{"id":3241,"date":"2021-05-12T09:50:20","date_gmt":"2021-05-12T16:50:20","guid":{"rendered":"https:\/\/sites.evergreen.edu\/ltc\/?p=3241"},"modified":"2021-05-12T09:50:43","modified_gmt":"2021-05-12T16:50:43","slug":"recast-academic-statement-help-from-the-writing-center-issue-4-five-types-of-seniors-just-for-fun","status":"publish","type":"post","link":"https:\/\/sites.evergreen.edu\/ltc\/2021\/05\/recast-academic-statement-help-from-the-writing-center-issue-4-five-types-of-seniors-just-for-fun\/","title":{"rendered":"Recast | Academic Statement Help from the Writing Center Issue #4: Five Types of Seniors (Just for fun!)"},"content":{"rendered":"\n

From: <\/strong><\/a>“Birks, Ariel” <birksa@evergreen.edu>
Date: <\/strong>Tuesday, May 11, 2021 at 6:24 PM
<\/p>\n\n\n\n

The Five Types of Seniors\nWho Need Support with the Final Academic Statement<\/strong><\/p>\n\n\n\n

(Just for fun!)<\/strong><\/p>\n\n\n\n


\n1.<\/strong><\/p>\n\n\n\n

The Recent\nTransfer Student<\/strong><\/p>\n\n\n\n

They ask,\n\u201cWait, what is the Academic Statement?\u201d<\/strong><\/p>\n\n\n\n

Fill them in by sharing the chart for\nreflective writing<\/a> at\nEvergreen, which shows overview information on the Orientation Essay, Self\nEvaluations, the Academic Statements and more. Offer to answer any questions\nthey have, and use the Guide to\nWriting Your Academic Statements<\/a> with them to\nshow them the basics from page 6 of our guide: It is an essay; it is part of a cycle of reflection; it\nis drafted and published. Then ask the about their writing process\nand\/or recommend working with tutors<\/a> to help carry out what you helped them learn. They\nmight also benefit from working with Academic and\nCareer Advising<\/a> to learn how\nto best talk about their Evergreen experience to people outside of Evergreen.<\/p>\n\n\n\n

2.<\/strong><\/p>\n\n\n\n

The\nPerfectionist<\/strong><\/p>\n\n\n\n

They\nhaven\u2019t started it, or, they\u2019ve started it one hundred times. Either way, now\nthey are stuck in a perfectionism\/procrastination loop.<\/strong><\/p>\n\n\n\n

Encourage them by sharing that they can trust\nthemselves to write something worthy of the page\u2014after all, there are very few\nrequirements, and they are the only ones who know their story! On the other\nhand, sometimes perfectionism covers up uncertainty: maybe they have questions\nabout what the Academic Statement is meant to achieve. Answer any questions\nthey have and, of course, let them know that they can work with tutors<\/a> at the Writing Center to polish their draft with\nsupport.They might enjoy our list of\naffirmations on page 57<\/a>. Or, they\nmight simply need to settle on an essay style to reduce their uncertainty,\nwhich we discuss in our guide<\/a> on page 32 and in our workshop\nrecording and PowerPoint<\/a>. <\/p>\n\n\n\n

3.<\/strong><\/p>\n\n\n\n

The Hidden\nTalent<\/strong><\/p>\n\n\n\n

They are\nbogged down by all the tough or contrasting parts of their college experience.\nDespite all that, they have developed amazing skills, knowledge, and abilities\nthat they have yet to put into words.<\/strong><\/p>\n\n\n\n

Not many people are at ease talking about their\nstrengths right as they complete something challenging and complex. Offer to\nilluminate the skills they\u2019ve shown in your course or program or\nemployment\/activity area. We  have many reflection exercises and\nself-interview questions in our guide<\/a>, our workshop\nrecording, and our PowerPoint<\/a>. You can\nalso recommend that they work with Academic and\nCareer Advising<\/a> or any other\nstudent affairs area that they commonly frequent to uncover their unique\ncombination of knowledge, skills, and abilities. <\/p>\n\n\n\n

4. <\/strong><\/p>\n\n\n\n

The\nOverloaded Student<\/strong><\/p>\n\n\n\n

They are\noverwhelmed by too much information, high pressure, and demands on their time.<\/strong><\/p>\n\n\n\n

You might treat this student as you would the \u201cRecent\nTransfer Student\u201d and first offer to get them up to speed on what is required,\nif needed. At the same time, they might benefit from considering the best path\nforward given their life circumstances and working style. The second half of\nour guide<\/a> is all about process, starting on page 58. Of course,\ntutors<\/a> are available to help writers grapple with their\nprocess and help them develop strategies to tackle any writing project, large\nor small. In a sense, every student this year is an overloaded student.\nCompassion is always welcome.<\/p>\n\n\n\n

5.<\/strong><\/p>\n\n\n\n

The\nUnmotivated Student\/Student with \u201cSenioritis\u201d<\/strong><\/p>\n\n\n\n

This\nstudent is so \u201cdone\u201d with college\u2014but their Academic Statement is not finished.<\/strong><\/p>\n\n\n\n

Connect these students with audiences who are\ngenuinely curious about their story. You can be this audience; your enthusiasm\ncan do wonders. Show them that you find their story engaging and their\nsuccesses impressive. Recommend that they make at least one \u201csecond look\u201d\nappointment with someone they trust. Remember, no entity at Evergreen proofreads or corrects\ntheir work before it is a permanent, semi-public document.<\/strong> That \u201csecond\nlook\u201d person can be you, (other) faculty, (other) staff, tutors<\/a>, or trusted individuals. You can share our Many Readers\nCan Support You<\/a> matrix to\nhelp them identify who they could talk to next. <\/p>\n\n\n\n

Do these ring true\nfor the students you\u2019ve met this year? Of course all of our students are\nunique. Who\u2019d I miss in this? <\/p>\n\n\n\n


\n<\/strong>Handouts & Links<\/strong><\/p>\n\n\n\n

Example Academic Statements:<\/strong><\/p>\n\n\n\n