Planning for College from the Eighth Grade

three girls discussing

We get a lot of comments and questions about college counseling from our contact form on our website. Many are about my services, some are requests for help on specific topics, and some are just words of thanks or encouragement.

But sometimes we get questions that really impress me. Yesterday, a young man in the eighth grade wrote asking very intelligent, well-crafted questions regarding his future plans. He was open and self-aware and displayed a maturity that sometimes is missing in students much older.

With his permission, I am going to share his question with you, as well as my answer. I think this young man is well-poised to map his educational journey.

Question: How to plan for college in 8th grade

To whom it may concern,

My name is (name withheld) and I currently am in eighth grade. I have an interest in screenwriting and am beginning to look at some college options. I do have some learning disabilities like having Tourettes syndrome and being foreign language exempt. Would something like being foreign language exempt prevent me from being able to go to a college?

Thank you and I hope you have a nice day.

Response: How to plan for college in 8th grade

You’re doing your planning early…good for you! You are also seeing that all this college finding stuff is a puzzle. You’ll want to check the admissions requirements for each college carefully. You’ll want to check if they have learning services programs to support you with your learning differences—if you need support. And you’ll want to look at the screen writing programs, of course.

Keep in mind, however, that many, many great screenwriters never went to a “screen writing program” or majored in such a thing. See if you can uncover where some of your favorites went to college. What did they study? Theater? English? History? Biology? I have a friend who has written for many different TV shows in Hollywood. I think he majored in English. [Addendum: I confirmed with my friend that he majored in “American Civilization,” a combination of history and literature.]

So keep asking questions, find people who do what you want to do, and ask they how they got there. Send them emails—just like you sent me one. You’ll be surprised how willing people are to share.

Good luck!

And then, to my surprise, the young man wrote me back.

Thank you for all of the advice. This will help me significantly.

Thanks again for all the help, I will use your advice to help me in my educational ventures.

This young man has plenty of time to explore, to ask more excellent questions, and to learn more about what sorts of educational experiences (both in and outside the classroom) will help him to achieve his goals. I always like to point out, especially with younger students, that there are many paths toward a goal: you just have to pick the one that fits you best, without losing sight of the goal. A focused screenwriting program may be what he needs. Or he may fit better in a smaller college that focuses on building general writing skills–that has a course or two in screenwriting. Or one that helps create excellent internships in the creative arts.

And if he has particular concerns that need to be addressed, like his learning differences and the limitations those may impose, he can begin now to adjust his path without every giving up on his ultimate goal of becoming the next Oscar-winning screenwriter.

One other thing: I was blown away by this young man’s willingness to write a complete stranger for advice. And what impresses me, also impresses admissions officers. So parents, please encourage your students to do their own investigations and to ask their own questions. Resist the temptation to do the research for them. Instead, guide them, encourage them, and watch over them as they communicate with those who can help them figure out how to get where they want to go.

The lessons learned through the process are at least as important as the lessons learned in the classroom.

Mark Montgomery
College Consultant

Common App Essay Prompt 1: Background, Identity, Interest, or Talent

common app essay prompt 1 background identity interest talent

Writing your Common App essay about your background, identity, interest, or talent is a great way to stand out from the crowd–if you zero in on what the essay prompt is really asking you. Exercise care in choosing to write on Common App Essay Prompt 1. If you fully understand what the prompt is asking, you’ll be better able to write a fantastic Common App essay that can help you shine in the admissions office.

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Common App Essay Prompt 5 About a Period of Personal Growth

common app essay prompts a comprehensive guide

Write a Great Common App Essay on Personal Growth

Common App Essay Prompt 5 asks you to “discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.” If you’re looking to highlight your transformative journey, consider crafting a Common App essay on personal growth.

 

The best Common Application essays show how you have grown as a person over time and how you reflect on that personal growth. Great news: Common App essay prompt 5 makes it easy for you to do just that!

 

On its surface, this prompt seems to be asking about a specific moment in your life, and telling a story about a specific time will definitely help your essay come together. But really, this prompt wants a before-and-after. Tell the reader about one way you’ve grown as a person, and demonstrate that you are aware of that period of personal growth and able to reflect on it in a mature way. If you can do all that, you’re well on your way to writing a strong Common App essay!

 

Defining “Event, Accomplishment, or Realization,” “Period of Personal Growth,” and Other Keywords from Prompt 5

Period of Personal Growth and Understanding 

As we grow older, we find that in some situations we feel—or are treated—as children, while in other situations we feel more like adults. Sometimes this transition is subtle, as in how other adults begin to treat you with greater seriousness in restaurants, at the post office, and in other public  places. Sometimes, however, this transition can seem more abrupt, as in the day you get your driver’s license or register to vote for the first time. Religion often marks this transition (first communions, bar mitzvahs), as do particular cultures (quinceañeras, debutante balls). This prompt asks you to examine more closely  your own transition from childhood to adulthood. Granted, for all of us, this transition is slow and gradual (and frankly, sometimes even we are not sure we have completely transitioned to adulthood!). But no matter our age, religion, or culture, this transition is  punctuated by some memorable stories—stories that you are being asked to share with your  readers.  

Accomplishment or Event 

The transition to adulthood is marked by both accomplishments and events. An accomplishment  is something that you achieved through hard work. An event, on the other hand, is a happening in which you may have been more passive, but nonetheless marks a very important milestone in your life. Some of these accomplishments and events are formal (e.g., learning Hebrew and reciting the Torah before your congregation in a ceremony before your friends and family). Some of these  accomplishments and events are informal (e.g., you finally looked old enough that when you entered a restaurant with your parents, the hostess no longer gave you the kiddie menu). College admissions folks do not care so much about the exact nature of these accomplishments or events;  rather they care about how you tell an interesting story about your transition to adulthood. 

Realization 

Unlike an accomplishment or event, a realization can have no outward manifestation that others can see or experience. You may, instead, experience some sort of internal “Aha!” moment. Your  understanding changes. You see yourself—or others—in a completely new light. Perhaps you shared this realization with others, or perhaps it is one that is intensely private. But the change or transition is real, because it leads to a new and different understanding of yourself and the world  around you. 

Discuss 

At first glance, this prompt doesn’t seem to have a story at the heart of it. However, the focus is on a transition, which implies a description of “before” and “after” this event, accomplishment, or  realization. So you should retell the story briefly to help your reader understand the transition. As with the other prompts, you should then go on to put this event, accomplishment, or realization into a larger context. You need to interpret this story for your reader through analysis and synthesis. By focusing your “discussion” of what happened after this event, accomplishment, or realization, you can give your reader a sense of your increasing maturity and your priorities, values, and personality.  

Examples of Essays That Worked for Common App Essay on Personal Growth

We have worked with hundreds of students over the years, and many of them have written excellent essays about experiences that sparked a period of personal growth. Here are just a couple examples of students who successfully wrote about accomplishments, events, or realizations that sparked periods of growth.

Example One:

→The writer is a volunteer tutor in a Saturday program for refugee students. One day, one of the younger students asks the writer why he is helping them, and the writer explains that he is part of the Refugee Outreach Club at his school (a club the writer founded). The younger student bristles, saying that he is not a refugee since he was born in the US. The writer realizes that the younger student doesn’t want to be seen as a refugee, and that by using that term, the writer is alienating the younger student. The writer then thinks about how people in the US often view refugees as poor people in need of charity, rather than as respected peers and neighbors. The writer acts on these thoughts and begins making changes to his club and his approach, including using the phrase ‘new Americans’ rather than ‘refugees’ and coordinating social events like playing basketball between his classmates and the new Americans in order to foster genuine relationships.

→The event the writer highlights is quite simple: a three-line conversation between himself and another student. What makes this essay so successful is that the writer shows that he can think deeply about the connections between his personal life and the wider social and political landscape around him. He understands that the relationship he has with the younger student he tutors is a tiny example of the broader patterns experienced by refugees in the United States. Not only is the student able to articulate this realization,  but he pushes himself to grow and change his thoughts and his behavior accordingly.

Example Two:

→ As a freshman in high school, the writer tries to pursue both volleyball and modeling, two activities that speak to her values and interests in different ways. Her volleyball coach tells her to gain fifteen pounds of muscle to be a better player, while her modeling agency tells her to lose fifteen pounds in order to conform to the look they want. The student realizes that she can’t possibly meet both of those expectations at the same time. She chooses to quit modeling and pursue volleyball. Her team is quite successful throughout her high school career. More importantly, volleyball helps her solidify values like hard work, collaboration, and teamwork.

→In this essay, the writer successfully recounts a fairly narrow event (being given opposing demands by different activities and subsequently choosing one activity over the other). The writer then articulates a couple realizations she experiences as a result of this event. For one, you can’t please everyone and fit into all molds. Sometimes tradeoffs are required to find success. Secondly, while some change is necessary to grow, not all change is good or healthy. People should be intentional about the types of change they want to pursue. The writer is able to show how she parlays her new understanding into a period of growth in which she becomes more focused on her chosen activity and finds success, all while strengthening her values and her connection to those around her.

Avoiding Traps: Topics That Don’t Tend to Work for Common App Essay on Personal Growth

Like many of the Common App prompts, this one is quite broad, so many topics could work well for it. However, there are some pitfalls to be aware of. 

Avoid Writing About Other People

For this topic, you might be tempted to write about an interaction you had with a significant person in your life, such as a parent, grandparent, or teacher. There is nothing wrong with writing about such an interaction. However, writing about a relative or other mentor figure can quickly verge into an essay about someone else. If you find yourself filling your reader in on all the details of someone else’s life, that’s a strong sign that you are not actually writing about yourself. Of course it is okay to mention other people in your essay. However, make sure that you and your journey are at the heart of the essay. 

Avoid Topics That Are Very Commonly Done – Unless You Have a Unique Spin

Certain growing experiences are common to many American teenagers. For example, we have seen countless essays about students who get their driver’s license and then experience a period of increased independence. This topic fits the prompt and could be meaningful to you personally. However, because this is such a common experience, it will be very challenging to write about it in a way that allows you as an applicant to stand out…unless there was something unusual about your experience! Perhaps, for example, you are a student with a physical disability, and you were only able to get your license after a significant amount of work and help from others. Or maybe you are an undocumented student, and your driver’s license is the first piece of government ID that anyone in your family has had access to. In a unique case like that, writing about getting your driver’s license might actually allow you to showcase what makes you unique.

A similar case could be made for topics such as an impactful conversation with a grandparent, getting your first job, or winning (or losing) a big sporting event. Nothing is strictly off limits, but make sure that if you are relating a common experience, you have a very unique spin on it.

 

Stop Reading and Start Writing Your Common App Essay on Personal Growth

Essay prompt 5 will work best if you can focus on one moment in your life and use it as a jumping-off point to explore some sort of before-and-after. Tell a story about how you grew as a person, and reflect on how you think about that growth now and how that growth has helped you navigate your life or think about your future. Now get writing!

Need More Help Writing Your Common App Essay?

At Great College Advice, we offer a wide range of services designed to help students with every aspect of the college application process, including writing and revising their Common App essay. Our team of experienced counselors and writing coaches can provide personalized feedback, guidance, and support to help you craft an essay that is compelling, authentic, and effective.

Whether you need help generating ideas, organizing your thoughts, or polishing your final draft, we are here to help. We offer a variety of service packages to fit your specific needs and budget, including comprehensive application counseling, essay coaching, and hourly consultations.

Great College Advice has helped hundreds of students just like you write their Common Application Essays and submit college applications that they’re proud of. Learn more about how we can help you with your essays. We can help with the rest of your application, too! 

 

Additional Resources for Common App Essay Prompt 5

  • In this informative video, Dr. Mark Montgomery dives into Common Application essay prompt 5 which focuses on discussing an accomplishment, event, or realization. With his expertise in college admissions and essay writing, he provides expert guidance on how to effectively approach this prompt and craft a compelling essay.

For additional writing help, check out our Common App Essay Series for in-depth guidance on various topics. Our expert tips and insights will help you showcase your unique experiences and perspectives in a compelling way. Whether you’re just starting your essay or simply refining it, our series is designed to help you every step of the writing process. Make your Common App Essay stand out!

 

Campus Safety Questions

campus safety questions to build awareness of campus security

Campus Safety Questions

In building a college list, parents may have a lot of campus safety questions. And in this country, that is not surprising. The news seems full of bad news coming from college campuses (even when they are relatively safe, overall). And parents worry that their kids will not be the victims of crime. But sometimes it’s hard to separate the impressions one receives from the media (which may not reflect the actual risks on campus) from the facts and crime statistics.

Similarly, how does one separate information about crimes committed on campus (which may be handled by the campus police) versus crimes committed in the vicinity of the campus (which are handled by local police, even if college students are involved)?

What is Campus Safety?

The idea of “safety” is difficult to define. It’s a feeling. It is certainly related to the facts and statistics about crimes, accidents, and other risks. But these risks that all parents worry about are not equivalent. Either in terms of the lethality or violence involved or in their origins. For example, some of the biggest risks may not come from external forces (criminals or rapists coming on campus) but are, instead, a result of student misbehavior (e.g., alcohol abuse at a frat house that leads to a fall and serious injury, or instances of sexual assault perpetrated by other students).

As we think about safety on campus, we have to think about all the sorts of risks our students might face on campus. And think clearly about whether those risks are ones that the student can take steps to avoid (e.g., by moderating alcohol consumption and being more aware of the possibility of unwanted sexual advances). Ones that are more random and outside a student’s control (a hurricane flooding campus, a car accident, or–heaven forfend–a mass shooting).

Where Can I Get Statistics on Campus Safety?

The government requires campuses to gather data about crimes on campus. One way to access this data is on the “College Navigator” website of the National Center for Education Statistics. Just type in the name of the college you want to investigate and scroll down to the “Campus Security and Safety” tab. And you’ll see three years of data reported by the college, broken down into different kinds of crimes and where they took place (on campus generally, or in the campus residences). As you’ll see, liquor law violations tend to dominate the stats for any college.

One criticism of these data is that reporting is inconsistent from one college to the next. While the government provides guidelines and universities are expected to follow those guidelines. Reasonable people may question the accuracy of the data from school to school and from year to year. Some colleges may seem to have very high rates of theft and burglary, for example. But the location of the school (in a city, in a rural town) may help to explain those differences–rather than the laxity of the campus police.

Similarly, some colleges seem to have higher incidences of sex-related crimes. Those universities with higher rates of sex crimes sometimes claim that they are actually better at encouraging victims of such crimes to come forward than may be the case on other campuses. It’s hard to tell, sometimes, what the statistics really tell us about campus safety. And it can still be difficult to compare one campus against another.

Nonetheless, the statistics are helpful to families as they investigate campus safety as they are building their college lists.

Video Course for College Admissions

What Campus Safety Questions Can I Ask?

It’s perfectly okay to ask about campus safety while on a college tour. The admissions staff is generally well-positioned to answer your inquiries on this topic. They should be able to refer you to statistics and other information. And they may invite you to visit the office of the campus police. If you have particular concerns you’d like to address. You can also try to talk to local residents about their impressions of safety in the community. And the local police department can be another source of information (crimes that do not take place on campus will not appear in the government statistics reported on College Navigator).

However, it is less helpful to ask current students about the details of campus safety. You can certainly ask about their own experiences (do you feel comfortable walking around campus after dark, or do you feel safe in your campus residence?). They might be able to share their own impressions of how well the campus is able to provide information to students about safety issues. But students–including tour guides–are generally not fully aware of all safety systems, university policies, disciplinary procedures, or aggregate crime statistics.

CRIME

  • Does campus feel safe to you?
  • Is the school monitored in real time, 24/7 by video cameras? Or is the video merely checked after there has been a problem?
  • Are there emergency call boxes throughout campus? (More on these in a moment)
  • Does the campus police use a cell phone alert system to communicate imminent risks to students?
  • Does the school use electronic-access card keys to monitor the entry and exit of campus buildings?
  • Are there redundant forms of security, like cameras, call buttons and rotating patrols?
  • Does the school offer self-defense classes?
  • Do you feel safe walking alone across campus at night? If not, what do you do to get around campus at night?

ALCOHOL AND DRUGS

  • Is there a well-defined alcohol and drug policy? How vigorously is it enforced?
  • Are residential staffers trained to spot abuse and offer help?
  • Does the college inform you of arrests and hospitalizations related to drugs and alcohol?
  • How many students are in fraternities and sororities? (They tend to drink more heavily.)
  • How many students are involved in community service? (They tend to drink less.)

FIRE

  • Are there smoke and carbon monoxide detectors?
  • Are there sprinklers and fire extinguishers? Are there two exits? Do the windows open?
  • Are there regular fire drills?
  • Does the furnace get annual maintenance, and is the electrical system up-to-date?

Campus Safety and Blue Light Call Boxes

Often when touring campuses you’ll see a network of call boxes or emergency buttons, often with blue lights on them. Campus tour guides may actually point them out while on the tour and mention how quickly campus police will arrive when one of those buttons is pushed. As I mention in the video below (the audio is pretty bad, for which I apologize), these systems were constructed before the ubiquity of the cell phone. These systems usually still work (where they have not been removed), and they often are still featured on campus tours.

Campus Safety Questions and School Location

One of the biggest differentiators in campus safety has nothing to do with the quality of policing or the complexity of campus policies. Rather, the location of the school can tell us a lot more about the relative safety of the campus than anything else. These days, most students seem to want to attend college in a city. But higher population density in urban areas is correlated with criminality (not to mention traffic accidents, which remain a significant risk on many campuses).

On urban campuses, one is likely to find a high degree of security. For example, at the University of Pennsylvania or New York University, it is impossible for a casual visitor to visit any building without proper permissions and concomitant identification cards. However, on campuses located in small towns or rural areas away from major population centers, all campus buildings may be unlocked at all hours.

In this video below, I explain this phenomenon while showing viewers around the Bowdoin College science building. It’s not the best quality video, either, but it gives you a distinct impression that some campuses feel relatively safe and open while others feel more like a minimum-security prison.

So if safety is a primary concern, you may want to consider the location of the campus itself.

Campus Safety, Alcohol and Drug Use, and Walkability

As a parent–and as someone who has worked with gazillions of young people over a long career in education. I tend to worry about some of the simpler, more obvious risks that pretty much every student may be expected to at least experiment with while in college: alcohol, marijuana, and other drugs. Because young people are impaired while on these substances (their protestations to the contrary). I thought it important to consider how easy it is to walk from place to place around campus while impaired.

Big busy streets with speeding cars seemed more risky to me than small, tree-lined lanes with slow-moving traffic. And the proximity of campus buildings to one another seemed better than ones where a car might be required to head to a bar or off-campus parties. I wanted my boys to be able to walk home (with or without the support of a sober friend) without having to get behind the wheel.

Why Is Campus Safety Important?

Campus safety is an important consideration in selecting a college. You want to have an understanding of the relative risks involved in choosing a particular campus. And statistics give us an indication of what sorts of risks one might encounter. However, keep in mind that the statistics do not necessarily tell the whole story and that environmental and circumstantial factors (e.g., the location of the campus) may have a bigger impact on campus safety than school policies or the size of the campus police force (indeed, there have been examples of outrageously poor policing by some campus cops).

As you think about campus safety, you’ll have to trade off these considerations with other ones, including the quality of the academic programs, the availability of certain activities or amenities, and other preferences and priorities.

Whatever campus you choose, it’s important to think carefully about the risks one might encounter while at university. And to build awareness about how to minimize those risks for you as an individual student. Understanding the risks is the first step in reducing them for yourself.

Mark Montgomery
Montgomery Educational Consulting