China Lecture Tour - Spring '16

This winter things have been a little slow on the blog because I've been getting married in New York and away traveling on my honeymoon. :) Huge life changes, and I'm really excited for this next stage of my personal life. 

I've returned to Shanghai now, and in addition to preparing for a Chinese wedding in early April with my new Chinese in-laws and extended family, I'm happy to announce that I'm starting some work in the education consulting sphere on this side of the Pacific. 

I've partnered with one of the largest education consulting companies in Asia to prepare a speaking tour through eight cities next month, after the wedding. I'll be going from Beijing to Guangzhou lecturing on the value of a humanities education. If you're in China mid to late April, and you're interested in hearing my talk, please send me a message and I'll give you more information. I'll also post more details as the dates approach. 

What I'm looking forward to most is the opportunity to get out on the ground, so to speak, and meet and talk with students and parents from many of China's biggest and diverse cities. It's a great chance to learn about the questions, concerns, and issues Chinese families are facing today when thinking about education both abroad and at home.

See you out there!

I Said We’d Never Hire a College Admissions Adviser. Then We Did.

A fun article in the NYTimes about a mother who always swore she would never hire a college advisor then ended up hiring one. A lesson in never saying "never." The writer highlights the less obvious reasons why parents might want to hire help: a third party pushes and prods and questions the student, allowing the parents to play the role of support as opposed to nagging adversary. An adviser can hear the student objectively, talk to him objectively, and offer a new and better informed perspective.

See the article here.

My College Essays

I wrote two college essays. One was about singing in a high school rock band. One was about my mother’s influence on my life. I’ll give you a summary of both essays, and then explain why I chose to write about the two topics. Note, my essays didn’t really have titles - I just created them for this post.

1. Band of Brothers

I was in a funk rock band in high school. I was the singer and lyricist, and there were three others in the band with me - Nathan (bass), Geoff (guitar), and Jason (drums). The essay was thematically about the idea of “brotherhood.”

I thought this was pretty clever, since, well, I’m a girl. But the point that I was trying to get across through my essay was that the friendships that I made at school with my bandmates (who happened to be boys) taught me lessons about friendship, loyalty, teamwork - in a word, brotherhood. But through the group experience, I also learned a lot about myself, about music, and about my own tastes and goals.

2. The Decision that Changed My Life

I wrote another essay about the influence my mother has had on me. The essay centered on the story of her deciding to leave a pretty horrible marriage to raise my sister and me on her own. She made her decision in large part so that my sister and I might see her as a woman who respects herself and stands up for herself, and so that we might also become strong, independent women ourselves one day. The essay included some backstory on my parents’ relationship, some explanation of the trials she went through on her own, analysis of the impact of her action on my life, how I’ve tried to be like her in some ways, and how I’m still learning. My mother is one of the bravest, most independent, smart, and resourceful women I know, and her actions changed the course of my life.

Why did I write these two essays?

I wrote on these topics because they were moments in time when my life (because of my actions or choices, or the actions or choices of someone close to me) could have veered in another direction. I changed and grew so much because I formed a band with three friends. My life took a completely different path when my mother left Korea and her marriage to raise us on her own. 

There are moments like these in every person’s life. They can be big or small, dramatic or quiet. They may be experiences of intense joy and optimism, or they may be periods of immense doubt and challenge. If you were to try to come up with these moments for yourself, try to visualize your life as a straight line that begins at the point when you are born. It continues on in a straight and consistent way for some time, maybe months or years or decades, until something happens to you or your family or even your country. Maybe you fall down and hurt yourself; maybe your family moves; maybe you fall in love with a piece of music or a book. At that point, the line bends to a certain degree because you have changed, and it begins to take another path. It continues straight on that path for a while until the next life-defining change occurs. Your job is to identify these junctures, these moments of change. What happened, why, who was involved, and how did you grow as a result? 

In other words, find X: I would be totally different if X hadn't happened.

Obviously, this is just one way of brainstorming subjects for college essays. My essays were two experiences I wanted to write about when I was 18; only later did I try to analyze how I might have gotten to my ideas in general. For a college essay, you can write about anything - your favorite object, a joke you heard once, the way you decorate your room. The options are endless really. But if you’re stuck, trying to think about the “moments of your life” is one way to get started.

Why I Love Working on the Essay

I've worked with students applying to boarding school, university, even business and med school. I've done everything from test prep to admissions consulting to school tour planning. But these days I am fortunate enough to specialize in the the part of the admissions process I love the most: the personal essay. 

What that means is that I help students to do three things: 

1. Brainstorm essay topics
2. Decide on the right narrative structure
3. Edit language and style as needed

The real work, I always say, is in the first two steps. The third is a piece of cake once you have the first two.

Brainstorm

It's almost every other student who comes to me with their head down, mumbling the phrase "I have nothing to write about. I'm so boring." I get excited when a student tells me this. Because I know with 100% certainty that by the time we're done, they'll have an essay that is definitely not boring.

The most enjoyable part of the process of helping a student with the college essay is getting to know them. If a student has no idea what to write about, my first job is to ask him leading questions and have him do exercises to break through the old ways he is thinking about himself to unearth the really unique and awesome things and moments in his life. Everyone is unique. I know that's a cliche, but what's cool is that it's really true. And once we know what possible topics and angles the student can use for a great personal essay, we can move on to finding the best way to lay it out. Sometimes step 1 takes a while - a few meetings even. But it is the most important part. Figuring out potential topics and stories are the foundations upon which the essay can be built!

Structure

Will the essay be told chronologically start to finish? Will it be told backwards? Will it be told as an action tale, or will it have lots of exposition? How about a graphic novel-type essay? Will there be an overarching message depicted through multiple smaller ideas or stories? Will it utilize a frame narrative? There are endless choices for how one can organize and move meaning through an essay. Depending on the topic, the story involved, and the theme, the student and I will determine what narrative structure(s) might work best. After this phase, students may write a few essays with different topics, and they may even try a few different structures for each topic before deciding which works best. That leads us to phase 3. 

Edit

Once the essay topic, theme, and structure are decided, the writing is the easy part! I don't get too involved, since the student has to write out the essay drafts. I do some editing during revisions to enhance language, tension, momentum, etc. But I am very adamant that the student's original style remain intact. That is a very important element to the essay as well, and I wouldn't bulldoze over it for the world. The editing phase is the kind of editing your English teacher may give you on your essay. Except I will spend a lot more time and detail on it. This phase is fun for me since I get to do some more traditional writing coaching, helping students understand why word choice, flow, and sentence structure are so important.

I've been doing this work for 6 years, and it never gets old. Each young person comes to me with a wealth of interesting experiences, ideas, habits, preferences, and hobbies. I get to hear about those things, and then I get to help shape them into a piece of wonderful creative non-fiction. I am a writer at heart, and this process is really fun for me.

But the best part about working on the personal essay is that it's really an uplifting, positive process. The essay asks what is special about you? and the student and I meet to discuss and work on that question, sometimes for weeks or months on end.  The admissions rat race is rigorous, tough, and riddled with challenges and expectations that often produce insecurities and doubts. The essay is really a chance for a student to take a good look at him or herself and feel pride and self-worth in who he or she has become. I get to help awesome human beings see the ways in which they are awesome, even ways they didn't fully realize. And the student walks away feeling, hey, I'm pretty cool, and I've got a pretty cool way of expressing that. If that's not something to enjoy, I don't know what is.

SHSAT Proposed Reforms

Last Friday, April 17, 2015, I attended a panel hosted by the Asian American Bar Association of NY on proposed reforms for the SHSAT, or Specialized High School Admissions Test (pronounced "shazat"). In 2012, the NAACP Legal Defense Fund filed a federal civil rights complaint on the unfairness of using standardized testing as the only measure of admissions - the process, they assert, is cutting out worthy students from African American and Latino communities. The case is ongoing. 

There are only a handful of Specialized High Schools in NYC that use the SHSAT as their one and only standard of admission, including Stuyvesant and Bronx Science. This single-standard admissions process has created "Hawaii's within New York" - for example, Stuyvesant right now is 72% Asian, 24% White, 2.4% Hispanic, and 2% Black. 

The panel included a co-chair of the Specialized HS Task Force, a former NYC School Superintendent, senior counsel from the NAACP LDC, and the director of a non profit that provides test prep to students in Black and Hispanic communities. 

A lot was said about why the SHSAT may or may not be fair. Some listed ways the exam was overly confusing and complicated, impossible to master without test prep. Others said testing was the only fair and objective measure. Some rallied against prep culture. Others blamed the issue on a lack of publicity. Some claimed that multiple measures admissions is more comprehensive and fair. Others pointed out that schools using multiple measures have their own issues around racial inequality. 

The point that cut through the chatter, however, belonged to former Superintendent Edward Seto: "We need to take it back to the root cause." He pointed out that test scores for Latino and African American students were already significantly lower by early middle school. The specific format of the high school test was not the real problem; the problem was the inequality that pervades the system from much earlier on, and the administration's failure to address it. When panelists championed programs like DREAM, Seto pointed out that funding had been cut from the program's transportation, and many eligible students weren't even able to attend sessions. Whereas everyone postulated about why the SHSAT should be tweaked slightly this way or that, Seto encouraged us to think about the root issues, and challenged the administration to put its money where its mouth is. 

I agree - if we want equality, we need to institutionalize it, equalize it across location and class, and fund it.