From draft to dialogue: How conversations about college essays can inspire confidence and connection

“Human connections are deeply nurtured in the field of shared story”
~Jean Houston (American author, researcher & academic)

At the beginning of each school year, I spend a good part of September helping my 12th-grade students complete their college essays for the Common App. It can be a brutal task for many reasons, not the least of which is the fact that it is inherently challenging for most people to write something true and important about their lives in a mere 650 words—and for 17-year-olds on the precipice of the biggest decision of their lives, it can be downright terrifying. Add to that, the stress of their parents and their own notion that this singular piece of writing has the power to make or break their entire future and you have a perfect storm of nerves and uncertainty.

Yep, it’s a lot. For them—and for me.

The good news is that my students often have a lot to say. Maybe because the books and stories we read tend to clear space to talk about our own stories, there is a lot of personal sharing in many high school English classes. And, believe it or not, this particular task at this particular time inspires a lot of students to want to dig deep into their own lives to write something meaningful. If you’re not a high school English teacher, you might be surprised to learn how much students share with us during this process. This September, alone, I read a number of essays about the loss of a parent, the terror of surviving serious illness and at least one essay about finding God. I learned of the heartbreak of many divorces, the loss of many grandparents and the pain of many surgeries. Student shared their stories of moving to America, and of the sad and beautiful things that have happened to them here. Others wrote about their proudest accomplishments, their wildest dreams and sometimes, their most heartbreaking losses.

I’m not going to lie, reading their essays can be exhausting. It can also be inspiring and shocking and very often, heartbreaking. Student essays have caused me to suddenly erupt into laughter, break down in tears and sometimes nod off at my desk. Throughout the entire process, though, I have become increasingly aware of just how lucky I am to get to read these stories and to get to know my students in this deep and personal way at such an early juncture in the school year. It is humbling and moving and I have come to recognize it as both an incredible honor and an awesome responsibility.

As I consider this responsibility, a number of important questions arise: How do I make this task important enough for my students to devote their time and energy to it, while also putting it into proper perspective for them? How do I honor their stories, while at the same time steering them away from cliche topics? How do I help them to use this as a tool for self discovery in which they are seeking their authentic voices, showcasing their deepest interests and at times, interrogating their values. And, finally, how do I use this unique time with my students to build understanding, empathy and connection?

A couple of best practices have definitely emerged in the last few years—practices that seem to go a long way in helping my students to complete this task with optimism and confidence:

First, I create a “College Essay” assignment on Google Classroom and add to that assignment a number of resources (links attached here) aimed at helping students to understand and complete this task. We then spend 2-3 class periods reviewing the Common App guidelines, the exemplar essays and a list of tried and true pro-tips for effective essays. We talk, at length, about what makes a good essay and I invite students to begin thinking about their plans for college and sharing their ideas about college essay topics.

The next thing I do is explain that this assignment will be designated a .5 assessment (more than a class assignment, but less than a true assessment) and will be graded for completion only. I emphasize that I will be checking to make sure that their essays comply with the guidelines, but that I will not be evaluating the quality or effectiveness of their essays. Nor will I be offering written suggestions on their essays or commenting them in any way.

Instead, I explain that the only way I am available to offer them feedback on their essays is when they meet with me one-on-one. I then invite them to meet me before school during my office hours or at some other time by appointment. Additionally, I set aside 4 or 5 class periods for writing workshop days. During these times, students are free to come to my desk and have a quiet talk about their essays, as other students work on their writing.

The positive impact of utilizing the writing conference model to help students with their college essays has been dramatic on a number of levels. First, I’ve noticed a considerable uptick in the willingness of students to really work on their essays and make thoughtful edits. I attribute this to students feeling like I am genuinely invested in their essay and interested in them. They are no longer writing into the void, but rather, writing for an engaged audience. During these conversation about their essays, I have the opportunity to ask questions, praise what they have done well and give specific suggestions for what they might do better. This is contrast to the more traditional practice of writing comments on the essay itself, which students often tend to misunderstand or ignore completely.

Secondly, this conversation with my students is the perfect time to discuss their future plans. What are they hoping to do after high school? What are they feeling nervous about and what are the things they feel like they need help with? Not only does this help me to help them with their college essays, but it also helps to inform my teaching practice and the ways in which I can help them navigate the important year ahead.

Finally, this conference is the perfect time for me to really learn about my students. It is still surprising to me just how much they share during these brief conversations about their essays. Although we have the short-term goal of working on this particular essay at this particular time, there is a space in-between which seems to be just right for students to open up about their lives and about their hopes and fears about the future. This space can feel sacred and on many occasions, students have asked for my discretion about what they’ve written. This trust and empathy between teacher and student is the foundation for the best kind of classroom and although it doesn’t always happen, when it does, it shifts the classroom culture and creates an uncommon amount of good will and connection.

Additional Resources:

https://www.commonapp.org/apply/essay-prompts

https://docs.google.com/document/d/15lCKkjHw8R-AI5qABdIVyaXB1ip_BUv4UMxRTdm_COA/edit?tab=t.0

https://www.collegeessayguy.com/blog/college-essay-examples