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Essay Writing Workshop

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The first sentence of each paragraph must be a short brief of the idea you’re going to expose. Then, use connectors to develop the idea and give details. Using a variety of connectors and synonyms will give your text lexical richness. Every once in a while, describe a complicated concept in a thorough way and go into detail. On the other hand, you should also give contra arguments. In addition, your ideas should be backed up by research and data. As a conclusion, you can sum up the most important ideas you have spoken about in the essay. Seems easy, right? Use this modern template to give more tips about how to write the perfect essay!

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Different Types of Essay Writing

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Presentation on theme: "Different Types of Essay Writing"— Presentation transcript:

THE 5 Paragraph "Persuasive" Essay.

Writing an Effective Essay

THE OBJECTIVE ??? THIS week and NEXT week, we will study persuasive essay…

THE First, you need a topic… You will be a given a “prompt” to write about. Sometimes you will be given a choice of prompts. You will also be told how.

THE. First, you need a topic… You will be a given a “prompt” to write about. You must ALWAYS stick to the prompt. You MUST choose a side to argue (persuasive.

Unit 3- Types of Nonfiction What should we learn?

The Writing Process Introduction Prewriting Writing Revising

Essay Writing Strategies

California State Writing Test

TYPES OF ESSAYS EOI TEST PREP You need a sheet of paper to take notes! There is a lot of writing today…be prepared!

What Makes an Essay an Essay. Essay is defined as a short piece of composition written from a writer’s point of view that is most commonly linked to an.

THE. First, you need a topic… You will be a given a “prompt” to write about. You will be a given a “prompt” to write about. You will be given a choice.

Brad Case English 9. The standard five paragraph essay structure follows a specific format. The introduction has a thesis and introduces three main supporting.

STEPS FOR PASSING THE AP RHETORICAL ESSAY 4 Components 4 Components 1) What is the author’s purpose? What does the author hope to achieve? 1) What is the.

THE ORIGINAL COMPOSITION Intro. The Original Composition  Part Three of your provincial exam will ask you to:  Write a multi-paragraph composition on.

Introduction to the AP Style Essay: English 10Honors What will be covered in this Presentation: 1.How to dissect the AP essay question being asked of.

Expository Writing Comparison and Contrast Essay.

INTRODUCTION TO NONFICTION. WHAT IS NONFICTION? The subjects of nonfiction are real people, and the events are actual happenings. Nonfiction can tell.

Get To The Point! Writing Paragraphs.

Elements of Non Fiction

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Essay Writing - PowerPoint PPT Presentation

Essay Writing

Essay writing writing process modes of writing writing process budget your time. understand the prompt. plan your essay. write a beginning, middle, and end. – powerpoint ppt presentation.

• Writing Process
• Modes of Writing
• Budget your time.
• Understand the prompt.
• Plan your essay.
• Write a beginning, middle, and end.
• Revise and proofread.
• Rewrite clearly.
• Decide how much time you will spend on planning your essay, writing your rough draft, revising and proofreading your rough draft, and writing your final draft.
• All four of these areas deserve equal time because each step is important.
• Read the prompt carefully and make sure you understand what it is asking you to do.
• Make sure you write the essay to answer your prompt.
• Narrative write a story that tells about an event or a series of events.
• Expository write an explanation of something giving specific details.
• Persuasive write persuasively giving convincing reasons for your belief.
• Before you begin writing, plan your essay.
• First write down ideas about your topic.
• Make a list of all the information you know by brainstorming.
• Organize the ideas.
• Second narrow and organize your ideas before you begin to write your essay.
• Select the idea you know the most about.
• Create a web to organize your essay.
• Third begin writing your essay according to your plan.
• Your essay should have three distinct parts beginning, middle, and end.
• Your first paragraph should be the beginning of your essay.
• Narrative setting and characters
• Expository thesis statement including all parts of the essay.
• Persuasive thesis statement including all points of the essay.
• The last paragraph should sum up or close the essay.
• Narrative conclude the story.
• Expository explain all points.
• Persuasive give all convincing reasons.
• The paragraphs in between should give the meat of your essay.
• Once you finish your rough draft, DO NOT STOP!
• Make sure your transitions flow, sentences are clear and varied, and sentences contain precise language.
• Ask yourself these questions
• How can I make this essay better?
• Will the reader understand what I am trying to say?
• Does this essay flow from one idea to another?
• Have I included unnecessary or off topic sentences?
• Have I used correct English?
• After revising and proofreading, rewrite your final essay.
• Be sure to include all the corrections you made on the rough draft.
• Write the final draft clearly so that it can be easily read.
• Narrative writing tells about an event or a story with the person telling the story being the narrator.
• A narrative prompt will ask you to tell about an event or time.
• You should always include setting (time and place), sequence of events, and chronological order.
• Key words TELL ABOUT A TIME or WRITE A STORY ABOUT
• When my sister and I were growing up, my grandmother always had chickens, turkeys, and guineas in her backyard. She usually kept them penned up, but sometimes she let them out to peck in the dirt. One day my sister discovered they were not as harmless as they looked. She was reading on the back steps and not paying attention to the yard birds. Suddenly she felt something land on her head. As she began screaming
• I remember making peanut butter and jelly sandwiches every day after school when I was younger. I loved peanut butter and jelly sandwiches because they were tasty and easy to make. I made my sandwich when I came home from school every day.
• The first thing I did to make my peanut butter and jelly sandwich was to get out all the ingredients and utensils that I would need. I pulled out the peanut butter
• Expository writing explains or informs by giving reasons, information, explanations, or steps in a process.
• Expository writing should clearly explain the topic.
• Expository should always include a main idea, sufficient supporting details, and a conclusion.
• Key words EXPLAIN or HOW TO
• We need school rules because they are important. Rules help to keep us safe and promote responsibility. They should be designed to benefit all students and to help the school be a better place to learn. However, some of the rules we have do not fit into either category, and they need to be changed. If I could change some of the school rules, I would change the tardy rule, the book bag rule, and the fifteen minute rule.
• On Monday morning last week, I got to school as usual and was listening to the end of my favorite song on my CD player in my car. I had only been there a few minutes when an assistant principal opened my door to my car and told me that I could not sit in the car once I got to school. I tried to explain to him that I was just listening to a CD, but he got all huffy and told me to get out of my car and go to the office.
• Persuasive writing is designed to persuade.
• The goal for this type of writing is to influence the actions or thoughts of others by giving examples, reasons, or opinions.
• To be effective, persuasive writing must provide a clear position on an issue and then include logical reasons and/or examples that fully support that position.
• Key words CONVINCE or PERSUADE
• Dear Mom and Dad, I need your help. I want to buy a car, but I dont have enough money of my own to buy the one I want. I realize that owning a car would be a big responsibility for me, but it is one that I readily accept. Having more responsibility will make me a better person and allow me to prove that I can handle important obligations. If you will help me to buy the car, I will take full responsibility for servicing and maintaining it, buying gas, and paying required fees involved in owning a car.
• Dear Mom and Dad, My friend Johnny just got a new car, and it is really cool. The car is a red Mustang with a new paint job and new leather upholstery. The car is not new, but it is new to Johnny. He took me for a ride, and it was fun. The car is also a convertible. We had the top down until it started raining, and we had to stop to put the top up. One of the snaps that is supposed to hold the top came off, and Johnny got really wet driving home. I would love to have a car like this.
• ____Think of an incident when you were proud of yourself. Tell the story of what happened and include the details and results.
• ____ Some friends are going to the beach for a week this summer and have invited you. There will be no adults going, so you need to convince your parents to allow you to go. Write an essay giving your reasons to persuade them.
• ____ Think about a time when you did something that you knew was wrong. Explain the reasons you did it anyway.
• _____ My first day of high school was awful for several reasons. I kept getting lost because I did not know the buildings. I was late to classes and was embarrassed to enter late. I spilled my food on my new top and had to walk around all day with that spot. I did not know what to expect, and everything seemed wrong.
• _____ I heard the sound when I woke that morning. I lay in the bed and tried to decide what it was. I had never heard it before, so I decided to get out of bed and investigate. I went into the bathroom to take a shower, but when I turned on the water, the sound got even louder.
• _____ Smoking should be illegal in restaurants and other enclosed areas. Because second-hand smoke is more harmful to those who inhale it than the actual act of smoking is to the smoker, it should not be allowed, especially in buildings. Allowing smoking in enclosed areas is the equivalent to signing the death warrants for those who are forced to inhale the toxic fumes of others.
• It is very important to understand what mode you are writing in, but it is just as important to stay on task or topic.
• First, ask yourself what the prompt wants you to write about.
• Second, keep that the focus of your brainstorming and planning.
• Third, write your essay making sure you are doing what the prompt ask of you.
• Finally, revise to make sure you have taken out any sentences that get off task or topic.
• I will never forget the Christmas of 1994 when I was only eight years old. My older sister, younger brother, and I had been wanting bicycles for months. We made our wishes for Christmas clear often. I even remember our discussing it during Thanksgiving dinner however, the day after Thanksgiving something happened to make us forget about our material desires for Christmas.
• Growing up was fun for me because I came from a large family with many sisters and brothers. As the third of eight children, I was very proud of my family. A family as large as ours was unusual in our fairly small town. Our unusual last name added to our being well-known in our town.
• At my school, we have many rules for students to follow. We have rules telling us what we can and cannot do in the classroom. We have rules telling us what we can and cannot do in the halls. We even have rules telling us what we can and cannot do outside the school building on the school grounds. Of all these rules, I do not agree with the rules that tell us what we can and cannot do in the halls and on school grounds.
• Out of all the rules at our school, the ones that I dislike the most concern the dress code. We should be allowed to dress any way that we like. The dress code does not allow us to dress individually and express our creativity. I think most teachers would agree that creativity is important and should not be suppressed. Just think about what would happen if students could no longer be creative.
• Dear Mom and Dad, Since I have been saving my money for so long to buy a car, I hope you will agree to help me. I dont have quite enough saved yet, and I would be forever in your debt if you will help me buy the car I wantI have worked very hard to save the money, and I will continue to work to be able to pay for the upkeep on my car. I will be very responsible and buy my own gas and oil
• Dear Mom and Dad, I really want a car. I have saved my money, but I dont have enough. My friend Susie got her parents to help her buy a car. Susie has proven to be a really careful driver. She obeys all the traffic signals and is careful to look both ways before pulling out into traffic. She got a job, and I want to get a job too. A job would help me buy the things I want and need so I want have to be dependent on you
• Friends are important to everyone. A friend is someone who keeps my confidences. She would not repeat things I have told her to others. When I am talking to a friend, I do not worry about what I am saying. I should be able to say what I think and how I feel. I do not tell others what my friends tell me, and I do not want them to share my feelings to others
• Friends are special people, and I pick mine carefully. A friend does not have to be perfect, but there are some important qualities they should have. A friend should be someone who can listen, someone who is positive, and someone who is loyal
• Wearing seatbelts should be required in all private vehicles because they keep all the occupants much safer during an accident. Wearing seatbelts keeps the occupants from being thrown from the car and being killed by something outside the car
• Wearing seatbelts should be required, but I cannot stand them. They do not fit properly, so they are grossly uncomfortable. Seatbelts are constructed so that they fit too close to my neck, and they have rubbed me raw by the time I get to my destination.
• Purpose Writing always has a purpose to entertain, to inform, to persuade.
• Audience Who is reading what you are writing.
• Appropriate Language Formal language is the type of language you use in writing. Conversational English is not acceptable in written English.
• Uses complete sentences
• Uses complex sentence structure and proper punctuation.
• Uses correct spelling and standard words.
• Does not usually contain contractions.
• Uses clear, precise words.
• Another vicious fowl was my grandmothers bantam rooster. He was a tiny rooster, but he had big, sharp spurs on his legs, and part of his legs were covered with feathers. He did not like anyone buy my grandmother. He would try to flog anyone who got separated from Grandmother while he was loose in the yard. My sister was terrified of the rooster. When she went into the yard, she would hang onto the pocket of my grandmothers apron. However, she loved to collect feathers
• Another bird mean as a snake was my grandmaws bantie rooster. He has big old spurs on his legs. Part of his legs was covered with feathers. He didnt like noboby but Grandmaw. Hed try to get everybody while he be loose. My sister were scared to death of him. When she had went in the yard she would hang on grandmaw. One day she was fixin to pick up a feather
• I wont go to the bask your homeboy is throwing.
• I didnt expect to lay eyes on you when I got back.
• Hes no dummy hes got lots of smarts.
• When he run in front on the car, we had thought that dog was a goner.
• Yall come to see us.
• If I come by McDonalds, will you hook me up with chow?
• I aint going nowhere with you.
• Brainstorming using a web.
• Brainstorming using a list.
• Narrowing the details.
• The magic number is three.
• Expository Three good details or examples that explain your topic.
• Narrative Three main events to form your story.
• Persuasive Three good reasons supported with examples or data.
• For a narrative essay, you want to give general information that leads into your story, or you may choose to use the introductory paragraph to begin your story.
• Leading I have many pleasant memories of growing up.
• Beginning One autumn day, I got the idea to play cops and robbers when I found two really long sticks in the woods behind my grandparents house.
• The next sentences should tell more about the students memory.
• I have many pleasant memories of growing up. Most center around playing at home with my brother and sister.
• The last sentence of your introductory paragraph should be your thesis statement.
• A thesis statement is the controlling idea for the entire essay.
• To write a thesis statement, you must first determine the focus of your essay.
• For a narrative, the thesis should introduce the story that will follow in the remainder of the essay.
• I have many pleasant memories of growing up. Most center around playing at home with my brother and my sister. My favorite memory is the time we used the sofa and chair cushions to build pretend houses.
• Think about things you regret what you did or did not do and how you wish you could redo them. Pick one incident and write a story about what happened. Be sure to narrate an event or series of events and include specific details in your response.
• I broke an important promise to my best friend when I did not get up early to go help him.
• I wish I had not said what I did and hurt her feelings.
• Most people do things that they wish that they had not done.
• Think about a time someone helped you in some way. Write a story about what happened. Be sure to include specific details in your response.
• My sister helped me many times when I was in need.
• They all came together in a van to my house.
• My mother helped me make the dress even though she was sick.
• For your narrative essay, it is important that you narrate an event or a series of events by telling what happened with a time frame.
• First body paragraph will tell what happened first.
• Second body paragraph will tell what happened second.
• Third body paragraph will tell what happened third.
• You may have as many body paragraphs as you need to tell the story. Just make sure you are on topic.
• Use specific examples and details of the story.
• The conclusion should give the reader a sense of completion.
• For a narrative, a simple conclusion finishes the story.
• We had so much fun playing in our houses and using our imagination that we did not want to quit. When it was time for dinner, our mother made us put the cushions back where they belonged. Reluctantly, we obeyed, but we all looked forward to the next time when we would be able to swipe the cushions from the sofa and chairs to build more pretend houses.
• Must include a beginning, middle, and ending.
• Introduce your characters in the first paragraph.
• Use clear, specific details about one event or series of events.
• Second Hole Rule - Dont reveal the big moment until the second hole of your paper.
• Use transition words throughout to move smoothly between each scene.
• Use dialogue.
• Use SMILEY FACE TRICKS!!!!
• After, before, since, during, finally, later, when, until, next, immediately, suddenly, as soon as, at last, on Tuesday, last month, yesterday, by afternoon, meanwhile, afterward, while, at once, first, second, once.
• Magic 3 Three examples in a series.
• Figurative Language Similes, metaphors, personification.
• Specific Details Sensory descriptions.
• Repetition Words chosen to make a point.
• Expanded Moment Expand the actions or details.
• Humor Funny details can add spice.
• Hyphenated Modifiers Different way to describe.
• Full Circle Ending Wrap up the paper using a phrase from the beginning of the paper.
• Think about a time when you were afraid. Using precise details, write a story about the incident.
• Think about something you desperately wanted when you were younger. Write a story telling what you wanted, why you wanted it, and whether or not you were fortunate enough to receive it. Include precise details.
• Think back to a time when you were younger. Write a story narrating a time when you were bad and were punished for it. Be sure to include specific details.
• You have written three narrative essays, and they have been peer reviewed.
• Select the best one to edit and revise to turn in for a test grade.
• Writing Checklist
• Did I stay on topic?
• Does my essay tell a story?
• Did I write a thesis statement?
• Did I include characters?
• Writing checklist
• Did I include specific details?
• Do I have a clear beginning, middle, and end.
• Did I write the story in order?
• Did I use transition words?
• Did I check for grammar problems?
• Did I use SMILEY FACE TRICKS?
• Did I write clearly?
• The first sentence in an expository essay can be very general or very specific including a detail about the prompt.
• We need school rules because they are important. (General)
• Our school has too many rules for students to follow. (General)
• Rules are necessary in a school setting, and the dress code is an important part of the school rules. (specific to prompt)
• The next sentences should give more information the reader needs to know and transition into the thesis.
• We need school rules because they are important. Rules help to keep us safe and promote responsibility. They should be designed to benefit all students and to help the school be a better place to learn. However, some of the rules we have do not fit into either category, and they need to be changed.
• In your expository thesis statement, you should narrow your ideas to three. (one for each body paragraph)
• Make sure to list your three ideas in the thesis, which should be the last sentence in your introductory paragraph.
• We need school rules because they are important. Rules help to keep us safe and promote responsibility. They should be designed to benefit all students and to help the school be a better place to learn. However, some of the rules we have do not fit into either category, and they need to be changed. If I could change some of the rules, I would change the tardy rule, the book bag rule, and the fifteen-minute rule.
• Think of a favorite movie or television program. Explain which movie or program you liked and give specific reasons why you enjoyed it. Be sure to support your reasons with specific details.
• My favorite television program is Survivor because I like to watch different types of people interact with others.
• My favorite movie of all time is Crocodile Dundee.
• I did not like the movie Spirit because it was childish, slow, and animated.
• Think about winning a million dollars in a lottery and what you could do with all that money. Explain what you would do with a million dollars. Give one or more examples of what you would do and support with specific details.
• The second thing would be to buy a large new house.
• A million dollars would make me so happy.
• With a million dollars, I would build a new house, buy a new car, and donate to the animal shelter.
• For every point in your thesis, you should have a body paragraph.
• First paragraph tardy rule
• Second paragraph book bag rule
• Third paragraph fifteen minute rule
• Use specific examples and details.
• Stay on topic use your thesis as your guide.
• Keep a logical order.
• Least important to most important.
• Most important to least important.
• Make sure the order in your thesis is the order you follow in the body paragraphs.
• The conclusion ties together what you have already said.
• Summarize by restating your thesis and main points. (Do not repeat your thesis word for word)
• Explain why the points or events are significant.
• Schools must have rules to function properly, but the rules need to be fair and impartial to all involved. The rules for tardiness, book bags, and missing fifteen minutes of a class do not fit in the fair and impartial category. They need to be changed so that only the students who abuse the rules are the ones who are punished. Everyone should not be punished for the abuse of a few.
• Clearly identified subjects
• Use a specific organizing structure to provide logical flow.
• Least important to most important
• Most important to least important
• Use specific examples and details to explain your point.
• Integrate quotations, facts, and statistics into the text if relevant.
• Show connections among facts and ideas with transition words.
• Use smiley face tricks
• First, second, third, finally, also, in the same way, likewise, on the other hand, in the meantime, although, even though, for this reason, in fact, to emphasize, as a result, therefore, due to, all in all, additionally, for example, for instance, next, in addition, another, besides, moreover, as well as.
• Think of good friends and the qualities they have. What are the important characteristics you would look for in a friend? Explain the most important qualities a friend should have. Remember that you need to give clear reasons for your choices and use specific details in your response.
• Think about the funniest person that you know. In your essay describe this person and explain what makes them you choice as the funniest. Be sure to support your examples with details
• Think about a job or chore that you hate to do. Explain the job or chore and why you hate it. Be sure to give specific details.
• You have written three expository essays, and they have been peer reviewed.
• Does my essay explain?
• Did I write my ideas in order of the thesis?
• Do I maintain my point of view?
• Did I use one clear controlling idea?
• You have written three persuasive essays, and they have been peer reviewed.

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Writing the Narrative Essay

Mar 19, 2019

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Writing the Narrative Essay. DEFINITION:. A narrative essay tells a story, usually of a personal experience, that makes a point or supports a thesis. The purpose of narrative writing is to recreate the experience for your readers so that your readers can imagine events and

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DEFINITION: A narrative essay tells a story, usually of a personal experience, that makes a point or supports a thesis. The purpose of narrative writing is to recreate the experience for your readers so that your readers can imagine events and share your experience.

Qualities of a Good Narration Essay • Limited Focus • Thesis/Main point • Lively, Specific Details • Natural use of language • Clear Story Structure or Organization

Limit Your Focus • Decide where your story should begin and where it should end. • Limit your story. Can you narrow it down to a single event or a single day? • Fill in the blanks: The time I realized ______ all started when _________.

Good Narrative Focus? • The night I got arrested was the most harrowing night of my life. • My trip to Spain changed my life in so many ways. • The day my dog Buddy died was the day I realized that pets really are part of the family. • Being in the army was an experience I’ll never forget.

Know the Point of Your Story • The point of your story is also your thesis • Your thesis is the main idea that you wish to convey to your readers. • Your thesis should be supported with plenty of details and examples.

Winning Thesis Statements: The night I got arrested was the most harrowing night of my life. While I was sitting in my cell, I realized that my life was headed down a dangerous path and if I didn’t turn around quickly, I might lose myself forever.

Winning Thesis Statements: On the train that night as I traveled through Spain, I realized that the world was full of mystery and beauty, and I was excited to be a part of it.

Winning Thesis Statements: Although the first week of boot camp was filled with discipline and suffering, I believe that I finally grew up that week—though I wouldn’t have admitted it at the time.

USE DETAILS • Describe the place --describe in “snapshots” --Use all your senses • Describe people --use dialogue, when appropriate --describe significant features and gestures Caution: Don’t go overboard! Choose details wisely.

Use Clear, Natural Language Avoid being too informal or using slang: Oh, man, let me tell you, as I got close to the top of that mountain, I looked up to the top, and I thought, “Whoa, dude…this is so awesome.” It was the coolest thing I ever saw. I knew right then that if could conquer that sucker, I could conquer any damn thing.

Avoid being too formal or too stuffy: As I labored to trudge to the pinnacle of the great mountain peak called Mount Whitney, I paused for a wondrous moment to cast my eyes upon the top of that snowy, lustrous peak, and imagined that if I could accomplish this amazing feat, I could, perhaps climb any mountain on earth.

Improved: As I approached the jagged, snow-covered peak of Mount Whitney, I felt a surge of pride—I knew if I could do this, I could do anything.

Organization Your paper will contain an Introduction, Body, and Conclusion, just like most essays, BUT --Your thesis can appear anywhere in the essay --Your Introduction may begin the story. --Your Introduction may include some background information

SAMPLE OUTLINE Thesis: On the train that night as I traveled through Spain, I realized that the world was full of mystery and beauty, and I was excited to be a part of it. • Introduction: Background Information • A. Why I was in Spain • B. Who I went with • C. When this happened • My first day in Spain when I felt overwhelmed and a little • scared. • A. Finding my way around the subway • B. Getting lost • Discovering the most beautiful Church • A. Feeling closer to God • B. Admiring the beauty of the medieval church

IV. Going to the art museum in Madrid • A. Seeing that famous painting by Picasso • 1. Describe the look of agony on the man’s face • 2. I never realized how a painting can capture so • much emotion! • B. Seeing the paintings by Velasquez • 1. Describe the portrait of King Phillip and his family • 2. Explain how there is something creepy about the • picture. • Traveling by train at night to the coast • A. Staring out the window at the starry landscape • B. Realizing how the trip has changed me • VI. CONCLUSION • A. Now I would like to find a job in Spain • B. I want to travel more and be a part of the world.

Narrative Essay Assignment—Choose ONE of the prompts below and write a 2-3 page essay. All papers must follow MLA formatting. First draft due Friday 9/13 Have you or anyone you’ve ever known purchased a product because you thought it would change your life? Tell about your encounter with this product and explain whether or not this product met your expectations. 2. Tell about a time when you found school to be a sanctuary or the opposite. Be sure to describe the place and tell what people did and said there. 3. Write about a life lesson you learned in high school. Show in detail how particular Events in your experience led to these specific effects. 4. Write about the first time you ever tried a food from another country or culture. After describing the specific situation with details about when and where (and how the food tasted, of course), explain what insights –if any—you gained about the culture through its food.

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Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

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As a student or prospective student at CU Boulder, you have a right to certain information pertaining to financial aid programs, the Clery Act, crime and safety, graduation rates, athletics and other general information such as the costs associated with attending CU Boulder. To view this information visit  colorado.edu/your-right-know .

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Nathan Hammerschmitt Le Gal

Hi there! I'm Nathan, from Lynn, MA (basically Boston). At the moment, I'm studying Engineering and Biology, though I hope to explore courses across the Humanities and Social Sciences. I'm an aspiring naturalist who loves writing, drawing, and photography. My time outside the classroom is spent running trails, reading random wikipedia articles, or speaking French with Francophone friends. Explore my posts for an inside perspective of everything Dartmouth has to offer!

Academic Program 

Engineering, Biology

Favorite Thing Right Now 

Training with the Triathlon team

Hometown 

Lynn, Massachusetts

Pronouns 

You are here.

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Make the Most of Summer Essay Writing

Nathan's d-plan, fall hanover, nh.

I took this class to explore the Biology Department and it ended up defining my freshman Fall. I grew close with other biology-minded students and together we delved deep into cellular mechanisms and processes in a fast-paced environment. The labs were long but rewarding and everything about this class made me a better scientist—Professor Bezanilla is an amazing teacher! I would recommend this class to anyone with a passion for biology and research.

Winter Hanover, NH

“Who do I want to be?” is a question that I frequently ask myself as an undergraduate (and I’m sure you will as well). A good place to begin answering this question, however, is “Who am I ?” Taking Investigative Memoir as my first-year Seminar allowed me to explore this question via personal reflection and expressive writing—something that has helped me frame my identity at Dartmouth with the rest of my life. College can be a surreal experience, but Professor Sharlet’s introduction to the world of creative nonfiction has given me the ability to transform my own perceptions into tangible, recorded stories.

Spring Hanover, NH

As a kid I drew a lot; I was inspired by architectural books like “Pyramid” and “Castle” and fascinated by illustrations in “The Way Things Work.” All of these books are by the author David Macaulay—and I had the opportunity to take this very class with him! I completed weekly sketchbook exercises, worked on visually communicating inventions, and was able to receive personal feedback. The theme of visual illustration as a tool in engineering resonated strongly with me, inspiring my interest in an engineering major modified with studio art. Given my long relationship with his work, this class was truly a dream come true.

I hope you enjoyed the Mushroom cover image. I could have kept walking down the sidewalk on the way to—you guessed it—writing things like this blog post, but I stopped to capture the moment.

If you're anything like me, sometimes you go weeks without writing anything. Sometimes you stop and take pictures of mushrooms to delay the inevitable (okay, maybe that's on another level). Regardless, you've probably struggled at some point when it actually came time to write something. If you're a rising junior or senior right now, you might be receiving a lot of advice about getting an early start on your college essays. I thought it might be helpful to share my experience and highlight the idea that it's quite possible to begin the writing process earlier—without necessarily putting your fingertips to the keyboard. 

When I was applying to schools, I went down a rabbit hole of essay writing strategies and devoured examples of "successful" essays. I read a few books and probably listened to a full work week's worth of podcasts. Maybe this was my method of coping with the fact that I had essays to write that I didn't want to start yet—but I still found it very valuable. The more related information I was able to take in, the more I could begin to see how I might approach writing my own essays. I started the reflection process early and my ideas were able to marinate.

All this is to say that the actual, deep work that was required for me to end up with essays I was proud of came from the process of not writing. I was intentionally keeping track of ideas through notes, but I was also subconsciously processing how I could present myself in my essays. When it came time to actually write, the task became to convey my thoughts in the most effective way possible—and that simply came through grammar, vocabulary, and some storytelling strategies.

I also knew the methods of expressing my marinated ideas, so to speak, were important, but I came across an insight. You can take my word with a grain of salt, but from my own college essay journey, I found that it can be easy to get caught up in flowery language, complex syntax, and experimental writing structures.. It would have been easy to deem the way I was telling my story into the 'content' of the story, but I realized a focus on the content itself and working backwards yielded a more authentic representation of myself. 

Anyways, I hope this alleviated some pressure to have your college essays fully fleshed out by the end of summer. Have ideas and be constantly thinking about who you are, who you've been, and who you want to be. The writing will come.

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Upcoming PowerPoint presentation? The colour palette is one of the first things to decide on. Creating a visually appealing PowerPoint presentation in fact involves more than just adding content and images. The colours you choose for your slides can significantly impact how your audience perceives and engages with your presentation. In this guide, we'll explore the best colours for a PowerPoint presentation, how to choose the perfect colour palette and provide tips on effective colour combinations for your slides.

The Importance of Colour in PowerPoint Presentations

Colours play a vital role in communication and can evoke specific emotions and reactions from your audience. An effective colour palette for your PowerPoint presentation can:

Enhance Readability : Ensure that your text stands out against the background. Create Visual Interest : Make your slides more engaging and memorable. Convey Emotions : Influence the mood and tone of your presentation. Improve Comprehension : Help your audience understand and retain information.

Choosing a Colour Palette for Your PowerPoint Presentation

Selecting a colour palette for your presentation involves considering several factors, including your audience, topic, and branding. Here are some steps to help you choose the perfect colour palette:

1. Understand Colour Psychology

Colour psychology studies how colours affect human behaviour and emotions. Understanding the basics can help you choose colours that convey the right message. Here are some common colour associations:

• Blue : Trust, professionalism, calmness
• Red : Energy, urgency, passion
• Green : Growth, health, tranquillity
• Yellow : Optimism, creativity, warmth
• Orange : Enthusiasm, excitement, attention
• Orange : Luxury, creativity, wisdom

2. Consider Your Audience

Think about who will be viewing your presentation. For example, a corporate audience might prefer a professional and subdued colour palette, while an academic audience might appreciate a minimal colour palette so they can focus on the content instead of the visuals.

3. Align with Your Brand

If you're presenting on behalf of a company or organisation, ensure that your colour palette aligns with the brand's colours. Consistency in branding helps reinforce brand identity and professionalism.

4. Use Colour Harmonies

Critical thinking is an essential component of nursing practice. It involves analysing information, evaluating evidence, and making informed decisions. In a nursing essay, demonstrating critical thinking is key to showcasing your ability to tackle complex issues and provide high-quality patient care.

Colour harmonies are combinations of colours that are visually pleasing. Some common harmonies include:

Complementary Colours : Colours opposite each other on the colour wheel (e.g., blue and orange). Analogous Colours : Colours next to each other on the colour wheel (e.g., blue, green, and teal). Triadic Colours : Three colours evenly spaced around the colour wheel (e.g., red, yellow, and blue).

5. Test for Contrast and Readability

Ensure that your text is easily readable against your background colours. High contrast between text and background improves readability. Use colour contrast checkers tools to evaluate your chosen colours.

Best Colours for a PowerPoint Presentation

While the best colours for a PowerPoint presentation depend on your specific needs, some colour combinations are universally effective. Here are a few recommendations:

1. Blue and White

Why it works : Blue is calming and professional, making it suitable for corporate presentations. White provides a clean and high-contrast background for text. Example : Use a blue background with white text and accents. You can also incorporate shades of blue for a more dynamic look.

2. Black and Yellow

Why it works : Black and yellow create a strong contrast, making your text highly readable. Yellow adds a touch of creativity and warmth. Example : Use a black background with yellow headings and white body text for a striking and easy-to-read presentation.

3. Green and White

Why it works : Green is associated with growth and tranquillity, making it ideal for presentations related to health, the environment, or finance. White keeps the design clean and readable. Example : Use a green background with white text. Incorporate darker shades of green for headings and accents.

4. Grey and Blue

Why it works : Grey provides a neutral and sophisticated backdrop, while blue adds a touch of professionalism and trustworthiness. Example : Use a light grey background with dark blue text. Add blue highlights for emphasis.

Tips for Using Colours in Your PowerPoint Presentation

• Limit Your Colour Palette : Stick to 2-3 primary colours to keep your presentation cohesive and avoid overwhelming your audience.
• Use Colours Consistently : Apply your colour palette consistently throughout your presentation to maintain a professional and unified look.
• Highlight Important Information : Use a contrasting colour to highlight key points or important information.
• Avoid Clashing Colours : Ensure that your chosen colours work well together and do not clash, which can distract and confuse your audience.
• Consider Accessibility : Make sure your colour choices are accessible to all audience members, including those with colour vision deficiencies. Use high contrast and avoid relying solely on colour to convey information.

PowerPoint Background Colour

The background colour of your PowerPoint slides sets the stage for your entire presentation. Here are some tips for choosing the best background colour:

Light Backgrounds : White or light-coloured backgrounds are clean and versatile. They work well with dark text and are ideal for professional and minimalist presentations. Dark Backgrounds : Dark backgrounds like black, navy, or dark grey can create a modern and sophisticated look. They work well with light text and are effective for presentations with visual elements such as photos or videos. Gradient Backgrounds : Gradients can add depth and interest to your slides. Use subtle gradients that transition smoothly between two similar colours.

Choosing the best colours for your PowerPoint presentation involves understanding colour psychology, considering your audience, aligning with your brand, and testing for contrast and readability. By carefully selecting a colour palette, you can create a visually appealing and effective presentation that captures your audience's attention and conveys your message clearly.

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Staff essay contest winners celebrated.

Four Princeton staff members have been honored for their writing in the 10th annual Princeton Writes essay contest.

By Adrianne Da Ponte, Advancement   The 2023-2024 contest invited participants to describe a space they would like to create “within our University community or elsewhere.” Thirty-one staff members representing 27 academic and administrative units took up the challenge. An essay by Alison Cummins, office and events coordinator at the Sharmin and Bijan Mossavar-Rahmani Center for Iran and Persian Gulf Studies, won the Princeton Writes prize. Essays by Joseph Gessner, Julie Meyers, and Alice Señeres received honorable mentions.

Chancellor Green’s rotunda served as the setting for a celebration of honorees and their fellow contest participants on June 6. Princeton Writes  Program Director John Weeren thanked all entrants for constructing spaces “designed to nourish ourselves and engage with others,” whether “magical” or “grounded in the here and now.”

Cummins’ prizewinning essay is less about creating a space from scratch than coming to terms with a space that once existed and is now both a source of longing and a catalyst for re-imagination. In passages of vivid color and intimate detail,  The Blue Room(Link is external) (Link opens in new window) evokes a beloved childhood bedroom and draws readers into a reflection on growing up and the ways in which the past shapes the present.

As a writer with primary interests in plays and fiction, Cummins enjoyed the chance to explore non-fiction writing through her essay. Her educational background includes a master’s degree in writing for the stage and screen from University College Dublin, along with a BA in sociology and minors in English and creative writing from Muhlenberg College. She has had several plays produced and is currently working on a novel.

Throughout her life, Cummins has enjoyed opportunities to travel and to live and study abroad, including a brief stint in Nepal cut short by the pandemic. She brings this international perspective to her work at the Mossavar-Rahmani Center, where frequent event-planning responsibilities enable her to engage with scholars and artists from around the world. 

For Gessner, a mail carrier with Print and Mail Services who also happens to be a playwright, this year’s contest provided a welcome opportunity to connect his writing to his lifelong interest in the natural environment. In his essay,  A Thousand Trees from Now(Link is external) (Link opens in new window) , he proposes the creation of a “mini-forest” on Princeton’s campus. Modeled on a method developed by botanist Akira Miyawaki, this concept relies on native plants and intensive cultivation to rapidly replicate mature forest communities on small plots in locations around the world.

As Gessner envisions it, this Princeton forest would build community—not only among plants but also among the generations of people involved in its cultivation and stewardship. The theme of community, of finding and building “the connections between things,” is a through-line in Gessner’s life and work. His undergraduate studies in sociology shaped an abiding interest in cultural encounters, both between and within communities. A move to Princeton some 25 years ago from rural south Jersey represented a personal cultural shift, one that he relishes on daily rounds and in conversations within what he calls the University “ecosystem.” His latest project is a play about a billionaire trying to sell her plan to revive a struggling mining town.

Meyers’ essay,  Hidden Daggers(Link is external) (Link opens in new window) , envisions the creation of a “Well, Come!” center on campus that offers warmth, comfort, and solace to all who enter. She recounts her own experience as a college student facing the death of her mother while her roommates eagerly discussed plans for winter break, a reminder that even seemingly innocuous conversations can unwittingly inflame hidden suffering. Meyers’ center is meant to be a place of sanctuary where this pain need not remain concealed.

In the loss of her mother, Meyers found inspiration for her life’s work—fundraising for causes that matter. “Although I chose not to go into medicine, I knew I could make a difference speaking about health and other vital issues,” says Meyers, whose first job involved fundraising for breast cancer. Through subsequent fundraising and communications teaching roles, she has continued to work for causes she believes in, and sees her life as an experience of gratitude. Now an associate director for donor relations in University Advancement, Meyers relishes the opportunity to express gratitude to those whose generosity helps sustain Princeton’s mission.

Señeres, an associate dean for academic affairs in the Graduate School, never thought of herself as a writer until she started taking classes through Princeton Writes . The easy camaraderie of these sessions gave her the confidence to enter this year’s contest. Her essay, Tell Me About It(Link is external) , which imagines a campus coffee shop built around “deep but brief interactions,” was inspired by a transformative encounter in her own life.

In her role at the Graduate School, Señeres works with students in the sciences and engineering, guiding them through every touchpoint of their careers at Princeton, from admissions to program completion. Formerly a professor of mathematics and director of the Learning Centers at Rutgers University, she brings to her work at Princeton a deep understanding of the challenges and rewards of graduate education.

The central theme of her essay—finding opportunities to listen to others and to trust in even fleeting connections—has also informed many of her life decisions, whether choosing to embark on a new doctoral program, pulling up stakes and spending a year in Germany on a Fulbright, or taking up horseback riding as an adult.

Princeton Writes , established in 2013, provides a welcoming space for employees and students to strengthen their practical communication skills through workshops, tutorials, practice-based learning groups, and other forms of support. 

Among these offerings is Writing Space, a congenial and creative community of writers and would-be writers who meet monthly between September and June in the classroom in B03 New South. Writing Space gives participants the opportunity, inspiration, and motivation they need to set aside time to write and is sometimes the starting point for winning essays. 

To join the Writing Space mailing list, email [email protected] .

How To Craft An Ivy League Worthy Activities List

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Do Ivy League schools really care about your extracurricular activities? The answer is emphatically yes .

Ivy League colleges seek to admit students who are specialists in their fields of interest and will put their passions to positive use in their future communities. While grades, test scores, and a rigorous course load convey your academic interests and skill set to top colleges, your activities list goes a long way in communicating what you truly value and what kind of community member you will be on your future college campus. For this reason, the Common App activities list is one of the most critical components of your college application—a thoughtfully crafted activities list paints a picture of your commitment to your passions, your leadership abilities, and your history of enacting positive change in your environment.

With the school year quickly approaching, students should use the remaining weeks of summer to start crafting their activities lists , taking advantage of their free time before the demands of the school year ramp up. By using this time to strategize and thoughtfully map out your activities list, you can put your best foot forward to Ivy League admissions officers and distinguish yourself in a sea of talented applicants. Here are three key strategies to ensure that your activities list showcases your talents and stands out to top schools:

1. Use your Activities List to Demonstrate Your Hook

Every element of a student’s application, from their essays to their transcript and letters of recommendation, should coalesce around their “hook”—and the activities list is no different. A hook is a unique passion, skill, or area of interest that a student hones over the course of their high school career; it is the special X factor that sets them apart from the pack. While your essays tell admissions officers about your passions in your unique voice, your activities list provides an overview of how you have spent your time over the past four years, each activity acting as a piece of a puzzle that tells your broader story. As such, it is critical that students use their activities list to clearly convey their core passion and show how they have engaged with it in tangible ways.

For example, if your hook is in biomolecular sciences and cancer research, you should be able to demonstrate that interest through activities like working as a professor’s research assistant at a medical school or research institute, taking related classes at a college or university, or writing about cancer research-related topics in your school newspaper. Alternatively, if your hook is in environmental advocacy, your list should include activities such as leading a local environmental club, organizing community clean-up events, or conducting research on sustainable practices. This coherence not only makes your application more compelling, but also works in support of your long-term goals and informs the unique perspective you bring as a candidate.

2. Be Specific About Your Contributions

Admissions officers not only want to see what activities students have been involved in, but also how they actively contributed as group members and leaders. The language you use in your activities list can significantly influence how your involvement is understood. Therefore, when describing each activity, be specific about your role and the impact you made. Instead of simply stating that you were a member of the debate team, highlight your achievements, such as winning regional championships or mentoring five junior members. Use quantifiable data to underscore your impact wherever possible. For instance, “Organized a charity run that raised $5,000 for local shelters" is more impressive and informative than “Organized a charity run.” This level of detail will allow the admissions committee to understand the breadth and depth of your involvement, which can go a long way in distinguishing you from other applicants who participated in similar activities.

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Additionally, active language conveys enthusiasm, initiative, and leadership. Verbs such as “spearheaded,” “executed,” “developed,” “launched,” “advocated,” and “strategized” paint a vivid picture of your initiative and drive. Likewise, avoid passive phrases like “was responsible for” or “helped with,” as they can minimize the significance of your contributions. Using dynamic and active verbs also enhances the readability of your activities list, making it more engaging and memorable for admissions officers.

3. List Your Activities in a Strategic Order

Many students assume that they should list their activities in order of the amount of time they have devoted to each activity, from most to least. However, students should note that the Common App indicates: “Please list your activities in the order of their importance to you.” This means that even if you are a varsity athlete who trains 20+ hours a week, if you plan to apply as a STEM major, you might prioritize listing your research endeavors and internships higher up on your list than your athletic achievements. For instance, you could list your groundbreaking summer research project first, followed by an internship at a tech company, placing your training sessions further down the list. This strategy ensures that your activities list reflects your personal priorities and aligns with your intended major and career goals.

Approaching the activities list with strategy, thoughtful reflection, and a clear sense of one’s central passion will allow students to put their best foot forward to admissions officers at Ivy League and other top schools. Using the remainder of the summer to get ahead on the activities list will give students the time they need to ensure that this component of their application is polished and catches admissions officers’ eyes.

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Trump and Allies Forge Plans to Increase Presidential Power in 2025

The former president and his backers aim to strengthen the power of the White House and limit the independence of federal agencies.

Donald J. Trump intends to bring independent regulatory agencies under direct presidential control. Credit... Doug Mills/The New York Times

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By Jonathan Swan Charlie Savage and Maggie Haberman

• Published July 17, 2023 Updated July 18, 2023

Donald J. Trump and his allies are planning a sweeping expansion of presidential power over the machinery of government if voters return him to the White House in 2025, reshaping the structure of the executive branch to concentrate far greater authority directly in his hands.

Their plans to centralize more power in the Oval Office stretch far beyond the former president’s recent remarks that he would order a criminal investigation into his political rival, President Biden, signaling his intent to end the post-Watergate norm of Justice Department independence from White House political control.

Mr. Trump and his associates have a broader goal: to alter the balance of power by increasing the president’s authority over every part of the federal government that now operates, by either law or tradition, with any measure of independence from political interference by the White House, according to a review of his campaign policy proposals and interviews with people close to him.

Mr. Trump intends to bring independent agencies — like the Federal Communications Commission, which makes and enforces rules for television and internet companies, and the Federal Trade Commission, which enforces various antitrust and other consumer protection rules against businesses — under direct presidential control.

He wants to revive the practice of “impounding” funds, refusing to spend money Congress has appropriated for programs a president doesn’t like — a tactic that lawmakers banned under President Richard Nixon.

He intends to strip employment protections from tens of thousands of career civil servants, making it easier to replace them if they are deemed obstacles to his agenda. And he plans to scour the intelligence agencies, the State Department and the defense bureaucracies to remove officials he has vilified as “the sick political class that hates our country.”

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