<p>wait, wait... I just finished reading A is for Admissions last night, and I didn't see any mention of brag sheets or what is supposed to be on them... did I completely miss something??
If it is in truth not in the A is for Admission book, could you please post the proper format, etc...
and how long should the brag sheet be, etc...</p>
<p>Katherine Cohen's two books cover the brag sheet extensively. I'd check them out on amazon.com or at your local library.</p>
<p>I'm pretty sure there is some talk about what to put and what not to put on one's application in "A is for Admission", but regardless, Michele Hernandez also has a book called "Acing the College Application" that discusses in great detail the way to present yourself to selective colleges. It has lots of helpful information as well. I think Michele Hernandez's book "Acing the College Application" though is a little better/more accurate than Katherine Cohen's book, but both are insightful.</p>
<p>This is such an insightful topic- props to the original person and all posters!</p>
<p>Just wondering, what is SGA President?</p>
<p>Student Government Association President.</p>
<p>Look...just do what you like to do passionately. Really...there's nothign more to say. If your aim is just to get into a good college...you're screwed. Colleges like to see someone with passion...not a resume whore. And what a college bases its decision on is best for both you and the college. People with 2400 SATS, etc. who get rejected aren't rejected because they're not qualified enough, but because they just don't match. You wouldn't feel comfortable if you just put a bunch of fake ECs on your app., and the college accepted you with your fake personality. It would be 4 years of hell.</p>
<p>What's RSI? Anyone got an info page or somethin? I'm in my junior summer, is it too late to go? I'm not planning to use it as a resume whore tool...I like to research.</p>
<p>yeah it is too late for you, realitysucks. it is a program for the junior summer. it is a pretty prestigious research program at MIT. it is free, but the catch is that about 8% of applicants get admitted. they then get to go to MIT and work with a professor.</p>
<p>What about leadership positions. Do you guys think it's essential to have few leadership positions ( I don't have any :( )</p>
<p>^I think leadership programs (i.e. Class Officers, Student Council, President/VP of a club) do help show your ability to obviously lead and be independent. If you don't have any, perhaps see if you can join a Student Council or similar activity. If not, don't stress about it. Many times, these activities are too general anyway unless you played a significant role as an officer or @ a particular event or fundraiser. Focus on what you want to do rather than what you think you have to do and the admissions @ your college of choice will be able to see that.</p>
<p>thanks for the encouraging words</p>
<p>Most of the leadership roles like president or vice president club is kinda bs anyway. I knew a few who really did try to do something for the club but I also knew some who were....well let's just say they didn't do much of anything. Most colleges know its more like a popularity contest more than anything.</p>
<p>Here's an example of how U of California-Davis weighs ECs as part of its point system for admissions. (Thanks, Xiggi, who posted this in March in the Parents' Forum). This probably is typical of how competitive (but not the most competitive) colleges weigh ECs. Places like HPYS would have a much higher standard.</p>
<p>"LEADERSHIP PROMISE: </p>
<p>Leadership promise is measured by an applicant's involvement in extracurricular activities at their school, community or home. Three or more are required. </p>
<p>Points: Three or more leadership roles that demonstrate one's capacity to direct or influence the course of an activity/organization or the action of others -- in activities at school, in the community or at home. Must show consistent participation (i.e., A school year or sport season) or some indication of achievement. Examples:
Chief or section editor of school newspaper or yearbook
Team captain
Section leader in the school band, drum major, conductor
Director, stage manager or choreographer of a school play
Student body or class officer
President or vice president of team/club or volunteer organization
Representative to the school board, city council or area representative for a community organization
Mock trial officer or delegate to a regional or larger conference
Girls/boys state or national delegate
Model UN head delegate or junior statesman delegate to regional or higher level conference; undersecretary or general secretary
Leadership role in Girl/Boys Scouts, Sea Scout, Quarter Master
Life Scout/Silver Award, Eagle Scout/Gold Award (received or in progress)
4-H Diamond Star or All-star; 4-H Teen Leader, national conference team member; state ambassador
Link crew team leader
Peer trainer or mediator
Lead person in a major activity, such as a fund-raising drive, cultural activity or tutoring program
Youth educator in community activities such as Sunday school teacher or coach
Participation in highly selective leadership program
Parental role at home as primary care giver or major wage earner</p>
<p>No points
Member of club, organization or sport team
Lower officer of non-selective club
Volunteer for community organization
Tutor
Junior Statesman participant
Future Business Leaders of America
Model UN participant
Teaching assistant
Habitat for Humanity volunteer
School Accreditation Review Team
Link Crew member
Mexicali Missions project volunteer
4-H star ranks bronze-gold
Umpire, referee or lifeguard (unless description in personal statement satisfies leadership definition)</p>
<p>SPECIAL TALENTS AND SKILLS:
A special talent or skill involves substantial participation or exceptional performance in the arts, sciences, languages, athletics, etc. that demonstrates hard work and accomplishment. </p>
<p>Points: Persistent involvement in two activities for 3 years each, resulting in distinguished recognition at the school or higher level or representing outstanding effort and dedication in the community; or long-term involvement in one activity resulting in recognition at the state level or the right to compete at the national level. Examples:
Debate tournament winner
Speech or essay contest winner (Forensic awards)
Dance/music award winner
Lead in school play
1st chair in school band/orchestra or beyond
Sports -- All league 1st team, athlete of the year, league MVP; state or national
State or national level championship team
Academic Decathlon winner
National Merit semifinalist or finalist
4-H Emerald Star; Presentation Day winner in regional or state competition
FFA champion or reserve champion award
FFA regional, state or national proficiency awards
Model UN best delegate
Mock trial individual award at regional level; team award at state level
Participation in a highly selective program such as the National Science Foundation Young Scholar's Program, COSMOS, etc.
Extended involvement or experience in another culture or one's own culture, representing outstanding effort and enabling the student to contribute knowledge to the educational experience. Examples: Proficiency in a language other than English that is used to serve the community or study in non-English speaking communities or countries where the student plans to work. Proficiency in traditional cultural skills and talents.
Year-round employment or volunteer work of 12+ hours per week where work is skilled and demonstrates responsibility such as writing articles for newspaper, computer programming, Web design, etc.</p>
<p>No points: Continuous involvement in activities but no distinguished recognition is received.
Continuous long-term music lessons
Awards for Golden State Academic Exams
Who's Who
CSF
Presidential award for academic and physical fitness
National Merit commended or scholar
Model UN commended performance
Honorable mention awards
Participation in non-selective summer programs
Academic decathlon participant
Recognition for good performance
Honor roll
School most valuable player
Most improved player
Coach's award
Varsity letter(s)
Congressional award
Member of a championship team unless at state or higher level
Pages for state or national senate or assembly</p>
<p>PERSONAL DIFFICULTIES & PERSEVERANCE:
This is based on a reading of the personal statement for documentation of the applicant's ability to persist and overcome unusual, seemingly insurmountable difficulties or challenges which may have affected the applicant's ability to achieve full academic potential during middle or high school. </p>
<p>Points
We strongly consider factors over which the student has little or no control and which are inevitably linked to the student's academic achievement. Difficulties and challenges usually involve multiple factors, such as:
A history of low income
Adverse home environment
Unusual family disruption
Drug, physical and mental abuse
Unusual medical/emotional problems
Frequent change of schools (3 or more high schools)
Lack of exposure to appropriate role models
Adverse immigration experience within the past five years
English as a second language
Assumption of role as primary caretaker of the family
Unusual disruption in school, residential or tribal community (e.g., long-term school strikes, widespread natural disasters, etc.)
Active discouragement or severe lack of support from family or school personnel</p>
<p>No points
Isolated events of short duration that have little or no effect on the student's academic development, such as:
Short-term illness such as a broken leg, flu
Short-term adverse incidents (e.g., short-term closure of school due to inclement weather, short-term absences from school to care for a family member, etc.)
Situations or circumstances that the student is capable of changing but did not do so.
Unfocused student
Dislike of school and teachers
Elective trips and vacations during the school year
Elective employment
Elective community, social, recreational and other extracurricular activities."</p>
<p>^ mentioned that just being a member of a sport gives you no points. I'm part of soccer to stay in shape and because it's somewhat fun - I'll be the first to admit however that I am really not very good (sure, I'm part of the varsity team, but I often warm the bench), which is hard for me because I commit myself to being good at the things I spend time doing. Based on this last post, does it make sense for me to continue with soccer throughout my senior year? If I weren't involved I would spend more time doing the things I'm good at (and get better at them). What makes sense?</p>
<p>the EC's i have that are actually worth something according to Northstarmom are</p>
<p> Representative to the school board, city council or area representative
Youth educator in community activities such as Sunday school teacher or coach or a community organization
Year-round employment or volunteer work of 12+ hours per week where work is skilled and demonstrates responsibility such as writing articles for newspaper, computer programming, Web design, etc.</p>
<p>i guess thats pretty decent compared to all of the stuff that count as no points lol</p>
<p>Okay, I don't know if somebody said this in the 8 pages of this thread, but here is the truth.</p>
<p>The only reason anyone ever says a person's ECs are weak is either because a) their ECs truly are weak and are just a long list of clubs or nothing of interest or b) they can't find anything else to criticize, but still want to give the person advice, so they resort to discussing the ECs.</p>
<p>I find it very sad that people are actually trying to make lists of possible EC's that are great...here's the truth: colleges just want people to have an EC that makes them stand out and interesting, something they are passionate about, and something they can enjoy. For example, my sister's big EC that got her into a Top 10 college was launching rockets as a hobby. Do realize, she'd been doing this since the 3rd grade, and the rockets were getting pretty dang big by college application time...but it doesn't make a difference. Her passion outweighed the prestige of her EC, or even the academics of it. That's what matters most.</p>
<p>Have an EC you actually enjoy and truly care about that is something you've taken initiative to do and remains seperate from school...that will be a good EC.</p>
<p>Does UC Davis really "weigh" ECs like that? That process is counterintuitive and undermines what an EC should be. Giving specific titles or activities more weight than others promotes conformity when you get right down to it, and would probably give the school a rather generic class. For example, I have been both a team captain and a tutor. My teammates voted me as captain, and while that was nice, I really didn't put much into gaining that title besides substantial effort I put in to become part of the team (and if I hadn't gotten captain, that would've been worth nothing, apparently). I have also worked for hours a day with kids, striving to get them interested in their schoolwork and trying to ignite a passion for learning. Tutoring kids is much more meaningful for me, and yet it means nothing on the point system. I say: Do what you love, do what is meaningful for you. If college adcoms really have the gall to tell you what you love is worth nothing, than this college is probably not right for you.</p>
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<p>It's a good thing colleges don't see the apathy that some people have even though it looks like they're doing well. I was only in band to be a videographer. I got first chair trombone but I hated doing it--mostly it was because the other trombone players sucked.</p>
<p>I had only one HS activity I liked, and that was my 200+ hours of community service I put in each summer to the computer department. I didn't play any school sports (my sports were all in rec league, but I did list them) and I wasn't the president of anything.</p>
<p>How in the world did I get into college?</p>
<p>MacTech,
You got into college because Mount Union is like the majority of colleges that pick students based on their stats, not their ECs. It's only the few colleges that are highly competitive that weigh ECs heavily in admissions.</p>
<p>"If college adcoms really have the gall to tell you what you love is worth nothing, than this college is probably not right for you."</p>
<p>They aren't saying the activities are worthless, just that doing those activities won't make a student standout enough to get extra points toward admission.</p>