How do I give feedback?

This following examples illustrates how I work with students on their essays. Much thanks to the students who gave me permission to publish their stories and the multiple revisions of their essays. The names are changed for privacy.

Alex’s Case:

There are many different ideas one can draw from the same experience. What kind of ideas should you draw for your essays? I hope this story will shed some light. 

For his common essay, Alex wrote about his struggle with procrastination and subsequent time management problems, sleep deprivation, and significant mental stress. While the pandemic made his mental stress worse initially, he was able to pull himself out of the pit with support from his mother, counselor, and teachers. Witnessing peers around him experience a similar struggle, he took the initiative to do something to help—by tutoring students in academic need. To his pleasant surprise, tutoring helped him overcome his habit of procrastination. He concluded the story with the lesson that one helps oneself by helping others. 

The moral of the story was excellent, but the story didn’t allow Alex to present the qualities that elite schools look for in their applicants - intelligence, maturity and leadership.  How so? Alex devoted more than half of the essay to analyzing how he became a “pro-procrastinator”, to use his own word.  In contrast, he described his tutoring experience in only 125 words. The elaborated “before” painted him as a student of average will, and the undeveloped “after” made the claim of significant behavioral change less credible.  

I suggested that he write another essay. Knowing that Alex was not involved in many extracurriculars but was strong academically, I suggested that he could write about intellectual curiosity. I sent Alex some past common essays of the students that I have worked with for inspiration. I also recommended him to read 50 best common essays compiled by Harvard in 2017, in which there is a section about intellectual curiosity and accomplishments. 

Alex and his mother explored this idea, but were unable to find a relevant story that is substantive enough. Because his tutoring experience was the most significant extracurricular that Alex had in Junior year, they came back to this experience again. However, this time, he was able to open his mind and generate many more substantive ideas:  how tutoring made him appreciate teachers more; how it helped him develop empathy for the challenged kids; how he learned to teach through his tutoring experiences. 

One small detail he captured left me with a deep impression. To make lessons more productive, he made an effort to get to know the kid he tutored as a person. He would have small talks with the kid, such as the kid’s favorite computer games, before the lessons. As they developed a friendship, he told the kid: “since we are friends now, it's a friend helping a friend, not just a tutor helping a struggling kid”.  As a veteran teacher, I found this detail rather endearing. Connecting to the fact that Alex’s grandparents are college professors, I thought Alex might be a natural in teaching.

I encouraged him to write how the pandemic helped him grow as a student and discover his interest and talent in teaching. Compared to the earlier idea of overcoming procrastination, this will allow him to demonstrate much more of his academic and character strength. Alex significantly revised the essay. He concluded the essay with the idea that life never gives you a challenge without handing you an opportunity at the same time, and that the optimism coming with this realization is the biggest gift that he received from this pandemic.  

While it is still about the same extracurricular experience and even the same moral lesson, the new story’s thesis is much more elevated.

Alice’s Case:

For her common essay, Alice chose a very important topic about how digital devices impact our social self and mental health.  However, she needed to do more to personalize this big societal problem - how it seriously impacted her and what she can do about it.  I coached her step by step on how to generate ideas. Did you reach out to help isolated friends?  What did you do to understand this problem?  Great. You took AP Psychology to understand more about the problem. How have you applied your psychology knowledge to help others? How did you use your Forensics Speaking to spread awareness of this issue? The final copy contains many concrete daily examples of what she has done to understand and tackle the social problem. These details allowed her to showcase her caring for others and her extraordinary social skills.  

Michelle’s Case:

Michelle’s initial draft was about how her family supported her at every step of her growth. The story was touching, but focused mainly on her home experience before high school. Colleges, on the other hand, want to understand who you are a person now. You want to present the best version of yourself today and what you can provide as well as get out of your top choice college community. In this vein, I suggested that she consider writing more about her experience in her boarding high school to showcase her personality and growth as a young adult.  I helped her identify a theme of embracing life and growing stronger character despite the circumstances with the support of her parents. I also suggested that she refrain from dwelling on negative images or feelings, whether about a weak body, loneliness, anxiety, or embarrassment, and instead focus on the joy of overcoming challenges to lend the piece more strength. In her final essay, she wrote about her high school debate club experience, highlighting her strength and resilience as an individual, creating a much stronger application package.