o   One, concise paragraph

o   Shows that you understand the essay title

o   Focuses on the specific text (or extract) you are writing about

o   Sets out a clear argument

·         Main body of the essay

Main body of the essay:
Structure of the body paragraphs
 P (point) – E (evidence) – A (analysis)

P: signpost where each paragraph is going in the first sentence

E: use short, embedded quotations

A: analyze the effects of the language you quote; you might want to use the word ‘suggests’ or a similar word

o   Always consider how the author is shaping meaning

o   Refer to literary technique but always give examples and analyze their effects

o   Always refer back to the main ‘thread’ of the argument so that you answer the questions

o   Use linking words in your writing

o   Show awareness of different possible interpretations and contexts

o   Write a concise conclusion that pulls together the threads of your arguments.

o   Avoid beginning your conclusion with empty phrases such as “as I have shown” or “In my conclusion, I am going to show”

o   Make your final paragraph clear and balanced

o   Re-state your analysis but without repeating what you have spent the previous pages explaining

The PEEL writing strategy is used to assist students with not only outlining the paper paragraphs but making it simpler for the audience to follow and understand the main idea. The third PEEL paragraph should have a counterargument to the other two arguments. Note the History papers are not narratives but balanced analysis of the prompt.

Showed motivation 

Showed Perseverance 

Showed Goal setting 

The following topics should be avoided:
Overcoming sports injuries 

Earning your Eagle Scout 

Playing Legos as a child 

Losing a game 

The 3 D’s (death, divorce, depression) 

1. If you can: Focus on the particular school. Ask the student for information on the school he or she is applying to. Try to focus on the student’s skills that relate to their ability to succeed at that school. Even if it is a more general letter, ask the person about the types of schools they are applying for.

2. Collect information. Ask the student for a copy of his or her resume, so that you can speak to the person’s experience. You might also consider meeting with them in person, to get a better sense of their interests.

3. Say how you know the student. At the beginning of the letter, explain how you know the student. State how long you’ve known the student. If you are a teacher, state how many courses he or she has taken with you. If you are an employer, explain the student’s role in your organization.

4. Include specific examples. In the letter, provide specific examples of ways in which the person has demonstrated various skills and qualities. Try to think of examples from when the person was in your class or your company.

5. Remain positive. State that you think this person is a strong candidate for the school. You might say something like you “recommend this person without reservation.” Emphasize this especially at the beginning and end of the letter. After all, you want to help this student stand out.

6. Avoid clichés. There are many common clichés on student recommendation letters, including vague phrases like “hard worker” and “diligent student.” Make sure to avoid these clichés, and back up any statement with specific evidence.

7. Share your contact information. Provide a way for the school to contact you if they have further questions. Include your email address, telephone number, or both at the end of the letter.

8. Follow the submission guidelines. Ask the student how to submit the letter. Make sure you follow any requirements, especially about where to send it and when, as well as the format (for example, PDF, physical letter, etc.)

9. Think carefully about saying yes. Make sure you only agree to write the letter if you can write a positive recommendation. If you don’t think you can, tell the person you are not comfortable writing the recommendation. Come see me if you feel you will need to turn down a recommendation request. If you feel you cannot write the letter, you might also consider pointing the student towards a teacher or administrator who might be a better fit.

Dear XYZ College Admissions Committee,

I have known Beth Crawley for the past two years, having served as both her English teacher and her supervisor on the ABC High School newspaper. I believe Beth would be an excellent addition to XYZ College.

While a student at ABC High School, Beth has always challenged herself academically.

She is an active participant in class discussions, and grasps material quickly. She has superb written and verbal skills that are a pleasure for any teacher to encounter. Beth even tutors incoming high school freshmen who are struggling with their English courses.

Beth also excels in extracurricular activities. She has served as the features editor of our high school paper for the past two years, and has written a number of insightful, thought-provoking articles. Her ability to delegate work to her assistant editors also reflects her organizational skills and strong leadership abilities.

Beth would bring so much to your school, both inside and outside of the classroom. If you have any questions regarding Beth's qualifications, please feel free to contact me at (555) 555-5555 or Kara.White@email.com

Sincerely,

Kara White
English Teacher and Department Chair
ABC High School

Visual Arts- 

Exhibition Rationale- An explanation of how the works are united with an underlying thread (concept, process, visual aesthetic, approach). An explanation of inspiration or impetus; how the works connect to the students’ lives and/or passions. An explanation of how the students want to affect the viewer with the individual works and works as a collection. An explanation of curatorial considerations; how the way the works are presented affect how they are received and interpreted by the audience. 700 words max. 

Exhibition Texts- How each work fits into the collection and any special considerations for decisions made (choice of media, scale, placement, etc.). 500 characters including spaces. 

Comparative Study- A detailed analysis of at least 3 works of art by at least 2 different artists from different cultures. A historical background of the works of art and any pertinent information about the artist that influences the work. A description and analysis of the formal qualities (elements and principles of art and design: line, shape, color, contrast, pattern, etc.) that are most predominant in the work and affect the viewer. A description of cultural contexts and how they influenced the work, or how the work has influenced the culture. A description of the artists’ intentions for the work (function and purpose of the work) and how the artist wanted to affect the viewer/society with the work. A comparison and contrast of each of these aspects of the work with the other works studied with detailed analysis of why and/or how the similarities and differences affect the work. A description of the students’ own work that was influenced by one or all the artists and how and why the work was developed and influenced by the works studied. 18 pages max including images and graphics.