The College Essay

In my interactions with colleagues in college admissions, I still hear the phrase “Students who work with people to write their essays, like IECs.” 


I want to offer transparency about my own practices as an independent educational consultant (IEC) in assisting students with college essays.


It’s explicitly written in the contract my clients sign that I DO NOT write essays on behalf of my students. It's also stated that my students are not permitted to compose their essays using AI, and I will not assist with an essay generated by AI.


What I do offer is support for brainstorming essay topics. I spend time getting to know my students, understanding their applications and academic profiles, to empower them to identify why what they feel is essential to share with colleges. Through 50-minute meetings, I help them identify aspects of themselves central to their unique identity. 
During the editing process, I offer feedback by pointing out repetitive language or requesting clarification when sentences feel vague. This process requires discussion because I’m not hand-feeding them answers. My students compose all content because this approach teaches them to improve their writing, resulting in fewer mistakes as the process progresses. 


I take time to learn their natural writing styles so I can point out when they are using wording that doesn’t feel genuine. Many students have a preconception of the admissions reader or think college essays should sound “a certain way,” usually resulting in writing devoid of personality. I encourage students to use words that reflect their personalities, and affirm it’s okay to write like a teenager…because they ARE teenagers. 


The quality of writing varies among students, and successful essays don’t have to achieve an identical standard of perfection. Writing a “polished” essay (that word truly irks me) is not the goal; instead, the focus is on writing that reflects the best of their abilities and demonstrates who they are. 


To my colleagues in admissions, your prompts aren't always straightforward to understand (e.g., “How are you going to change the world after leaving our college?”). The average teen is trying to figure out who they are and is terrified of proving they have a grand, reality-altering purpose to be worthy of attending college. I constantly validate my students, providing them with affirmation that coaching football or managing a hotel is a way to change the world, and that those aspirations are valid.
​

Additionally, the writing often required for college essays is more self-reflective & personal than what students are used to writing in school, hence the watered-down responses we all see. Like a Writing Center on a college campus, I offer my students a safe space to explore personal conversations around values & motivators 1:1, away from the school environment, and empower them to talk more openly about those when writing their essays. 


I understand that IECs are not all the same, but I want my school-based colleagues in high schools and college admissions to know that I’m employing the same ethics and standards as an IEC that I upheld when I worked in public schools. So when I hear, “Students working with people to write their essays…like IECs,” I want to state clearly,  like many of my fellow IECs, that does not represent me.