English

2022-2023 ENG IV Summer Project Copies of this assignment and all materials are available on Lane Tech’s website under “ENG IV Summer Project”.

OVERVIEW

● DUE: Tuesday, 8/22 — Assignment #1 Responses to questions regarding a packet of 4 sample College Essays. Submit on turnitin.com by 11:59pm.While not required, we strongly suggest that you annotate these essays as well.

● DUE: Friday, 8/25 — Assignment #2: Compose an original college entrance essay. This will be considered a Formative Assessment. Due at the beginning of class.

Document Table of Contents

Assignment #1 Instructions Sample Essays

Assignment #2 Instructions College Essay Pointers Rubric

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ASSIGNMENT #1: (Question Responses - required / Annotations - suggested)

Directions: Read all four (4) of the sample successful essays on the next pages, and respond to the following questions using detailed language and specific examples. We strongly suggest annotating the essays to facilitate your responses.

Your answers must be typed and submitted to your teacher’s Google Classroom and/or turnitin.com in the fall by 11:59pm on Tuesday, 8/22.

Answer at least FIVE (5) of the following questions:

1. With each sample essay, what potential prompt or question do you feel like the author is answering? Explain using textual support or quotes.

2. Consider all four of the following essays: when thinking about the introductions you find effective, what do they have in common? How do the more effective introductions draw the reader in? Pay particular attention to where in the course of storytelling the author chooses to begin. Explain your reasoning.

3. Choose the essay that you feel has the best overall progression. What about the structure makes it effective or memorable?

4. How do the various essays establish a unique “voice” for the writers? How does the writer provide details that show and don’t tell? (Voice: a particular writing style or set of characteristics of writing that work to establish the author’s personality or persona).

5. If you had to choose only one person to admit into your college, based only on their essay, which would you choose and why?

6. What lessons or ideas from reading these essays can you apply to the writing of your own personal statement / college essay?

7. Notice that most sample essays don’t necessarily begin at the beginning...consider your own potential essay topics. Where can you begin your essay so you aren’t starting at the beginning?

*Sample essays for this assignment can be found on the following pages.*

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4 SAMPLE ESSAYS (for Assignment #1)

Read (and preferably annotate) all four of the following sample essays. Type responses to at least five of the discussion questions from the previous page.

Be prepared to put these responses on your teacher’s turnitin.com site in the fall.

Essay #1: Found in Translation

“You are no less than them,” my tia Nancy would say. My aunt was also my grammar school tutor and the first in the Guzman family to attend college. Not only did she lecture me academically, but she also transformed me into a real Guzman, an individual with dreams. Thanks to my aunt's support, I was the top student in my class, receiving straight A report cards. When I started attending a magnet high school, I began to travel 45 minutes outside of my neighborhood. The transition of environments consisted of numerous changes.

For the past four years of my high school life, I have beaten myself to the ground, making sure that I obtain passing grades and proving myself capable of climbing the highest mountains.

I am more than a number. That's why a test score was not going to prevent me from obtaining my goals. What hurt the most was not the discouragement provided by my college counselor from applying to selective colleges. Instead, it was her proposal to stop speaking Spanish at home. To her, my language was a barrier to success.

To this day, I have never viewed the Spanish language as a fence. Instead, I have seen it as a linguistic beauty that has been passed down in the family for generations. It has been a language that defines who I am, and I was not going to let a counselor remove my identity. Even though I disagreed with her thoughts, they still affected me. Her thoughts forced me to question, "Will having learned Spanish as a first language affect my future goals? How about my children?"

For the past 18 years, I have encountered many obstacles. People have undermined my potential for not portraying the image of the "American" person, for not reacting to issues in the same manner or solely for not speaking the English language. The main point to this issue is that I have always been capable of doing these things; the difference is that since birth, my ideas and interests are different, causing me to look at the world from a different perspective.

On April 28, 2003, my aunt Nancy delivered her first baby boy, Adrian Villafranca. It has been over two years since his birth and his first language is Spanish. As I look at Adrian's face every time I visit him, I think about the struggles that he will encounter as he grows. He will face discouragement, racism and hate. Adrian will experience these injustices simply because of the color of his skin and the culture that he was born into. I know that I will do the same for Adrian as his mother did for me, I will teach him how to appreciate the unique and beautiful culture that surrounds him every day. As a Mexican-American, he will have to carry a great cargo like I've done for the past 18 years, and I wish him a lucky passage.

While Adrian joyously dances around the pastel-colored walls surrounding his room, I quickly realize what an innocent little boy he is, a boy unaware of the mountains that await him. In my heart, I know that he will climb them.

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Essay #2: Philippines Through the Screen

At 8pm, from Monday through Friday,May Bukas Pa would be the first to welcome me as I walked into my home. Frantically, I would jump out of my shoes and land into the couch where my grandmother and mother sat watching the life of Santino unfold. Once the end credits rolled, my grandmother would then incessantly sing theMay Bukas Pa theme song—her way of mocking our obsession with the show—which when translated means “there’s still tomorrow”.

Through this obsession with Filipino soap operas emerged a deeper appreciation and bond between my Filipino and American culture. During the day I am an American, and at night I reconnect with my roots as a Filipino. Out of these TV dramas also came proud parents who would take any opportunity to tell family that I “self-taught” Tagalog with these shows instead of frying my brain with Spongebob.

I was born in the United States to parents who emigrated from the Philippines, making me a first generation Filipino American. My parents always told stories about their life in the Philippines, where it seemed like after every story there was a new aunt or uncle I did not know existed beforehand. Their stories left me yearning to have some of my own, yet it seemed impossible to me since I have never stepped foot in the country. However, with these TV shows I was able to have my own insight into a dramaticized version of everyday life in the Philippines. Through the screen I observed traditions unique to Filipinos, many that I have not yet experienced. Such as how in the Philippines the countdown to Christmas starts on the first day of September. The sets of these shows already had Christmas decorations hung and would have carolers appear early October. Seeing these traditions take place on my TV made me feel as if I was participating in them as well. I was living vicariously through the characters, overlooking the fact that outside my door there are trick or treaters, not Christmas carolers, come October.

It was not until I was older that I became familiar with the term “Filipino American”. I always referred to myself as simply Filipino and did not think me living in America had had any influence on my Filipino identity. Reflecting back, it was my ability of communicating with my family in Tagalog and my sense of Filipino daily life that led to my disregard of the “American” part attached to “Filipino”. At the family gatherings I was included in the elderly ladies’ talks about this week’s episodes, while the same ladies would tease other kids about not knowing Tagalog. I thank these shows for creating a bridge between myself and family members of older generations; after all, strong family relationships are deeply valued by many Filipinos.

At times I wonder if I would have this same strong connection to my Filipino culture had it not been for my upbringing. The people who raised me, from my parents, to grandparents, and the great aunts and uncles allowed me to build my identity as both a Filipino and an American. Within myself I carry the Filipino values of family, perseverance, and the empowerment of community, known as bayanihan. These values I hold are present in Filipino television shows; no matter how intense, odd, and corny they may be, these shows exhibit Filipino’s core values. Nonetheless, I also possess the American mindset of independence, individuality, and continuous determination. The seventeen years I have spent in America grant me the ability to explore my own cultures whilst appreciating the cultures of others. I can proudly say a Filipino household and an American lifestyle created a melting pot of values within myself. I am a representation of constant harmony between my cultures, just as constant as the endless tune my grandmother held as she sang “May Bukas Pa”.

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Essay #3: A Glimpse Into the Past

As a child, my favorite place was Suckers Candy, an old-fashioned “sweet” shop near my home. From a block away, I’d race to the front door to hug the giant fiberglass penguin that greeted customers. Inside, surrounded by buckets of Jawbreakers, LemonHeads, Tootsie Rolls, rows of homemade chocolates, and towers of rainbow-colored lollipops, I was as happy as can be. I was the luckiest kid ever. Now, Suckers Candy is an office building for a realty company. I still walk by and remember getting my picture taken, playing at the adjacent park, and eating tons of candy. This old plot of land used to make kids happy (and plenty of adults) and put huge smiles on their faces. I’m a photographer because I don’t want to lose these memories. I want people to be able to look at a picture and remember that moment as though it were a movie playing in their head.

Photography as an art form first caught my attention at around 12 when my uncle showed me his photos of family, travelling carnivals, and renaissance fairs. I was struck by the idea that one moment in time could be captured and last forever. Soon after, I started learning everything I could about photography, experimenting with new techniques and subjects, and studying the work of artists such as Henri Cartier-Bresson, a pioneer of street photography. In high school, I joined the photography club where I refined my skills and was able to show others my love of photography. Living in Chicago, I took advantage of my access to endless subject matter. I’d walk from my northside neighborhood to downtown, spending hours shooting buildings, landmarks, cars, and the vast cast of characters that populated the city. I was drawn to both the urban landscape and the beauty of the lakefront, public parks, and pocket gardens hidden between skyscrapers.

I developed a habit of returning to photograph a storefront, a tree, or a plot of land I’d captured a year earlier, curious to see how it had changed or stayed the same. But often, I couldn’t find what I was looking for. The city was constantly changing, neighborhoods morphing, renowned stores and restaurants seemingly disappearing overnight replaced by glass towers and parking structures. I’d always been a history buff, a detective searching for clues of a previous time, so it disturbed me to see objects of value destroyed, particularly nature – the riverbanks, native prairie life, and beaches.

I found myself determined to document what I could before it disappeared. I envied the photographers who came before me, shooting in black and white film that resulted in undistorted images. So many things today are disguised to appear as something else. The ease of altering digital images to make them seem more appealing or to obscure facts causes us to question what was previously considered true. When I photograph something, I want to make sure it’s as real as possible. When I go out with my camera, I normally have no idea of what I’m going to do. I walk around, take in the scenery, and wait patiently until something of interest strikes me. But when it comes to nature and endangered sites, I don’t hesitate. It’s almost as if I lose control of how many photographs I take.

Photography isn’t just an artform to me. It’s a preservation of history and memories. I want people to understand what their community was like before all the construction and demolition, similar to how I have referred to archived photos to learn about my city prior to The Great Chicago Fire of 1871. Change is inevitable. And I’ll evolve as well. Maybe I’ll discover new ways to photograph a place or convey an idea, but I’ll always want to reflect what the world was like at one particular moment in time. Whether it be a newly planted tree just starting to bloom amidst a concrete jungle, or another little kid racing to his favorite candy store, I want to be the one that is able to give them a glimpse into the past.

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Essay #4: Untitled

My sparkly uniform felt rough against my skin as a soft breeze lifted my blonde curls from my shoulders. The turf crunched beneath my feet as I marched forward. Anticipation in the stands roared across the field. As I looked side to side, my eyes locked with my teammate, and I took in her positioning. Left hand on her waist, she clutched a 6-foot flag in her right hand, its yellow and green silk flapping. Reading my thoughts, she gave me a warm smile and a determined nod. I clutched my flag and smiled a little wider. As the marching band began, the nervous butterflies flew off. The synchronized movements of my team overtook the field as my own silk cracked in the wind. When it ended, I stood with my heart pounding in my chest. My hair frizzed into a curly blonde halo, and for the first time, my instinct was not to tame it. In fact, I held my head a little higher.

The truth is, I wasn’t always that confident girl on that field; in fact, anxiety and the desperate need to be like others--especially the white girls I was surrounded by--once dominated my life. Afraid of the flush of embarrassment and the rubber band sting against bare skin of rejection, I stayed in my comfort zone. Out of place in my caramel skin, I tried to fit in by straightening my hair several times a month. I identified with my 25% Irish blood and ignored my 75% black blood. At the time, I didn’t understand the beauty behind my curly ringlets or my black heritage. Then, one day, I stumbled upon the hashtag #naturalisbeautiful, and I saw, for the first time, what my hair could look like if I put the straightener away. My “curly hair journey” began, and, by the end of the year, my confidence grew as strong as my ringlets. I started trying out for clubs that interested me instead of following my friends to club tryouts that interested them. While the people at the tryouts around me giggled with their friends, I embraced being comfortable with my true self. That confidence ultimately inspired me to step out of my comfort zone and try out for the Lane Tech Flag Team. Furthermore, it inspired me to hold my flag up for who I truly am, and what I truly believe.

Standing on the turf, preparing for that first performance, I remembered a girl--some other Leah--one with straight brown hair who panicked at the thought of being different, a girl who tried to be someone she wasn’t. Now, I was surrounded by a team who needed me. I was no longer the girl who did whatever it took to fit in; now I was the girl whose talent, confidence, and uniqueness was needed by others. I could be part of the team without losing my identity. I did not need straight dark hair to be confident. Suddenly, I was no longer afraid to be me.

I had to learn how to lift up the right flags, the flags that connect me to something larger without sacrificing myself. I am now a girl who embraces her black culture and fights for her community. I am a girl who tends to her hair, curly and blonde, and her whole being. I hold my flag up for my culture as harsh winds whip. George Flyod, Breanna Taylor, Eric Garner, Tamir Rice, Trayvon Martin, Ahmaud Arbery, and so many others. My cries are synchronized with those in my community, and I hold tight for those who lost their strength due to police brutality. I hold tight to my whole heritage. When I look in the mirror--caramel colored skin, curly locks, dark brown eyes, and rosebud lips--I grin at how far I’ve come, and march to the beat of how far we have yet to go.

*Assignment #2 begins on the next page.

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Assignment #2: College Essay (Due at the beginning of class on Friday, 8/25) Ideally, you should use the work you completed at the end of ENG III / AP Lang to help get you started. Your College Essay is how you sell yourself to a prospective school. Compose a one-page, single-spaced essay to answer one of the following two prompts:

OPTION 1: Compose a one-page, single-spaced essay that responds to a prompt from the college of your choice. Be sure to read the question fully and answer all parts of the question.

● In addition to your final essay, provide your teacher with a copy of the prompt and parameters.

OPTION 2: Compose a one-page, single-spaced essay that answers one of the Common App Prompts. This essay should reflect who you are and tell the reader something they need to know about you. It should come in the form of an anecdote that shows something specific about you as a person.

● Here are the Common App prompts:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

ESSAY REQUIREMENTS:

● One page – no exceptions ● Single-spaced / Times New Roman, 12 pt; 1 in. margins ● You will upload a copy of your college entrance essay to your teacher’s turnitin.com and/or Google Classroom

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WHENWRITING YOUR ESSAY, CONSIDER:

Understand and Explain Yourself One of the main problems when writing is that applicants fail to take a thorough and analytical look at themselves and their objectives. Admission committee members are looking for interesting, insightful, revealing, and non-generic essays that suggest you have gone through a process of reflection and self-examination.

Set Yourself Apart Committees are looking for something PERSONAL and ANALYTICAL. This means sharing information you rarely share with others and assessing your life more critically than usual.

THINGS TO NOTE

● Topic: ○ address the entire prompt and stay on topic ○ have a specific controlling idea ○ are based on a personal topic that is also appropriate for the college admissions process

■ it is appropriate given the community to which you are applying ● Style, Tone & Organization:

○ logically organize in a montage or narrative structure ○ show an understanding of audience and purpose ○ avoid wordiness and vague language ○ use descriptive language that shows rather than tells

● Voice ○ use strong and concise active voice ○ write in a personal voice that engages the reader ○ end positive note

● Reflect your values, experiences, and personality ● Focus on strengths, personal growth, and/or lessons learned

HELPFUL TOOLS/LINKS

● College Essay Guy

○ Topic ideas, guides for how to start, how to brag, etc

● An exercise to determine core values

● An exercise to explore experiences that might make for an essay topic

● An exercise to delve into how you made something better

● An exercise to help expand on your ideas and/or make your experience sound more unique

● An explanation to help plan your storytelling structure

● An explanation of Narrative vs. Montage structure

● A link to Lane Tech’s Summer Enrichment opportunities

○ Find College Planning resources under “Miscellaneous”

● Self-evaluation form

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Assignment #2 — College Essay Rubric Students should be able to…

Insufficient Response Below Mastery Emerging Mastery Mastery

Skill 1 (F) 2 (D) 3 (B) (C) 4 (A)

W3d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

No response

OR

Narrative does not provide enough details to evaluate.

Student makes an attempt to use precise words and phrases, telling details, and sensory language to convey a picture of the experiences, events, setting, and/or characters.

Student uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Student expertly uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters leaving the reader with a feeling of connection with and enhanced knowledge of the writer.

W3e

Provide a conclusion that follows from and reflects on the narrative.

No response OR Conclusion does not follow from or reflect on the narrative told.

Student provides a conclusion that only somewhat follows from or reflects on what is experienced, observed, or resolved over the course of the narrative.

Student provides a conclusion that follows from or reflects on what is experienced, observed, or resolved over the course of the narrative.

Student provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

L3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style.

Student fails to apply knowledge of how language functions in different contexts by making ineffective choices for meaning or style.

Student somewhat applies knowledge of language and how it functions in different contexts by making somewhat effective choices for meaning or style.

Student applies knowledge of language and how it functions in different contexts by making effective choices for meaning or style.

Student applies knowledge of language and how it functions in different contexts by making purposeful and effective choices for meaning or style resulting in an essay that is appropriate to task and audience.

W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

No response

or

Response is inappropriate to task, purpose, and audience.

Response is clear and coherent but the development, organization and/or style may be less appropriate to task, purpose, and audience.

Response is clear and coherent and there is good development, organization and/or style that is mostly appropriate to task, purpose, and audience.

Response is clear and coherent and the development, organization and/or style is appropriate to task, purpose, and audience.