3. (65%) Similarity of the grammatical structure in a pair or series of related words, phrases, or clauses. Let Every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.
9. (70%) Opposition, or contrast, of ideas or words in a parallel construction. We shall support any friend, oppose any foe.
13-15 Instructions
The following three questions address ethos, pathos and logos. Read the following passage. It has been broken into three parts – A, B, C – each appealing primarily to either ethos, pathos or logos. Answer the following questions by selecting the part of the passage which best applies and circling in the corresponding letter, A, B, or C on your answer sheet.
A) To those people in the huts and villages of half the globe struggling to break the bonds of mass misery, B) we pledge our best efforts to help them help themselves, for whatever period is required -- not because the Communists may be doing it, not because we seek their votes, but because it is right. C) If a free society cannot help the many who are poor, it cannot save the few who are rich.
13. In which part of the passage does Kennedy most directly appeal to the shared ethics/moral sense (ethos) of the audience by stressing the United States actions will be guided by our morals?
14. In which part of the passage does Kennedy most directly appeal to logical reasoning (logos), one which stresses that certain things must be done if a certain result is expected?
IF you got these wrong, you may gain points by handing in the following:
- A copy of your grade slip
- A sheet of paper which indicates which clearly indicates your name, the name of the class and period, the date and numbers for the questions you missed and for which you are submitting evidence of learning (e.g., 4 and 13)
- If you missed question 3 and/or 9, you will write an original sentence which uses the rhetorical strategy you missed
-You will also include an explanation of why that sentence is a good example of that rhetorical term. In essence, you will be doing a rhetorical analysis/explanation of your sentence.
If you missed 13 and/or 14, revisit the passage, select the right answer, and briefly explain why that appeal most directly applies.
Please clearly number and label all of your answers.
Looking At Common APP Prompts and Example Essays
In your college application process, you will all have to write at least one essay which will get uploaded on the Common App with your counselor soon. Lucky for you, you will have it already done! (Additionally, some universities require an extra essay which you will have to answer). Start thinking about which of these interest you.
You will choose one of the questions from below and answer it as honestly and meaningfully as possible.
1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?
3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.
5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
6. Another essay prompt from a specific college but not on the Common App.
A Good Example
Katherine Glass '18
Dana Hall School, MA
Arts and Sciences
A portrait of Julia Child leans precariously on my bedside table competing for space with sticky notes, pennies, and a plastic alarm clock. Julia has been my role model ever since I spent an hour at the Smithsonian American History Museum watching cooking show after cooking show. As she dropped eggs, burnt soufflés, and prepared a whole pig, she never took herself too seriously and with her goofy smile and accompanying laugh. And yet, she was as successful in her field as anyone could ever be. Her passion completely guided her career. She taught me that it does not matter what I choose to do, it only matters that I do it with my whole self; zealously and humorously.
Unlike Julia, I do not aspire to be a chef. Brownies out of a box may just be the highlight of my baking career. Something I have been passionate about for my whole life, however, is teaching. The first traces of my excitement came from a summer camp that I founded when I was seven years old. Motivated by too many imperfect summer camp experiences, I established my ideal summer camp, one in which campers could choose their activities, from banana split tutorials to wacky hat-making. So that year it began, with seven five-year-old campers in my backyard. For six consecutive years, I ran my summer camp, each year tweaking and improving from the years before.
Chebeague Island, Maine, established a preschool in the spring of 2012, run out of a trailer by a recent college graduate. I volunteered as an intern. For three months, I helped organize for the summer and the following year. I took out the trash, cleaned, and sorted toys, all while studying how to incorporate educational material into preschool activities. I wrote curriculum and researched preschool regulations to ensure that we were in compliance. We created a safe classroom, an academic plan for the upcoming year, and a balance between learning and playing in the classroom. By the end of the summer the intern became the co-director of the summer preschool program.
This past June, I returned to the trailer to find the space and program in complete disarray. Since the previous summer, the preschool had seen two new directors and the latest was spread thin, juggling maintenance, finances and curriculum planning. My progress had not endured. After sulking for a week, I decided I was better suited to envelop Julia’s mentality. What did she do when she flipped a burger onto the ground? She smiled, laughed at the camera, picked it up, reshaped it a little, and kept right on going. So that’s what I did. I brought in a group of friends to clean and organize the trailer. I initiated a “lobster-roll” fundraiser, and Island lobstermen donated lobsters while their wives came together to pick meat from the shells. It was wildly successful and thrived on the community’s spirit. Then I worked to reinstate some sort of educational value into the summer program. We danced to Spanish and Ghanaian music, crafted wacky hats, and read books about the lobstering industry, an aspect of their community that is so significant.
My past two summers have been exhausting and all too frequently frustrating but ultimately the Chebeague Island Preschool, along with many other teaching experiences, has exposed me to the ground level of education policy in the United States. After this past summer my goal is to become a future U.S. Secretary of Education.
So my portrait of Julia is by my bedside to remind me. Remind me that throughout the tedium of my extremely busy life there is something that I am passionate about. To remind me that personality and humor are essential to success. And remind me that the sort of passion I need to succeed is not the type that will let me give in to small setbacks along the way.
Assess the strengths of the paper by section and overall:
The Intro:
The Body:
The Conclusion:
Overall:
Not so good example
The Essay
From the time I was able to realize what a university was, all I heard from my mother's side of the family was about the University of Michigan and the great heritage it has. Many a Saturday afternoon my grandfather would devote to me, by sitting me down in front of the television and reminiscing about the University of Michigan while halftime occurred during a Michigan Wolverines football game. Later, as I grew older and universities took on greater meaning, my mother and uncle, both alumni of the University of Michigan, took me to see their old stamping grounds. From first sight, the university looked frightening because of its size, but with such a large school comes diversity of people and of academic and non-academic events.
In Springfield High School, non-academic clubs such as the Future Physicians and the Pylon, both of which I have belonged to for two years, give me an opportunity to see both the business world and the medical world. These two clubs have given me a greater sense of what these careers may be like. In Future Physicians, I participated in field trips to children's hospitals and also participated in two blood banks.
Currently I hold a job at Maas Brothers. This lets me interact with people outside my own immediate environment. I meet different kinds of people, in diffrent moods, with different attitudes, and with different values. This job teaches me to be patient with people, to have responsibility, and to appreciate people for what they are.
In the community I am active in my church Youth Group. As a high school sophomore, I was our church's representative to the Diocesan Youth Fellowship. I helped organize youth group events, the largest being "The Bishop's Ball," a state-wide event for 300 young people. I also played high school junior varsity soccer for two years. As a senior I will be playing varsity soccer, but in the off-season. As a junior I coached a girls' soccer team for the town. This gave me a great deal of responsibility because the care of twenty-four girls was put into my custody. It felt very satisfying to pass on the knowledge of soccer to another generation. The girls played teams from other parts of Florida. Though their record was 3-8, the girls enjoyed their season. This is what I taught them was the greatest joy of soccer.
The past three years of my life have given me greater visions of my future. I see the University of Michigan as holding a large book with many unread chapters and myself as an eager child who has just learned to read. I intend to read and probe into all the chapters. The University of Michigan offers me more than the great reputation of this fine school, but a large student body with diverse likes and dislikes, and many activities, both academic and non-academic, to participate in. With the help of the University of Michigan, I will be successful after college and be able to make a name and place for myself in our society.
The Critique of the not so good example
Admission officials consider how you write your essay, not just what you write about. Try to critique your own essays in the same way this sample essay is critiqued below.
The Introduction
The introduction seems to have a lack of focus: Where's the writer going with this paragraph? Where's the writer going with this essay? Also, the writer needs to tighten the phrasing (e.g., "while halftime occurred" to "at halftime" or "From first sight" to "Immediately").
The Body
There is a very abrupt transition from the first paragraph to the second: How did we get from Michigan's diversity to the writer's clubs? The second paragraph also includes general statements with little evidence: How did these activities reveal career paths?
Can the writer be more specific? What does "participated in two blood banks" mean? Did he drive volunteers from across town, sign people in all day on three Saturdays every month except August or spend 15 minutes one Thursday afternoon in the nurse's office giving blood?
In the third paragraph, we have to ask: What does the writer do at Maas Brothers? "Interact" needs definition. What here shows that the writer has thought about the time spent at Maas Brothers? Also in this paragraph, there is a misspelling of different ("diffrent"): The writer did not proofread thoroughly.
The information in the fourth paragraph (as well as the previous two paragraphs) appears elsewhere in the application. Essays that simply run down your accomplishments don't add to your application. And does the reader need to know that "the girls played teams from other parts of Florida"?
The writer would be better off focusing on one of the things discussed in this essay, such as working with the girls' soccer team. What he did to make Jennifer and Gretchen and Courtney enjoy soccer even though they won only three of their games would be more vivid and focused than a lot of talk about passing things on to future generations.
The Conclusion
The conclusion returns to the earlier idea of diversity at Michigan, but this idea was not developed in the body of the essay. It's not necessary to mention "the great reputation of this fine school." Instead, the writer should give specific, programmatic reasons Michigan offers the kind of education he needs.
Overall
This essay seems full of information and demonstrates basic essay organization, but it lacks focus and proof. The reader gets a laundry list of activities rather than a clear sense of who the writer is and what he cares and thinks about.
The writer also repeats some phrases. He mentions the “University of Michigan” six times and repeats “academic and non-academic” twice.
Good Example Essay 2
You Be the Judge: Read the following application essay. See if you can figure out this essay's strengths and weaknesses. Then keep reading to see our critique.
The Essay
My most important experience sought me out. It happened to me; I didn't cause it.
My preferred companions are books or music or pen and paper. I have only a small circle of close friends, few of whom get along together. They could easily be counted "misfits." To be plain, I found it quite easy to doubt my ability to have any sort of "close relationship."
After the closing festivities of Andover Summer School this past summer, on the night before we were scheduled to leave, a girl I had met during the program's course approached me. She came to my room and sat down on my bed and announced that she was debating with herself whether she wanted me to become her boyfriend. She wanted my reaction, my opinion.
I was startled, to say the least, and frightened. I instantly said, "No." I told her I on no account wanted this and that I would reject any gestures she made towards starting a relationship. I would ignore her entirely, if need be. I explained that I was a coward. I wanted nothing whatsoever to do with a relationship. I talked a lot and very fast.
To my surprise, she did not leave instantly. Instead, she hugged her knees and rocked back and forth on my bed. I watched her from across the room. She rocked, and I watched. Doubts crept up on me. Opportunity had knocked and the door was still locked. It might soon depart.
"I lied," I said. "I was afraid of what might happen if we became involved. But it's better to take the chance than to be afraid."
She told me she knew I had lied. I had made her realize, though, how much she actually wanted me to be her boyfriend. We decided to keep up a relationship after Andover.
Even then, I was not sure which had been the lie. Now I think that everything I said may have been true when I said it. But I'm still not sure.
I learned, that night, that I could be close to someone. I also realize, now, that it doesn't matter whether or not that person is a misfit; the only important thing is the feeling, the closeness, the connection. As long as there is something between two people — friendship, love, shared interests, whatever else — it is a sign that there can be some reconciliation with fear, some "fit" for misfits. And it shows that fear need not always win, that we can grow and change, and even have second chances.
I am still seeing her.
The Critique of good example # 2
Admission officials consider how you write your essay, not just what you write about. Try to critique your own essays in the same way this sample essay is critiqued below.
The Introduction
The introduction is brief and memorable. The reader is drawn into the rest of the essay.
The Body
The second paragraph shows that the essay has a clear focus: his anxiety about relationships. The next two paragraphs use a style that is simple and direct. They employ short sentences and simple words to tell a simple story.
We see that he is thoughtful by the way he narrates the next several paragraphs. The story of his conversation with a girl is a way for the writer to show us about himself — that he's conservative and shy but willing to take a risk.
The Conclusion
He concludes with a strong summary paragraph and end sentence. Like his introduction, his ending is simple yet memorable.
Overall
Boyfriends and girlfriends can be risky essay topics. However, this writer skillfully employs the story of the beginning of a relationship to illustrate a larger point — the power of love to overcome fear.
This essay enriches an application full of academic achievements, scores and grades. It's definitely not something found elsewhere in the application. It's short and to the point. It's interesting because it's believable.
Now You Try…
Read the following and then critique the introduction, the body, the conclusion and the overall paper.
Found in Translation
By Oscar Guzman, Swarthmore College / Jones College Prep
“You are no less than them," my tia Nancy would say. My aunt was also my grammar school tutor and the first in the Guzman family to attend college. Not only did she lecture me academically, but she also transformed me into a real Guzman, an individual with dreams. Thanks to my aunt's support, I was the top student in my class, receiving straight A report cards. When I started attending a magnet high school, I began to travel 45 minutes outside of my neighborhood. The transition of environments consisted of numerous changes.
For the past four years of my high school life, I have beaten myself to the ground, making sure that I obtain passing grades and proving myself capable of climbing the highest mountains.
I am more than a number. That's why a test score was not going to prevent me from obtaining my goals. What hurt the most was not the discouragement provided by my college counselor from applying to selective colleges. Instead, it was her proposal to stop speaking Spanish at home. To her, my language was a barrier to success.
To this day, I have never viewed the Spanish language as a fence. Instead, I have seen it as a linguistic beauty that has been passed down in the family for generations. It has been a language that defines who I am, and I was not going to let a counselor remove my identity. Even though I disagreed with her thoughts, they still affected me. Her thoughts forced me to question, "Will having learned Spanish as a first language affect my future goals? How about my children?"
For the past 18 years, I have encountered many obstacles. People have undermined my potential for not portraying the image of the "American" person, for not reacting to issues in the same manner or solely for not speaking the English language. The main point to this issue is that I have always been capable of doing these things; the difference is that since birth, my ideas and interests are different, causing me to look at the world from a different perspective.
On April 28, 2003, my aunt Nancy delivered her first baby boy, Adrian Villafranca. It has been over two years since his birth and his first language is Spanish. As I look at Adrian's face every time I visit him, I think about the struggles that he will encounter as he grows. He will face discouragement, racism and hate. Adrian will experience these injustices simply because of the color of his skin and the culture that he was born into. I know that I will do the same for Adrianas his mother did for me, I will teach him how to appreciate the unique and beautiful culture that surrounds him every day. As a Mexican-American, he will have to carry a great cargo like I've done for the past 18 years, and I wish him a lucky passage.
While Adrian joyously dances around the pastel-colored walls surrounding his room, I quickly realize what an innocent little boy he is, a boy unaware of the mountains that await him. In my heart, I know that he will climb them.
The Intro:
The Body:
The Conclusion:
Overall:
Pre-writing phase
Part A
Step
one: Do a life timeline. Jot down as many events in your life as you
can think of. Put events you would
consider positive above the line and events that are negative below the
line. Don’t sensor yourself.
Step
two: Tell stories. In the allotted time I give you in class,
tell as many of the stories from your timeline that you can to your partner,
beginning with the one most interesting to you.
Step three: Re-read the prompts. Are there any that could be answered with any
of your stories? Which one would allow
you to write the most honest, authentic narrative?
Watch Happy
