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The Benefits Of Taking A College Course Online

 by: Tawee Subsomboon

There are many reasons why you might want to consider taking a college course online. By far the greatest advantage of taking a college course online is convenience. You can take a college course online from anywhere that has an internet connection. These days, with many wireless notebooks you can connect to the internet from almost anywhere which makes taking an online college course even more accessible. No more sitting in classes or being cooped up indoors. You can access your college course online from anywhere you want to.

Many people don t think that they can find the time to fit in getting a college qualification with their other commitments. Taking a college course online can be the answer to this problem. You don t have the same fixed schedule to attend classes when you take a college course online. You get to study at your own pace and at a time that suits you. It doesn t matter if you want to do all of your college work in the evenings or at weekends, with a college course online you can do exactly what you want.

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Many of the institutes that offer a college course online do not set any time limits for you to complete the course in. This means that you can take as long as you need. If you find that you are unable to study for a few days, weeks or even months there is no problem when you are studying your college course online. You simply start studying again whenever you are ready.

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Another benefit of taking a college course online is that a large number of them do not have a formal exam that you have to sit at the end of it. Many of the courses are awarded based on the marks gained in assignments throughout the course. However, if the particular course that you want to take does require that you take a supervised exam to qualify then you will be offered a time and place to suit you.

There are no age limits for people who want top take a college course online. This is ideal for more mature students who don t relish the thought of going back to college and being surrounded by students who are half their age. So if you are 18 or 80 you can take a college course online and obtain the qualification that you have always wanted. You are allocated a personal tutor who is available to help you with questions and help you work through your assignments and will mark your college course online or by post if you prefer. Some courses also have facilities for students to chat to others taking the college course online to exchange ideas and offer support.

All right. Now that you have read till this point, we hope that furthermore you will have something extraordinary. Your patience is appreciated, we guarantee that your inquisitiveness in this would be reinforced.

About The Author Tawee Subsomboon writes extensively on online education for anyone wanting to further their education, His knowledge and invaluable resources fill his comprehensive website with information, resources links and advice. http://www.onlinecollege4u.com.

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Groups

 by: Jacob Jacobsen

YOUR GUIDE TO HIGH SCHOOL SOCIAL GROUPS

AS OF 2004

Intro: This guide will attempt to classify and organize ALL High School social groups in an organized, encyclopedic manner. They are listed in order alphabetically, following with a summary and description of all physical, mental, monetary and other such traits. Also what will be found is references to groups that may fit under more than one group and/or mixes of groups. As is follows:

Average People

Average people are obviously average in most or all aspects of their overall appearance and manner. They are neither rich nor poor, cool nor uncool, etc. Average grades in school work are another obvious trait. So all in all, average people are average.

Gangsters

Gangsters are gangsters. They hang out all grouped together, wearing the same colors, blue or red most prominently. There are also wannabe gangsters and stoner gangsters.

Goths

“Goths”, short for the people who dress and act gothic, are people who do just that, dress and act gothic. Obvious traits are spikes, chains, studs etc., all or mostly black clothing and other dark fashions, and pale skin in some cases. Wannabe and stoner goths also exist.

Hicks/Hillbillies

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Hicks, also known as hillbillies, are mostly the people who openly like country music, live/work on a farm, wear hick type clothing like tight pants, truck driver hats, and shirts that say things like “Joe Bob’s Towing Company” or “Jimmy’s Welding”. Other such traits may include the possesion of a big ol’ truck or other beat up, dirty vehicle that could be used on a farm or out in the country. Stoner hicks are also present.

Jocks

Jocks are those that are into sports, obviously. They are on all of the teams every year and think they’re all bad and stuff. Sports most associated with jocks in order from greatest to least are: Football, Basketball, Baseball, Soccer, Tennis, etc.

Losers

See “Not Smart Nerds”

Nerds

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Nerds. Wow. Nerds are usually considered as socially inept. There are two main types of nerds: Smart ones and Not Smart ones.

Smart Nerds

Smart nerds are just that, socially inept losers who are accademically superior to most around them. Sometimes the social clumsiness is caused from the pressure of being smarter than others. Other times, they just don’t know how to talk with a lot of people and would rather just hang out with their good friends.

Not Smart Nerds

Not smart nerds consist of just that, people who are considered low on the foodchain, unpopular, weak, and otherwise small and insignificant and are not accademically superior to many.

Preps

Preps are the elite of the elite. They are all rich and think their better than everybody. Most are found in groups and teams such as: Cheerleaders, and Football players(which can also be construde as jocks) and other such things as the student body organizations and other stuff like that.

Psychos

Psychos are those people that sit all by themselves at lunch and plot world domination and other freaky stuff. Some also literally have mental or social problems and could kill you for the smallest thing. So that’s why they are psychos.

Punks

Punks are just those people who aren’t stoners or gangsters, but they just aren’t going anywhere in life and get in trouble for stuff like lifting cars and doing graffiti and other vandalsim and theft.

Rockers

Rockers evolved from wannabe goths. They’re the people who if you call ‘em goths they get all pissed off. They dress in black and spikes and stuff too, but they’re just called “rockers” instead. No one knows why.

Skaters

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Skaters are obviously skaters. Skateboarders that is. No one roller blades anymore it seems like so the Skaters category is made up of a majority of skateboarders. Most noticeable trait: T-shirt, hat, sweatshirts etc. covered with a skate brand logo.

“Special” People

Literally special people are the people who are in the Special Education program.

Stoners

Drug users.

Wannabes

Wannabes come in a variety of shapes and sizes but are just weenies who pretend to be what they’re not. Another term that seemed to be started by skaters referring to wannabe skaters is “posers”. There are wannabes for just about every group imaginable.

About The Author Jacob Jacobsen - Lives in a dark basement in New Hampshire.

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Easy Study Skills for Exams

 by: Ian McAllister

Easy Study Skills for Exams

Study skills: do you start reading at one end of your library and try to read through to the other end?

Of course not. So you already know one effective approach. Be selective! We can build on that now.

More Study Skills - what not to study

Whole books

Your lecturer tells you to read “War and Peace”. If you have study skills you won’t! Even with perfect memory - how much of the book can you cover in an exam essay that takes 40 minutes to write?

Look through the library for abridged versions of your books, or commentaries… Now you’re using your study skills.

Buy your textbooks 2nd hand. Why do you think they are in perfect condition? Because the last students hardly opened them!

Why should you buy books that the last student didn’t read? Now you’re thinking! Now you’re using study skills.

Whole syllabus

One benefit of attending classes is that you get a skeleton outline to apply your study skills. The skeleton will be complete for the sake of completeness. But only some parts matter to your study skills.

Study yourself - you’re interesting aren’t you?

Each day write down at what time of day you didn’t mind using your study skills, and could really get down to work. Write down the times when you hated to study. I study best early in the morning. You might study best late at night.

Do you work best in a totally silent room, or with background music?

Do you work better if you are petting the dog or does it interfere with your study skills?

Use your spying study skills

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Find past exam papers in the library. Put them in order by date, then go through the earliest one, and write down the subjects in a column at the left of your page. Put the date at the top of the second column and a tick for each subject. Now put the date of the next paper and a tick opposite each subject that is repeated, and write in any new subjects.

Do the same for all the years that you have. Why is the date important? Look at your table. If a subject appeared every year from the left, then suddenly stopped appearing it probably means that the examiner changed. Study all the subjects that appear every year first. Then study those that appear four years out of five… you get the idea.

Important study skills - Make a calendar

Plan in detail which subjects you’ll study on which days until the exam.

Don’t be too ambitious. You already know that at some times of the day you can’t use your study skills. You know that you won’t want to study on your birthday or Christmas day or… Just be realistic. A calendar that gives you over a thousand hours of study isn’t as good as one that gives you 400 hours that you can stick to.

Become an expert

You’ve used your study skills to cut out big chunks of your syllabus. Use the time you save to learn more about the parts you’ve left than the examiner knows. Use the internet to search for exciting snippets of information about your shortened syllabus.

Perhaps your examiner doesn’t know the exact day of the week on which an important bit of history happened. Perhaps you’ve forgotten what you read about it, but write down your best guess. The examiner will be impressed, because he doesn’t know that you got it wrong!

Study skills for the day of the exam

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Everyone will tell you that if you don’t know it, it is too late to learn. They are wrong! They are talking about long-term memory. You will be using short-term memory.

As you are sitting outside the exam room study your formulae, or dates, or anything else that you have difficulty remembering. Whenever the examiner says that you can start writing, write down all these things on scrap paper. You have managed to remember them for ten minutes. You can now forget them until you need them again, which may be never.

Study skills in the exam

“That isn’t allowed!” you exclaim. It definitely is allowed. If you have a multiple choice paper just miss every question that you don’t know. There is usually another related question somewhere. When you see it, you will work out the answer to the question that you didn’t know. That is study isn’t it?

Conclusion

Study smart - not longer than everyone else. Start with a free report on the most powerful exam technique.

About The Author Ian McAllister Ian McAllister’s life has convinced him that writing essays is the best of study skills. Get your free report on writing successful essays. Okay. Your extreme drive to examine more would be contented further. Go on reading, you’ll get some additional awareness. http://studying-techniques.com/essays.html

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Four steps to make your day dynamic!

There are two ways to start your day. The first is to dive in; tackling whatever is in front of you. You might check your emails. This is an interesting beginning as it is always possible something fun and new came in since you last looked.

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Next thing you know you are deeply involved, answering all your mail. Some messages require thought; others require action, either research, interaction with others, or decision making. It is natural to attempt to take care of these mails, as they are right in front of you. You feel hungry, look up and it is mid morning. You have just spent a quarter of your day dealing with emails!

Another scenario is firefighting. Firefighting is the act of facing and finding quick fix solutions for all the emergency situations that seem to be coming at you from unknown sources. These urgent problems can also eat up an alarming amount of your work day.

Let’s look at an alternative method of beginning your day. First, remember that this day is a gift. You have the choice what to do with it. Why not choose to do the important -but-not urgent tasks first? These are the tasks that will advance your life goals, and ensure success for you as you have defined it. If you do not prioritize and do these tasks first, you will almost certainly fail to do them.* Here is how.

1. Define where you want to be in 3-5 years. Now list the steps it will take to get you there. Break these steps down into yearly goals, then monthly and finally weekly. Take the time to plan your life!

2. At the beginning of your day, pull out your weekly goals. What will you do today to advance your weekly goal? List this (these) tasks.

3. Scan your emails - don’t read them! You will get bogged down! Also, scan your phone messages, faxes inbox and anywhere else you receive communication. The goal is to get an idea of what new items will require your attention today.

You have spent 30-45 minutes of your day. You have gathered up the information required to plan your day, you know what you have to do, and are already planning it in your mind. You don’t have to worry about forgetting something important.

4. On a clean sheet of paper, or index cards, prioritize 10 -15 things you intend to accomplish before the end of the day. Be realistic. You will not be able to do much more than this. From the 10-15 highlight 4 or 5 items that are important-but-not urgent and critical to your long term goals. Prioritize these items first, and then follow with the remaining items in some sort of order. Put an estimated time to complete each item beside it. At the end of the day, your review of what got done and the actual time it took will be a great education and experience for future planning. With practice, this skill will serve you well.

5. Now do one of your highlighted tasks, preferably one you enjoy.

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You have now spent approximately 90 minutes of your day. You have achieved a step towards your 3-5 year plan. (Imagine what a constant daily step towards your goal will produce!) You know how your day will play out (for the most part), and you are comfortable knowing you have not missed anything of importance.

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If you begin to do the important-but-not urgent items on a daily basis, you will find less urgent items surprising you. The feeling and knowledge of achievement will be encouragement for you to continue to strengthen your skills in this area.

There you have two ways to begin your day. Your choice!

Your Coach and online friend,*
Miami

Miami Phillips
Helping others find their path - and stay on it.
www.creativemasterminds.com

Quotation of the Week
Give me a stock clerk with a goal and I’ll give you a man who will make history. Give me a man with no goals and I’ll give you a stock clerk.
J. C. Penney

About the Author

Miami Phillips is an ANSIR Certified Personal Coach and the founder of Creative MasterMinds who believes personal growth is an essential ingredient to being happy and contributing to this world. While his main focus is affordable personal and business coaching, he also offers motivational teleclasses, ebooks, reading recommendations and much more. To find out more visit his site at http://www.creativemasterminds.com or send him an email at coach@creativemasterminds.com

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Many different types of financial aid are available to you in the form of scholarships, grants, and loans. With billions of dollars at stake, it is important to begin the search process early and to apply on time. Follow these guidelines for applying for financial aid:

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Three to four years before you plan to begin college

Review your high school coursework and activities. Colleges will look for challenging coursework, a good grade point average, and extracurricular activities such as sports, volunteer work, and community involvement.

Take the Preliminary Scholastic Aptitude Test (PSAT) to prepare for the standardized tests (SAT and ACT) that you ll take later. If you do well on the PSAT, you may be eligible to receive a National Merit Scholarship.
Two years before you plan to begin college

Begin researching your financial aid options by talking to your career counselor and researching grants and scholarships through books and the internet

Start planning to take the SAT and/or ACT exams, depending on what is required by your college.

During your college visits, meet with a Financial Aid Officer to find out what types of aid are available.
As soon as possible after January 1 of the year in which you start college

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Contact the Financial Aid Offices at the colleges of your choice for deadlines and additional documents they require

Complete the Free Application for Federal Student Aid (FAFSA). Available at www.fafsa.ed.gov, this form is your key to most financial aid, and to all Federal and state grants and loans. When you complete your FAFSA, be sure to list all the schools you re interested in attending (up to six), even if you haven t yet been accepted. Be sure to keep copies of all of the forms you submit.

Fill out your tax returns as early as possible so you have accurate tax information for your FAFSA

Complete the CSS Financial Aid Profile if it is required by your college

Find out which financial aid applications your college choices require and when the forms are due.

Send midyear transcripts to the schools to which you have applied.

About four weeks after you submit your FAFSA, you will receive a Student Aid Report (SAR) that contains federal financial aid information. Submit the SAR and, if requested, your tax forms to the Financial Aid Office. Contact each office to make certain that your application is complete. Find out what else you need to do to establish and maintain your eligibility for financial aid.
This article is distributed by NextStudent. At NextStudent, we believe that getting an education is the best investment you can make, and we’re dedicated to helping you pursue your education dreams by making college funding as easy as possible. We invite you to learn more about financial aid at http://www.NextStudent.com.

About The Author

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Vanessa McHooley
My goal is to help every student succeed - education is one of hte most important things a person can have, so I have made it my personal mission to help every student pay for their education. Aside from that, I am just a pretty average girl from SD.

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Article Title: How to Turn Two Questions into a
Life Changing Experience
Author Name: Doug C. Grant
Contact Email Address: doug @dougcgrant.com
Word Count: 631
Category: Motivational/Inspirational
Copyright Date: 2002
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Publishing Guidelines: Thank you for publishing this
article in its
entirety including the resource box. When possible, please
notify me
of publication by sending either a website link or a copy
of your
ezine upon publication via email to doug@dougcgrant.com

————————————-

HOW TO TURN TWO QUESTIONS INTO
A LIFE CHANGING EXPERIENCE

by Doug C. Grant

Here are two questions to ask yourself:…but they must be
asked and answered in a special way.

1. How am I feeling right now?

2. How would I like to feel?

Simple. Right? But don’t let ’simple’ fool you. There’s a
lot of power behind those two questions.

YOU’VE PROBABLY HEARD OF JOURNALING.

That’s the process of putting your thoughts down on paper.
Perhaps you’ve always considered it an intellectual’s past
time. Or maybe you think it’s too much of a bore and
bother. Besides, you doubt if any of your thoughts are
worth putting on paper.

Back up! Let’s take a second look.

Journaling is a powerful ‘feel-good’ tool. But here’s a
bit of a twist on the standard rules. I call it the
Empowered Maturity Approach to Journaling.

1. You can use any old notebook or even just a piece of
paper. (I like to use those small ‘class-note’ booklets
available at any discount store. My wife prefers the full
size spiral notebooks. The thicker the better.)

2. Never write for posterity. I seldom ever read past
entries. They belong to yesterday. That’s because I’m not
keeping a diary of events. I’m primarily writing about
feelings.

(I know that a dedicated journalist will have heart
seizures over this approach. They have bookshelves lined
with leather covered volumes. They not only enjoy rummaging
through the pages of their past but feel they are writing
for future generations. I write with no such pretensions.
Besides, I use so many abbreviations and shorthand symbols
that no one else could even begin to break the code…or
want to. I trade speed for readability.)

3. Neatness doesn’t matter unless scribble really bothers
you. The important thing is to get your thoughts down
quickly. At best, your brain will always outrun your pen.

4. Before writing anything else, start with the two
questions at the beginning of this article. Don’t just
treat them as a mental exercise. Actually write them.

5. Finally, write out the answers to the two questions.
Again, this is not a mental exercise. The actual process of
writing is important.

HERE IS AN EXAMPLE.

This morning I felt fine until I woke up. Immediately I
noticed I was uptight. No particular reason. But I knew by
the way I was feeling, I could look forward to a day of
tension and irritation.

I immediately went into my home office, grabbed my current
Journaling Book and wrote this question. “Exactly how do I
feel right now?”

I wrote out a top to toe analysis. I didn’t bother asking
why I felt the way I did. I doubt if I even knew. I just
wrote what I felt.

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Next, I wrote, “How would I like to feel?” I really gave
my answer a workout. I wrote about feeling enthused,
relaxed, full of vitality. I painted a verbal picture of
marvelous health and well-being. I filled several pages of
scribble about how tremendous I felt.

Notice, I didn’t use future tense. I wrote as though my
condition of well-being was NOW.

How did I feel when I was done? Better. Not great but
definitely rambling along on a more positive track. And, as
the morning progressed, the good feelings kept getting
stronger.

THIS IS ONLY A START ON EMPOWERED MATURITY
JOURNALING…BUT A GOOD ONE.

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If you do nothing but write answers to the ‘how do I feel’
and ‘how would I like to feel’ questions, they can
substitute for a lot of pills and potions. Use them
whenever you experience mood slippage. Instant action can
reverse a negative slide and add a lot of ‘up’ to what
might otherwise become a miserably ‘down’ day.

————————————–
—————————

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Get more facts, techniques and information about living
healthier, happier and being more productive. Subscribe
Free to Doug C. Grant’s bi-monthly e-zine, THE EMPOWERED
MATURITY PAGE. It’s directed toward the over 50 Crowd but
good reading for anyone wanting to boost their life up a
notch or two. Subscribe at:
mailto:empoweredpage@smartautoresponder.com

About the Author

Doug C. Grant retired from a successful career as a
nationally recognized business writer & marketing
consultant. He now helps members of the ‘Over-50′,
crowd (or any age) live healthier, happier and more
productive lives throughhis Empowered Maturity Web Site
(http://www.dougcgrant.com) and an on-line
interactive seminar.

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When the Teacher Becomes the Student

 by: Joe Martin

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A relationship expert once said that during an argument, there s usually three sides to every story: his side, her side, and of course, the truth.

This is something we must definitely keep in mind as teachers. As educators (especially professors), we have been accused of having the biggest egos on this side of Mount Rushmore. One of the quickest ways to burn out in education is to refuse to embrace change. Whether we want to admit it or not, life moves and changes constantly.

Students are constantly exposed to material we once never dreamed existed. Ironically, although students are exposed to more, they typically know less and are less mature than the generations before. However, that does not discredit the fact that students still bring a unique perspective to our classroom; it s through their eyes that we can become better teachers.

One of my best strategies for maintaining a high level of motivation in the classroom came as a result of a technique I learned as a stockbroker and sales trainer. Rule #1 in sales is that in order to bring the customer to where you are (your level of understanding), you must first go to where they are (they re current level of understanding). In simple terms, you must know your customer (in this case, your student). This simple principle recharges and rejuvenates my batteries every semester; because the more I know, the more I grow.

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Relating this concept to the education arena, you must simply and clearly define your objectives and what you would like to see happen over the course of a semester (or even a brief interaction) with a student, and then you help your students to do the same. In other words, know where YOU want to go, help them find out where THEY want to go, and then come up with a strategy for both of you to get there. In negotiating terms, they call this a win-win solution. Obviously, this strategy can only work if you value the student, and you believe he or she can make you a better teacher.

For instance, during my first three years in education, I quickly realized that what I wanted and what students believe they needed were diametrically opposed to each other. However, after many personal talks with former students, I soon discovered that students weren t as concerned with the subject matter itself as they were with how the subject matter was being taught. They were more concerned with my attitude than the answers I would give them. This was a revelation.

I came to the conclusion that, like a parent, my experience and education dictated that I was qualified to teach them what they needed to know to succeed. However, when it came to how they received the information, I was totally at their mercy. Because, regardless of how good or important the subject matter is, if no one is listening, then no one is learning. It was at that point that I decided to go to where they were in order to bring them to where I was.

I met individually and collectively with students to get their perspectives on the class. I asked them about what worked in class and what didn t? I asked them about what they would like to see more or less of? What would they like to see changed (about myself and/or the class)? I asked them if whether or not they would recommend this class to another student, why or why not? I asked them what would make the class more productive and more interesting? These questions can be asked in almost any work environment, for almost any department, not just in the classroom. I asked similar questions of my clients when I was in Corporate America.

All of the input I received, except for the individual meetings, were done anonymously. I can t begin to tell you how important this information has been to my career. But in less than a year after implementing this idea, I was nominated twice for the distinguished teaching award at my school (the youngest ever nominated).

If you want to become a more productive educator in or outside of the classroom, the key is student input you must seek it. They say that the definition of insanity is doing the same things over and over again, but expecting different results. If you listen to and solicit feedback from your students, you won t have to repeat the mistakes of the past. So value your students and their input; trust me, they hold the keys to your success.

O.K. Just debar yourself from the other casual hierarchy of information as this report is among the best of the bests. Your appetite for facts could get quenched in subsequent paragraphs.

About The Author Dr. Joe Martin is an award-winning speaker, author, professor, and educational consultant and owner of New Teacher Success. Visit http://www.newteachersuccess.com today!

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Writing College Admissions Essays that Take First Place–A Personal Statement Checklist

 by: Roxanne McDonald

Congratulations on your move toward a college degree. And congratulations on seeking support for writing your admissions essay/personal statement. The squeaky motor gets the oil, so you will be slick and running sleekly in a just a few days in plenty of time to submit and relax before transferring from a community college or crossing over from high school to higher learning.

Okay. As you have read till here, it means you are really inquisitive in and . Your further curiosity in this piece of article would be an added leverage for you.

While the application and entry process is exciting, it is also rigorously demanding when it comes to writing the prompted essays. But instead of getting intimidated, remember, it is a process with a series of many laps around the track. Do the steps one at a time, on time, and even ahead of time; be just as rigorous as the entry requirements are; and use the following as a checklist throughout the entire personal statement writing process, and you will create a worthy piece of writing that will smoothly slide you right into the institution of your choice.

1. Use that fine machine (your head): get ahead, start ahead.

___Start early. If they application and essay are due in three months, start working on it in two.

2. Start small.

___If the task seems overwhelming, choose an easy, quick, or interesting part of the task. Then you will have a momentum that will push you forward into the larger, more time consuming tasks. For example, you know your name, address, and (maybe) what you want to major in. Fill out the application.

3. Read X3 before you start to build.

___The first time, read the directions and the prompt choices for the personal statement(s) you have to write as if you are reading a magazine for fun.

___The second time, read the prompt choices as if you are reading a catalog and shopping for the one (best) item (prompt) . Choose the one topic that you feel you have the most to write on, the one you like, the one you are drawn to.

___The third time, read with a highlighter or pen: highlight or underline the key words in the prompt s introductory sentences and the key action words (those words that tell you to do something). For example, if the prompt reads as follows, you would mark it like this [I use brackets here for highlighting]:

Is there [anything] you would like us to know [about you or your academic record] that you have not had the opportunity to [describe] elsewhere in this application? What is [your intended major]? [Discuss] [how your interest in the field developed] and [describe] any [experience you have had in the field] such as volunteer work, internships and employment and what you have gained from your involvement .

4. Make notes and make them visible.

___You now have the (five, here) parts to list on a big piece of paper or cardboard that you then prop up or tape up on your wall or pc. (I always do this tape the required points on my computer; then I can constantly refer to it as I am writing. It keeps me on track on topic.)

5. Consider your audience.

All right. Your extreme urge to investigate more would be satiated further. You have to be coherent with this article to attain more.

___As with any writing, you decide your tone based on who will be reading the work. In this case, you are submitting to a committee of readers who read stacks and stacks of these things. So

6. Be real. Be honest. Be engaging. Be positive. Be fresh.

I know, I know. I hate it too when someone tells me to be myself. (Who else would I be?) The point is to avoid pretense, avoid b.s. (lies), and avoid whining, begging, and angry, bitter, resentful tirades.

The readers want to know who you are, how you would fit, and what you would bring to the university.

___Brainstorm a list of true details, writing them on the left side of a piece of paper. On the right side, note next to each item how that makes you a perfect candidate for the place. (The left side is negative, too. The right side is the balance, turning the negatives into positives.)

7. Engage.

Granted, when we writers begin drafting, we may not necessarily begin with the opening paragraph. We scribble the lines we remember, the body, the conclusion, topic sentences, important buzz words, or anything else that comes to mind. But when you do get to the opener, it must be as outstanding, alluring, inviting, and original as possible.

I promise I know what I m talking about here. As a/an (former) Associate Professor of college English, I assisted hundreds of students with both graduate and undergraduate application packets and processes–teaching workshops on the entrance essays, tutoring students in the complete process in the colleges learning centers, even receiving students in my home (where they still continue to approach me for consultation and support).

So I have seen/see many students get accepted to Berkeley, Cornell, Stanford, State, and other private and public institutions based on their essays, which I helped them to write and (ugh) rewrite using the standards and guidelines of the major institutions of higher learning (and this handy manual of caveats I have compiled over the years). And those essays start with unique, engaging intros that follow these tricks:

___Get rid of all abstractions (now also considered clich s in the academic arena since they have been driven into the ground by overuse). Avoid using the success achieve lifelong dream terms, words, and phrases. The panel knows you want/need these. They expect it is a given, and would probably have group heart attacks if someone wrote he/she was applying to be unsuccessful, to achieve nothing, and to listlessly idle, having no dream whatsoever. (Okay, you get my point, right?)

___Erase the I am an immigrant who needs to make my parents proud clich s. (I promise you, this strategy is empty and useless. I have received students needing entry essay help who are immigrants, children of immigrants, products of immigrant DNA, victims of immigrant mentality .every first draft I read started with this kind of intro. And I ve only helped about 500 students with this exact same opener. Imagine the weary tsk-ing and head shaking of the board member who reads thousands!)

The bottom line is this: asking to be admitted because you experienced–and are slamming the board with–a number of boo-hoo poor me hardships is the same as going to a job interview and answering questions about what skills you bring to the job by crying that you need to feed your kids. How does your need qualify you? It doesn t.

___And/or, forget the I was neglected, abused, poor, hungry, ugly, fat opener. Same lecture as above applies here, too. Unless

Well. The endurance till this point means that you are very much meddlesome in and . Get an added advantage by scanning further.

___You can turn the negative into a positive. If you have to be real, and the victim thing is part of your story, show how that pain/struggle/torture contributed to who you are today and to what you bring to the school. But do it later in the essay and do it in passing, in mention, in brief and then move on. So, how do you open a personal statement?

___ By opening the essays with a metaphor, a narrative, or appropriate facts and statistics that will make the essay(s) stand out, appeal to the board, and give those readers something interesting you have a better chance of them saying to each other, Hey, did you read that Joe Blow essay? and of them putting it in the YES pile.

Consider this: what running theme(s) would best represent you? For example, would you, like Helen Zhang did, use a water metaphor to represent your immigrating from a country where you were going with the flow of running your own company, then moved to a country where you started over, re-built the ship from scratch, beat the hell out of those choppy stormy seas, and are now sailing, headed for helping others to row to safe shores?

Or would you, like Celestino Garcia, use a food/feeding metaphor to show how getting your fingers broken by a cruel (and insane) uncle who then forced you to do farm work and refused to feed you has instead driven you to culinary school, to prepare lovely meals for feeding today s children even worse off than he was without food?

Or do you prefer to open with a description, as Sarah Choi did, for example, of living in the projects, looking through a cracked window at the police lights every night you sat to do grade school homework till one day you made it out, still keeping in mind (and writing it back in at the end of your essay) the sirens and lights and project life from whence you came, so you can, when you graduate, return to the projects and aid others in escaping the flashing lights and flashes of gunfire?

8. You ve got their attention. Now make your point. Boldly.

___Here s where your thesis comes in. Once you have used an original description, metaphor, statistic, fact, or definition to open, wrap up the intro with a declarative, confident statement. For example,

This is why I want to attend Oxford. will not help you make your way into Oxford. Again, it s obvious you want to attend/be accepted, and that s not reason enough to be accepted.

But With this experience, with excellent grades, with a steady volunteer record, and with a pro-active attitude, I will make dynamic, positive, and supportive contributions to the community at Oxford, and later, to the community at large. will give you the horsepower you need to finish the essay and to get accepted.

9. You ve done the hard part. Follow through to the finish.

___The body of your essay will now have the theme/line of reasoning it needs to follow. If it helps, print the thesis in large lettering, and tape this up, too. It is the main point you will now prove with examples of

__your g.pa.

__your outstanding performance awards

__your volunteer experience (where, when, etc.)

__your tutoring, interning, or work-related experience

__your influences/reasons for getting into the field

__any points the prompt asks for

10. Accelerate using anything you have/know/have done.

The support (body of the essay) is most important nowadays, to give you the boost you need to compete. For instance, a number of schools/majors are impacted. Computers and business, for example, have students neck-and-neck in fierce competition for a seat in the department.

So when there are 500 applicants with the same 4.0 g.p.a, the same awards, and the same backgrounds and work experience, you need to use facts (no b.s., made-up stuff) that will give you the extra speed. This is why tutoring tales help. This where volunteering cranks up the volume. This is where you use what you can to race ahead. As long as it s truth-based. If they ask for two letters of recommendation, send three. If they ask for one way you will contribute to the university, give them two: you will help in the department, assisting the professors (for free); and you will tutor those struggling in a (related) subject you are fortunate to do well in.

10. But how do you come in 1st and keep the rules of the road?

Here s where revising, revising, and revising again comes in. First, write all you can, all you want, all you know. Then, go back and check those instructions. How many pages must you use? What size font?

___Usually, you have a page limit that you must not go over.

___At the same time, you must cover 3-4 areas in your essay.

___Follow the instructions to the letter. (This will also give you an advantage, for the instructions are there not just to get to know you but to test whether you are adept at following instructions.)

___Don t give the readers any excuse/reason to eliminate you.

___Tighten your text. This is covered in the Mechanics section below.

11. Keep that machine well-oiled: use your pit mechanics.

___Revise the opener. Make sure it is fresh, engaging, relevant.

___Revise the thesis. Be sure it s complete and expresses the general point.

___Revise the body (supporting evidence). Check that it addresses part of the prompt. (This is another test does the applicant cover all parts of the question?)

___Rev. the paragraphs and transitions between paragraphs. Be sure each is coherent, and that all are organized and connected, and therefore easy to follow.

___Rev. the sentences. Use variety. Combine sentences for rhythm and flow.

___Rev. the diction. Get rid of useless words, extra words, abstract words. This is where you will be able to shorten the essay.

___Revise the spelling. Do not rely on the pc spellchecker! It is two e-z to Miss homonyms and readers will not be able to bare it!

___Revise the punctuation. Get a tutor for this if you need to.

___Use human mechanics, too. We have brains that are set up so perfectly that they do this thing called hypercorrection. So when we read our own drafts, our brains insist on automatically correcting and reading as correct text that has errors in it. How do you fix this? Have someone else read the work aloud. You listen carefully. When the reader stumbles, pauses, or does a Wha ? double-take, you stop the reader, catch the error, and change it, right then and there, in the pit stop. Before you mail it again re-read and revise. Re-read and revise.

___12. Mail the entry the application (with nothing left blank), the check (not blank), and the essay (cleaned and polished)–before the deadline

in plenty of time for the university readers to read it, laugh over it, cry over it (which does happen I have cried over the top essays that got Sarah, Tino, Helen, and many others into law school, computer tech school, business school, and more), and except you…I mean, accept you.

Now get your motor running and win that race.

About The Author N.H.-born prize-winning poet, creative nonfiction writer, memoirist, and award-winning Assoc. Prof. of English, Roxanne is also web content and freelance writer/founder of www.roxannewrites.com, a support site for academic, memoir, mental disability, and creative writers who need a nudge, a nod, or just ideas of which Roxanne has 1,000s, so do stop in for a visit, as this sentence can t possibly get any longer . admin@roxannewrites.com

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March 10, 2003 — No the Intuitive Eye (patent pending) is not Anti American. It is forehead jewelry and was inspired by Henrietta Jacobson s practice of Kundalini yoga, which has nothing to do with Islam or the Middle East.

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The word Yoga comes from the Sanskirt root “Yug” meaning to join. Yoga literally means yoke or union and speaks of the union of the individual spirit with the universal consciousness. The basic techniques evolved in the monasteries of India & Tibet over a period of thousands of years. Even though Kundalini yoga originates out of India, it was brought to America in the 60 s with Yogi Bhajan. Kundalini Yoga, the Yoga of Awareness, consists of simple yogic techniques that can be enjoyed by everyone, no matter his or her age or physical ability. It is a complete science that includes breath(pranayam), yoga postures (asanas), sound, chanting (mantra) and meditation.

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It is designed to provide you with the experience of your highest consciousness through the raising of your Kundalini energy. It is like counseling through the body instead of the mind.

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Americans may think if someone is wearing something on their forehead they are from the Middle East. Sikhs wear turbans but are not Islamic, Muslim or from the Middle East either. The confusion seems to come from the practice of Middle Eastern Dance or belly dancing. The title “Belly Dance” is a direct translation of Arabic “raks el-batn”. Raks is to dance and batn means belly.

Most belly dancers wear headpieces and Indian & Egyptian women wear forehead jewelry. This of course has not stopped American s from wearing belly chains and armbands or even belly rings.

So why be afraid to wear your Intuitive Eye. Teens are wearing them, brides are wearing them and women that meditate are wearing them.

Henrietta Jacobson

www.goldpenny.com

About The Author

The Intuitive Eye (Patent Pending) has become a meditation tool for some and a unique piece of jewelry for others. As a single mother Henrietta, a psychiatric nurse and pharmaceutical consultant spent 10 years raising two boys. With previous training and experience in sewing and fashion design, she had always had a passion to design jewelry. It seemed only natural once the children were grown to return to that passion. She enrolled in a jewelry design course finally ready to follow that dream.

Kundalini yoga and meditation provided the inspiration for the design of the Intuitive Eye. Kundalini yoga is a wonderful tool for enriching a woman s life and has become an important part of Henrietta s life in many ways. It is a type of yoga for women of all ages; it is like counseling through the body and cells instead of the thought processes to heal the mind, body and spirit.

Henrietta is currently working on a unique and full Chakra Jewelry line!
Henrietta@goldpenny.com

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How Distance and Open Learning has Changed my Life

 by: Emma Jones

When I was approached to write a piece on open and distance learning education, I came up with this piece. After reading it through, I have come to the conclusion that my life has changed completely because of it. I didn’t realise how much until I wrote about it, and got half way through proof reading it. This is what I wrote:

‘When I got married I quit my job in the legal profession. Eighteen years on, and three children later, I decided that there had to be more for my future. I had the time to spend on anything I wanted, but I didn’t know what I wanted to do. I looked through the courses that Oxford College ODL offered by open and distance learning, and realised that this mode of education was a very good place to start. I had picked out the characteristics of education that I didn’t want to bother with, and there were quite a few! Examples of these were not sitting in a classroom with younger students that would show me up, stringent rules and class times that had to be adhered to, and cramming for and worrying about exams that were taken in large halls full of these again, young students. Oxford College ODL through their distance learning and open learning courses was offering me what I wanted, all that was left to do was to choose where I wanted to start.

I decided to start with two courses that were completely different, so I enrolled in one that I thought would help me understand the world around me, and one that would help me with confidence and my relations with my children. The first came in the form of a sociology diploma, and the second in a diploma in life coaching. I knew I was taking a lot on, but this was just for me, and I could take five years to complete them! It hasn’t taken me anywhere near that long to complete them both. I have completed my diploma in sociology with distinction, and I am on my penultimate assignment for my life coaching diploma. I have been able to put a lot of time into my studies, but it has only been shy of two years now and I have accomplished more than I thought I would have been able to.

My plans are to move onto a diploma in psychology next which my background in sociology has given me a deep interest in, and for myself rather selfishly, I am going to enrol on the English Literature program which I believe will give me the confidence to enjoy the writings and works of those that spent their lives composing pure and quality entertainment. I couldn t have done all this if it wasn t for the distance learning and open learning courses offered.

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Through me, my children have gained confidence. My education in life coaching has given me the ability to support my children without interfering which gives them confidence. My son has since started his own business with my support, and my daughter is studying through distance learning as I am, whilst she trains in distance running. She has realised, as I have, that there are many ways to get a quality education, and it doesn’t have to get in the way of other ambitions.’

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Distance learning and open learning have changed our lives greatly, and there are many reasons to study this way. I have come to learn that education is not something to be scared of, it is something for everybody, and it is something that you should be able to take at your own pace. Distance learning has done this for us along with show us that education is not just there for those who want to further their job prospects, but it is also there for people to simply gain knowledge in subjects that they are interested in and through this it is impossible to describe the feeling of confidence that is achieved. I had always thought that further education was for those that had to make more money to support themselves and it was just a tool to further their job prospects. It is much more than that and has opened my eyes to a whole new way of life. It is for me, it is for my children, and it is for everyone. Distance learning doesn’t discriminate. It is a gift.

About The Author Well. The endurance till this point supports the view that you are too much curious in and . Just keep on reading, there are additional minutiae to follow. Emma Jones is from Chelsea London. She studies at Oxford Distance Learning. For more information on Oxford Distance Learning please see http://www.oxforddistancelearning.com/.

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