraid to describe a bad grade. Sometimes a comment about a “poor” grade may be more revealing
and helpful to the reader than comments about good grades.
10. Don’t mention a learning disability or a student’s disciplinary record unless the student has given you express
permission to do so.
11. Include some mild criticism, typically the flip-side of a strength.
● The only fault I have encountered in him is his retiring nature. His modesty sometimes hides a young man of
remarkable strength and broad interests.
● Occasionally, her fortitude and persistence can turn into stubbornness, but usually her good nature and
level-headedness prevail.
9. Discuss the applicant's potential as a college student.
● I enthusiastically recommend Ari to your institution. This well-rounded student will be a fine addition to
your academic community.
40
10. Choose two to three qualities that you observed in the applicant.
● Jane has a rare blend of top writing and interpersonal skills.
● The combination of tenacity, analytical abilities, and good communications skills found in Antonio is truly
unique.
Excerpted from the following sources: Carleton College; Macalester College The University of Chicago; The Kiskiminetas Springs School;
The Prairie School; St Paul Academy and Summit School; University of Chicago Lab School; Patrick J. O'Connor, Ph.D., Dir., College
Counseling, Roeper School
41
Information Sheet for Counselor Reference & Sample Resume
Please attach:
a) A resume if possible. See Sample Resume on p. . 6
b) A description of you written by a friend.
ALLOW A 10 DAY TURNAROUND
If the counselor is to mail the recommendation, provide a stamped, addressed envelope.
Students, in applying to college or for scholarships, you may be asked to submit a letter of recommendation from your school counselor. In
order to write a meaningful recommendation, they need information from you. It is suggested that you complete this form carefully,
thinking before you write. Provide many specific details and give your out-of-school activities (including work) ample attention. Don’t sell
yourself short. . . BRAG! Please complete pages 1-5; attach a resume if you have one. A sample resume begins on page 6. Use extra
paper as necessary.
Name:
_
SAT:
ACT: Date:
Comp:_ E
M R S E/W
ID #:
-Date:
Essay
List 6 adjectives that describe you. 1)
3)
4)
Comp:_ E
M R S E/W
Essay
2)
6)
5)
What program are you in?
12
Started ISCHS (check one): Gr. 9
Have you lived in the U.S. your entire life? Yes
No
Gr. 10
Gr.11
Gr.
If not, where have you lived? When?
Ethnicity?
You don’t need to answer these questions, but helpful to know if you’re considered, for some colleges, an
International Student.
U.S. Resident or Citizen? Yes….No…
Is one of your parents a US Resident or Citizen? Yes No
Are you here on a visa?
Yes… No… If Yes, What visa?
If you live with your parents:
Parent Where
When came
If Bachelor’s degree
Type of work?
born?
to U.S.?
Father
What country?
Mother
What country?
If you don’t live with your parents, who do you live with?
Any siblings (brothers or sisters? Ages? What do they do?
Sibling
Age
What do they do?
Where do they
live?
Sibling
Age
What do they do?
Where do they live?
Is there anything about your schedule or grades that needs explanation (eg., couldn’t get a particular class)?
What are your strengths and weaknesses?
42
STRENGTHS
WEAKNESSES
Describe some topics you have enjoyed writing about or researching and why.
Other than a school assignment, what book or article have you read recently that was especially significant to
you? Why significant?
What talents or skills do you have? And/or: What do you do in your ‘free time’? BE AS SPECIFIC AS POSSIBLE.
How have you spent your summers? Where, what did you do?
After gr. 9:
After gr. 10:
After gr. 11:
Extracurricular Activity: (attach a Resume if you have one)
GR CLUB , SPORT, HOBBY, OR
WHERE? (ISCHS or
WORK
Community)
WHAT YOU DID; OFFICE OR
ACCOMPLISHMENTS
AWARDS OR HONORS
Grade
Award – What for
Possible college majors or career choices: Rank with 1 being highest choice at this time.
RANK MAJOR
COMMENT
43
What else should I know about you? Special experiences, family situations, obstacles you have overcome,
work…)
Rank yourself in the following areas:
Energy
Independence
Originality
Leadership
Self-Confidence
Reaction
to
Sense
of
Respect for Teachers
Below
Average
Average
Above
Average
Criticism
Responsibility
Check 5 traits that describe your disposition.
Curiosity
Perspective _
Excellent Superior
Top 10% Top 2%
Love of learning
Integrity
Smart Judgment
Kindness _
Ingenuity
Fairness
Perseverance Zest
Humility _ Humor
A LITTLE BIT MORE AND YOU’RE DONE!!
These questions probe further, and help to identify leadership traits. Please provide answers on a separate
paper.
1
Provide examples of how you have set goals and what you have done to achieve these goals?
2
What sets you apart from your peers and/or other people that you know?
3
How do you inspire and generate energy in others?
4
How do you command the attention and respect of others?
5
Describe how you have dealt with transition or uncertainty.
6
How have you demonstrated resourcefulness or resiliency (rebound from setbacks or obstacles)?
7
How have you persisted in the face of challenges or disappointments.
44
8
Describe your character, integrity and moral courage. Has there been an instance when you
demonstrated
the courage to take a different stand on an issue than your peers?
9
What else can I know about the life of your mind? What engages you on the weekends? How might this
transfer to an interest in studies at college?
10
Let me know about your travels – your interests…like, the NY college stuff…
Who’s influenced you? How?
11
Is there anything else I should know about you???
Signature Strengths, Self-Rating Scale
INDICATE YOUR TOP 5 QUALITIES THAT DESCRIBE YOU, FROM THE LIST BELOW.
1
2
3
4
5
Strength
1.Curiosity
Description3
You are curious about the world and you strongly desire experience of it. You are flexible about matters that don’t fit
your preconceptions. Curious people do not simply tolerate ambiguity but they like it and are intrigued by it. You seek
out novelty, and you are rarely bored.
Rank
_
2.Love of learning You love learning new things, whether you are in a class or on your own. You always loved school, reading, museums anywhere and everywhere there is an opportunity to learn. There are domains of knowledge in which you are the
Rank
_
expert, and others value your expertise. You love learning about these domains, even in the absence of any external
incentives to do so.
3.Judgment
You think things through and examine them from all sides. You do not jump to conclusions, and you rely only on solid
evidence to make your decisions. You are able to change your mind. You are very good at sifting information
objectively and rationally, in the service of the good for yourself and others. You do NOT just think in ways that favor
and confirm what you already believe.
Rank
_
4.Ingenuity
When you are faced with something you want, you are outstanding at finding novel yet appropriate behavior to reach
that goal. You are rarely content with doing something the conventional way. This strength is also called "practical
intelligence" or more bluntly common sense or street smarts.
Rank
_
5.Emotional
You are aware of the motives and feelings of others, and of yourself, and you can respond skillfully. You notice
intelligence
differences among others, especially with respect to their moods, temperaments, motivations, and intentions, and
then you act upon these distinctions. You also have finely tuned access to your own feelings and the ability to use that
knowledge to understand and guide your behavior.
Rank
_
6.Perspective
You have a way of looking at the world that makes sense to others and yourself. Others seek you out to draw on your
experience, and you are often able to help them solve problems and gain perspective. You have a good sense of what
is really important in life.
Rank
_
7.Valor
You do not shrink from threat, challenge, pain, or difficulty. Valor is more than bravery during physical threat. It refers
as well to intellectual or emotional stances that are unpopular, difficult, or dangerous. The brave person is able to
uncouple the emotional and behavioral components of fear, resisting the urge to flee and facing the fearful situation.
Fearlessness, boldness, and rashness are not valor; it is facing danger, despite fear, that marks valor.
Rank
_
8.Perseverance
You finish what you start. You take on difficult projects and finish them, usually with good cheer and minimal
complaint. You do what you say will do and sometimes more, never less. Perseverance does not mean dogged or
obsessive pursuit of unattainable goals. Rather you remain flexible, realistic, and not perfectionistic.
Rank
_
45
9.Integrity
Rank
_
10.Kindness
Rank
11.Loving
_
Rank
_
12.Citizenship
Rank
_
13.Fairness
Rank
_
14.Leadership
Rank
_
15.Self- control
Rank
_
16.Prudence
Rank
_
17.Humility
18.Appreciation
Rank
_
19.Gratitude
Rank
_
20.Hope
Rank
_
21.Spirituality
Rank
_
22.Forgiveness
Rank
_
23.Humor
Rank
_
24.Zest
Rank
_
You are an honest person, not only always speaking the truth but also living your life in a genuine and authentic way.
You are down to earth and without pretense. You representing your intentions and commitments to others and to
yourself in sincere fashion, whether by word or deed.
You are kind and generous to others, and you are never too busy to do a favor. You enjoy doing good deeds for
others, even if you do not know them well. Your actions are very often guided by other people’s best interests, even
when these override your own immediate wishes and needs.
You value close and intimate relations with others. You have deep and sustained feelings for others, who feel the
same way about you. This strength is more than the Western notion of romance; it is about very deep ties to several
or many people.
You excel as a member of a group. You are a loyal and dedicated teammate, You always do your share, and you work
hard for the success of the group. You value the group goals and purposes even when they differ from your own. You
respect those who are rightfully in positions of authority, like teachers or coaches, and you identify with the group.
You do not let your personal feelings bias your decisions about other people. You give everyone a chance. You guided
in your day-to-day actions by larger principles of morality. You take the welfare of others, even those you do not know
personally, as seriously as your own, and you can easily set aside personal prejudices.
You do a good job organizing activities and seeing to it that they happen. You are a humane and effective leader,
attending to getting the group's work at the same time as maintaining good relations among group members. You are
additionally humane when you handle intergroup relations "with malice toward none and charity toward all."
You can easily hold your desires, needs, and impulses in check when it is appropriate. It is not enough to know what is
correct; you must also be able to put this knowledge into action. When something bad happens, you can regulate your
own emotions. You can repair and neutralize your negative feelings, and generate positive emotions on your own.
You are a careful person. You do not say or do things you might later regret. You wait until all the votes are in before
embarking on a course of action. You are far-sighted and deliberative. You are good at resisting impulses about short
term goals for the sake of longer term success.
You do not seek the spotlight, preferring to let your accomplishments speak for themselves. You do not regard
yourself as special, and others recognize and value your modesty. You are unpretentious. You see your own
aspirations, victories and defeats as pretty unimportant in the larger scheme of things.
You stop and smell the roses. You appreciate beauty, excellence, and skill in all domains: nature, the arts, science, and
the wide range of abilities that other people possess. You often see or hear things cause you to feel profound feelings
of awe and wonder.
You are aware of the good things that happen to you, and you never take them for granted. You always take the time
to express your thanks. Gratitude is an appreciation of someone else's excellence in moral character. We are grateful
when people do well by us, but we can also be more generally grateful for good acts and good people. Gratitude can
also be directed toward impersonal and nonhuman sources--God, nature, life – but it cannot be directed toward the
self.
You expect the best in the future, and you plan and work in order to achieve it. Hope, optimism, and futuremindedness are a family of strengths that represent a positive stance toward the future. Expecting that good events
will occur, feeling that these will ensue if you try hard, and planning for the future sustain good cheer in the here-andnow and galvanize a goal-directed life.
You have strong and coherent beliefs about the higher purpose and meaning of the universe. You know where you fit
in the larger scheme. Your beliefs shape your actions and are a source of comfort to you. You have an articulated
philosophy of life, religious or secular, that locates your being in the larger universe. Life has meaning for you by virtue
of attachment to something larger than yourself.
You forgive those who have done you wrong. You always give people a second chance. Your guiding principle is mercy
and not revenge. Forgiveness represents a set of prosocial changes that occur within an individual who has been
offended or hurt by someone else. When people forgive, their motivations and actions regarding the transgressor
become more positive (e.g., benevolent, kind, generous) and less negative (e.g., vengeful, avoidant).
You like to laugh and bring smiles to other people. You can easily see the light side of life. You are playful and funny.
You are a spirited person. You throw yourself body and soul into the activities you undertake. You wake up in the
morning looking forward to the day. The passion that you bring to activities is infectious.
46
2.8 D Sample Resume
Example, College or Scholarship Application Resume
Dr. Page, CAP Advisor, ISCHS
College Application Resume
Jonny Smarty
247 BrightFutures Boulevard
Collegetown, Florida
33160
Phone 305.273.1984
Email: [email protected]
SSN: 214-33-2070
Facebook / website:xxxxxxx (if good content)
(RE: SSN: Provide if asked for in application;
use College ID if you have one.)
Objective
Educational
Experience
I came to the U.S. from Sao Paulo, Brazil in ninth grade. I’m an enthusiastic student, known
at my school as ‘the science whiz’, seeking acceptance to the University of the Bays. At the
University, I hope to study interdisciplinary sciences, pursuing science research in an area of
global concern as a career. I am fluent in writing and speaking English, Portuguese, and
Spanish. I speak conversational Italian and I am learning Italian.
(Give 1-3 sentences. Include anything that represents you – something to catch
attention. Whatever you mention should be supported later in this resume.)
2006-2010 International Studies Charter High School, gr. 9-12
Miami, Florida
 ‘A’ School for 5 of 6 past years (‘B’, 1 year). 2009: ‘A’; met Annual Yearly
Progress. (Note any other accolades ISCHS has received.)
 French Bac, Spanish Studies, and Italian Studies are school focus. French
Bac and Spanish Studies programs include two native teachers provided
by the countries’ embassies.
 Leader in Miami-Dade district-wide Foreign Language Competitions.
 G.P.A 4.4 including 5 honors and 3 Advanced Placement courses.
 Science interest:
 Honors Physics, AP Biology, Pre-Calculus, Calculus at ISCHS.
 Physics with Calculus, Marine Science, Statistics taken at Miami Dade
College as dual enrollment.
47
 November 2008 - current. Independent research for Intel Science Talent
Competition. Title of Research. (1-2 sentences of description.).
(If you have stroog oAT, ACT, AP, French Bac,Selectividad, SAT Subject Scores,
you can place here.)
(If you’ve attended different schools, list all schools and provide similar information.
List schools current/most recent first.)
Extracurricular
Activities
Extracurricular
Activities
(cont’d.)
International Studies Charter High School
2007-present. Founder and President, ISCHS Science Club Joe Rocket, sponsor
Ph.xxx-xxxxxxx; Email: [email protected]
3 hours per week, except for events.
Organized science workshops for middle school students at two schools,
Judged elementary school science fairs, compiled listing of science
instruction websites for middle and senior high school science teachers.
Membership began with 6 members, now has 32 active participants.
2006-present. Key Club. Liaran Locksmith, sponsor. Ph. Xxx-xxxxxxxx;
Email: [email protected].
2008-2009. Key Club Vice-President. Forming partnerships with two
community service agencies, Habitat for Humanity, Red Cross, and
Teenage Rescue; organizing volunteers for designated activities.
Scholarship Fundraising goal: $3,000. 3--4 hours per week,except for
events.
2007-2008. Key Club treasurer. Fundraising for homeless families.
Club increased funds for service projects from $440.00 to $4,460.00.
2 hours per week, except for events.
2006-2007. Key Club member. Fundraising for homeless families;
volunteering in beach clean-ups and community restoration efforts.
1 hour per week, except for events.
2008-present. ISCHS: Varsity soccer. September – December. 1 hours
per week, except for events.
(Provide year, title, accomplishments, number of hours.) ( A resume is usually 1 -2
pages…. Try not to ‘split a category’ for a new page… but if you do, continue the
heading with ‘continued’ note as you see on the left. Think ‘verbs’ – what did you do?.)
Volunteer
Experiences
2009-present. Internship, Rosensteil Marine Institute. 3+ hours per week.
Responsible for collecting and counting specimens xxxxxx , graphing xxxxx .
Selected for Caribbean study of xxxxxx aboard research vessel, Dec. 15-30.
Began internship in September 2009.
2007-present. City Zoo. 10 hours a month. Assisting in cleaning and caring for
animals. Began August, 2007. (1 sentence: how responsibilities have
grown.)
2008 – 2009. Assisted in coaching soccer players, ages 10-12. KickIt
League.100 hours.June-August.
2007 – 2008. Volunteer, Museum of Science. Assisted in teaching weekend
classes for children. 150 hours. September - May. (Note particular
achievements, ow your responsibilities grew.)
(Admissions officers will look for consistency over time, any possible pattern of
interest, impact upon people; traits of leadership, persistence, organization, problem
solving and/or creativity.)
Work Experience
(If you have work experience, include here in the same style as other categories – most
recent first with no. of hours per week, months, job title, responsibilities…if you were
promoted, recognized in any way, given added responsibilities - explain.
Talents and
Skills
Hobbies
CPR certified, fundraising experience, competent in all aspects of xxxxxxx software, typing:
65 WPM, quad lingual, personable, strong communication skills – oral and written. Capoeria:
level xx. Inclined towards science and mathematics.
Sailing, soccer, capoeira (Brazilian martial arts): I have taken classes since
48
(or Interests or Sports) middle school. (Honest hobbies that make you look good. Reading is your hobby or
interest, include a few titles and authors or type of reading. If you play ‘club sports’
– explain. Include any club achievements and individual achievements.)
Travel
(optional category)
(* Summer could be
a category.)
people,
Through my elementary years, I travelled through Brazil and Columbia.
During middle school, I lived in Venezuela.
I came to the United States in my ninth grade year.
From these travels I have become well aware of the common needs and similarities of
and of disparities due to political, environmental, and economic conditions.* (use your
own words)
Honors / Awards
sentence
2009-10 First Place, Dade County Youth Fair, Science, Title of Science Project. (1
2008 description if needed.) Spring, Junior year.
2008 Outstanding Sophomore Science Student, ISCHS. End of Year Awards Ceremony.
2007 Outstanding Freshman Science Student, ISCHS. End of Year Awards Ceremony.
(Give short description of award if not clear in title, month, year.)
Final Tips: (1.)-Be sure to mention any unusual experiences that will impress admissions officers.
(2.) * If you have had productive summers and the activities are not included in other categories, ADD A
‘SUMMER’
CATEGORY. (3.) -Proofread, proofread, proofread. Check spelling, mechanics, and consistency of pattern.
If you have strong AP scores or other test scores (French, Spanish exams – IS students), you can add these as an
added category.
49
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
THE INTERVIEW
COLLEGE ADMISSIONS: INTERVIEW TIPS
TIPS FOR A SUCCESFUL COLLEGE ADMISSION INTERVIEW
50
COLLEGE ADMISSIONS: INTERVIEW TIPS
Prepared by Dr. Page, ISCHS College Assistance Program (CAP)
If an interview is a possibility, seize the opportunity! Selective colleges often expect the candidate to interview if the possibility exists.
The interviewer might be ‘live’ with a local alumnus or an admissions officer, or it might be by Skype!
Is your interview with an admissions officer or an alumnus? Probably makes a difference!!
Be sure you’ve cleaned up any information on you from the internet – Facebook, etc. Admissions officers are increasingly searching such
sites. There are no trick questions coming up; this is not an interrogation, but they do want to find out what makes you tick, so you may not
get the expected questions.
An alumnus interview often reflects the personality of the alumnus – it can be someone locally who recently graduated or someone who
graduated 20, 30 years ago. You might meet at a Starbucks or the interviewer’s home. Some interviewers ask typical-type questions like,
Why Georgetown? And probe to see what you know about the university (whether your decision to apply is an informed one). And some
interviewers spend most of the time talking about themselves!
90% of the time kids really enjoy the experience – it’s a very pleasant, sociable ‘meet and greet’.
I said, “90% of the time kids really enjoy the experience…. “ Don’t be concerned about the other 10%. Occasionally, a student gets quite a
‘dud’ – or someone who just talks about himself/herself, etc…..
The college admissions office usually already knows about issues with particular alumni and your interview isn’t going to weigh heavily
against you.
Unless the interview is with an admissions officer (who will go back and fight for you), I don’t see the interview as a ‘deal-breaker’.
The alumnus interview’s a possible plus, seldom a negative.
If the interview is with a college admissions officer, I’m sure you’ll be comfortable with the questions and the conversation. They have the
experience and know well the situation you are in. Follow the tips above and you’ll enjoy the experience.
So, read up, clean up personal internet information, proof your resume – and enjoy. Smile a lot, be personable.
Here are some tips:
1 The FIRST FOUR MINUTES of the interview sets the tone. Get it right at the start, and it can go well.
Know as much as you can about the college! While a lot of students use collegecofidential.com for information, I
favor unigo.com. If you haven’t used unigo before, log in and read what students say about the school – there’s lots
of stuff on unigo. Be sure to visit all the recommended sites at the webpage – the college Facebook page, etc.; the
college video and viewbook (usually available). Try to view as much stuff student-driven as possible – publications,
clubs and organizations, etc. And, smart to look at the Profile of the class accepted the previous year.
3 Have questions of your own, and make sure they are not obvious factual ones. Ask the interviewer about how
he/she found some aspect of the college’s culture.
4 Dress appropriately. Dress informally so you are comfortable, but not too informally, like jeans, flip-flops.
5 Turn off the cellphone!
6 Be on time. Smile a lot, be personable. Figure out what to do with your hands ahead of time, and do it. Do not
play with your hair, your shirt, or pick your nails. Yes, you are nervous, but there is an art in pretending
otherwise.
7 Bring along a resume.
8 Make a list of things you would like the interviewer to know about you – don’t refer to it, just keep the stuff in back
of your mind so you can slip it into conversation.
9 If you happen to know particular aspects of what the college might be looking for – make sure you mention this ,
e.g., first generation, particular talent…. If it’s a public university, learn how many students they accept from out of
state to see how this might fit in your interview (or, how many out-of-state students being recruited this year
(something an admissions officer might know but perhaps not an alumnus).
10 Be prepared to fill in if there’s a conversation gap! Ask the interviewer questions about the college – or their major,
did they go on for a graduate degree or straight to a profession? Was their major a good choice? etc.
11 Just in case… Have an idea about the last book that you liked; it doesn’t have to be Gabriel Garcia Marquez (unless
that is truly the answer), but maybe it shouldn’t be Ayn Rand either. Don’t fake responses.
12 Don’t talk too much. Yes, it is YOUR interview, but the best interview is a conversation. Catch yourself and stop
2
51
13 When the interviewer starts to talk a lot, the interview is over (especially with an admissions officer interview), and
the selling of the college is underway. The interview is a marketing opportunity for the college too, not just a device
to get to know you informally. So let it happen.
Enjoy your interview!
52
Tips for a Successful College Admission Interview
(source:
???)
Before the interview
•
Practice. Ask parents, counselors, or fellow students to interview you and
give feedback. This is the very best way to increase your confidence and
improve the way you present yourself.
•
Record yourself giving a mock interview. W atch it to see what impression
you give. Look for these pitfalls:
o O verusing “ like,” “ you know,” and slang
o Avoiding eye contact, mumbling, and slouching
o Giving yes or no answers, or rambling on with no focus
o Talking too fast or loud, or using way too much (or too little) body
language
•
Think about how you would answer some common interview questions.
Don’ t memorize a speech, but have some idea of how you would answer
questions like these:
o Why do you want to attend this university?
o What is your strongest/ weakest point?
o What have you done to prepare for college?
o What has been your best experience in high school? Your biggest
challenge?
o What are your future plans?
o Tell me about yourself. (To answer this, students should focus on
about three things.)
o Tell me about your interests.
o Tell me about your family.
o What do you think about such and such current event?
o What is your favorite book or author?
o What are you the most proud of?
During the interview
•
Conduct yourself appropriately. Be clean, neat, and respectful. Don’ t use
offensive language or make off- color jokes. Use “ M r.” or “ M s.” when
you address adults, unless you are invited to use a first name. M ake eye
contact, smile, stand or sit up straight, and give a firm handshake. And
be on time!
53
THE COLLEGE VISIT
54
COLLEGE VISIT CHECKLIST
To help you find the right college, fill out one of these forms each time you visit a school.
decide
college Name
City
state
Size
tuition
room & board
Admissions contact
Name
email
Phone
Free to copy for educational use.
To-Do checklist
© 2008, Cappex.com, LLC
Financial aid options
Rate it
Talk to professors
Talk to students
On a scale of 1-5, five being
the best, rate the following:
Visit the library
Visit student housing
People
Tour campus
Read bulletin boards
Social life
Sit in on a class
Check out recreational facilities
Classrooms
Eat at a cafeteria
Check out student activities
Dorms
Talk to admissions office
Tour the city around campus
Town
Read the college newspaper
Eat at an off-campus student hang-out
Campus
Check out computer labs
Picture yourself living here
Food
Ask a student
The best part about my visit
What is the best part about this college?
What is the worst part?
What is a typical day like?
What do the students do on the weekends?
The worst part about my visit
How are classes structured?
Why did you choose this college?
Capptip! Weather on the day of a college visit can affect your impression of a school. Don’t let the rain keep
55 you from
a school you like. For more tips, go to www.Cappex.com/tips.
FLORIDA VIRTUAL CAMPUS (FLVC)
The Florida virtual Campus (formerly known as FACTS.org) is an
online academic support system for Florida’s Middle and High
School students. Site: www.flvc.org
56
57
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
COLLEGE APPLICATION TOOLKIT
SOURCE: WWW.CAPPEX.COM
What ^ĞƚƐzŽƵƉĂƌƚ?
What <ŝŶĚKĨ^ƚƵĚĞŶƚƌĞzŽƵ?
Your Standout Factor
Your Application: Now and Then
Speak the Language: Financial Assistance
Speak the Language: College Admissions
Getting Letter of Recommendation
Choosing Your Team
Choosing Your College Priorities
Can You Afford Your Choices?
College Visit Checklist
5 ½ Steps to Writing a College Admissions Essay
College Application Checklist
58
What Sets You Apart?
Fill this out before you begin your college search to get an idea of your accomplishments and what you want out of
college. Bring this to your counselor to start a discussion.
Prepare
Name
GPA
SAT Score
ACT Score
My Academic Strengths Are
Science
Math
English
Foreign Language
History
Technology
Fine Arts
®
College search made simple.
TM
© 2011, Cappex.com, LLC
Free to copy for educational use.
How would your best friends describe you?
What adjectives would you say best describe you?
What in-school activities do you enjoy most?
What activities do you enjoy least?
What out-of-school activities do you participate in? Volunteer work?
Which talents make you stand out?
Prior to graduation I hope to accomplish ...
After high school I hope to accomplish ...
Cappex Fit Fact: Don’t panic. Seventy percent of colleges accept 70 percent of their applicants. Kick-start your college
59
search today at Cappex.com. It’s free and easy!
What Kind of Student Are You?
Prepare
High
Grades
and Test
Scores
1
2
3
4
© 2011, Cappex.com, LLC
Free to copy for educational use.
Low
Standout Factor
High
Directions
Make your mark on the chart where you think you fit based on your grades and Standout Factor. Your Standout Factor could be a number of things,
and it may help you get into college. Standout students have something that separates them from the pack. Many high school students play soccer
and are on the yearbook staff. Fewer high school students have a Standout Factor activity like starting and running a business or charity. Your
If you are in...
Box 1: Many college doors will be open to you based solely on your
Box 2: You’ve got the grades and the X-factor that may make you at-
grades and test scores. Smaller schools and state schools may have col-
tractive to the most competitive colleges. However, the competition
lege scholarships designed for students like you. However, if you want
can be fierce. Re-examine your interests and activities and see if they
to attend a competitive college you will need to find a way to stand out.
really separate you from the pack. You will also be an attractive student
There are thousands of high schools in this country, and each one has a
to state colleges and less competitive institutions. Competitive schools
top-ranked student. Many more thousands of students take AP classes
might accept you, but state schools might pay your way.
and make mostly A’s. What makes you different?
®
College search made simple.
TM
Standout Factor may be who you are. For example, there are fewer male nursing students and female engineering students than their counterparts.
Box 4: There’s good news and bad news here. The good news is you’ve
Box 3: Many colleges, even small state schools, have minimum GPA and
got something that will make you attractive or stand out to colleges.
test score requirements. If your grades trend upward toward the end of
The cold hard reality, though, is many colleges have minimum GPA and
high school you might convince a school that your GPA is permanently
test score requirements. So even if you have a unique activity and bring
on the rise. Taking a test-prep class or retaking the SAT and ACT may
diversity to campus you might not be able to get in. If you show that
improve your scores. You may also consider attending a 2-year commu-
you finished high school with an upward-trending GPA, a college might
nity college before attending a 4-year school. Community colleges will
bend their requirements. Others will not be so understanding. Seek
allow you to save money, earn credit and re-start your academic history.
extra help from teachers. Take a test prep class. If you increase your
When you apply as a transfer student, colleges will be more interested
GPA enough, you could be in line for competitive schools or scholarship
in your recent grades rather than your high school GPA. If your grades
offers. Some colleges may be willing to bend entrance requirements for
and test scores remain low, try to increase your Standout Factor. If it’s
the right student.
high enough you might catch a college’s attention.
Cappex Fit Fact: Eighty-eight percent of high school students go to college in their home state. Go to Cappex.com now
to get your college matches. It’s free and easy!
60
Your Standout Factor
Prepare
There are more than 26,000 high schools in the U.S. That means there are 26,000 football captains, 26,000 prom
queens, 26,000 valedictorians and 26,000 yearbook editors. If you want to stand out to a college, you’ve got to really
stand out.
There is a very powerful way to differentiate you from other students applying to college: Ensure you have a
Standout Factor.
The most interesting Standout Factors are activities that are typically dominated by adults, or noteworthy tasks that no
other high school student does. Either way, a Standout Factor will help you differentiate yourself from other applicants.
How to Increase Your Standout Factor
© 2011, Cappex.com, LLC
Free to copy for educational use.
It’s simple. Do something that you wouldn’t normally consider doing. Standout Factors are not run-of-the-mill activities.
Participating on your school’s yearbook staff, for example, is not a Standout Factor. In fact, every high school yearbook
in the world is put together by students. It is a good learning experience, but it won’t necessarily help you stand out.
Managing the yearbook staff will help you stand out because it shows leadership. But, taking it further will give you
a true Standout Factor. Running a yearbook business will easily help you stand out from the crowd. Few high school
students, if any, own yearbook production companies.
How to tell if it’s a Standout Factor
If other high school students do it, it’s not a Standout Factor. Also, the more positive impact your standout activity has
on others, the better.
®
College search made simple.
TM
Examples of Standout Factors
• Restore antique instruments
• Make a movie and convince real theaters to show it
• Hike the Appalachian Trail
• Invent something
• Discover and name a new comet
• Start a real business with customers and employees
• Volunteer at a medical clinic in an African village
• Help run a political campaign
• Breed a special strain of flower and name it after
your grandmother
• Become a TV or radio personality
My Current Activities:
Possible Standout Factors:
Cappex Fit Fact: Go for big impact with your Standout Factor. Make an impact in your community. Go to Cappex.com
61
now to get your college matches. It’s free and easy!
Your Application: Now and Then
For freshmen - juniors
Prepare
Fill out the information on the left as you are now, as if you were applying to college today.
Think about what type of college you might want to attend. What are your college goals? Think about this and then fill in the information on the
right as you want to be by your senior year, when you will send out your college applications.
Compare the two sides. What do you need to do now to get where you want to be tomorrow?
As you are now
As you want to be when you apply
GPA:
© 2011, Cappex.com, LLC
Free to copy for educational use.
Academic honors or awards:
Activities: Extracurricular,
personal, volunteer, school:
Do you plan to participate in any of
these in college?
Art/music/theater:
Do you want to continue to study
the arts in college? What does your
portfolio include?
Awards and honors from your
activities:
®
College search made simple.
TM
Sports:
What sports do you play now? Do you
want to play varsity sports in college?
Club and intramural sports?
Work experience:
What job experience might help you
learn about future majors or careers?
What are the first words
teachers might use to
describe you:
If you don’t have all the answers now that’s OK. You’ve got some exploring to do. Use this time to explore your interests. If you like something, stick
with it! Keep this sheet and use it to set goals.
Cappex Fit Fact: There are more than 26,000 high schools in the United States. That means there are 26,000 football
captains, 26,000 prom queens and 26,000 valedictorians. If you want to stand out to a college you’ve got to really stand
62
out. Kick-start your college search today at Cappex.com. It’s free and easy!
Speak the Language: College Admissions
If you’re not familiar with the college admissions process, it probably seems like it has a language all its own. To help
you learn the lingo, here are definitions of some of the college admission terms you’re likely to come across.
Plan
Acceptance Rate: The percentage of applicants a college accepts for admission.
Accreditation: Certification that a college meets the standards of a state, regional or national association.
Candidates Reply Date Agreement (CRDA): This agreement, sponsored by the National Association for College Admission
Counseling, states that in order to allow students to consider all their college options, students have until May 1 to accept any
college’s offer of admission.
Common/Universal Application: Standardized application forms accepted by many colleges. After you fill out the Common or
© 2011, Cappex.com, LLC
Free to copy for educational use.
Universal application, you can send it to any college that accepts it as the institution’s own application.
Competitive College: A college with a rigorous, highly selective admissions process. Competitive colleges typically admit fewer
than 25 percent of applicants.
Deferred Admission: A student’s option to defer an offer of admission for up to two years.
Personal Statement: Sometimes referred to as a college application essay. Personal statements are essays that give admissions
officers insights into your character, personality and motivation.
Reach School: A college where admission might be a stretch for you, based on the average GPA and test scores of accepted
Retention Rate: The percentage of students who return to a college for their sophomore year. An indicator of student
satisfaction.
Safety School: A college where, based on the average GPA and test scores of accepted students, you have a high likelihood of
being admitted.
Student-Faculty Ratio: The number of students at a college compared to the number of faculty. Some colleges see this as an
indicator of class size and professor accessibility, but a lower ratio doesn’t guarantee either. For a true indication of class size and
professor accessibility, speak with students and professors at a college.
®
College search made simple.
TM
students and the college’s overall admission requirements.
Supplemental Material: Items you include with your college application to provide more information about your talents,
experiences and goals. Materials could include work samples, additional essays, newspaper clippings, music CDs or art slides. Verify
if a college welcomes (or requests) these materials before sending.
Transcript: An official record of classes you have taken and the grades you received. Usually you must provide a high school
transcript with your college application.
Waitlist: A list of students a college may eventually decide to admit if space becomes available.
Yield: The percentage of accepted students who go on to enroll at a college. Competitive colleges have high yield rates.
Cappex Fit Fact: More than half of all students enrolling said a “very important reason” for going to college was “to
find my purpose in life.” Go to Cappex.com today to see which colleges match your fit factors. It’s free and easy!
63
Speak the Language: Financial Assistance
When it comes to money, you don’t need any misunderstandings. To help you navigate the waters of paying for college,
here is a list of commonly used terms and what they mean.
Plan
Award Letter: Official notification of the type and amount of financial aid a college is offering you.
Demonstrated Need: The difference between what your family can contribute toward college expenses and the actual cost of
attending college.
Expected Family Contribution (EFC): How much money you and your family are expected to contribute toward college
expenses. EFC is based on your FAFSA application and a calculation by the federal government.
Free Application for Federal Student Aid (FAFSA): The federal application every student must submit in order to be eligible
© 2011, Cappex.com, LLC
Free to copy for educational use.
for federal financial aid. For more information and to complete the FAFSA visit www.fafsa.ed.gov.
Grants: Money for college that does not have to be repaid. Most grants are need-based and are awarded by the state or
federal government.
Institutional Aid (or Campus-Based Aid): Financial assistance given by a college, typically either need-based or
merit-based aid.
Loans: Money given to a student that must be paid back. There are several types of loans, including low to zero interest student
loans given out by the federal government, like the Perkins and Stafford loans. These are the best options, since you don’t have to
®
College search made simple.
TM
pay back the money until you graduate. Private loans, offered through banks and credit unions, typically have higher interest rates.
Merit Aid: Financial aid awarded to you from a college based on your individual achievements and talents. For a full listing of
what’s available, visit www.meritaid.com.
Need-Based Aid: Financial aid given based on the ability of you and your family to pay for college.
Scholarship: Money for college that does not have to be paid back. Usually awarded based on specific criteria, such as your
academic performance, extracurricular activities, ethnic heritage or religious affiliation. Scholarships may be awarded by colleges,
private groups or states.
Student Aid Report (SAR): After you file the Free Application for Federal Student Aid (FAFSA), you will receive a SAR stating
your EFC (expected family contribution) and eligibility for financial aid. This report is also sent to the colleges you indicate on the
FAFSA.
Student Loan: Financial aid that must be repaid. Student loan programs are available through the federal government and private
lenders.
Work-Study: Financial aid given in exchange for work (typically at a job on campus). To qualify for the Federal Work Study (FWS)
program, you must complete the FAFSA.
Cappex Fit Fact: There is more than $11 billion in merit scholarships available to students. Many of these scholarships
are renewable each year. Go to MeritAid.com today, and find out which scholarships fit you before you apply.
64
Choosing Your Team
Getting into college is a team effort. You are the captain of your application team, but you will need to surround
yourself with individuals who can help make your college application shine. Like any ace squadron, your team needs
members with different skills. Your team should include:
Counselors
Plan
They should bring: College information. Counselors are great sources of information, and can open your eyes to college possibilities. Don’t be
afraid to pick their brains about potential schools and if you might be a good fit. Nobody knows more than your counselor.
Family Members
They should bring: Support and guidance. The best thing your parents can do is help you complete your application, make sure you hit deadlines
and offer the encouragement you need during this stressful time. They should also support you in your college decision.
They should avoid: Running your college search. The right school for mom and dad may not be the right place for you. Also, your parents should
not be attending your college interview, calling professors or writing your essays. They may want to help, but these actions could hurt your chances
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Free to copy for educational use.
of being admitted.
Friends
They should bring: Support. Applying to college can be stressful. Lean on your friends for support, understanding and stress relief because they’re
probably going through the same process. They can help you check applications and essays for errors, or just be there for a coffee run when you
get bleary-eyed from writing your essay. Be cautious of turning too much of your search over to friends.
They should avoid: Running your college search. The best college for your best friend may not be a good fit for you. Keep your college search
about you.
They should bring: The ability to positively speak not just about your accomplishments, but about your passions and potential. These can be
teachers or other adults who know you well. A reference might be someone you worked with on a volunteer project, an employer or church leader.
They should be willing to contact a potential college on your behalf. Most colleges require letters of recommendation from at least one teacher so
it pays to be in good standing. Do you have a class you like or a teacher that is particularly engaging? A good relationship with a teacher can lead to
a good recommendation, and this can help open college doors for you.
My Team
School/College Counselor
Friends & Family
®
College search made simple.
TM
References
References
Don’t forget: Send thank-you notes to everyone on your team!
Cappex Fit Fact: Get to know your teachers. If you know your teachers they will be better equipped to write your
65
recommendations. Now, find out which colleges want you at Cappex.com. It’s free and easy!
Getting Letters of Recommendation
1. Are You Asking the Right Teacher?
Plan
Take the “Am I Asking the Right Teacher?” True or False Quiz! Fill each box with a “T” for “F”:
This teacher has taught me in a class junior or senior
year
This teacher agreed to write my letter of recommendation
without hesitation
This teacher can reflect on my intellectual growth
This teacher knows me as person outside the classroom
This teacher has taught me in a core academic
discipline
This teacher can assess my academic and personal achievements and potential
This teacher would be able to tell a good story
about me
Did you have more than 3 “F’s”? You might want to think about a different teacher who passes the test.
2. Make the Request Early
You can ask as early as Junior year!
3. Give Your Teacher Some Direction
A. Provide a Clear Deadline
The colleges you’re applying to might have different deadlines, so give your teacher one deadline to work with
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Free to copy for educational use.
Simple math:
If X =
(Your earliest application deadline)
Then
(A couple weeks before X)
is the deadline you give your teachers.
B. Giving your teacher a bit of guidance on what they should express about you to admissions officers will only make their
job easier. Name 3 qualities of yours that you’d want your recommendation to express:
®
College search made simple.
TM
For each quality, provide some proof! Remind your teacher with examples of how you exhibited these qualities. You can cite
projects, papers, awards, honors, or other accomplishments in or out of the classroom. Write your examples below each quality:
C. Write your own letter
In a thoughtful and concise letter to your teacher include what you brainstormed in B and a brief summary of why you want to
attend the colleges you’re applying to.
4. Package it Nicely
After a teacher has agreed to write your recommendation, provide them with an organized folder that includes:
A list of all the colleges that need recommendations
Any forms for the recommendation from the college
Addressed and stamped envelope(s) for each college
A note with the deadline
Your letter from 3C
Super helpful tip: Make sure to clip the right forms to the right envelopes to keep it simple for your teacher to assemble
and send.
5. Extra Tips Checklist
Send a “Thank You” note to your teacher
Double, triple, quadruple check the letter of recommendation guidelines for each application
To increase the credibility of the recommendation, waive your right to view the letter
Keep your college search on track!
Make your free Cappex.com profile today.
66
Choosing Your College Priorities
Regardless of how prestigious a college is or how much it costs, college success is all about finding the right college
Decide
fit. It won’t matter if your parents graduated from there, or if all of your high school friends plan to enroll there in the
fall, if the college isn’t a good fit for you. This means finding a college that offers what you need in terms of academics,
location, campus and social life. If these factors don’t fit you then little else will matter.
The chart below contains many college fit factors. Select the five that are the most important to you. What do you need
most to be comfortable and succeed? Then, select five that are the least important to you. These are factors that, for
you, don’t matter as much if your other needs are met. Prioritizing what matters to you will help you add or eliminate
Location
Academics
Distance from home
Majors offered
Weather
Academic reputation
Off-campus setting
Teaching style
Geography: beaches, mountains, etc.
Classes outside your major
Class size
Campus
Social Life
Size
Clubs, sports and recreational opportunities
Atmosphere
Art scene
Dorms
Greek life
Diversity
Sports
Cost (tuition, room, board, fees)
Going to college with friends from high school
Financial aid
®
College search made simple.
TM
© 2011, Cappex.com, LLC
Free to copy for educational use.
potential schools from your college search.
What is most important to me in a college?
What is least important to me in a college?
Cappex Fit Fact: Get to know your high school teachers. If you know your teachers, they will be better equipped to
write your recommendations. Now, find out which colleges want you at Cappex.com. It’s free and easy!
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Can you afford your college choices?
Compare the cost of colleges along with your expected contributions to arrive at what’s called your Unmet Need or Financial Gap. You can get Cost
of Attendance factors for your college choices on Cappex.com.
© 2011, Cappex.com, LLC
Free to copy for educational use.
Decide
College 1
TM
College search made simple.
College 3
College Details
College Name
In State / Out of State
Cost of Attendance
A
Tuition & Fees
+
Room & Board
+
Books & Supplies
+
Travel to and from College
+
Total Cost of Attendance =
Expected Family Contribution
B
®
College 2
(Calculate your estimated EFC using the FAFSA4caster at www.fafsa4caster.ed.gov/)
Expected Family Contribution =
Scholarships
Projected Need-based Aid
+
Projected Merit Aid Scholarships
+
Private Scholarships
+
C
Total Scholarships =
Federal Student Loans
D
Federal Student Loans =
Work Study
(Financial aid given in exchange for working on campus)
E
Work Study =
Your Financial Gap:
(To calculate this, subtract lines B, C, D, and E from line A.)
Unmet Need or Gap =
To make up this gap, you would either need to
contribute more or take out a private loan.
Cappex Fit Fact: Know that 63 percent of all students receive some form of financial aid, be it grants, loans, scholarships
or federal aid. For more tips on paying for college and to discover merit aid scholarships, go to www.Cappex.com.
68
5½ Steps to Writing a College Admissions Essay
1. Write in Your Own Voice
No matter what the essay question is, you can express who you are by answering in your voice. Avoid common
tactics of trying to sound overly intellectual. Simply showing that you can use the English language, follow directions
and articulate who you are will go far.
Apply
1½. Know What Your Voice Is
Your voice is distinctly yours. Recognize the qualities that distinguish you from others.
What are 3 qualities that make you stand out from others?
2. Don’t Repeat Yourself: Don’t be Repetitive
Your essay should tell admission representatives something they haven’t already read in your application.
®
College search made simple.
TM
© 2011, Cappex.com, LLC
Free to copy for educational use.
What are 3 things the admission representatives won’t know about you until they read your essay?
If any of these 3 things match 1½, that should tell you what you need to get across to the admission representative!
3. Give Yourself Enough Time to Write, Revise, Repeat
The writing process takes time, so give yourself enough of it. Before you even write, just brainstorm ideas. From
there, craft an outline, and from there write a draft. Have someone like a parent, teacher or friend edit your essay.
Take your editor’s suggestion, make changes and rework the piece. Here’s a checklist for writing your college
admission essay:
Brainstorm
Outline
Draft
Edit
Revise
4. Are You Answering the Right Question?
With the stress of writing an essay, a lot of times the main point of the essay goes out the window. Remember, you
need to answer the question the college asked. Even if you have the most beautifully written essay on your ability to
talk to dogs, are you sure it answers the question? For every essay you write, re-read the question and double check
that you have provided an appropriate response.
5. Get Some Mileage Out of It
Essay questions may be different for each school, but in many cases you can use what you already have toward
another question. It’s not as simple as copy and paste, but you can repurpose parts of your essay to make sense with
a new question. Still, remember #4! Make sure that your repurposed essay answers the question. Also, avoid at all
costs accidentally leaving the wrong college’s name in your essay.
All of these steps take time.
Do yourself a favor and start your essays early!
69
College Application Checklist
College
Apply
Address
Admissions Contact
Name
Email
Phone
Application deadline
Pre-application
School Type
Check one:
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Free to copy for educational use.
Researched school online
Application Fee
TM
Likely
Discussed with counselor
$
Date You Sent Application
Reach
Visited campus
Financial Aid/Scholarships
Cost Box
Form
Tuition
Room & Board
Financial aid
Total
Deadline
Completed
FAFSA
+
_
College financial aid application
(other)
$
Application Materials
Additional Information
Portfolio (if required)
Housing forms
®
College search made simple.
Safety
Discussed with parents
Application proofread by you
Application proofread by someone else
Cover letter/personal statement
Essay/Personal Statement
Supplemental
Letters of Recommendation
Requested From
Date
Written
Proofread
Proofed again
Transcript sent
Test scores sent
Copy of application made and filed
College Web Site Password
Cappex Fit Fact: Put your name and College Application ID number (if applicable) on every page of application
70
materials you send. Don’t miss out on colleges that want you. Go to Cappex.com now to get your college matches.
It’s free and easy!
Sent?
ISCHS COLLEGE ADVISEMENT PROGRAM (CAP)
Dr. Jon Page, Advisor [email protected]; 305.904.2906
SAMPLE
COLLEGE INFORMATION BULLETIN
Note: Published every 2 weeks
71
Alert! Be on the lookout for our ISCHS Scholarship Bulletin, distributed monthly or bi-monthly, and our
ISCHS College Information Bulletin;distributed monthly in the fall and bi-monthly after January.
COLLEGE INFORMATION NEWS #1 8/14/12
Dr. Page, CAP advisor, ISCHS (for a copy of this bulletin, email me at [email protected])
Cost of this bulletin: Priceless.
You will be tested on the content of this bulletin!
Will you pass? Let’s see how your college acceptances go.
Nobody’s gonna’ do the work for you. Get movin’! Pay attention to deadlines!!!
ALERT! ANYTIME A COLLEGE MATERIAL ASKS FOR YOUR HIGH SCHOOL CODE (officially, the CEEB
code), THE CODE FOR ISCHS IS: 101983 . REMEMBER THIS NUMBER! This is a College Board Code
used in lots of college applications, etc.
Topic
Page No.
I.
II .
III .
IV .
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
XV.
I.
SAT / ACT Scores for Colleges, Registration, Subject Tests, Fees
SAT / ACT TEST FEE WAIVERS
COLLEGE APPLICATION FEE WAIVERS
COLLEGE APPLICATION DEADLINES – for Florida Public Universities
APPLYING TO SELECTIVE COLLEGES
DON’T KNOW WHERE TO APPLY? COLLEGE SEARCH & INFO WEBSITES
THE COLLEGE ESSAY
ISCHS TRANSCRIPT POLICY
COMMUNITY SERVICE
GRADE POINT AVERAGE (GPA)
ELIGIBILITY FOR BRIGHT FUTURES
RESIDENCY FOR STATE TUITION AT FLORIDA PUBLIC COLLEGES
& UNIVERSITIES
UPCOMING COLLEGE VISITS
COLLEGE FAIRS – AND PERFORMING / VISUAL ARTS COLLEGE FAIRS
FUTURE BULLETINS
MAKE YOUR APPOINTMENT WITH DR. PAGE! All Seniors, including those interested in
MDC!
1
4
5
5
6
7
9
10
11
11
11
12
13
14
14
14
SAT / ACT
ALL SENIORS SHOULD HAVE TAKENT THE SAT AND ACT.
BE SURE THAT YOU ALWAYS PUT ISCHS ON ANY TEST REGISTRATION FORM SO WE RECEIVE YOUR SCORES.
Otherwise, for example, Bright Futures might not get your scores! Important Note: On college applications or SAT /
ACT registrations, if you are asked for your high school CEEB Code, it is 101983.
A) What scores do you need? A general guideline follows.
More demanding Florida Public Universities: middle 50%:
SAT: 580-690 in each area. ACT: 28-32 composite
Less demanding Florida Public Universities:
SAT: 550 in each area. ACT: 24-27 composite
Selective Colleges (non-Florida public universities):
SAT:
Approx. mid 50%: 600 650
PLUS PERFORMANCE ON 2-3 SUBJECT TESTS
ACT: Approx. midrange Composite: 28, English: 30, Math: 30
Highly Selective colleges (non-Florida public universities):
Higher for the Ivies, Stanford, MIT...
SAT: Approx. mid-50% Reading and Math: 650-700 in each
PLUS strong performance on 2-3 SUBJECT TESTS
ACT: Approx. midrange: Composite, 31; English: 31, Math: 31
Miami- Dade College - Minimal scores for college credit classes:
SAT:
Reading: 440 (might change to 460) Math: 500
ACT : English: 17; Reading: 18; Math: 21
MIAMI DADE COLLEGE FIELD TRIP: WOLFSON CAMPUS
72
If your SAT score is below 460 in Reading and below 500 in Math; or
If your ACT score is lower than the following – E: 17, R: 18, M: 21
BE SURE DR. PAGE KNOWS THIS. AND BE SURE TO GO ON THE MIAMI DADE COLLEGE FIELD TRIP
WHEN IT IS ANNOUNCED.
All international students (students on visa whose parents do not meet Florida residency
requirements) are encouraged to attend the MDC field trip as well.
B) SAT REGISTRATION INFORMATION
SAT TESTING (JUNIORS, TEST IN SPRING 2013)
To register, GO TO: http://www.collegeboard.org/ . Click on “SAT HOME” in left column.
Test Dates
October 6, 2012
Test
U.S. Registration Deadlines (Expire at 11:59
p.m. Eastern Time, U.S.A.)
Regular
Late
(a fee applies)
SAT &
Subject Tests
September 7, 2012
September 21, 2012
SAT &
Subject Tests
October 4, 2012
October 19, 2012
November 1, 2012
November 16, 2012
December 28, 2012
January 11, 2013
Subject Tests
U.S. History Literature
Chemistry Physics Biology E/M
Mathematics Level 2 Mathematics Level 1
French,RD ONY Spanish,RD ONY
November 3, 2012
Subject Tests
U.S. History Literature Chemistry
Physics Biology E/M Mathematics Level 2
Mathematics Level 1
French/list. Spanish/list
Chin/list. German/list. Jap/list. Korean/list.
December 1, 2012
SAT &
Subject Tests
Subject Tests
U.S. History World History Literature
Chemistry Physics Biology E/M
Mathematics Level 2 Mathematics Level 1
French,RD ONY Spanish,RD ONY
Italian,RD ONLY Italian,RD ONLY
January 26, 2013
SAT &
Subject Tests
Notes about the SAT Subject Tests
If you are applying to Selective Colleges, you likely will need at least (2) Subject Tests (sometimes, 3)
If a science or Math major, you should take a Science and/or Math subject test; otherwise, you have free choice
usually.
•
Students may take up to three SAT Subject Tests on a single test date.
•
Students cannot take the SAT Subject Tests and the SAT during the same test administration.
•
Students must indicate which SAT Subject Tests they plan to take when they register for a test.
However, they may change which tests they take on the day of the test—except for Language with Listening
Tests. This applies to center testing only (not school-based testing, which involves student-specific materials
that may not be available).
73
•
Calculators may be used only on the Mathematics Level 1 and Level 2 SAT Subject Tests. Students may not use
calculators for other SAT Subject Tests and must put them away when not taking a mathematics test.
•
The Language with Listening Tests are always given in the first hour of testing. Only one listening test can be
taken per test date.
•
The SAT Subject Tests offered on each test date are subject to change.
•
There are 20 subjects. For practice tests and info., go to:
http://sat.collegeboard.org/practice/sat-subject-test-preparation
SAT TEST FEE PER TEST OPTION
SAT
SAT SUBJECT TESTS
$50.
$23.00: BASIC SUBJECT TEST FEE, PER REGISTRATION
+$23.00: Language with Listening Test (per test)
+$12.00: All other Subject Tests (per test)
For further fee information, go to:
http://sat.collegeboard.org/register/us-services-fees
C) ACT TESTING (JUNIORS, TEST IN SPRING 2013)
ACT REGISTRATION INFORMATION
ACT Test Dates Be sure to take the ACT PLUS Writing
TO REGISTER ONLINE: GO TO: www.actstudent.org
Test Date
Registration Deadline
(Late Fee Required)
September 8, 2012
August 17, 2012
August 18 – 24, 2012
October 27, 2012
September 21, 2012
September 22 – October 5, 2012
December 8, 2012
November 2, 2012
November 3 – 16, 2012
ACT TEST FEE PER TEST OPTION
ACT (No Writing)
$35.00
Includes reports for you, your high school, and up to four college choices (if valid codes are provided when you
register).
ACT Plus Writing
$50.50
Includes reports for you, your high school, and up to four college choices (if valid codes are provided when you
register). The $15.50 Writing Test fee is refundable, on written request, if you are absent on test day or switch to the
ACT (No Writing) before testing begins.
For further fee information, go to: http://www.actstudent.org/regist/actfees.html
II . SAT / ACT TEST FEE WAIVERS
SAT TEST FEE WAIVERS
College Board Student phone no.: 800.787.74771.
74
FRESHMEN AND SOPHOMORES CAN USE FEE WAIVERS ONLY FOR THE SUBJECT TESTS.
If you are a high school junior or senior who cannot afford to pay the test fees, AND IF YOU QUALIFY FOR FREE OR REDUCED LUNCH,
you can receive a fee waiver. SEE DR. PAGE.
Test Fee Waivers cover the basic test fees for SAT or SAT Subject Tests (separate waivers). Students can receive up to two fee
waivers for the SAT (total, gr. 11 & 12 only) and up to two fee waivers for the SAT Subject Tests . 1 waiver can cover up to 3 SAT
Subject Tests on one test day.
Fee waivers:





cover either the Question-and-Answer Service (QAS) or the Student Answer Service (SAS) when ordered during
registration. MAKE SURE YOU SIGN UP FOR THIS SERVICE!!!
entitle you to a discount on The Official SAT Online Course™ is available when ordered during online registration.
cannot be used for late registration except for the October test date (this year, Sept. 21, 2012).
cannot be used for standby registrations.
may qualify you for application fee waivers at many colleges, if the institution has agreed to cooperate with the SAT Program
Fee-Waiver Service Students who have used an SAT test fee waiver may qualify for up to FOUR COLLEGE APPLICATION FEE
WAIVERS at many colleges. SEE DR. PAGE.
Flexible Score Reports for Fee-Waiver Eligible Students
If you are eligible for a fee waiver, you get up to four free additional flexible score reports that can be used while you are in high
school. Only four flexible score reports can be used, regardless of the number of times you register.
If you are eligible for a fee waiver and you want to use flexible score reports, sign in to your personal collegeboard.com account and
view the My SAT home page to determine how many credits you have left before placing your order. The number of flexible score
reports for students who are eligible for fee waivers appears automatically if you have previously registered for the SAT or SAT
Subject Tests using a fee waiver.
If you have not previously registered with a fee waiver and you meet our eligibility guidelines, you can still obtain flexible score
reports by seeing your counselor. If you are eligible, your counselor will give you a fee-waiver card. By entering the 12-digit code
from the card, you can use a total of four additional flexible score reports.
ACT TEST FEE WAIVERS
If you are a high school junior or senior who cannot afford to pay the test fees, AND IF YOU QUALIFY FOR FREE OR REDUCED LUNCH,
you can receive an ACT test fee waiver. SEE DR. PAGE.
Grade Level. Fee waivers are available ONLY to students currently enrolled in high school as juniors or
seniors.
Usage Restriction. Students may use a maximum of TWO fee waivers total. Due to processing costs, the
waiver is used once the student registers (or is approved for Special Testing), even if the student does not test on the requested test
date.
What the ACT Fee Waiver Covers
Fee waivers cover the basic registration fee, including one report to the high school (if the student authorizes reporting) and up
to four college choices (if valid codes are provided when the student registers).
Waivers may NOT be used to pay for any of the following:
■Late registration fee
■Test date, test option, or test center change fee
■Additional college choices
■Standby fee
■Other services or products
■Residual (on-campus) testing
III . COLLEGE APPLICATION FEE WAIVERS
Waiving College Application Fees: If you use SAT or SAT Subject Test fee waivers, you are eligible to receive up to four Request
for Waiver of College Application Fee forms. These forms notify participating colleges that you have used the SAT Program FeeWaiver Service and request that they consider waiving their application fees. To use a form, first make sure the college accepts it,
and then mail the completed, signed form with your college application. See Dr. Page. CEEB CODE: 101983
75
College application fee waivers are also available from the ACT organization and NACAC; the College Board /SAT college application
fee waivers are accepted more generously by colleges.
NACAC REQUEST FOR COLLEGE APPLICATION FEE WAIVER
The National Assoc. for College Admission Counseling supplies a Request for Application Fee Waiver. This form requires the
Advisor’s signature and the School Seal. Remember that this is is a ‘request’; there is no guarantee this fee waiver request will be
honored by the college. See Dr. Page.
IV . COLLEGE APPLICATION DEADLINES.
Follows: Application deadline information / websites for Florida Public Universities.
Remember to check out the honors program at any university! And, the Scholarships links.
FLORIDA A& M UNIVERSITY (Tallahassee) http://www.famu.edu/ Historically Black college. Submit FAFSA &application by March
1
at the latest..
FLORIDA ATLANTIC UNIVERSITY (Boca Raton): http://fau.edu/ Preferred: APPLY BY DEC. 1 for best scholarship consideration,
apply by Feb. 15 at latest.
HARRIET WILKES HONORS COLLEGE is a very small campus located in Jupiter. Only 200 students – exceptional faculty; strong
for pre-med. http://www.fau.edu/divdept/honcol/ APPLY BY DEC. 15 for priority scholarship consideration.
FLORIDA GULF COAST UNIVERSITY (Fort Myers): http://www.fgcu.edu/ APPLY BY NOV. 15 for best scholarship
consideration.
FLORIDA INTERNATIONAL UNIVERSITY: http://fiu.edu/ Applications submitted by December 3, 2012, will receive
notification by January 18, 2013. Applications submitted by February 4, 2013 will receive notification by March 15,
2013.
FLORIDA STATE UNIVERSITY (Tallahassee): http://fsu.edu/ EARLY - APPLY BY OCT. 15; NOTIFIED DEC. 19. Regular deadline: JAN.
14,NOTIFIED MAR. 20.
FIRST GENERATION AND ON FREE/REDUCED LUNCH: ALSO APPLY FOR THE ‘CARE’ SUMMER BRIDGE PROGRAM. The Summer
Bridge Program (SBP) is an alternative admission program for first-generation college students, and students who are
disadvantaged by economic, cultural or educational circumstances. Requirements: Be a Legal Florida resident; Have a
minimum cumulative high school grade point average of 2.8; Attain a minimum composite SAT score of 460 SAT RD,
MA; 440 SAT WR; or an ACT 19 RD, MA; ACT 18 W R
Information at: http://care.fsu.edu/Summer-Bridge-Program
For consideration, all documents should be submitted as early as possible, but no later than the January 14, 2013 deadline. This
includes THE 2011 TAX RETURN.. The 2012 TAX RETURN WILL BE DUE BY MARCH 1, 2013.
There is a checklist of all documents at the website.
NEW COLLEGE OF FLORIDA ( Sarasota) STATE HONORS COLLEGE, “an Ivy League education at public university prices”
http://www.ncf.edu/admissions USE COMMON APP . APPLY BY NOV. 1 for priority admission and scholarship
consideration.
U. OF CENTRAL FLORIDA (Orlando): http://www.ucf.edu/ APPLY BY NOV. 1 for preferred for scholarship
consideration. Last year, they started distributing scholarship money around the second week of October.
U. OF FLORIDA (Gainesville): http://www.ufl.edu/ APPLY BY NOV. 1 Applications after Nov. 1 will be considered on
an as needed basis.And, there won’t be much ‘need’ so apply by Nov. 1!
U. OF NORTH FLORIDA (Jacksonville): http:/www.unf.edu/ APPLY BY NOV. 1, for decision Dec. 14 with decisions
released on December 16. NOV. 1 is also a scholarship priority deadline. Visit the Freshman Scholarship link.
U. OF SOUTH FLORIDA: http://www.usf.edu/ APPLY BY JAN. 2 for scholarship consideration. There are 3 campuses:
USF Tampa; USF St. Petersburg (http://www.usfsp.edu/); and USF Sarasota-Manatee (http://www.usfsm.edu/)
U. OF WEST FLORIDA (Pensacola) http://uwf.edu/ I think - Apply by Feb. 1 for scholarship consideration. Will get new info. at
Sept. meeting with college directors; don’t see info. on website.
Note –
UNIVERSITY OF MIAMI (private university): http://www.miami.edu / EARLY ACTION OPTION: NOV. 1 (notified early Feb. );
REGULAR: JAN. 1 Uses the Common Application. Special supplements required: Music, Art, Architecture, Dual Degree programs.
Early Action / Early Decision for Selective Colleges
For Selective Colleges, there will be likely be ‘Early Action’ or ‘Early Decision’ deadlines. Early Action is ok, but you
apply against a very competitive group – so your grades and SAT/ACT scores (including Subject Tests), and
extracurricular record should be top notch. Otherwise, stick with Regular deadlines. Avoid ‘Early Decision’ unless
you are sure there will be no financial issues and you absolutely want no other college.
If you apply Early Decision, you will likely need to submit the FAFSA and the CSS Profile (financial aid forms) early –
as early as November! For CSS Profile information, go to: https://profileonline.collegeboard.com/prf/index.jsp List
of colleges requiring the CSS Profile is also at this site.
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V.
APPLYING TO SELECTIVE COLLEGES.
(I sent a Most Selective Colleges bulletin last April; there is another bulletin at Edmodo…I’ll be updating
the Edmodo site within the first two weeks of school.)
Some colleges (not Ivies) keep track of ‘demonstrated interest’ – did you attend a local presentation (Be
sure you have checked the college website for visits to Miami/Fort Lauderdale. Be sure you attend the
presentations.); have you asked for specific items, etc.?
If you need a reference from me, I will ask you to complete my Counselor Reference Information form;
we will review this in an appointment.
Most selective colleges will use the Common Application www.commonapplication.org , including the Univ.
of Miami (not always; e.g., Georgetown hasn’t used the Common App in the past.).
(a) You will need to complete the Common Application and then submit to the colleges; you will have to pay the
application fee for each college you apply to, even though there’s one application.
(b) You must check to see if Subject Tests are required.
(c) You must check to see if a supplement application is required. For the very selective colleges, there usually is a
supplement where you are expected to convince the college admissions team that you know what that college is
about and why you would be a good fit there. It’s essential that you “study” the college website, know the
available courses – read the facebook pages, everything the college website suggests for information; then, also
see what www.unigo.com (see other sites in College Website Bulletin) says about the college.
(d) Important websites:
Common Application: www.commonapplication.org.
College Application requirements: Scroll on the tab “Member Colleges and Universities”, down to: “Application
Requirements”. You’ll see what’s required (Subject tests? College-specific Supplement?)
Supplement forms? Scroll on the tab “Download Forms”, down to:
College-specific Supplements: This will provide a link to the Supplement for any college that requires one.
I suggest you download the supplements you will need and put them all in one folder so you can work
on them.
Example: One folder might have the supplement forms for University of Miami, Cornell, Bentley, New
College of Florida if these are of interest to you. And, you’ll see some colleges don’t require
supplements, like Boston Univ., Boston College, Univ. of North Carolina at Chapel Hill.
Other forms: Scroll on the tab “Download Forms”, down to the following and print each out so you know
what is expected.
Instructions
Application (student form only)
School Report Only (for Dr. Page)
Teacher Evaluation Only (some colleges might want 2; but print 1 fyi…teachers will likely do their
reference online.
See if other forms apply to you – Arts supplement, Athletic supplement, ED Agreement…
VI .
DON’T KNOW WHERE TO APPLY? COLLEGE SEARCHES
COLLEGE SEARCH SITES
(for a more complete list of College Information sites, see the bulletin: College Search
and Info Websites 8 14
Select a few search sites from the sources below. Fill
out the profile carefully; make an appointment and discuss the results with me.
YOU CREATE A PROFILE, THE SEARCH ENGINES DO THEIR MAGIC.
PRINCETON REVIEW :
http://www.princetonreview.com/ For college search, click on College, then under Schools &
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Majors, click on School Research Service.
“COLLEGE TOOL KIT”: http://www.collegetoolkit.com For college search, click on Colleges tab, then Best College Search Tool.
http://collegedata.com Comprehensive –college match to 1800 colleges. Includes a “what are your chances” component for
different colleges. Includes scholarship search. Students can view profiles of other students who were accepted, declined at
colleges; gives average gpa, SAT,ACT. Informing articles. Students can save their search information. *Has ‘chances of
selection’ calculator and ‘net cost’ calculator features. Sponsored by a bank, but NACAC approved.
www.mycollegeoptions.com Interactive college admissions planning program created by the National Research Center for
College and University Admissions™ (NRCCUA)
College Board: College Search:
Big Future: https://bigfuture.collegeboard.org/college-search
(For inspirational stories on overcoming obstacles: www.YouCanGo.org)
http://www.cappex.com/ Excellent reviews.
“TOP STUDENTS”: CREATE YOUR PROFILES FOR COLLEGES
TO ACCESS YOUR INFORMATION
“zinch”: www.zinch.com. It takes a bit of effort, but students create a very attractive “profile” that is accessible to
college admissions officers. By signing in, students give permission to release their profile to university admissions offices. The
company states that the information will only be accessible by college admissions officers (or persons the student refers) and is
password protected. By signing on, students are eligible for scholarships in their database. Information can also be available to
your school counselor.CHECK IT OUT.
“Cappex”: www.cappex.com. Similar to Zinch.com in purpose. If you sign up here, your information will be
viewable by your school counselor. Includes scholarship opportunities. CHECK IT OUT.
OTHER SOURCES OF COLLEGE INFORMATION
I don’t recommend for College Searches. But - Good sources for ‘further information’ and ‘candid campus
ratings’.
www.unigo.com EXCELLENT information on colleges. Can give you ‘inside information’ for college essays.
(www. collegeconfidential.com is popular; I prefer Unigo for more trustworthy information.)
http://collegeprowler.com Excellent information, but student academics, test scores are not considered in
searches, even with advanced college search option. Excellent source to check out colleges you are interested in.
http://www.act.org/collegesearch/index.php# The ACT site offers excellent information.
http://www.ecampustours.com/ VIRTUAL CAMPUS TOURS; college planning info
http://www.studentsreview.com 51,900 reviews on 3,133 colleges. Students rate the schools on educational quality, social
life, extracurriculars, university resource use, city life. Avoid the ads!
www.collegeresults.org COLLEGE GRADUATION RATES and diversity of students information: :
http://www.collegeportraits.org/ Not all colleges belong; over 350. Good for quick, smart information on a college.
http://www.college.gov/wps/portal This site is built by the U.S. Government in collaboration with
students…designed by students for students and features first-person accounts of students who overcame challenges to
going to college such as peer pressure, lack of family support, and financial barriers.
http://www.studentadvisor.com/ Excellent information, but limited in factors for a college search.
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INFORMATION ON MAJORS AND CAREERS
College Board: Majors and Careers: http://www.collegeboard.com/student/csearch/majors_careers/index.html
ACT: http://www.actstudent.org/wwm/index.html
“College Tool Kit”: http://www.collegetoolkit.com Click on Explore Careers.
SCHOLARSHIP SITES: See Scholarship Bulletins
FLORIDA COLLEGE SEARCHES And Career Planning
•
•
•
For College Major Info.,
•
Go to: www.facts.org . Click on ‘Finding a College or :Program’. Under “Explore Careers”, click on ‘Career Planning –
Florida Choices’.
For Florida college degree programs,
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GO TO: www.facts.org .
Click on ‘Finding a College or Program’.
•
College Search, Find Degree Program”.
When you register, use 130 + your school ID.
VII.
THE COLLEGE ESSAY
FSU requires an essay.
UF requires an essay.
UCF, I think, recommends an essay (and they recommend a reference letter).
New College is our state honors college and uses the Common Application, so there’s a lot to the
application (plus a Common App supplement).
Other Florida public colleges don’t require an essay or reference letter for admissions (might need for
scholarships)
Selective colleges will require an essay and reference letters. If they use the common Application, you
will need to do the essay for the Common App; then, another essay if required by a supplement form.
I suggest you start with the essays for FSU and UF if applying there. Get them done by the end of
September.
Once you’ve become good at essay writing, tackle the Common Application essay and then any essay
for a supplemental form.
Use my handout, THE COLLEGE ESSAY, to guide you. It contains smart tips and samples of successful
essays for the Univ. of Connecticut.
Previous essay topics (example only; check the current application)
FSU essay:
The 2012 essay should address the following: "Florida State University is more than just a world-class academic
institution preparing you for a future career. We are a caring community of well-rounded individuals who
embrace leadership, learning, service, and global awareness. With this in mind, which of these characteristics
appeal most to you, and why?" The essay should be one page in length (no more than 500 words).
UF essay and questions
The Family and Personal Résumé Questions
No application is complete without this information.
Do not attempt to type or to paste an actual résumé into a single text box. Each box has a 950-CHARACTER limit (approx. 150
words with room for spacing between paragraphs).
1. Organize your material first by category: family obligations; special programs and activities; extracurricular
activities; community service; honors, awards and recognitions; and employment.
2. Refine the material and stay within the text limits.
3. Place your responses into the appropriate text boxes.
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The family questions:
1. Do you have to work to supplement your family income? If so, please describe.
2. Do you have family obligations that limit your participation in extracurricular activities?
The personal résumé questions:
1. List any programs or activities that helped you prepare for higher education, such as University Outreach, Talent
Search, Upward Bound, etc.
2. Extracurricular activities. List the organization(s) that are most important to you and in which you have made your
highest achievements. Include your position, a description of the activity and the number of hours you contributed
each week.
3. Community service. List the type of work, your role and the number of hours you volunteered each week.
4. Honors, awards and recognitions. List each and describe the level and the number of years of your involvement.
5. Employment. List and describe each job you've had, including the date of employment, the job title and the hours
you worked each week.
Additional information, if needed:
1. Is there any additional information you want the Admission Committee to consider when your application is
reviewed? If so, please describe.
Prepare your responses and refine them until they are the best they can be.
The Personal Essay
Your essay is a very important part of your application. What you provide helps the university know you as an individual,
independent of grades, test scores and other objective data. Please submit one essay. Remember to keep within the 500word maximum length. (The counter on the page counts down from the 3885-CHARACTER limit, which is approx. 450 words
with room for spacing between paragraphs.)
Essay Topic
In the space provided, please write a concise narrative in which you describe a meaningful event, experience or
accomplishment in your life and how it will affect your college experience or your contribution to the UF campus
community. You may want to reflect on your ideas about student responsibility, academic integrity, campus citizenship or a
call to service.
Common App essay topics
Please write an essay of 250 – 500 words on a topic of your choice or on one of the options listed below, and attach it to
your application before submission. Please indicate your topic by checking the appropriate box. This personal essay helps
us become acquainted with you as a person and student, apart from courses,
grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express
yourself. NOTE: Your Common Application essay should be the same for all colleges. Do not customize it in any way for
individual colleges. Colleges that want customized essay responses will ask for them on a supplement form.
_ _ Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on
you.
_ _ Discuss some issue of personal, local, national, or international concern and its importance to you.
_ _ Indicate a person who has had a significant influence on you, and describe that influence.
_ _ 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.
_ _ A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your
personal background, describe an
experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated
the importance of diversity to you.
_ _ Topic of your choice.
VIII. ISCHS TRANSCRIPT POLICY
Students will request transcripts from LIARAN in the main office.
Three transcript requests are free; after that, there is a $5.00 charge per transcript.
Those colleges that use the FASTER system will receive your transcript electronically.
This will include some, but not all Florida public colleges:
TRANSCRIPTS WILL BE SENT ELECTRONICALLY TO THE FOLLOWING PUBLIC COLLEGES:
MIAMI DADE COLLEGE, ALL CAMPUSES
FAU: FLORIDA ATLANTIC UNIVERSITY (BOCA RATON)
FGCU: FLORIDA GULF COAST UNIVERSITY (FORT MYERS)
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FIU: FLORIDA INTERNATIONAL UNIVERSITY (MIAMI)
FSU: FLORIDA STATE UNIVERSITY (TALLAHASSEE)
UF: UNIVERSITY OF FLORIDA (GAINESVILLE)
UWF: UNIVERSITY OF WEST FLORIDA (PENSACOLA, FL)
For other colleges, including UM, you will need to pick up the transcript from Liaran and mail the transcript to the
admissions office. If you need a physical transcript (not sent electronically), it will take a few days for Liaran to
prepare your transcript. You will receive it in a sealed envelope. The transcript inside will be stamped with the school
seal. There should also be a seal on the envelope. ALLOW FOR TIME. I suggest you order a few extra
transcripts to have available.
Note: Your transcript will not show your first nine weeks grades –If you want your university to see your first nine
weeks grades, ask your counselor or Dr. Page to print out your grades.
COMMUNITY SERVICE? Your community service hours are on your transcript. SENIORS, GET YOUR SERVICE HOURS
IN THE COMPUTER! To qualify for “Summa cum laude” you need 75 service hours by end of the first semester – in
the computer!!! You also need this for the top Bright Futures Florida Medallion award. You need 100 hours for
Bright Futures Florida Academic Scholar Award. See your Government teacher for the process of getting hours
approved and inputted to our information system.
IX. GRADE POINT AVERAGE (GPA)
If a college ‘recalculates’ grade point average (GPA), they usually give .5 point added credit for an honors class and
a 1.0 credit for AP; Miami-Dade gives 2 points for AP and 1 for Honors.
Most Selective Colleges – and public universities - will use only the Academic credits in your gpa calculation. The
GPA in FACTS.ORG is a recalculated GPA, much like those used for selective colleges (see facts.org information,
below).
Recalculated GPA
X.
Course Type
Additional Quality Point
Advanced Placement
1.0
International Baccalaureate
1.0
Dual Enrollment
1.0
AICE
1.0
Honors
0.5
ELIGIBILITY FOR BRIGHT FUTURES
I will send out separate bulletins about Bright Futures scholarships.
After our transcripts are sent to the state after the first 9 weeks, I’ll distribute each student’s eligibility
status.
For Bright Futures Scholarship Information, go to:
http://www.floridastudentfinancialaid.org/
Click on “State Grants, Scholarships & Applications” in left column.
Then, click on the tree – Florida’s Bright Futures Scholarship Program.
You do not apply till after Dec. 1.
Seniors, you can check your eligibility status by doing the following.
But, it won’t be up to date till after the first nine weeks.
Go to: www.facts.org
High School Students
Under “Plan & Track Progress”, select “ Check Bright Futures Scholarship Eligibility”
You will need to register and give a password.
This will bring a screen that will show your Bright Futures weighted Grade Point Average.
BF has a different system for weighting GPA than Miami-Dade County Public Schools.
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This average will be what is used to determine Bright Futures Scholarship status – and
Will be close to what colleges will use if they ‘recalculate your GPA’.
AP classes have a little less weight; only academic core classes and foreign language classes are used.
The screen will also show what you need to qualify for the Florida Academic Scholarship and the Florida Medallion
Scholarship. Please ignore the Gold Seal Scholarship information.
XI. RESIDENCY FOR STATE TUITION AT FLORIDA PUBLIC COLLEGES &
UNIVERSITIES
Students can qualify for state tuition rates (public colleges) if they and their parents are U.S. citizens or permanent residents
and have lived in the state of Florida for one full year prior to beginning college. The following is a list of visa categories that
meet state residency qualifications.
These students should be eligible for Bright Futures scholarships – you are now required to complete and submit a FAFSA also
but you do not need to qualify for FAFSA – just submit (I’ll explain in meetings); however, for federal aid, U.S. citizenship or
residency with a social security number is required.
Rule Qualifications. Residency rule 6A-10.044, FAC, and the BOG Residency Regulation Resolution allow certain non-U.S. Citizens such as lawful
permanent residents, temporary permanent residents, asylees, parolees, and refugees who have applied for and been approved for such status
and who otherwise meet the 12 month legal residence requirements, to be eligible to establish Florida residency for tuition purposes. Provided
that the non-U.S. citizen has proof of his or her permanent immigration status, he or she may be classified as a Florida resident 12 months from
the time he or she establishes legal Florida residence for tuition purposes (e.g., 12 months from the time he or she purchases a Florida home,
obtains a Florida driver's license, etc.). It is not necessary to wait 12 months from the date he or she becomes an eligible alien (e.g., the date of
the resident alien card (I-551) is issued). Following is a list of nonimmigrant categories eligible to establish Florida residency for tuition purposes.
Persons in nonimmigrant visa categories not listed herein shall be considered ineligible to establish Florida residency for tuition purposes.
Visa categories and U.S. Bureau of Citizenship and Immigration Services classifications:
Visa category A - Government official.
Visa category E - Treaty trader or investor.
Visa category G – Representative of international organization.
Visa category H-1 – Temporary worker performing professional nursing services or in a
specialty occupation.
Visa category H-4 – Only if spouse or child of alien classified H-1.
Visa category I – Foreign information media representative.
Visa category K – Fiancé, fiancée, or a child of a United States citizen(s).
Visa category L – Intracompany transferee (including spouse or child).
Visa Category N – Parent or child of alien accorded special immigrant status.
Visa Category O-1 – Workers of “extraordinary” ability in the sciences, arts, education,
business, or athletics.
Visa category O-3 – Only if spouse or child of O-1 alien.
Visa category R – Religious workers.
Visa category NATO I-7 – Representatives and employees of NATO and their families.
Visa category T – Victims of trafficking, who cooperate with federal authorities in
prosecutions of traffickers, and their spouses and children.
Vis a category V – Spouses and children of lawful permanent residents.
Non-U.S. citizens who fall within the following categories shall also be considered eligible
to establish Florida residency for tuition purposes:
a. Citizens of Micronesia.
b. Citizens of the Marshall Islands.
c. Beneficiaries of the Family Unity Program.
d. Individuals granted temporary protected status.
e. Individuals granted withholding of deportation status.
f. Individuals granted suspension of deportation status or cancellation of removal.
g. Individuals granted a stay of deportation status.
h. Individuals granted deferred action status.
i. Individuals granted deferred enforced departure status.
j. Applicants for adjustment of status.
k. Asylum applicants with U.S. Bureau of Citizenship and Immigration Services receipt or Immigration Court
stamp.
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XII . UPCOMING COLLEGE VISITS
Students will be notified of college representative presentations via email.
WHO CAN ATTEND?
To attend a presentation by a university admissions officer, you must:
a) be on Dr. Page’s approved list; or,
b) show proof of having taken the SAT or ACT or having registered for the SAT or ACT.
NO EXCEPTIONS.
How do you get on the ‘approved list’? Once I see proof of (b) above, I note this and give you a
‘permanent college visit pass’. Your name is also on an approved list for presentations.
But your teacher makes the final decision of whether you are permitted to attend.
Otherwise, you must present proof of SAT / ACT registration or testing to your teacher and to me when
you enter for the presentation.
Exception:
Everyone may attend Miami Dade College and Miami Dade Honors College presentations.
XIII. COLLEGE FAIRS
FORT LAUDERDALE COLLEGE FAIR:
THURSDAY, NOV. 1, 2012
9:00 a.m.–1:00 p.m. (Broward County schools) ; 5:00 p.m. – 8:30 p.m.
THIS IS THE BIG ONE! Over 150 colleges.
To see what a College Fair is like, watch the video at:
http://www.nacacnet.org/EventsTraining/CollegeFairs/ncf/students/Pages/video.aspx
Location: Greater Ft. Lauderdale/Broward County Convention Center
Hall D 1950 Eisenhower Boulevard Fort Lauderdale, FL 33316 954/765-5900
Fair Hours: Thursday, November 4, 2010
Pre-registration:
https://www.gotomyncf.com/ By pre-registering, you will just scan your information in a college booth’s
scanner and they’ll have your information. You can spend your time, then, speaking with representatives
instead of filling our forms.
TIPS AND INFORMATION, GO TO:
http://www.nacacnet.org/college-fairs/students-parents/resources/Pages/default.aspx
PERFORMING AND VISUAL ARTS COLLEGE FAIR:
MONDAY, OCT. 3 , 2012 7:00 p.m.–9:00 p.m.
Event Location: University of South Florida.
Marshall Student Center – Ballroom (room 2100) 4202 East Fowler Avenue; Tampa, FL 33620 813/9743180 Fair Hours:
Pre-registration:
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http://www.nacacnet.org/college-fairs/PVA-College-Fairs/pva/Pages/Students-Registration-forPerforming-and-Visual-Arts-College-Fairs.aspx
TIPS AND INFORMATION, GO TO:
http://www.nacacnet.org/college-fairs/PVA-College-Fairs/pva/Pages/default.aspx
XIV. FUTURE BULLETINS
Dr. Page distributes three bulletins monthly or bi-monthly via email.
a) Scholarship Bulletin (Scholarship Bulletin #1 was sent 8/14; it is the August/September Bulletin).
b) College Information News This bulletin will provide timely announcements and information (This is
College Info #1)
c) College Events: Dates, times, and locations of college reps visiting ISCHS or our community.
Bright Futures scholarships and federal financial aid will be discussed in future bulletins, class
presentations, and parent meetings.
Note: In September I will attend a meeting with directors of all Florida public universities presenting. I
will send a “Going to College in Florida” bulletin with updated information within a week of this
meeting.
XV. MAKE YOUR APPOINTMENT WITH DR. PAGE!
SENIORS, PLEASE SEE ME ON CAMPUS OR CALL ME AT 305.904.2906 BETWEEN 10:30 AM AND
9:30 PM. TO SET UP AN APPOINTMENT.
APPOINTMENTS ARE MADE FOR THURSDAYS, FROM 8:30 AM TO NOON; OR LATER, AS
NEEDED. PARENTS ARE ALWAYS WELCOME.
I will email you a hall pass requesting you come for the appointment, which you present to
your teacher for permission.
APPOINTMENTS ARE ONLY DONE IN PERSON OR BY TELEPHONE; TOO CUMBERSOME TO TRY TO DO BY
EMAIL.
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CAP INFORMATION BOOKLETS
•
•
•
•
•
•
•
•
•
•
•
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College Planning
Application Essentials
PSAT-SAT-ACT-PERT
Florida Colleges
Selective Colleges
Scholarships
Federal Aid
Getting the Best Financial Aid Package
Advanced Placement (AP)
French Baccalauréat Program
Summer and Volunteer Programs
Athletics
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