CIS University Counselor

Summer 2013 Parent Newsletter

From Your University and Career Counsellors
The current school years nal University Counsellor newsletter again focuses primarily on our soonto-be Year 13 Parents who are about to be fully immersed in their Year 13s college process. A quick scan of this issues content, however, will show that theres denitely something here for everyone. Were hoping that you nd these newsletters helpful and informative, and not overwhelming. It cant be stressed enough that no parent can possibly fulll the role of be-all, end-all resource through this process. Of all the things parents can do, however, providing a safe place for students to communicate is, by itself, a great achievement and the most important goal you can set. In addition to these newsletters, your University Counsellors have been busy re-formatting and updating our University Counselling website. Our goal is that it will grow into a comprehensive, easily accessible resource for students and parents. Watch for the announcement of its grand unveiling in the coming weeks!:) As always, please feel free to email, call or set up a meeting with your University Counsellor to fully answer your questions and concerns. Remember that your CIS University Counsellors and Career Counsellor are here to serve you as well as our students. Appointments with University Counsellors can be made by contacting our fabulous administrative assistant, Ms Brankie Wong, at: [email protected] Your CIS University Counsellors! ! ! Sow Fun Dawson - [email protected]! Robert Mansueto - [email protected] Marc Marier [email protected] Your CIS Career Counsellor [email protected]

Whats inside Year 13 Parents: getting the most out of the coming year. Page 2 What Our Year 13s Learned from Their College Process Page 3 Students with Learning Differences Are NOT Disadvantaged Page 4 Advice on Conducting Helpful Conversations around Career Choices Page 6 SAT versus ACT: which is better? AND a Recommended Schedule for Completion of Standardized Tests Page 8 A Guide on What To Do When IB and A Level Results Arrive Page 9 Final Word: Considering a Private University Counsellor? Page 10 Humor: Opening Lines for Essays We DONT Recommend! Page 12

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Goal Setting Can Make a HUGE Difference

At a recent university workshop session, several of our Year 12 students were asked: which three words come immediately to mind when you hear the words college process? Students were asked to write each of their three words on a post-it and put them up on a whiteboard. We then grouped the words according to whether they were positive or negative. As you might expect, fully two thirds of the words were quite negative with stress and anxiety and unknown predominating. Whats more, at a recent Year 12 Parent panel discussion, parents participated in the same activity. And the results were very similar with negative comments outnumbering the positive by a nearly 3 to 1 ratio. Why all of the negativity around the college process? Human beings are wired to have a negativity bias. Its helped us survive as a species. And unquestionably, theres a LOT of stress around the college process. But do stress and anxiety have to dominate these coming months? Why cant the college process also be described in more positive words that a few of our students and parents used like exciting gratitude or discovery? Is it possible to shape our perceptions about the coming college process in a manner that validates the negative but also underscores the positive? And beyond positivity, can parents and students adopt a healthy approach to this process? If so, what are the components of a healthy college process?

Can parents and students adopt a healthy approach to this process? If so, what are the components of a healthy college process?

Its important to understand that the college process holds the potential for being a very powerful learning tool and validating process. Students can learn a lot about themselves, whats important to them, improve their research and organizational skills, their ability to cope with anxiety, the unknown, stress, and disappointment. It can be a terric lesson in resilience, informed decisionmaking as well as a process through which the negative effects of competition can be illuminated. They can even learn that a denial from a rst-choice university is survivable!

Parents have much to gain and learn from this process as well. We recommend that if you do nothing else this summer, engage your incoming Year 13 in conversations where you discuss and establish your shared goals for the coming college process. In addition to applying to a balanced list of well-researched schools that t, what else can be gained from going through this college process? For instance, you both are going to be feeling stress during this process. What if one of your goals is to explore and implement some coping strategies around stress. Maybe as part of this goal setting, youll agree that once a week, youll do a yoga class together or take the dog for a walk. Perhaps another goal would be to create a regular time for checking in on the college process so that it doesnt become a 24/7 topic that crowds everything else out. Maybe you could establish communications goals around nagging or listening attentively. Maybe there can be minicelebrations around attained intermediate goals. In addition to the goals you set together, there may be some goals you want to set for yourself. Explore what you as a parent gain from this process.

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Whatever you do around goal setting, remember that if employed intelligently, it can be a very powerful tool as it subtly shifts your perspective from fault nding to problem solving. Effective goal setting can help you and your Year 13 feel more hopeful, more communicative, more resilient and more successful.

Effective goal setting can help you and your Year 13 feel more hopeful, more communicative, more resilient, more successful.

The summer can be a very busy time for our students who are often involved in many activities both college and non-college related. Taking a few minutes of the summer to engage in goal setting may turn out to be the smartest and most rewarding few minutes you will spend with your incoming Year 13.

From our Dont Do What I Did Dept.: Advice from Our Yr 13s to Our Year 12s
At a recent workshop for Year 12 US University applicants, several current Year 13 students were asked to share their insights on their college process, what they learned, and what they would do differently. In general, the Year 13s underscored the importance of taking an organized approach to the application process, an approach that balances it with ongoing academic responsibilities so that one is not sacriced at the expense of the other. The other main theme: Research! Research! Research! Here, in no order of importance is what our current Year 13s advised: Get your personal statement done before the fall application season. ! For students applying to both the US and UK, its probably best to complete the UK application and personal statement rst as the UCAS due date tends to come earlier (October). It also makes sense to complete the UCAS components before turning to the more involved and time-consuming US application documentation. Dont underestimate the time required to write quality essays and personal statements. ! Year after year, students will tell us that if they could change one aspect of their application process, they would have taken a more timely approach to writing essays. Encouraging the student to develop a realistic timeline for essay completion (including ample time for editing and revision) makes a lot of sense. And while were on the subject of essays Know what the essay topics are. ! Common App generally releases its essay topics in August. Even if a student decides not to write his essays immediately, knowing the topics ahead of time will result in jumpstarting the writing process through pre-writing, reecting, brainstorming. It also makes sense to encourage the student to research likely universities and their supplemental essay topics as soon as they become available just to get the wheels spinning. All of the schools you apply to are equally important. ! Students LOVE to focus on their dream schools - often the most competitive schools on their lists sometimes at the expense of thoroughly researching all of their schools. Its important to

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underscore the fact that all applications are equally important as no one can predict acceptances. Encourage your son/daughter to adopt a thorough approach to researching all of their schools. If youre applying to hyper-competitive schools ! Understand that applying to hyper-competitive schools generally entails more stress and anxiety during admission season as acceptances to these schools are harder to come by - another good reason to encourage a balanced list of schools. Liberal arts: theyre not all the same. ! The strict requirements of some liberal arts programs stand in stark contrast to the exibility of others. Again, encourage your son/daughter to adopt a thorough approach to researching not just individual universities, but just as importantly, the courses and programs they offer along with individual school degree requirements. Prepare for interviews. Interviewees are strongly recommended to review their application materials prior to an interview as questions are likely to spring from the information they passed on to universities through their application documents and essays. Also, interviewees can expect to be asked: What would you like to tell us about yourself that isnt mentioned in your application documents? Denial is a reality deal with it. Realistically, parents cant eliminate the students disappointment at a denial. Resilience is a learned behavior and learning to deal with disappointment is an important life lesson. Just as importantly, parents cant help with a denial if they havent yet come to terms with the possibility themselves. Its helpful to remember that the behaviors you model as a parent when working through disappointment sends a stronger message than any comforting words ever can. Cushioning the blow entails helping the teenager understand the implications of an admission decision before the decision arrives. It also means validating their feelings and reassuring them that youre willing to listen as they work through the inevitable highs and lows leading to the day of decision and its aftermath. The key is encouraging students to formulate a well-researched list of universities made up only of schools that they want to attend and with a range of acceptance rates. They will undoubtedly have preferences on their list, but a denial wont hurt nearly as much if they prepare a balanced list of highly desirable schools. Research alumni and current students to learn what the school is really like. ! Knowing what a school feels like, what it does very well, and where it could stand to improve isnt information thats generally available on ofcial university websites or in their glossy brochures. Nor is relying on Uncle Freds experience a substitute for anecdotal insights from current students. (Uncle Fred hasnt been there in over a generation. Schools change in all sorts of ways as does Uncle Freds memory!) Again, theres no substitute for solid, comprehensive research.

Did You Know: Albert Einstein Had a Learning Difference?

As University Counsellors, its not uncommon to hear a well-meaning parent anxiously conde: Im just so worried that if a university nds out about my sons ADHD, hell have a harder time getting in.

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While the topic of Learning Differences is much too involved for a newsletter length article, it is denitely worth shining a spotlight on this fear, its reality, as well as providing resources. In any nation or culture, a certain percentage of students will have some identiable learning issue. Typically, these are relatively minor, and, with appropriate supports, students learn to adapt and nd success.

But the culture around learning differences can vary signicantly from country to country. In the US, for example, many parents are eager to exploit a learning difference in the hope that it will result in their child receiving extra time on standardized and school tests, individual help, alternative assessments or other accommodations. In other countries where there are fewer resources or a less informed understanding of learning differences, one will sometimes nd a culture of indifference or even shame and embarrassment.

FACT: In the US, UK and Canada, it is illegal to discriminate against individuals with learning differences. They also require universities to provide learning support for students with learning differences.

Important points to remember:

Universities worldwide have created successful programs to meet the needs of students with learning differences.
Some universities are better than others at meeting the needs of students with learning differences. Researching individual university programs is an essential component of the college process for these students.*
Silence can make the student feel stigmatized. Acknowledging a learning difference openly and honestly helps remove any possible burden of shame or embarrassment.
All too often, the tendency of well-meaning parents and educators is to focus on what the student cant do. Its important to note that if a student has made it through high school with a learning difference, theres much that they can do. In fact, they may possess a superior understanding of their strengths and an innate knowledge of how to maximize those strengths. Help them understand and value their strengths.
We sometimes see parents who, far from ignoring the issue, take on the role of being the learning difference expert or guru sometimes at the expense of the student learning and understanding how to develop effective coping skills. Helping the student assume responsibility is a huge gift that will ease the transition to university and beyond.
Before heading off to university, a recent psychological evaluation can help pinpoint areas where the student will continue to need support. Generally, evaluations older than six years are considered invalid and unreliable.
Disclosing a learning difference can be extremely helpful to the teachers and the counsellor writing the students recommendation letters as they can underscore how well the student has learned to adapt and cope. There is an enormous amount of terric information available online to help parents and students better understand learning differences and the college process.

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Here is a good link for helping the student with an identied learning difference choose suitable colleges. Click here and here for tips on what the student transitioning to university can do to maximize success. Finally, Loren Popes Colleges That Change Lives devotes an entire chapter devoted to the topic: Todays Learning Disabled will be tomorrows gifted and the SATs obsolescence. Inspiring reading! He makes the point that many famous and highly successful people had learning differences including: Michael Faraday, James Clerk Maxwell, Nicola Tesla, Winston Churchill, Gen. George Patton, William Butler Yeats, Thomas Edison, Lewis Carroll and Albert Einstein. * Understand that when researching individual university learning support programs, what they are named can vary signicantly from country to country and even university to university. In the UK, for example, you might come across such names as: Equality and Diversity Unit (Oxford), Disability and Well-being Service (LSE), and Disability Resource Centre (Cambridge).

Passion Versus Pragmatism: How to Help Your Student Discuss Career Choices
So your child wants to be a rock-star, an aspiring abstract artist, a frontline eld reporter or a banker (in this economic climate?!) Your initial reactions as a parent may range from ABSOLUTELY NO WAY to biting your tongue in a forced smile, to telling your child to go for it (ngers crossed and hope for the best). Years and dollars may have been spent on weekly art lessons, summer art camps and replenishing art supplies. Space and patience have been found for wall hangings, sculptures and avant-garde room installations. Your child has shown a real talent and it will be a great hobby to relieve stress after a hard day in the operating theatre - or so you thought. Or perhaps it is the daily practicing, weekly lessons, hours-long recitals and cramming for exams. You were so proud when your child passed his or her Grade 8 music exam thinking this will look great on his/her university application when applying to law school. Whether it is pursuing a career in the arts or in sports, journalism or geography or nance, biology or Chinese language, Left solely to their own choices, your child may want to make decisions based purely on passion, interest and what makes them happy. These are factors that they are asked to explore during their years of Career Education and studies have shown that they are closely linked to career satisfaction and success. However, as an adult with life experience, you may prioritize the more pragmatic factors: job prospects, stability, income and respectability. So what position should you take then? Come down hard or hold a rm stance (You will be an actuary!) and you risk alienation, conict and stress on the child and within the family dynamics. However, being completely supportive could create within your child a false sense of security and encourage supercial exploration and research by not having to address some of the deeper or tougher questions about their choices. Yet, detaching yourself completely from this process wont

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work either as it removes an important avenue of discussion for your child and can cause him or her to feel alone and overwhelmed by the process. There is no one answer, except to remember that making post-secondary education and career choices is a process, but here are a few suggestions: Be involved, but let your child take the lead in this process and responsibility for his or her decisions. Provide a safe, non-judgmental forum for him or her to discuss future desires and plans, but after doing so, help him or her to consider additional factors important to planning a life after high school. Make a list of what he or she wants out of university and a career. Avoid imposing your own expectations (difcult when you may be the one paying the tuition), but suggest factors that your son or daughter may not have thought of and that you feel are important to consider as well. Remember, job prospects, income and stability are key factors in a career, but so are a sense of fulllment, natural aptitudes, interests and personality type. Within your family these discussions may have begun shortly after birth and at CIS the opportunity for formal exploration started in Year 10 with the Career Education program. Informed career decisions do not happen overnight, nor are they always denitive (Your child may be very undecided about what to study or pursue in a career or he or she may change his or her mind and goals many times throughout this process). To make the best-informed decision possible, students must have the opportunity to think and reect, they need to have many discussions with many people and they must carry out considerable research using a variety of materials and tools. If you are nding it difcult to have these conversations for whatever reason, be it schedules or the possibility of WWIII erupting in your home, then please access the tools and support services available at CIS: Great conversations can come from the results of the Do What You Are Personality Survey and the Prospero Learning Style Inventory both carried out in Year 10 or the InterQuest Career Report completed in Year 11. Two excellent career and college search tools include the web-based program Family Connection (students in Year 10 and above have access) and the Collegeboard website (https://bigfuture.collegeboard.org/explore-careers). Of course, the Careers and University Counsellors are also more than happy to help you through these discussions at any stage of the journey. Thinking about ones future is exciting, but it can be overwhelming. Most importantly, stay supportive and communicative and keep a healthy perspective.

SAT Versus ACT: Understanding the Differences

The ACT has been gaining in popularity in recent years both in the US and among international school students. In fact, for the rst time in history, the ACT recently surpassed the SAT Reasoning Test in terms of the total number of students completing each. Here at CIS, the SAT remains the more popular of the standardized test options, but we are seeing slight yearly increases in those opting for the ACT, especially among students who want to showcase

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their science skills as the SAT does not have a science component. Our students also like the fact that the ACT Science component is accepted by many US universities in lieu of an SAT Subject Test. It should be remembered that while the ACT and SAT are more similar than dissimilar, there are distinct differences in subjects tested, length of testing, scoring, etc. (See the links below for a more in depth discussion on differences.) Despite these differences, universities recognize the results from either exam equally one is not seen as superior to the other, nor is there any statistical evidence to support the oft-repeated rumors that one is easier than the other. Its also exceedingly difcult to nd a US university which will accept one and not the other, but we do caution our students to make sure they understand the application requirements for each prospective school on their list. It needs to be underscored that for most CIS students who take both tests, the results are very much on a par in other words, no advantage is gained by taking both in terms of affecting an admission decision. Just take them both and see how you do is NOT a philosophy we advocate. When counselling our students as to which test to take, we make sure to touch on the differences between the two tests. All students should understand these differences before making a decision as to which exam is best for them, and not simply rely on hearsay. Completing an SAT and ACT practice test is a great way for students to understand if theyre likely to see any advantage in taking one over the other. As a parent, you may want to be better informed and familiarize yourself with these tests by clicking here and here. You may also want to research the topic on your own, but be aware that information on standardized tests can vary depending on the writers agenda. Independent, non-commercial sources are generally the most trustworthy. And nally, it cant be over-emphasized that the most important component of a students application to US-based universities is the transcript the record of his/her performance in school, not ACT or SAT scores. We often see our students over-committing to standardized test preparation at the expense of academic performance an unwise choice for obvious reasons. As always, please reach out to the University Counsellors with your standardized test questions. And for a recommended standardized test calendar, one that will have the least impact on academics, see the box below. Recommended Standardized Test Schedule In the busy lives of our students, theres no perfect time to complete SATs/ACTs or Subject Tests. The following recommended calendar is based on our CIS context and has been found to help alleviate anxiety and minimize academic impact. You will notice for example that we do not recommend any tests be taken in May as our Year 12 students complete IB exams that month, and thats where their focus needs to be. The suggested schedule also saves students from completing unnecessary tests.

Completing an SAT and ACT practice test is a great way for students to understand if theyre likely to see any advantage in taking one over the other.

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We fully understand that individual test schedules will vary according to personal demands, subject test requirements of some universities, availability and length of test prep, Early Decision and Early Action applications, etc. University Counsellors are happy to help in formulating a standardized test schedule that makes the most sense to meet individual student needs. For a complete treatment of the subject including rationale, please click here. Standardized Test Completion: PSAT: October of Yr. 12 Chinese Subject Test: November of Yr. 12 SAT Reasoning: Jan of Yr. 12 Subject Test(s): June of Yr 12 Retake or Additional SAT Reasoning (if necessary): Oct. Yr. 13 Retake or Additional Subject Tests (if necessary): Nov. Yr 13 Standardized Test Preparation (if necessary): ! Xmas Holidays of Yr 12 ! Summer between Yr 12 and 13 SAT Test Dates ! October! ! November! ! December! ! January ! ! May ! ! ! June ! ! ! ! ! ! ! ! ! ! ! ! ACT Test Dates (with writing) September October December April June

IB Results: What Parents Need to Know

IB results will be available for students to download on the 6th of July at 8 pm Hong Kong time. Students do not have to be here in Hong Kong to obtain their IB results. As they can be readily accessed via the IBIS website from anywhere in the world with an internet connection. The UC ofce will be responsible for sending ofcial IB results to each students chosen institutions locally and overseas. Hence it is very important for students to have given us their completed form which indicates to which institutions we will be sending IB results and nal transcript. REMEMBER: students need to inform universities of any offers they will NOT accept. Waitlisted students who are eagerly awaiting word of any openings. US College/University US bound students should have given the UC ofce a copy of their nal school report. This completed form together with their nal transcript and IB results will be sent as soon as scores become available. Waitlisted students need to inform us of their nal decision so that we can send off nal academic credentials to the appropriate institution.

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Canadian University Students may accept one Ontario university but can still accept offers from UBC and/or McGill. Once university choices have been nalized, students must inform the remaining universities of their decision not to attend. Ignoring this may result in a students being held liable for the tuition fees if a deposit was already made. UK, HK & European University Admissibility is based on meeting the conditional offers of admission. If the student narrowly missed his/her condition by a point, the university may still be prepared to offer a place. In most cases the University Counsellor will write a supporting letter to the university to state that the school is still very supportive of the students application and strongly believes that he/she will able to meet the academic challenge. Some institutions will have a reply within one or two weeks. However, some selective universities like Cambridge, Oxford, LSE, UCL, etc. might want to wait until the release of the UK A level results (mid August) to give a nal decision. IB Remark - Each year we have students requesting remarks of their IB subjects and/or Extended Essay and/or Theory of Knowledge. Our ofce does not facilitate remarks. All remarks MUST go directly through Mr. Boyce. According to Mr. Boyce, the IB remark process can take to 2 to 5 weeks. His e-mail address is [email protected]. Please remember that remarked grades might remain the same as before (there will be no charge from the IBO), go down, or go up. If there is a change in remark grade, there will be no charge. The decision to let the chosen institution know whether the student is going for a remark is entirely up to the student. The absolute deadline to receive an IB remark result(s) is the end of August. The earlier a student proceeds with an IB remark, the quicker the result be reached. The IBO will send the result of the remark electronically (which could be available as early as late July). The school has been assured by the IBO in Cardiff that the IB remark result will be transmitted to UCAS and Hong Kong for onward transmission to the appropriate universities. However, it is still the students responsibility to ensure that the university receives this information. For any questions regarding IB results, please contact your University Counsellor.

Final Word: Should We Hire a Private University Counsellor?

From our contacts with university counsellors at sister schools here in Hong Kong, we hear of a growing market for private university counsellors. We understand that anxiety can play a huge role in the college process, and we certainly understand that its normal for parents to hear what other parents are doing, and question whether or not this might be right for you and your student. While your CIS University Counsellors may be (make that are unquestionably) biased when it comes to this issue, we feel we have very compelling reasons for our view that hiring an independent counsellor is simply unnecessary, and can, in fact, be detrimental. Pardon if this sounds like a commercial, but here are some facts to consider: 1. Your CIS University Counsellors have a combined total of nearly a centurys worth of experience in university advising, teaching, university admissions, and counselling. Through our participation in conferences and visits to CIS by university representatives, we have built a very strong network of relationships with universities worldwide.

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2. CIS students have gained admissions to universities the world over including North America, Europe, Asia and Australia. For compelling evidence of our success, take a close look at our University Prole. Youll see a diverse list of quality worldwide university placements, enviable evidence that our efforts result in placements uniquely suited to the needs of each student. 3. Our student to university counsellor ratio is outstanding, and unlike at most other Hong Kong schools, your CIS university counsellors are fully focused on university counselling. Its what we do. We are entirely accessible to our student and parent communities. If these reasons arent compelling enough or youre still unsure, here are some other facts to consider: While there are entirely ethical, experience and dedicated private university counsellors to be found, it needs to be underscored that private university counselling is unregulated. No training or licensure is required. Anyone can hang a shingle, splash the names of a few famous or name-brand schools in their advertising and open for business. Through sources here in Hong Kong and elsewhere, we often hear of private university counsellors disseminating misinformation and engaging in ethical abuses sometimes while charging exorbitant rates. University representatives are increasingly wary and suspicious of admission documents that appear over-packaged, too-good-to-be-true, or lacking in authenticity. Your CIS Counsellors are responsible for providing students with their best advice as well as writing letters of recommendation, helping with essays and personal statements, etc. Building strong relationships with our students is critical to our work. These efforts can be compromised when an independent counsellor is furnishing contrary or erroneous advice, thereby creating an adversarial situation with the student caught in the middle. We have found that the parents who are most likely to turn to private counsellors tend to be more uninformed or anxious about the college process and operate under the theory that several hands are better than one. We also sometimes hear of parents who turn to a private counsellor to serve as a pseudo-parent in order to help buffer and overcome communication barriers between the parent and child, or to serve as a task-master to make sure that deadlines are met, thereby saving the parent from having to take on the unwelcomed role of nagger-in-chief. In fact, there are many reasons why parents might Yes, it is an undeniably anxious time, but it consider the private can also be a period of afKirmation and counsellor option. But heres something important to growth, and yes, you are still the most consider: we see the college important person in your childs life (believe process as a rich opportunity for parents to enhance their it or not!). No CIS or private counsellor can relationships and prepare replace your role in this process. their young adults for the coming transition to college. Yes, it is an undeniably anxious time, but it can also be a period of afrmation and growth. And, yes, you are still (believe it or not!) the most important person in your childs life. No CIS or private counsellor can replace your role in this process.

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Should you still want to pursue the idea of a private college counsellor, here are questions you might ask before you pay any fees:

What are your credentials? The highest US credential for private college counseling comes from the Independent Education Consultant Association (IECA). IECAs required qualications include a masters degree, at least three years of admissions counselling experience, experience working with scores of students, and extensive campus visits. Ask if he or she is an IECA counselor or holds a Masters degree in school counselling.. What training and professional memberships do you hold. Which college admission conferences have you attended? Look for someone who is a member of the National (NACAC) and Overseas Associations for College Admission Counseling (OACAC) and attended their conferences or Europes CIS forum. In addition to attending, has he/she presented or served in a leadership role in these organizations? How many of your previous students have applied and been accepted to the countries and kinds of colleges being considered? You want a counselor who has experience with the application process for likely countries and institutions. Can you use personal connections to help my son/daughter get in to one of my top choice colleges? The answer should be NO. Understand the role of the university counsellor in this process. Paying a consultant to tell a college how good your son/daughter is is always a bad idea. A counsellor doesnt get the student admitted a counsellor helps the student demonstrate why he/she deserves to be admitted. Will you write a draft of my college essay for me? Again, the answer should be a clear NO. Not only is this unethical, but university admission ofcers are trained to recognize suspicious work. Understand how the prospective private counsellor works with students on essays. What services will you provide beyond what I can get at CIS? Know exactly what services you may need beyond what youre getting from your CIS counsellor. Dont simply sign up for an expensive package of services because you think thats what other parents are doing or The more it costs, the better it must be. And, of course, always compare costs and request references.

We hope these questions and suggestions are helpful. Please know that CIS counsellors are not afraid of a second opinion. Our concerns stem from seeing students paying, in some cases, large sums for advice they were already getting from their University Counsellor or in some cases being given harmful instead of helpful advice. A nal word: if you do choose to work with a private college counsellor, the student must continue to keep his/her CIS counsellor informed as college plans are developed.

Opening Sentences for Essays We Dont Recommend. Enjoy!

The following opening sentences were for college essays were actually submitted (borrowed from the Washington Post):

When I told my friends I was applying to Whatsamatta U, they were, like, no way, and I was, like, yes way. And they were, like, way cool. And I was, like . . . My mother has probably already written to you, spreading her lies.

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I am a vegetarian and all I demand is that any vegetable I eat be pureed or nely chopped so it in no way resembles its original self before it was murdered. I am sure your dining hall . . . First off, coach said there wasn't going to be no writing. If I have accidentally sealed this envelope with cash inside, well, nder's keepers! I'm grounded until I complete this application. So here goes . . . Because my girlfriend is applying to your school (actually, she is not really my girlfriend yet, since I have not spoken to her, but I know everything she does) I have decided . . . I study the English since two annuals, so can right the many pages insuing with no difcult. I do not take drugs, drink, smoke, read pornography, eat fatty foods, watch TV, speak, bathe . . . College is probably the last place they'll look for me, so . . . Stardate 590217. Dear Stareet Academy . . . Dear Morty: I am sending you this e-mail while taking a break from lling out State U's online application form, which was obviously designed by idiots . . . Sure, lots of kids like to start res, but how many of them have a propane torch, gallons of accelerants and a basket of dry rags . . . This is Shanda writing, one of the 25 personalities possessed by Ellen Kurtz, who is the nominal applicant for admission. . . . among the many things that are the result of imperialism racism and kapitalism are standard punktuation grammar and spelling which all serve to put the entire human race into a sausage machine . . . . How's about I write page 342 of YOUR autobiography: "After unking out of medical school, Kermit Dowling decides to pursue a career in college admissions . . . ."