If you want to write a high school application essay that is worth reading; one that your audience will remember:
Forget everything you’ve ever learned about writing an essay.
Okay, I may be being a bit melodramatic. You still need appropriate grammar, syntax, spelling, and formatting.
But as for the generic boring cluster that begins with “In this essay I am going to be discussing ___ by looking at x,y, and z,” throw that out the window because it’s nothing but a one way ticket to Snoozeville not only for you but for anyone tasked with reading it.
Remember Your Private High School Application Essay Audience
The biggest mistake students make when writing an essay is that they forget who their audience is. Your audience, be it a teacher, an administrator, or an admissions committee, has likely read hundreds if not thousands of student’s admissions essays.
This means that you are going to have to do more than throw in a few SAT words to impress them. The key to writing an essay worth reading is writing an essay that has not been written before. It needs to be your own story, not the story you think they want to hear.
One of my favorite things about writing is that there is no right or wrong answer. An essay isn’t a scantron that you have to correctly bubble in or risk some computer incorrectly grading you. You can’t just play eenie miney moe and hope for the best. Writing is personal. It’s written by one individual and read by another.
But all too often students, especially in the application process, forget this. They write the essay they think that the admission committee wants to read when in reality it’s an essay that the committee has probably already read a million times.
The Importance of the Essay Topic
What is the root of this cause? The topic.
If your topic is flawed, cliché, generic, or boring, it doesn’t matter how well crafted your essay is it will be forgotten. When approaching your admission essay, think of it this way: when the admission committee begins reading your essay they’ll view you as just a number, but when they finish it you want them to view you as an individual student.
So, how do we accomplish this?
It’s simple: don’t write the essay you think an admissions committee wants to read, write one that YOU would want to read. If your own essay bores you, it’s highly likely that it will bore everyone else.
Let’s say that your topic is to discuss an extracurricular activity that has played a large impact on your life. A lot of times students are tempted to write what they think the admission committee want to hear.
“I love to volunteer because it has taught me to be appreciative of what I have,”
Or “I love National Honors Society because it allows me to combine my love of academics with my love of service.”
While both of these are wonderful extracurricular activities, unless you are truly passionate about either and have specific details to intertwine into your narrative, it’s going to come off dry and predictable.
What Your Topic Should Be Instead
When describing their ideal student, one of the top words used by the Director of Admissions at some of DC’s top private schools is “passionate.”
Admissions Committees are not looking for a cookie-cutter student; rather they are looking for a student who genuinely loves something and will share that love with other students.
So if you love to spend your weekends driving four-wheelers or riding horses or making short films on iMovie, write about that because I can assure you that your natural enthusiasm will read a whole lot better than the stale and generic “I love to volunteer” response – unless that is actually what you spend your weekends doing.
The Essay’s Opening Paragraph
Don’t believe me?
Consider these two opening paragraphs. You tell me which one you want to keep reading?
1. “’Ask not what your country can do for you, but what you can do for your country.’ These famous words were spoken by John F. Kennedy, one of the best politicians of all life. John F. Kennedy led America and has become my role model. He encouraged me to get into politics which is why I joined student government. When asked what extracurricular activity has had the largest impact on me as a person, I immediately thought of student government. In this essay I will discuss how student government has impacted me as a person by growing my leadership skills, developing my social connections, and making me take academics more seriously.”
2. “I don’t ride for blue ribbons or Olympic gold, although I respect and admire those chosen few who do. I don’t ride for the workout, although my trembling muscles at the end of a good lesson indicate otherwise. I don’t ride because I have anything to prove, although I’ve proven a lot to myself along the way. I ride for the feeling of two individual beings becoming one, so perfectly matched that it’s impossible to tell where rider ends and horse begins. I ride to feel the staccato beat of hooves against dirt echoed in the rhythm of my own heart. I ride because it isn’t easy to navigate a creature with a mind of its own around a course of solid obstacles, but in that perfect moment when horse and rider work as one, it can be the easiest thing in the world. I ride for an affectionate nose nudging my shoulder as I turn to leave, searching for a treat or a pat or murmured words of praise. I ride for myself, but for my horse as well, my partner and my equal.”
Next Steps: Your Perfect Admissions Essay
Okay now you have the framework.
First, remember that you’re writing to a private school admissions audience that has probably seen every high school application essay in the book. So don’t write the one you think they want to read… write the one that you care most about.
Then, choose the essay topic that resonates most with you as a student. That enthusiasm will shine through in your writing, and hopefully “wow” the reader enough to convince them they have to have you at their school.
Good luck! And let us know what you think in the comments below.
The following essay was the winning composition in this year’s Catholic Schools’ Week Essay Contest.
Catholic schools: Communities of faith, knowledge, service
By Michael Schultz
When prompted to write about Catholic schools, all I could think was, “What can I say about Catholic schools?”
The real question I should have been asking myself was: “How can I put into words how great the experience of Catholic education has been for me?”
I am tremendously grateful for all of the fruits in my life that are the result of my Catholic education. Catholic schools have planted the seeds of faith, knowledge and service within me and I will continue to nourish and help them grow throughout the rest of my life.
Not only have Catholic schools taught our faith to me, but they have also given to me the opportunities and resources to share our faith with others. Attending Catholic schools has taught to me the teachings of the Church regarding social justice and the dignity of all people. By learning this, I’ve had the motivation to help care for the poor and pray for the unborn, at home, and in the real world at soup kitchens and at abortion clinics.
I have deepened my faith through prayer, presence at Mass, attending retreats and taking theology classes. I have learned different ways of sharing this faith in the ways I live and act. Instead of simply presenting our collection of beliefs on paper, they have taken us to Mass, on visits to nursing homes and food banks, and on retreats to show us how we can spread the Good News in our everyday lives. The sharing of faith has been the key to my success at Catholic schools.
Catholic schools have been the pillar of my eagerness to gain knowledge. They have taught such things as math and English, but they have also challenged me to think critically about real world problems. They have given to me the opportunity to test myself in competitions such as the Governor’s Cup and Quick Recall.
They challenge me in honors classes, and rigorous Advance Placement college level classes. Catholic schools have taught the importance of education through the many great teachers I have had. I attribute a large portion of my work ethic to my eighth-grade math teacher, who pushed me to do my best and work hard. For me, she made learning more relatable to the student through her in depth lesson plans and willingness to help with assignments outside of school.
The things I have been taught are very important to me because they have been made more meaningful in the way they are presented. And, throughout the learning experience, Catholic schools have also reminded me that all knowledge is from God.
One of the most powerful things that Catholic schools have given me is the willingness to serve. From the time I was in lower grades to the present, stewardship has been strongly encouraged and challenged. I have been empowered to give of myself by completing service hours for confirmation and annual requirements. In attending field trips to Dare to Care, the Ronald McDonald House and soup kitchens, I have been shown face to face the need and call for service that God gives us.
Being of service to others is not just something I can think about, but it is a way of living that I’ve been taught. The service I have completed through Catholic schools has made a lasting imprint on me, and I hope, on those for whom I served.
The education that I have received at Catholic schools has made me a more complete person. Not only am I prepared educationally, but I am also prepared with my faith for the rest of my life. I have been encouraged to go out into the real world and be of service to others. I have learned that “you never stop learning,” and “you can never stop praying” at the same place. Catholic schools are the only places that can bind faith, knowledge and service together to develop the whole student, not just his or her brain.
Michael Schultz is a sophomore at St. Francis DeSales High School.
Tags: Catholic Education Foundation, catholic education foundation essay contest, catholic schools week, CEFPermalink