The Five Rs of College Paper Writing

By Stefanie Weisman.

There are few tasks in college that demand such a wide variety of skills as writing a research paper.  It requires time management, research skills, creativity, logic, persuasive writing, and much, much more.  Intimidated?  Don’t be.  By following the five Rs below, you’ll be well on your way to writing a grade-A paper.

1. Read the instructions.  Most professors will give you a written assignment as the basis for your paper.  I can’t tell you how many students throw points away by not following these instructions to the letter.  Remember: read, don’t skim – and then read it again.  Look out for things like how many pages and what types of sources are required.  Don’t disqualify yourself from an A before you’ve even started!

2. Restrict your focus.  If your professor hasn’t told you what to write about, choose something you’re interested in, but keep your focus as narrow as possible.  I recommend choosing a topic that’s accessible but still fairly obscure – this way, you won’t be overwhelmed by all the material out there, and you’ll avoid writing on a subject that’s been done to death.  That’s how I chose a topic for my senior thesis.  I wrote about the English Peasants’ Revolt of 1381 (ever heard of it?) because there were only a handful of primary sources to contend with and the secondary sources weren’t too extensive. 

3. Research actively.  Many college papers require you to do independent research and come up with a thesis.  (A thesis, by the way, is the statement you’ll be proving in your paper.)  Start by searching your school’s online library catalog to find the general location of your topic.  Then, go to that bookcase or shelf and tear it apart!  Look at all the titles and skim through the ones that pique your interest; you’ll find stuff you never would have known existed with an online search alone.  If your school provides you with access to it, use the database JSTOR to get a sense of the latest scholarship on your topic.

As you read through your sources, write down any quotations, facts, and ideas that strike you, with page numbers.  This is critical for two reasons: (1) reviewing these notes will help you come up with a thesis; and (2) when you’re writing the paper, you’ll be able to cite your sources without going on a wild goose chase for half-remembered quotes.

If you’re lucky, a light bulb will go off and you’ll find the perfect thesis.  For the 99% of the times when this isn’t the case, here are some tips on how to force inspiration:

• Challenge statements that are overly conventional, contradictory, or controversial.
• If your teacher posed a question in class and didn’t answer it, he or she is practically giving a thesis away.  You just have to come up with an answer.
• Look in the footnotes of academic texts for the authors’ half-finished ideas and unproven theories.  Footnotes are the great untapped resource for students in search of a thesis.
• Keep reviewing your research notes until a theme or pattern starts to emerge.  Sometimes it takes a while to see the connection between things, but then – wham! – you’ll wonder how you ever missed it.
• Go to the prof’s office hours if you’re stuck, but come prepared with an account of what you’ve done so far.  Your teacher won’t be pleased if you walk in demanding a thesis for free.

4. Reinforce your argument.  Before you start writing your paper, you should make an outline.  For a short paper (under 5 pages), write down how each paragraph is going to support your thesis.  For a longer paper, just sketch out the flow of your argument.  This is when having taken detailed research notes really pays off; use them to find quotes, facts and figures to back up your thesis.  Now that you’ve laid the foundation for a successful paper, it’s time to start writing!  In general, your first paragraph should end with a clear statement of your thesis.  Every succeeding paragraph should begin with a sentence that links the previous paragraph to the point you’re making in the current one.  Don’t make your professor guess where you’re going.  Words like however, moreover, while, nevertheless, in addition, and although can really help get your point across.  Your final paragraph should summarize your argument and address its broader implications.

5. Revise, revise, revise.  Make sure you leave plenty of time to edit your paper!  No matter how good your thesis is, your professor probably won’t take it seriously if your writing isn’t polished.

Stefanie Weisman was valedictorian of Stuyvesant High School and graduated first in her class from Columbia University.  She has a B.A. in History, a B.S. in Computer Science, and an M.A. in Art History.  Her senior thesis won Columbia’s Lily Prize for the best thesis in history on a non-U.S. topic.  Stefanie is currently writing a book on how to achieve academic success called The Valedictorian’s Guide to High School and College.  For more information or to send her an email, go to her website at http://valedictoriansguide.com/

Stefanie’s paper is featured on the website of http://www.studentadvisor.com

It is their mission to: Empower students of all ages to confidently determine which college is the right fit for their personality, academics, budget, career path, and future.

How did I do this?  By using techniques familiar to many learning disabled students: hard work, perseverance, and playing to my strengths.  Ironically, my learning weakness may have contributed to my academic success.     

I learned at an early age that my reading ability was far better than my listening comprehension.  Since I didn’t absorb much during class, I took extremely detailed notes so I could review them at my own pace.  I became a speed-writer by using my own brand of shorthand to record every tidbit of information, while most of my classmates were satisfied with a skimpy outline.  I think this really worked to my advantage.  According to a 1968 study by John McLeish, students remember only 42% of the information in a lecture by the time it ends, and only 20% a week later.  My classmates may have understood the lesson while it was being given, but when test-time rolled around, most of that understanding had evaporated.  I, on the other hand, knew the lecture better than ever because I had reviewed it several times. 

I also relied on textbooks and other written material to explain what I had failed to grasp in class.  Books were my primary teachers, especially in high school.  I read complex passages over and over again until they were permanently etched in my brain.  I also took extensive notes on reading assignments to reinforce what I read.  These notes became invaluable for things like participating in class discussions and writing papers.  Whenever I wanted to support an argument, I could quickly look at my notes instead of desperately flipping through books to find some half-remembered fact or quotation.  All of this reading and note-taking was time-consuming, of course, but it forced me to develop a strong work ethic. 

I also turned down offers to join study groups, since I knew I wouldn’t absorb information in such an environment.  I believe that this made me a more independent learner.  While many of my classmates asked one another for explanations and clarifications (and were often given faulty information), I would examine my books and go to the teacher’s office hours for help.  In college, I often took courses that complemented my learning ability.  For example, I took Latin classes to fulfill my language requirement because they focused on reading instead of oral comprehension; and I majored in history in part because it emphasized the analysis of written texts.

I believe that by compensating for a weakness, I became a stronger student overall.  I sincerely doubt I would have been at the top of my class if my listening comprehension had been better.  There are two things I hope you take away from this: (1) everyone’s needs are different, and you must find the method of learning that works best for you; and (2) learning disability comes in all shapes and sizes, and may be found in those you least expect.

Stefanie Weisman was valedictorian of Stuyvesant High School and graduated from Columbia University with the highest GPA in her class.  She has a B.A. in History, a B.S. in Computer Science, and an M.A. in Art History.  Stefanie is currently writing a book on how to achieve academic success called The Valedictorian’s Guide to High School and College.  For more information or to contact her, go to her website at http://valedictoriansguide.com/

I have a non-verbal learning disability. This means that I struggle with visual-spacial relationships, my working memory and processing speed are slower than most people’s, and I have I hard time with some math concepts. But the part of my disability that affects me the most is having problems with visual-spacial relationships, because this makes driving very hard for me. If I have to drive to a place I’ve never been to, even if it’s not that far from me, my mom has to ride with me so she can tell me where to go and help me at difficult intersections. This can be very frustrating because I have my full license, yet I can’t drive as many places as most people my age. However, with time and practice, driving has gotten easier. The more I drive, the better I get at it, and my parents got me a GPS for my birthday, so I don’t have to rely on my mom as much when I go somewhere I ‘ve never been. In fact, I’ve come so far with driving that I was able to drive myself and my younger sister to my grandma’s house in Lake Hartwell, mostly by myself. My mom rode with me part of the way there, and my grandma rode with me part of the way back, and I used my GPS, but I was able to drive by myself with confidence. I have not let my learning disability completely define what I can do.

  So I challenge you, don’t let your learning disability completely define you. Know that you are so much more than that, and let this inspire you to become better at the one thing your learning disability makes most difficult. For me, it was driving, and for you, it may be something else, but do whatever you can to make yourself better at that particular skill. Practice it, and enlist the help of friends and family to help you and encourage you in your goal. Be persistent, and you’ll surprise yourself by how much you are capable of, and how you are so much more than the label of a learning disability.

Taylor Heffner is the winner of the Georgia 2011 RISE Scholarship Foundation, Inc., award. Taylor’s accomplishments are quite impressive. He maintained a high GPA at the Howard School, played varsity soccer, participated in track and field, and organized school volunteers for Habitat for Humanity. He has volunteered for many Atlanta service projects including Trinity Soup Kitchen, Open Door Community, Atlanta Community Food Bank, and the Atlanta Humane Society. Taylor will attend Andrew College in the fall.

Taylor’s positive attitude about his learning differences has enabled him to excel. He wants other kids to know that“The most important thing to remember is that this is just about the way you learn. You still learn, and you are just as smart and capable as everyone else, plus you will find that you have a lot more common sense and problem-solving abilities than most people.”

Kids Enabled presents Taylor’s success story:

Kids Enabled: What were your biggest struggles growing up? What were your toughest challenges in the classroom?
Taylor Heffner: My biggest struggle inside and outside of the classroom is understanding what is being explained or taught. I have come to understand that with some things, I need a great deal of repetition in order to fully grasp a concept. So I may have to ask for multiple explanations so that I can hear them in different terms and make practical connections. Because I didn’t want to feel different from my peers, who understood on the first go round, it took a while to become comfortable and realize that it is ok to ask questions.

KE: How old were you when you were diagnosed with a learning difference? What is your earliest memory of struggling in school?
TH: When I was in kindergarten my mom realized that I was learning at a different pace than my classmates, but the teacher reassured her that with time, I would catch up. She didn’t feel comfortable with this response and started some research on her own.

Looking back I can say my earliest memory of struggling with school came during the first months of first grade. I hated going to school. I would wake up during the middle of the night on school nights not feeling well and crying not to have to go school. I couldn’t really articulate what was going on, but I knew I hated it. Luckily, I had a very caring speech teacher who had seen and heard the way my teacher interacted with me and alerted my mom, who immediately met with the principal and pulled me out of public school. I went back to kindergarten at our church preschool and kindergarten where my mom was the director. I loved it there and started to enjoy school again. This gave mom a chance to continue researching learning differences and to find a school that would better fit my needs.

KE: How did your challenges change as you progressed through elementary, middle school, and high school?
TH: The following year I started school at Mt. Carmel Christian School. They had small class sizes, caring teachers and their philosophy was that we are all unique gifts of God. There I could continue to learn in a safe environment. Even though they did not have a specific program for students with learning differences, they did offer extra help for students that needed it. After much research Mom felt like I was probably dyslexic and found the Schenck School, who after testing confirmed the diagnosis. That was in second grade. I tutored there two times a week for a couple of years and stayed at Mt. Carmel through fourth grade.

It was such a struggle to keep up academically. I would come home from school and work on homework and study for tests for hours each day. I did well but it was incredibly hard, time consuming and frustrating. Mom realized I needed more specialized help where I could learn about how I learn so that I would be successful in the future. Luckily, we found The Howard School.

KE: Were there any particular interventions or teaching methods that helped you make gains academically?
TH: At The Howard School, teachers utilized different teaching methods to accommodate different learning styles. They taught me how I learn best. I learned that the more I can use my senses, the easier it is the comprehend things. I record my classes on my computer as I take notes so that I can go back and listen as I read. I also found that I retain more if I physically manipulate the material around, so I will print my information and move it, matching things up. When I was in elementary school I would practice spelling using shaving cream on the shower door or in a sand table. It was fun and actually let me touch what I was doing.

KE: Did your struggles ever cause your self-esteem to suffer?
TH: I think the only time my self esteem suffered was during those first few months of first grade. I was fortunate that my parents supported and encouraged me, and that they put me in schools that were good fits and helped me. My parents have also encouraged me to try new activities, exposing me to a lot of different things, so that I could find where my gifts are talents are.

KE: Do you feel prepared to go to college?
TH: I just graduated from high school and feel totally prepared for college. I know that it will be a huge transition in terms of expectations, work load, and being away from home, but I feel I have all the necessary skills to make it work. I understand that I will have to study harder than most of my peers and continue to find ways to make difficult classes more understandable. I have learned that perseverance pays off. I have learned that most worthwhile things in life do not come easy; you have to work at them. Because of Howard I have the confidence to advocate for myself and understand how important it is to do that.

KE: What advice would you give to parents of children who struggle with learning challenges?
TH: Advice that I would give to parents; love, support and encourage your child. He or she learns differently, but they still learn. It will take patience; you will often need to repeat steps in many different ways and you will need to be their advocate until they learn to advocate for themselves. It can be tough on your child’s heart and mind realizing that he is different from his friends, that things don’t come as easily. I also realize from my parents that it is hard on them, too. They have hopes and dreams for us. Together we can make those dreams come true; we will just go down a different path to get there.

KE: What advice would you give a child who is struggling in school?
TH: To a child struggling in school, who may be going through the diagnoses process or is newly diagnosed, I would tell him that it is not the end of the world; actually, it is a new beginning to learn how you learn. There are many successful people out there who have learning differences and you will be one of them too. The most important thing to remember is that this is just about the way you learn. You still learn, and you are just as smart and capable as everyone else, plus you will find that you have a lot more common sense and problem-solving abilities than most people.

• It is important to build strong relationships at school with your teachers. They want you to succeed and will help you to figure out how to do just that, if you show them that you are willing to work hard.
• Perseverance is a word that you will learn, and it will stick with you all of your life. Sometimes you will find that no matter how hard you study and prepare for a class, you just don’t get the results you wanted, but the ability to shrug it off and keep going despite the challenges will take you far in everything you do.
• Also, there are many assistive technology resources available now to help you with school work like computers and special software programs.
• Another valuable resource is your parents. I have been lucky to have extremely supportive parents to help, encourage, and guide me through the years. Parents are always on your side, and remember, they know you better than anyone. They can help you learn different ways to study. For me, the more hands on the better.

Remember, each of us is a unique gift from God. You have many talents; push yourself, even if it takes you out of your comfort zone to find them. You will have a successful and fulfilling life.

KE: Is there anything that you would do differently or think should have been done differently for you during your childhood education?
TH: As far as anything being done differently during my earlier education… I wish that all teachers understood that students don’t all fit the same mold, but that we have the desire and right to learn in a safe environment. I also wish that all teachers had the resources, knowledge, and desire to learn how to make a difference in our lives.

KE: How do you define success at this point in your life?
TH: Success at this point in my life means being happy, healthy, being loved and loving back, sharing my talents with others and on my way to a positive college experience!

The RISE Scholarship Foundation, Inc. has a mission to recognize and reward students with learning disabilities, who have overcome learning challenges, achieved academic success in their formative school years and will continue their educational journey by pursuing an undergraduate degree at a college or university. For more information about RISE Scholarship Foundation, Inc. please visit risescholarshipfoundation.org.

More than 1,000 to graduate this spring

By Lucy Weber
lweber@mcherald.com
http://www.mcherald.com/apps/pbcs.dll/article?AID=/20110512/CLASS/105120313

Kendall Moore’s parents never complained about the hours he spent playing computer video games.

After all, those games unlocked his future.

In the coming days, 19-year-old Kendall will be one of over a 1,000 students graduating from schools in Madison County. He ranks in the top 14 percent of the 463-member senior class at Madison Central High. With a 3.76 GPA and a 31 on the ACT, Kendall is headed in the fall to the University of Southern Mississippi, where he will be a Presidential Scholar and major in computer science. He wants to become a video game designer, and his parents, Kendall Sr. and Beth, believe he’ll make it.

“Kendall can do anything he sets his mind to,” his dad says.

Madison Central High School senior Kendall Moore plays a his favorite video game, Megaman 10, on Monday. Kendall has a language processing disorder, but he's graduating with a 3.76 GPA and will be a Presidential Scholar at the University of Southern Mississippi. Kendall wants to become a video game designer. (Greg Jenson/The Herald)

“If anybody can do it, Kendall can,” his mom says.

Thanks, in part, to those games he played at age 7.

“I thought I was just playing games,” he said.

But, those interactive games laid the foundation for Kendall to learn, overcoming a laundry list of challenges and diagnoses that don’t fit a single label. “As far as I can tell I was diagnosed with symptoms of all kinds,” he said.

His mother said the simplest explanation, despite the complexities of the issues, is that Kendall has a language processing disorder. “He learns differently from the rest of us.”

In a scholarship-winning essay, he wrote: “Imagine a message entering the brain and not taking a direct path to be understood and acted upon. Instead, the message is a spider web and scatters. Eventually, part of the message fit back together but it takes a little longer.”

Twelve years ago, at the recommendation of his speech therapist, his parents opted to try a new technology through a computer program where Kendall played interactive games two hours a day, five days a week for eight weeks. When he started, the 7-year-old Kendall tested at the level of a child at 5 years, 7 months. Two months later, he tested at the 7 year, 5 month level.

“It’s like we unlocked him,” Beth said.

“Learning seemed easy after that,” Kendall said.

Kendall didn’t talk much before the videogame therapy, but after those lessons there were times he couldn’t stop as all the things he wanted to say but couldn’t came flooding out, Beth said. “We discovered this very bright child.”

Now, a section leader in percussion with the Jaguar band, Kendall takes Advanced Placement Studio Art, Calculus and Government at Madison Central. He has achieved a senior first degree black belt in taekwondo and he has volunteered in numerous community services projects, including a camp to help inner-city children.

By his own admission, Kendall has to work very hard to succeed in school. He needs additional time to read and re-read information to make sure he understands it.

Kendall Sr. calls his son one of his heroes “because nobody works as hard has he works to the results he gets. I’ve never seen anybody like that.”

Results this graduation season for Kendall include numerous scholarships from agencies and groups in addition to a full scholarship from USM. One of his scholarships comes from the Rise Scholarship Foundation that recognizes students with learning disabilities who have overcome challenges to achieve academic success.

“Kendall’s ability to express himself and his learning difference set him apart initially from the other applicants. He has been able to identify his toughest challenges, and in doing so, he has found the areas that he excels in and enjoys,” said Jena Young, co-founder of the Atlanta-based foundation that awarded Kendall one of its first scholarships ever this year.

“His application was rich with details of how his learning differences have affected him, and he wrote, ‘Everyone has some challenge, and I am thankful that I know how to deal with mine.’ His ability to self advocate will serve him well at college this fall,” Young said.

In another essay on what advice he would give to someone recently diagnosed with a learning disability, Kendall wrote:

“Basically he needs to look past the bad and look for the good. He needs to realize just because someone says he has a challenge, or a disability, it doesn’t mean he is limited by it. I was diagnosed with my learning challenges at a young age. I didn’t let those define me. I didn’t use them as excuses. Instead, I learned to accept myself as I am, to not back up from what I wanted to do or become, and to not let my learning challenges stop me from striving to be my best.”

His parents describe Kendall as creative, thoughtful, kind and gentle, among many other adjectives. Kendall, however, has only one, “adventurous.”

“I guess I want to explore different ideas and different areas of interest.”

Download (PDF, 5.24MB)

Download (PDF, 855.07KB)

Applying to College can be a monumental and daunting endeavor: time-consuming, complex with huge consequences.

It is important to remember, however, that the only time you have NO possibility of getting into a school is if you do not apply.

With that in mind, it is time to get started, make a plan and APPLY.

Get Ready 

Before you download your first application, there are several preparatory steps: 

1) Make a list of the schools that interest you.

Keep in mind your living as well as your academic goals.

Do you prefer a small, intimate learning environment or the bustle of a big state school? A city or a small town? A Greek system? Do you have a particular major in mind?

As you amass information from your select schools, including and especially, all letters with ID numbers, proceed to step 2.

2) Buy a folder for each of the schools that you decide upon.

The folder should have 2 pockets; I prefer to color code my folders to make locating them easier, i.e., red for UGA, yellow for Tech, etc. One of my daughters assigns color on the basis of the feeling evoked by that school, such a hot pink for USC because it sounds like a fun place to go. Whatever works best for you, but if you have a stack of applications, you will want to put your hands on the right folder without flipping through them all. Place all college generated information—even handouts and pamphlets in the left hand pocket.

3)   Go to your school registrar or college counselor and request a copy of your transcript.

 It does not need to be an official document, which can take time to process, only a copy of your academic record.

4)  Make a resume.

Some schools actually require a resume, and if you have an interview, a resume is an easy memory tool for you (so that you don’t forget a key activity) and a helpful reference for your interviewer when he is writing your report.

 Even if you don’t need to submit one and don’t plan to interview, you DO need a resume. It should include the activity, a brief description of it as well as any leadership positions or awards, years of involvement, hours per week, and weeks per year. Do this for school activities, sports, jobs and service work. You will need this for virtually every application; if you have it ready, you can cut and paste—just be sure to do so in the format specified by the application, and, irritatingly, they almost all require their own format.

5) Collect all of your standardized test reports:

SATs, SAT II’s, ACTs, APs.  All of them and NOT the composite scores, but the full breakdown.

Print or scan these for easy reference.

6) Do you have any awards?  

Find them and a description of what they were awarded for.  Place your collected information from steps 3, 4 and 5 in an accordion file, with labeled tabs. Now at last you are ready to begin…

Get Set 

Once you have completed the first steps, get on the internet and START!

Virtually all applications will require the personal information you have now organized

This is just plain tedious, but you must input it again and again and again. Remember to SAVE at the bottom of the page and, again, input in the format specified.

For most students, the essays are exhausting.

There is no way around this, but you can make it easier.  

-Never write the essay on the application;

ALWAYS cut and paste from a word document. Most applications time out and you will lose what you have written if you have not finished. More importantly, this is a thoughtful process. It’s meant to be because the school is trying to learn about you. That being said, they are only learning what YOU want them to know. THINK about it. Don’t be afraid to put yourself in the best light as long as you are truthful. DO NOT discuss your weaknesses—they want to know your passions and interests, not your flaws. 

-DO, DO; DO get someone—preferably a teacher with whom you are comfortable—to read your essay. Proof read your final document OUT LOUD. Twice.

-Finally, pay attention to the word/character count as specified by the application. Really. 500 words does not mean 527. This is a source of irritation for your application reader, and you do NOT want to annoy this person. This is another good reason to use a word document.

 Many well written essays can be modified to fit more than one question—on different applications, of course. Do be careful that you answer the question. Write or amend your essay, then check to insure that it directly addresses the question. Create a separate essay file for each school–be sure to save the original under the name of the first school, in case you need to copy and paste it for a third university application.

Print 2 copies of each essay and place one in the accordion file and one on the right hand side of the folder for the school for which it has been written.

GO! 

After your creative juices have been tested and most likely exhausted, it’s back to the technicalities… 

Make or print the attached checklist, and place one in each folder; place in front of the college information, on the left side.

Each school will have its own requirements.  

• ^·          Does it require SAT II’s?
• ^·          Does it permit score choice?
• ^·          Does it require a teacher recommendation? Two? PRINT and DELIVER THEM! Try to plan ahead and get them out a month in advance. Chances are that your favorite teacher is someone else’s as well! Some schools and the Common Ap allow submission online, but many teachers want to see the form, and it can act as a visual reminder. Fill in the “student information” part on all forms.
• ^·          Print the midyear and college counselor’s report and deliver them with an addressed, but unstamped and without a return address to the relevant personnel—or as your college counselor stipulates. Fill in the “student info” portion here as well.
• ^·          Are you applying early action, early decision or regular admission? What are the due dates? Are you applying Common Ap? Online? Place any early ap.s on top of your pile. Finish these, including essays early before you wear out!

Once you have submitted your paperwork and your teacher has proofed your essays, cut and paste your answers, CAREFULLY, and… 

Submit 

Hitting that submit button is scary!

Be certain that you are ready before you do. AND KEEP HARD COPIES.

Print your application in its entirety.  

Place it behind your checklist.

      Some college counselors will ask for a copy as well.

Keep a copy of your confirmation from the college as well as your fee receipt.

If you do not get a confirmation, CALL. Do not assume that they have it because you sent it.

NEVER ask your mother to make this call. She would probably do it; she probably WANTS to do it. BUT DON’T!!

Colleges want to know that YOU are interested, not your parents. If you are not motivated enough to call on your own, they will assume that you are either not all that interested or that you’re not quite ready to be in college. This warning applies to information sessions and any other contact with the universities. This is YOUR moment; an over involved parent sends a very negative message about YOU.

Paige Larson is a wife and mother to two delightful and successful daughters who have gone through the college application process. In this article she shares her tips for the student who tends to struggle with executive functioning, or just the teen that needs a little organizational advice!

Professionally she interviews for Georgetown University admissions, and tutors students in Atlanta, Ga.

She is an active volunteer with Garden Club of America, and the National Charity League.

Download (PDF, 220.43KB)

Almost all colleges and universities provide some level of services and/or accommodations for learning disabled students, as mandated by the Americans with Disabilities Act (ADA). The colleges and universities listed below go a step further…they offer programs, some quite comprehensive, designed to support students with learning disabilities.

By clicking on the names of the colleges and universities below, you will be taken to the pages of their websites which detail their learning disabilities programs and, in most cases, list the names of and contact information for, staff able to answer your questions.