The law and special education ( Discipline ) Essay

The law and special education ( Discipline ) - Essay Example Whether or not the students are disabled, disciplinary action is necessary in learning institutions. Prescribed procedures however need to be adopted during discipline. The 4th and 14th amendments of the US Constitution state these regulations. Correct procedure includes fairness of the disciplinary actions, while substantive process ensures protection student rights from being violated by school officials and ensures that the discipline is reasonable, regardless of the physical condition of the student. Disabled students are cushioned from discriminatory disciplinary action by Section 504 of the Rehabilitation Act (1973). Procedure ought to be followed to avoid such discrimination. First, there has to be same procedure for discipline, regardless of the child’s condition. Second, school officials have to conduct the manifestation determination in order to assess any relations between student disabilities and their misconduct, before applying any actions such as long-term suspension, expulsion or placement changes. Third, school officials have to ensure the teachers are conversant with the provisions under section 504. The law categorically emphasizes on the adoption of positive behavioral interventions, support programs and provision of specialized services for students with disabilities. School officials and teachers are expected to discipline students in a non-discriminatory manner. The other underlying point is that discipline has to be addressed with the IEP process in mind. The student’s IEP team shall consider the strategies such as support programs and positive behavioral interventions to address the problem of the student. If the problem is historical, has been persistent or is anticipated, then the student’s IEP has to address the behavior. Student problem behaviors be addressed by conducting a functional

Primary education Essay Example for Free

Primary education Essay According to the Kenyan government, education is â€Å"A long term objective to provide basic quality education to enhance Kenyans ability to preserve and utilize the environment for productive and sustainable livelihoods, to develop quality of the human race; to realize the universal access to education and training for all including the disadvantaged and the vulnerable and as a necessary tool for development and protection of the democratic institutions of human rights† (Ministry Of Education Science and Technology, 2005 pp2). The current Kenyan education system consists of Early Childhood Education, primary and secondary education. Early Childhood Education takes one year. At the end of the primary education, pupils sit for the Kenya Certificate of Primary Education (KCPE) prepared by the Kenya National Examination Council. Performance in the KCPE determines who is admitted to secondary schools. At the end of secondary education, students sit for the Kenya Certificate of Secondary Education. Primary school education in Kenya is a basic and is considered the root of all formal and informal learning in Kenya. Free and compulsory primary education for Kenyan children was one of the key pre-election promises that led the NARC government led by President Mwai Kibaki, to ascend to power in December 2002. Since then, an estimated 1. 5 million children, who were previously out-of school, have turned up to attend classes (Paul Kenya, 2008). The free Primary Education policy was first implemented in January 2003. The FPE policy focuses on attaining Education For all and in particular, Universal Primary Education. Key concerns are access, retention, equity, quality and relevance and internal and external efficiencies within the education system (Ministry Of Education Science and Technology, 2005a, pp3). Through the FPE policy, the NARC government scrutinized the current 8-4-4 systems, which had previously been coupled with retention and reduced enrolment before it came to power. The policy’s focus is on â€Å"quality education and training as a human right in accordance to Kenya law and international conventions† (Ministry Of Education Science and Technology, 2005 pp3). VISION Quality education for development. (Elimu bora Kwa Maendeleo) MISSION To provide, promote and co-ordinate lifelong education, training and research for KLenya’s sustainable development. POLICY OBJECTIVES 1. To achieve education for all (EFA) by 2015 2. To achieve transition rate of 70% from primary to secondary from the current rate of 57% 3. To enhance access, equity and quality primary education 4. To achieve 50% improvement levels of literacy by 2015 5. To attain universal primary education (UPE). This is in line with the United Nation’s Millennium Development Goals 6. To reduce the number of primary school children drop outs. ACHIEVEMENTS OF THE POLICY 1. Increase in number of children enrolled in primary schools. Primary education has witnessed phenomenal growth since the policy was established. The number of primary school pupils rose dramatically from 5. 9 million in 2002 to 7. 6 million in 2005 to 82. 78 in 2009, according to a World Bank report, published in 2010 2. Significant reduction in the repetition rate. The number of students repeating and dropping out has reduced significantly() this may be attributed to the fact that parents no longer have to think about paying school fees. CHALLENGES FACED BY THE POLICY. 1. Delays in Funds Disbursement Delays in distributing funds to support free primary school education is one of the challenges facing the policy implementation. This has frustrated many teachers, put pressure and on parents financial burdens. Teachers thus lack motivation to teach the increasing number of pupils as a result of the introduction of the policy. 2. Teacher Shortages A UNESCO survey on the evaluation of the Free Primary policy (UNESCO, 2005) indicates that the teacher: pupil ratio, in a significant number of schools was 1:70 which was far beyond the recommended maximum rate of 1:40. Such a high ratio has got challenges. For example, teachers find it impossible to pay attention to all learners, especially the slow ones. Also teachers were not able to give adequate assignments to the pupils, as they could not cope with the marking and teaching workload (UNESCO, 2005). 3. Teacher-Learning Facilities There is a challenge in the limited teacher-learning facilities, which forces pupils to share. Sharing of facilities such as textbooks, exercise books, pens e. t. c has affected pupil’s accessibility to the books while at home and many have to do their homework early in the morning the next day when in school. There is also the issue of inadequate physical facilities where most schools did not have adequate classroom to accommodate the large number of pupils enrolled under the FPE programmes. 4. Managerial Skills Most school managers (the head teachers) are not well equipped in managerial skills. This is to say that their managerial skills are poor and these results to poor results by the schools they head as well as mismanagement of available funds. 5. Mobility from Public to Private and within Public Schools This may not be a major challenge but it still is a challenge. Teachers complain that pupils’ frequent transfers from one school to another at any point of the term and in any class affect content delivery. This may be as a result of a preference for free and cheaper education, school availability and its proximity as well as the highest grade offered in a school. A lower fee is also a factor, and cheaper or free schools seemed to be an important motivation for school transfer. 6. Embezzlement of Funds and Corruption Embezzlement of funds is a core challenge. Some government officials are corrupt and hence there is mismanagement or misallocation of funds that are allocated to them, (UNESCO, 2005). For instance, the sponsor’s funds; this makes some children who are poor miss the opportune moments of schooling. I addition to that, senior officials in the Ministry of Education, in Kenya have been accused of protecting corrupt headmasters suspected of embezzling funds because they are also indirectly benefiting from incentives that are being paid by parents, disgruntled senior education officials have revealed, (UNESCO, 2005). RECCOMENDATIONS 1. Timely release of funds. Funds should be released as soon as they are available. This will ensure the teachers and students remain motivated to learn. 2. Increase numbers of teachers employed and increase their wages. Increasing the number of teachers permanently employed in public primary schools will help to take care of the teacher-student ratio. Increasing their wages will also ensure that the teachers are motivated to do their work well. 3. Investing in Teacher-Learning Facilities. The government should invest in building more classrooms to reduce the current congestion in the classrooms. The government should also work hand in hand with sponsors and international investors to ensure the pupils have enough books, pens and other facilities needed by both teachers and pupils. 4. Training of managers. Heads of schools should be trained on how to manage the funds given to them as well as efficiently running the schools. 5. Monitor ministry officials and those handling the funds. An organization or body that can monitor the ministry officials and those handling the funds such as the anti-corruption commission of Kenya to ensure that those handing the funds are not corrupt and those caught in corrupt practices face the law. REFERENCES 1. UNESCO (2005). Challenges of implementing free primary education in Kenya: assessment report. Kenya. Nairobi: Ministry of Education, Science Technology. 2. Okwach, A. and George, O. (1997). Efficiency of primary education in Kenya: situational analysis and implications for educational reform. Nairobi: Institute of Policy Analysis and Research. 3. UNESCO (2006). Fact book on education for all, UNESCO Nairobi 4. Voss, R. ; Bedi, A. ; Kimalu, P. K. ; Manda,D. K. ; Nafula,N. N; Kimenyi, M. S. Achieving universal primary education: Can Kenya Afford it? University of Connecticut: Department of Economics working paper series.

Doctor Faustus Essay -- essays research papers

Remind yourself of scene 5, lines 167 – 280 (pages 31 – 37 in the New Mermaids Edition) from â€Å"Now would I have a book†¦Ã¢â‚¬  to the entrance of The Seven Deadly Sins. (In some other editions, this section begins near the end of Act 2 Scene 5 and includes the opening of Act 2 Scene 1.) What is the importance of this section in the context of the whole play? In your answer you should consider: -The dramatic effects created by the Good and Evil Angels -The language used by Faustus and Mephastophilis. This section of the play has both an important structural and contextual role in Dr. Faustus. Leading the audience through his doubt and limitations, Faustus begins to realize that his potential for knowledge and power is not half as grand as he expected. This leads him into strong bouts of inner struggle, as shown by the appearance of the good and evil angels on stage. The forces of good and evil start to tear away at Faustus, and he begins the decline into his inventible tragic downfall at the end of the play. At the start of section, we see Faustus is beginning to use his powers to attain rare and elusive knowledge about our universe, forming elaborate demands, such as; â€Å"Now would I have a book where I might see all characters and planets of the heavens, that I might know their motions and dispositions†. Of course, the knowledge is granted, but appears to be enclosed in one single-volume book. Faustus sees this as a boundary – another restriction, on the pledge that was supposed to bring him ultimate rewards. He states; â€Å"O thou art deceived!†, realising the dissatisfaction, and what he has sacrificed. It could be said that Marlowe uses this anticlimax to warn the audience not to follow Faustus’ ways, emphasizing the fact that it can only bring superficial pleasures and shallow reward. The section is also characterized by the two appearances of the good and evil angels, which I feel play a significant role in the morality issues the dealt with in the play. Aside from signifying the persuasion into evil, the appearance of the angels also represents Faustus’ inner conflict, by exposing his gradual realisation that his actions have left him disappointed, and the fact that he cannot escape the religion within him. These scenes are vital to the play, and are used by Marlowe to present Faustus’ thoughts on stage. If seen in the context of a morality play, it could be ... ...stus is blind to the truth of repentance. And I feel at this moment, the audience truly realize that he can never escape this tragic spiral into damnation. Overall, we have seen how Marlowe uses this section of Dr.Faustus to present the tragic traits in Faustus’ character, and most importantly to highlight his flaws, and how they show the gradual failure of his plans. It deals with important contextual issues, such as the limitations and implications of over ambition shown in Mephastophilis blunt offerings – which Marlowe demonstrate the consequences of over-reaching yourself. It also presents us with the Morality play idea, by using the Good and Evil angels to present Faustus’ inner struggle of good versus evil, which he cannot overcome. Finally, Marlowe has also used the section to convey the traits of the Elizabethan tragic hero – in Faustus’ constant search for achievement, inability to recognise implications and failed plans. Ultimately, I feel the section is significant as it powerfully highlights these characteristics to portray the dangers of Faustus’ exploits, while evoking feelings of fear and tension with the audience towards the tragic climax at the end of the play.

Introduction to Phonetics

INTRODUCTION TO PHONETICS Communication is possible only with use of language. A language can be used in two ways for the purpose of communication . The two purpose of communication is spoken and written. Speech is more important medium than the medium of writing. USES OF SPEECH: *Speech comes first in history. *Speech comes first in the history of any individual. *Speech is used much more than writing as a medium, *Written language is an attempt to represent the sands used in spoken language. * Modern technology has given more importance to speech.Linguistics is a systematic study of language. Phonetics is a branch of linguistics and it is the branch dealing with the medium of speech . It deals with the production, transmission and reception of sounds of human speech. THE AIR STREAM MECHANISM: Speech needs air stream. The air stream that flows out of our mouth is modified into speech sounds by the action of creation organs of our body these are commonly known as â€Å"ORGANS OF SPE ECH†. For the articulation of most speech sounds lung air is used.The respirative system consisting of lungs, muscles of chest and wind pipe (trachea). since the air steam mechanism involves (inspiration) breathing in and breathing out (expiration). It is the expiratory lung-air that becomes the basis for the articulation of most of the speech sounds. The air stream involving in lung-air is called Pulmanic Air-stream. There are three main air streams mechanisms 1. Pulmanic 2. Glottalic 3. Velaric The Pulmanic air stream mechanism is initiate by the walls of the lungs. The air is drawn into

Book Review of 1491 by Charles C. Mann Essay

With 1491:New Revelations of the Americas Before Columbus Charles C. Mann has written an extremely interesting and controversial book. Beginning in 1983 Mann began to become aware that research had indicated the commonly held view of the settling of the Americas was wrong. The commonly held and taught belief that the Americas were inhabited by people who crossed the Bering Sea from Europe about 13,000 years ago was wrong. Allegedly these people lived in small, isolated groups that had little impact on the environment. Instead Mann, with considerable documentation and research by scientists, archeologists and geographers supporting this view, argues that the Americas were inhabited thousands of years earlier, existed in far larger numbers, and had been â€Å"successful at imposing their will on the landscape that in 1492 Columbus set foot in a hemisphere thoroughly marked by humankind† (Mann, 1491, 4). Spurred by what he had seen and read and by the fact that his son was being taught the same thing Mann had been taught in high school thirty years earlier, he wrote a book that â€Å"explores what I [he] believes to be the three main foci of the new findings: Indian demography . . . Indian origins . . . and Indian ecology† (Mann, 1491, x-xi). Mann begins his book by discussing the notion of the â€Å"Noble Savage,† a concept that began in the early sixteenth century. This position is the notion that the indigenous people of the Americas lived an idyllic life prior to the arrival of Columbus or were savage barbarians who did nothing constructive. Mann cites Bartolomà © de Las Casas a conquistador who had visited the Americas who believed â€Å"Indians were natural creatures who dwelt, gentle as cows . . . waiting for millennia—for Christian instruction† (Mann, 1491, 12-14). In essence this view is that of a colonist who came to the Americas looking for signs of the Old World. Since the Native Americans apparently did not have as dramatic an impact on the environment subsequent generations viewed the pre-Colombian people as either innocents or as barbarians. Both accounts showed the prejudice that these people lacked â€Å"agency—they were not actors in their own right, but passive recipients of whatever windfalls or disasters happenstance put in their way† (Mann, 1491, 12). It would be interesting to examine the European migration into the Americas from the point of view of the indigenous people. Mann cites studies that have called into question the notion that Native Americans first arrived in the Americas 13,000 years ago over a land bridge in the Bering Straits and slowly migrated drifted south and east until they populated the Americas. In 1987 people who had supported this view publicly admitted that there is clear evidence of human habitation in Chile more than 12,000 years ago. Consequently it is unlikely that natives would have migrated more than 7,000 miles in less than a millennium leaving people in their wake to form new groups of people who would create their own culture. In addition there is evidence suggesting habitation in Chile more than 20,000 years ago. Further exploration has revealed numerous indications of large civilizations throughout Mesoamerica and South America that had existed and ended well before the sixteen century. According to Mann the current view among scholars is that the Western Hemisphere was â€Å"a thriving, stunningly diverse place, a tumult of languages, trade, and culture, a region where tens of millions of people loved and hated and worshipped as people do everywhere† (Mann, 1491, 26-27). According to a 1999 United Nations estimate, the population of the earth in the beginning of the sixteenth century was about 500 million. Estimates by Dobyns and others indicate that by 1630, between 80 and 100 million Native Americans had been killed by a variety of epidemics including small pox, typhus, and influenza. These numbers suggest that nearly one fifth of the world’s population was killed by disease in the one hundred and fifty years after the arrival of Columbus (Mann, 1491, 94-96). According to Mann in 1491 the Inka (or Inca as it is more commonly spelled) was the largest empire on the planet. It was bigger than China, Russia, the Ottoman Empire, and bigger by far than any European state. It extended for more than thirty-two degrees of latitude (the United States has a latitude length of approximately twenty-five degrees of latitude though of course a much wider degree of longitude). The Inka had a goal that was remarkably similar to the Europeans; they want to â€Å"knit the different groups of South America . . . into a single bureaucratic framework under the direct rule of the emperor†(Mann, 1491, 66). They wanted to meld together the people’s religion, economics, and arts. At time they were brutal. They would remove people from their homelands by means of a road system of approximately 25,000 miles, the longest in the world and locate them to live with and work with other people who had also been displaced. They developed a system of accounting that used ropes with knots in a way remarkably similar to the binary mathematics use in today’s computers. Such an extensive and sophisticated government hardly supports the theory of the â€Å"Nobel Savage† living an idyllic life, doing nothing that affected their environment (Mann, 1491, 64-82). Interestingly, among those people who are reluctant to accept such an early arrival of Native Americans are Indian activists who do not wish to push the date of arrival of Native Americans further into the past. Particularly in light of the evidence that supports the notion that large civilizations such as the Incas and Aztecs were not the original inhabitants but had supplanted people that had arrived much earlier. If this were the case, the claim that their land was stolen by European immigrants is considerably weakened since the indigenous people at the time of Columbus were not the first to â€Å"own† the land, just the people who had most recently stolen the lands from the previous populations in the Americas. According to his website Mann is a journalist and writer. He is a correspondent for The Atlantic Monthly, Science, and Wired. He was written for a wide variety of magazines including: The New York Times Magazine, Forbes ASAP, Smithsonian, and The Washington Post. He has co-authored four other books. Mann’s writing tends to focus on â€Å"the intersection of science, technology, and commerce.† He is a three time National Magazine Award finalist and has received numerous awards from the American Bar Association, the American Institute of Physics, the Alfred P. Sloan Foundation, and the Margaret Sanger Foundation. Mann’s credentials indicate that he is a well qualified writer and does careful research. Mann’s writing has a liberal edge to it that often seeks to correct common perceptions about the topics he chooses to write about: in this case the life of Native Americans before the arrival of Columbus. 1491 is a well-written, well-organized book. Mann provides a survey of research since the early 1950s when the â€Å"Noble Savage† theory of Native Americans was first popularized. Although Mann clearly has a position he wants to convey, he provides a fair presentation of other positions and explains why he believes the â€Å"Noble Savage† theory does not account for many discoveries and recent research. He writes in a very readable style without the many subordinate clauses and circumlocutions professional scholars are often given to. A nice feature of the book is the inclusion of maps and pictures located throughout the book instead of placing the maps on the flyleaf and having the pictures grouped together in the middle. Consequently, the impact of the pictures and maps is greater because they are pertinent to the nearby text. Mann provides ample endnotes both citation and explanatory notes that add to the authenticity of the text. The bibliography is comprehensive and lists use of a variety of scholarly journals from such disciplines as anthropology, geography, history and archeology among others. Mann’s writing is convincing. He provides considerable recently discovered information that contradicts the Noble Savage theory. It is apparent that people have lived throughout the Americas for a much longer time than the 13,000 years conventionally taught. Although future research and advanced technology will likely reveal new details and correct other errors, it is clear to that the indigenous people existed in much more sophisticated societies and in much larger numbers that has been believed. Works Cited Mann, Charles C. 1491: New Revelations of the Americas Before Columbus. New York: Alfred A. Knopf, 2005 Mann, Charles C. â€Å"Charles C. Mann.† Charles Mann.org. 16 March 2007 .   

Reciprocal and Reflexive Sentences in Spanish

Reciprocal and Reflexive Sentences in Spanish Understanding or translating reflexive or reciprocal sentences in Spanish where there are two or more subjects can be confusing because they can be ambiguous without qualifiers. Learn how these types of sentences are constructed and how to eliminate ambiguity in Spanish using two common phrases. Why There Can Be Ambiguity in Spanish Sentences First, let us define and expand upon what a  reflexive sentence is. The pronoun se is commonly used (although it has many other uses as well) to indicate that a person is performing some type of action on or toward that person. For example, se ve can mean he sees himself and se hablaba can mean she was talking to herself. The confusion with reflexive sentences can come when the subject of such sentences is plural. See, for example, how the following Spanish sentences are ambiguous. Either of the translations given after the Spanish sentence is valid: Se ayudaron. (They helped themselves. They helped each other.)Se golpean. (They are hitting themselves. They are hitting each other.)Pablo y Molly se aman. (Pablo and Molly love themselves. Pablo and Molly love each other.) The same ambiguity can exist in the first and second persons as well: Nos daà ±amos. (We hurt ourselves. We hurt each other.)Nos amamos. (We love ourselves. We love each other.) ¿Os odiis? (Do you hate yourselves? Do you hate each other?) The problem occurs because in Spanish the plural reciprocal pronouns are the same as the reflexive pronouns; they are nos in the first person, os in the second person, and se in the third person. (Note that in Latin America os is seldom used, as se is typically used in both the second- and third-person plurals.) This is in contrast with English where the reflexive pronouns in the plural are ourselves, yourselves, and themselves- but the reciprocal pronouns are each other and one another. How To Clarify When Context Doesn’t Help Most of the time, the context of the sentence will make clear what meaning is intended. If the context does not help, there are two very common phrases that can be used to eliminate the ambiguity. First, the idiom a sà ­ mismos is commonly used to indicate that a reflexive meaning is intended- in other words, that the subjects are acting on themselves rather than each other. For example: Se aman a sà ­ mismos. (They love themselves.)No pueden verse a sà ­ mismos. (They cant see themselves.)Es importante que nos escuchemos a sà ­ mismos. (It is important that we listen to ourselves.) If all the persons involved are female, or if the names of all subjects are grammatically feminine, the feminine form a sà ­ mismas should be used: Cà ³mo se perciben a sà ­ mismas las mujeres con la infertilidad? (How do women with infertility perceive themselves?)Cuà ­dense a sà ­ mismas. (Take care of yourselves.)Estas piernas robà ³ticas son capaces de enseà ±arse a sà ­ mismas a andar. (These robotic legs are capable of teaching themselves to walk.) Second, the phrase el uno al otro, which can be literally translated as one to the other, is the rough equivalent of each other: No debemos hacernos eso el uno al otro. (We shouldnt do that to each other._Se golpean el uno al otro. (They are hitting each other.)El ordenador y el monitor se necesitan el uno al otro. )The computer and the monitor need each other.) ¿Os odiis el uno al otro? (Do you two hate each other?) El uno al otro can also be used in feminine and/or plural variations: Pablo y Molly se aman el uno a la otra. (Pablo and Molly love each other.)Se abrazaban la una a la otra. (The two females hugged each other._No se cuidan los unos a los otros. (They (multiple persons) dont take care of each other.) Key Takeaways Reflexive pronouns are used to indicate that two or more persons or things are acting on themselves, while reciprocal pronouns are used to indicate that two or more persons or things are acting on themselves.Although English has separate reflexive and reciprocal pronouns, in Spanish they are identical.Spanish can use the phrases a sà ­ mismos (or a sà ­ mismas) and el uno al otro (with variations for number and gender) to clarify reflexive and reciprocal verbs, respectively.

How to Write an Outstanding College Application Essay

How to Write an Outstanding College Application Essay The college application essay is an essential part of the admissions process. However, when Prompt.com reviewed thousands of application essays, the company noticed that the average essay was rated C.  A report by the National Association for College Admission Counseling found that grades in college prep courses were the most important factor, followed by admission test scores. However, the application essay was ranked much higher than recommendations from counselors and teachers, class rank, the interview, extracurricular activities and many other factors. Since the college application essay is so important, ThoughtCo spoke with several experts to discover the best ways to write one that will win over college admissions officers. Why the College Application Essay is So Important So many elements are included in the application process that students may wonder why they need to worry about the essay. Brad Schiller, co-founder and CEO of Prompt.com, tells ThoughtCo that many applicants to the same schools may have comparable grades and test scores. â€Å"However, the essay is the differentiator; its one of the few pieces of an application over which a student has direct control, and it provides readers with a sense of who the student is, how the student will fit in at the school, and how successful the student will be both in college  and upon graduation.† And for students with an uneven profile, the college application essay may provide a chance to shine. Christina DeCario, the associate director of Admissions at the College of Charleston, tells ThoughtCo that the essay provides clues about a student’s writing skills, personality and preparedness for college. She advises students to view the essay as an opportunity. â€Å"If your profile is a little uneven, like you’re successful outside the classroom but your grades aren’t quite there, or you’re the valedictorian but you’re not a good test taker, the essay can push you from a maybe to a yes,† DeCario explains. How to Choose a Topic According to Schiller, such topics as the student’s goals, passions, personality, or periods of personal growth are all good areas in which to start brainstorming. However, he says that students rarely select topics in these areas. Cailin Papszycki, director of college admissions programs at Kaplan Test Prep agrees, and says the aim of the essay is to present the student as thoughtful and mature. â€Å"The key is to inspire using a personal story that captures this quality.† Papszycki believes that transformational experiences are great topics. â€Å"For example, did you overcome extreme shyness by shining in the school musical production? Did a family crisis change your outlook on life and make you a better child or sibling?† When students can tell a sincere and persuasive story, Papszycki says colleges believe they can bring distinct experiences to the college environment. Creativity is also a good tool to employ when writing the essay. Merrilyn Dunlap, interim director of Admissions at Clarion University of Pennsylvania, tells ThoughtCo, â€Å"I still remember reading an essay about why the orange flavored tic tac is the best tic tac to eat.† She also recalls an essay that was written when the MasterCard â€Å"priceless† ads were popular. â€Å"The student opened the essay with something like: Cost to visit five college campuses $200. Application fees for five colleges $300 Moving away from home for the first time priceless In addition, Dunlap says she likes to see essays on why a student chose a particular field of study because these types of essays tend to bring out the student’s emotions. â€Å"When they write about something that they are passionate about, it is in their favor; they become real to us.† So, what types of topics should be avoided? Schiller cautions against any subject that could portray the student negatively. â€Å"Some common poor choices of topics we see are getting poor grades due to lack of effort, depression or anxiety that you have not overcome, conflicts with other people that went unresolved, or poor personal decisions,† he warns. Do’s and Don’ts to Writing a College Application Essay After choosing a compelling topic, our panel of experts offer the following advice. Create an outline.  Schiller believes that it’s important for students to organize their thoughts, and an outline can help them structure their thoughts. â€Å"First, always start with the end in mind – what do you want your  reader  to think after reading your essay?† And, he recommends using the thesis statement to quickly get to the essay’s main point. Don’t write a narrative. While Schiller admits that the college essay should provide information about the student, he warns against a long, rambling account. â€Å"Stories and anecdotes are an integral part of showing your reader who you are, but a good rule of thumb is to make these no more than 40% of your word count and leave the rest of your words for reflection and analysis.† Have a conclusion. â€Å"So many essays start off well, the second and third paragraphs are solid, and then they just end,† laments DeCario. â€Å"You need to explain why you told me all the things you wrote about earlier in the essay; relate it to yourself and the essay question.† Revise early and often. Don’t just write one draft and think you’re done. Papszycki says the essay will need to undergo several revisions – and not just to catch grammatical errors. â€Å"Ask your parents, teachers, high school counselors or friends for their eyes and edits.† She recommends these individuals because they know the student better than anyone else, and they also want the student to succeed. â€Å"Take their constructive criticism in the spirit for which they intend - your benefit.† Proofread to the max. DeCario recommends having someone else proofread it. And then, she says the student should read it out loud. â€Å"When you proofread, you should check for grammar and sentence structure; when someone else proofreads, they will be looking for clarity in the essay; when you read it out loud, you’ll catch errors or even entire missing words like ‘a’ or ‘and’ that you didn’t catch when you read it in your head.† Don’t cram for the essay. Start early so there will be plenty of time. â€Å"The summer before senior year can be a great time to start work on your essay,† Papszycki explains. Use humor judiciously. â€Å"It’s fine to use wit and imagination, but dont try to be humorous if thats not your personality,† Papszycki advises. She also warns against forcing humor because it can have an unintended effect.  Ã‚   Additional Tips For students who want more information on ways to write a stellar college application essay, Schiller recommends a persona.prompt.com quiz that helps students identify their personas, and also an essay outlining tool.