1. 1 The Personal Statement: Strategies for Supporting Students UC Counselor Conference 2007

2. 2 Overview Purpose of the personal statement in UC admissions Case study (two parts) New instructions and questions Writing strategies for students Feedback strategies for educators

3. 3 Purpose of the Personal Statement Part of UC’s comprehensive review processPart of UC’s comprehensive review process Opportunity to provide information that supports and augments the review processOpportunity to provide information that supports and augments the review process Helps readers know and understand applicantsHelps readers know and understand applicants

4. 4 Adds clarity, depth and meaning to information collected in other parts of the UC applicationAdds clarity, depth and meaning to information collected in other parts of the UC application Completes the application for admissionCompletes the application for admission An admission decision will never be based on the content of a personal statement aloneAn admission decision will never be based on the content of a personal statement alone Purpose of the Personal Statement

5. 5 A Message From UC Faculty While it is acceptable to receive feedback or helpful suggestions, applicants’ personal statements should reflect their own ideas and be written by them alone.While it is acceptable to receive feedback or helpful suggestions, applicants’ personal statements should reflect their own ideas and be written by them alone.

6. 6 Case Study: Part I Read the personal statement in your binder.Read the personal statement in your binder. Think about these questions:Think about these questions:  What’s important to this applicant?  What qualities/characteristics define this applicant?  Which of these qualities/characteristics is most prominent?  Do these qualities appeal to you? Why?

7. 7 Instructions and Prompts

8. 8 Instructions Two questionsTwo questions Students respond to both questions.Students respond to both questions.  A maximum of 1,000 words total  Students should stay within the word limit as closely as they can. A little over—1,012 words, for example—is fine. Students choose length of each response.Students choose length of each response.  If they choose to respond to one prompt at greater length, we suggest the shorter answer be no less than 250 words.

9. 9 [Freshman Applicants] Describe the world you come from — for example, your family, community or school — and tell us how your world has shaped your dreams and aspirations. [Freshman Applicants] Describe the world you come from — for example, your family, community or school — and tell us how your world has shaped your dreams and aspirations. [Transfer Applicants] What is your intended major? Discuss how your interest in the field developed and describe any experience you have had in the field — such as volunteer work, internships and employment, participation in student organizations and activities — and what you have gained from your involvement. Prompt #1

10. 10 Prompt #2 [All Applicants] [All Applicants] Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are?

11. 11 Additional Comments Use Additional Comments box for clarification, expansion on important details:Use Additional Comments box for clarification, expansion on important details:  Additional names  Visa issues  Additional IB exams (New) Describe anything else that you have not had the opportunity to include elsewhere in your application.(New) Describe anything else that you have not had the opportunity to include elsewhere in your application.  500-word limit

12. 12 Writing Strategies for Students

13. 13 Steps to Writing an Effective Personal Statement Steps to Writing an Effective Personal Statement Gather Information Read Critically Develop Topic and Thesis Draft, Get Feedback, Revise

14. 14 Personal Statement: Writing for College College Unknown audience: Students write for a community of scholars.Unknown audience: Students write for a community of scholars. Writer-determined topics: Students choose the topics.Writer-determined topics: Students choose the topics. Dig deep: Analysis and reflection are key.Dig deep: Analysis and reflection are key. Personal Statement Personal Statement Unknown audienceUnknown audience Writer-determined topicsWriter-determined topics Analytical and reflective responseAnalytical and reflective response

15. 15 Important Strategies Students are encouraged to write about special circumstances that have influenced their educational experience:   Re-entry   Small or alternative learning environments   Learning and/or physical challenges   Veterans Read critically and write analytically.Read critically and write analytically.  Think like an admissions reader by capitalizing on the relationship between readers and writers. Use a writing process.Use a writing process. Get good feedback.Get good feedback.

16. 16 Think Like an Admissions Reader All readers have expectations of writers, revealed in readers’ questions, observations and interpretations of the application.All readers have expectations of writers, revealed in readers’ questions, observations and interpretations of the application. Writers fulfill readers’ expectations by addressing these questions, observations and interpretations in the personal statement.Writers fulfill readers’ expectations by addressing these questions, observations and interpretations in the personal statement. Writers can anticipate readers’ expectations by completing and critically reading their applications prior to writing a personal statement.Writers can anticipate readers’ expectations by completing and critically reading their applications prior to writing a personal statement.

17. 17 Critical Reading and Analytical Writing Level one: FactsLevel one: Facts Level two: InterpretationLevel two: Interpretation Level three: Meaning and significanceLevel three: Meaning and significance Answers to L1 questions provide details in paragraphs.Answers to L1 questions provide details in paragraphs. Answers to L2 questions are topic sentences of paragraphs.Answers to L2 questions are topic sentences of paragraphs. Answers to L3 questions are thesis statements of essays.Answers to L3 questions are thesis statements of essays.

18. 18 Case Study: Part II Student Profile: Use the Levels of Questions strategy with this profile.Student Profile: Use the Levels of Questions strategy with this profile.  What data do you find?  What patterns do you see?  What questions would you ask?  What inferences would you draw?  How well does the essay align with the profile? How would you advise this student to proceed?How would you advise this student to proceed?

19. 19 Writing Process Read the application critically using levels of questions.Read the application critically using levels of questions. Draft.Draft. Get feedback — give readers at least a week to respond.Get feedback — give readers at least a week to respond. Revise for organization, clarity and meaning.Revise for organization, clarity and meaning. Proofread.Proofread.

20. 20 The Educators’ Role Help students: Understand the role of the personal statement in the admissions processUnderstand the role of the personal statement in the admissions process Recognize the relationship between reader and writerRecognize the relationship between reader and writer Understand the reading and writing tasks of the personal statementUnderstand the reading and writing tasks of the personal statement Use a writing processUse a writing process Obtain appropriate feedbackObtain appropriate feedback

21. 21 How to Give Feedback to Students Request the application and the personal statement, not just the statement.Request the application and the personal statement, not just the statement. Ask students to provide you with a list of questions they would like you to answer.Ask students to provide you with a list of questions they would like you to answer. Comment on ideas and the level of persuasiveness, not grammar.Comment on ideas and the level of persuasiveness, not grammar. Help students find readers who resemble their target audience.Help students find readers who resemble their target audience.