Leveraging Writing Conferences in the College Essay Process

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 pressure from their families 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.

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 cliché 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?

SUPPORTING STUDENTS AS THEY TACKLE COLLEGE ESSAYS

Over the years, I’ve found a few classroom practices that allow me to provide the support my students need and help them approach their college essays with optimism and confidence.

Assigning the college essay and providing resources. At the start of the year, I create an assignment in Google Classroom titled “College Essay,” and, along with the assignment, I include a number of resources—Common App guidelines, the exemplar essays, and a list of tried-and-true pro tips for effective essays—aimed at helping students to understand and complete this task.

For students who say they are not going to college, you can offer them the opportunity to create a useful résumé and provide the same support and structured time to complete it.

We then spend two or three class periods reviewing those resources, during which I can answer any questions my students have. 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.

Next, I explain that this assignment 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 on them in any way.

Meeting with students one-on-one. Instead of providing written feedback via Google Classroom, I explain that the only way I am available to offer them feedback on their essays is through a one-on-one writing conference. I then invite them to meet me before school during my office hours or at some other time by appointment.

Additionally, I set aside four or five class periods for writing-workshop days. During these times, students are free to come to my desk and have a quiet talk about their essay as other students work on their writing.

THE IMPACT OF COLLEGE ESSAY CONFERENCES

The positive impact of utilizing the writing conference model to help students with their college essays has been dramatic on a number of levels. Where students often receive writing feedback on the essay itself and then might misunderstand or ignore the feedback, the conferences allow me to ask questions, praise what they have done well, and give specific suggestions for what they might do better.

Plus, once a student and I talk about their work, I’ve found that they are far more willing to really work on their essay and make thoughtful edits. I attribute this both to the way they get the feedback and to the fact that the conference helps them see that I am genuinely invested in their work—students are no longer writing into the void but, rather, writing for an engaged audience.

The writing conferences also allow me to discuss and better understand my students’ future plans. I can learn what they are hoping to do after high school and what they are feeling nervous about or need help with. 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 also I use this understanding to inform my teaching practice and the ways in which I help students navigate the important year ahead.

Finally, the writing conference is the perfect time for me to really learn about my students, even beyond their future plans. 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, my students and I also create a meaningful space where they can talk about their lives and about their hopes and fears about the future.

The trust and empathy we build in these conferences sets the foundation for the kind of classroom I always strive to create—one with a strong culture built on goodwill and connection.