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A few years ago, a debate is equipped in my department about college application essay: What is our role? Some of my colleagues think we have a commitment to help students with this very important piece of writing, and they are not alone. Many of the school districts around us demand all juniors to write a college application statement in spring. Others in my department believe that students have to write them completely alone. This letter is a presentation who you are and how you want to be seen by universities; Teachers should hold their paws.
I'm somewhere in the middle. We taught you that good writers ask for feedback. They design. They revise. I think it is appropriate to continue this process with you on this high use. Nevertheless, something just feels wrong to do it. What to assign a note to such a letter, anyway, anyway? "This deserves a C! Good luck to get into college!"
Last year, in response to my students to mix help with the attachment post-ap test, I tried my middle ground approach. We worked on the essays in the workshop, we confronted, we shared portions loudly, we have created, and we have revised. I sent her her cheerful way with essays in June, with essays that were good but have never been "done" or graduated.
It was fine, but I knew it could be better. The students fought to write authentic. They were determined to tell the universities what they thought they wanted to hear, and in many cases their essays fought to go beyond cliche. This year I realized that I had to slow down the process down, and I tried to do with infographics.
I had the idea to take the idea of ??bringing infographics into the infographics into the language and composition class, but did not quite find out because I honestly had no idea how to approach it closer. Luckily, I stumbled on this post by Rebekah and discovered that this was not a unique feeling. Her post gave me many ideas and assured me that it was okay without jumping an indication, but it did not take me to put infographics along with personal essays until I found a compilation of personal infographic cv.
Suddenly everything began to click. These personal infographics said so much about the people they created. The selected colors, fonts that graphics - each selection returned a piece of the person's character. What a great tool could be for my students to be brainstorming for their personal essays!
here what we did:
Step 1: Mentors (natural!)
We spent a day to examine a bundle samples, and my students had opinions, and they were all clear differently.
A group decided that one of the infographic creators "clearly an annoying hipster" was. The same type became "really funny and cool - I would hire him!" from another group. The color selection of another was viewed by some and "fun" from others as "over the top".
"This stresses me even more," cried a student from the back of the room. "How do you know what's right? How do you put the right stuff there?"
Ah ha. There it was. The biggest problem with College Application Essays. The students will be included in answering these huge, often philosophical questions with the "right" answer, and they lose themselves. Their disagreements about the infographics we use as models gave us the perfect opportunity to achieve this issue of authenticity. What is the purpose of this, anyway?Some children said, "sell themselves"; Other children said, "Show themselves." I made the case that the latter would lead to a better real product. I could say that some were not completely convinced, but they were at least fascinated enough to play together.
Step 2: Create
And so we dive in infographics. I have given very few "rules" or instructions. I just returned to the question of "What do you want what people know about you?" For Mary Grace, she realized that she needed people to know that she is really funny and alive is many serious, thoughtful things. Emily had a story to tell about her journey through depression.raisa wanted to communicate that she does not only want to be a doctor; It needs to be one.
For some students it was a long, frustrating process. They wanted to include lists of things to make an example of the "right" way to create an infographic. All models we considered were so different that there was no template for that they followed. Others loved freedom and needed little encouragement to the experiment.
Step Three: Discuss and share
Nevertheless, despite the fighting for some, at the time they were done, most students were striving to attend. We put on the chromebooks in the whole room and carried a gallery through the infographics of each one walk. They stopped discussing specific elements to require the clarification that commented on decisions, their colleagues had, and deepened their understanding. A student noticed that she wanted us to do this morning a year because she had learned so much about her classmates that she had never known (which films the proposal for next year!).
Step Four: Write
Finally it was time to write. Of course, infographics are complete texts, but my goal was always to create a springboard for the students from which they could write their personal essays. This was by far the longest "brainstorming" that I've ever made I've ever done. Instead of starting with the college application essay questions, they started thinking about what they wanted, what people wanted to know as people. They said they wanted to be perceived, and they reflected what they made unique and special. The infographics helped them to remove important experiences from the achievements of achievements or reclaims and concentrate on their authentic voices.
Conferences start this week and I have great hopes that the authentic voices that they developed in their infographic are spilled in their letter. I can already feel another energy in the room when I finally had the feeling. They are less intimidated by the essay questions and less confused about what to write. Finger Click on keyboards, and hopefully they educate parts that show what they want, that others want to know about them.
I would like to know what you do with infographics or college application attachments! How do you help the students to go beyond the cliche and share their authentic voices in these high pressure essays? Leave a comment below, tweet with me @Teacherhattie or connect with me on Facebook.
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