English II teachers are constantly searching for strategies to improve students' analytical responses to literature. This lesson is designed for all types of learners, offering various activities for all learning styles. Individual, small group, and whole class activities on essay writing culminate with the student writing his or her own formal response to literature.
This generic writing activity may be used with any literary unit and at any point in your students' development of the writing process.
For this project, we are also guided by the original This I Believe series and the to those who wrote essays in the 1950s. Their advice holds up well. Please consider it carefully in writing your piece.
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A well-written, dramatic essay is much more memorable than one that fails to make an emotional impact on the reader. Good anecdotes and personal insights can really attract an audience’s attention. BUT be careful not to let your drama turn into melodrama. You want your reader to see your choices motivated by passion and drive, not hyperbole and a lack of reality. Don’t invent drama where there isn’t any, and don’t let the drama take over. Getting someone else to read your drafts can help you figure out when you’ve gone too far.
Below is a pdf link to personal statements and application essays representing strong efforts by students applying for both undergraduate and graduate opportunities. These ten essays have one thing in common: They were all written by students under the constraint of the essay being 1-2 pages due to the target program’s explicit instructions. In such circumstances, writers must attend carefully to the essay prompt (sometimes as simple as “Write a one-page summary of your reasons for wanting to pursue graduate study”) and recognize that evaluators tend to judge these essays on the same fundamental principles, as follows:
Now that you’ve generated some ideas, get a little bit pickier. It’s time to remember one of the most significant aspects of the application essay: your audience. Your readers may have thousands of essays to read, many or most of which will come from qualified applicants. This essay may be your best opportunity to communicate with the decision makers in the application process, and you don’t want to bore them, offend them, or make them feel you are wasting their time.
Good writers accomplish these tasks by immediately establishing each paragraph’s topic and maintaining paragraph unity, by using concrete, personal examples to demonstrate their points, and by not prolonging the ending of the essay needlessly. Also, good writers study the target opportunity as carefully as they can, seeking to become an “insider,” perhaps even communicating with a professor they would like to work with at the target program, and tailoring the material accordingly so that evaluators can gauge the sincerity of their interest
Get several people to read it and write their comments down. It is worthwhile to seek out someone in the field, perhaps a professor who has read such essays before. Give it to a friend, your mom, or a neighbor. The key is to get more than one point of view, and then compare these with your own. Remember, you are the one best equipped to judge how accurately you are representing yourself. For tips on putting this advice to good use, see our .
If you find that your essay is too long, do not reformat it extensively to make it fit. Making readers deal with a nine-point font and quarter-inch margins will only irritate them. Figure out what material you can cut and cut it. For strategies for meeting word limits, see our .
For the sample from materials sciences, directed at an internal fellowship, the one-page essay has an especially difficult task: The writer must persuade those who already know him (and thus know both his strengths and limitations) that he is worthy of internal funds to help him continue his graduate education. He attempts this by first citing the specific goal of his research group, followed by a brief summary of the literature related to this topic, then ending with a summary of his own research and lab experience.
Often, writers start out with generalizations as a way to get to the really meaningful statements, and that’s OK. Just make sure that you replace the generalizations with examples as you revise. A hint: you may find yourself writing a good, specific sentence right after a general, meaningless one. If you spot that, try to use the second sentence and delete the first.
If your schedule and ours permit, we invite you to come to the Writing Center. Be aware that during busy times in the semester, we limit students to a total of two visits to discuss application essays and personal statements (two visits per student, not per essay); we do this so that students working on papers for courses will have a better chance of being seen. Make an appointment or submit your essay to our online writing center (note that we cannot guarantee that an online tutor will help you in time).