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Aim High Writing College Consulting

How Did You Get That Job?! - Marysa Stevens, Marketing And Communications Specialist

2/9/2015

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"How Did You Get That Job?!" is a series of interviews with professionals who have parlayed their university degrees and unique skill sets into successful careers. 

Each featured guest will explain, in his or her own words, how they chose a course of study, how their professional interests evolved over time, and provide informed advice for students still trying to discern their academic and professional paths.

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MARYSA STEVENS 
MARKETING AND COMMUNICATIONS SPECIALIST

1. Where and what did you study in school and how did you pick your major?

I earned a bachelor of arts in journalism from the Reynolds School of Journalism at the University of Nevada. I declared a major in marketing my freshman year but after my first semester I knew it wasn’t the right fit for me. When I was in high school I was very active in a business leadership club and also served as editor of the school newspaper so I knew that I was meant for work that combined writing, business acumen and project management.

I learned that my journalism school offered a PR emphasis and knew right away that it would be the perfect fit for me. I am very proud of my journalism degree. I studied media ethics, online and magazine writing and PR case studies – all classes that gave me the resources and tools I use every day in marketing and communications.



2. Did you know what you wanted to be when you were in college / grad school?

When I was in high school and college I was very active in many different clubs and organizations, from politics to healthy living. As graduation neared in 2011, the job market still hadn’t recovered from the recession and I saw many of my friends out of work in their field. I was scared that I would end up working somewhere outside my scope of education and passion, but two months to the day of graduation I started what I described at 22 as my “dream job.”


 
3. How did you find your way to your current career?

I passionately believe I would not be where I am today without three things: preparation, opportunity and luck.

Since I graduated from college I have had three full time jobs at very respectable organizations. My first job was as a Public Relations Coordinator for the Global Communications team at an international corporation with headquarters in both Reno and Las Vegas, and I was lucky enough to get to stay in Reno.

I mention luck first and foremost because of the happenstance of even finding the opportunity; I was recruited through LinkedIn. Although I was only a college senior, a recruiter found my profile and asked me to apply for a marketing position based on my degree, internship and participation in on-campus and community organizations. I actually didn’t end up with the specific job I was recruited for, but a few weeks later I accepted the offer to be on the PR team at the same company, which was ultimately the best fit for me.

I was also prepared with a portfolio I spent time building during college: clippings from my college’s campus newspaper, magazine and blog, and published stories in a small-town newspaper in Montana where I fulfilled my professional internship requirement.  While most people interested in the PR trek completed their internships at local agencies, I wanted to have the opportunity to be published frequently and to strengthen my writing skills. When I asked my boss how I beat out the dozens of other applicants, she said it was my writing and portfolio that set myself apart from the others. The internship at the newspaper didn’t even exist, I pitched the opportunity to the editor myself. Because it was a small staff I was published daily. With each new clipping in my portfolio, I knew I was setting myself up for success one column inch at a time.

Fast forward almost two years later and my then-fiancé and I were moving to Washington state for his medical residency. I interviewed with a private practice looking for a marketing and communications specialist one month before our move date and was offered the job just a few days later.

There were only seven days in between my last day in Reno and the day I was offered the position. I found the position for Marketing and Communications Specialist online. The timing, the position, the location (less than ten minutes from our new home) couldn’t be described as any better than luck meets opportunity.

Then 17 months later I accepted an offer at a large hospital system, which is where I land today as Marketing and Communications Specialist. I worked closely with the marketing department at the hospital on many joint-venture projects which brought this new opportunity to my attention. Although I wasn’t actively searching for a new position, I knew that it was too good of an opportunity to pass, both for my career trajectory and financially. I feel very fortunate to be where I am now. I love my co-workers, I get to learn and challenge myself every day, and I am making positive strides on my chosen career path.



4. What do you attribute to your success (can be a personal characteristic, supportive person(s), tool or skill set, etc.)?

As I mentioned before: luck, opportunity and preparation are the three words I always use to describe where I am.  I look at it is as 50 percent preparation, 25 percent opportunity and 25 percent luck. When I was graduating college I didn’t know where I would end up and get the opportunity that I did. But I prepared years in advance to be ready for it. That’s my best advice I could ever give anyone job seeking – whether they are fresh out of college or a 20-year veteran.

I also know that I wouldn’t be here if it weren’t for every single person who hired me and took a chance on me. I’m not perfect and I have made mistakes but I have also learned from those mistakes and worked every minute to prove my worth to the company. Whenever I have messed up, instead of being weighed down by my errors, I take the time to reflect that someone believes in me and I can do and will do better the next time.


5. What do you suggest for students interested in pursuing a career in your field?

My greatest suggestion is to write, write, write (and get published). I can’t say enough how important it is to have a portfolio with projects you completed or clipped stories with your by-line. Join your campus student newspaper or magazine. Apply for summer internships at your local city paper, chances are they are unpaid or offer a small stipend, but the knowledge and networking you’ll gain is priceless.

My other suggestion is to join organizations and on-campus clubs that are geared toward your passion, beliefs and values. You will network, gain leadership skills and help discover what it is you truly want to do. Use college not only to gain knowledge but to lay the foundation for your future – prepare for impending opportunities and always believe in a little luck on your side.


Thanks, Marysa!

You can find out more about Marysa on
her LinkedIn Profile.


If you are a professional (or training for a specific profession) and want to share your story with students, email me at [email protected]. I am always looking for new people to feature!

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How To Pick An A+ Paper Topic

1/24/2015

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I have no idea what to write about.

How often do you receive an assignment, read over the prompt, and find yourself blank. You think you understand the question, but you’re coming up short on what would make a good topic.

The next time you’re stumped, consider the following 5 elements that help make an engaging paper:


1. Ensure you understand the assignment and its parameters

I know, duh, but seriously – if you read the prompt a few more times, does it become more manageable? By pausing for a moment to digest what your instructor is asking of you, some ideas can either be entertained or eliminated right out of the gate.

When I was a student, I sometimes scheduled myself for “mulling over” a paper topic. All I asked of myself was to think through the assignment, jot down some ideas, sketch out the more promising ones, and do a little research to see which ideas were more viable than others.

If, at some point, I realized I didn’t have a firm grasp on the question itself, I contacted the instructor for further clarification and reached out to classmates.

Picking a strong topic starts with understanding the nature of the assignment.



2. Make it relevant

It should go without saying that the topic you select needs to have some relevance to the course’s overall themes. But you also might consider how your topic idea ties into:
  • Your professor’s research interests and work
  • Your own broader academic interests
  • Current events

By factoring in any or all of these, you stand to choose a topic that feels, well, topical, both for yourself and the person grading you. Find ways to help Future You by researching topics that will serve your academic or professional interests, and can serve as a building block for a larger project you are working on.



3. Don’t be afraid to get weird

If a topic seems too obvious, clichéd, or hackneyed, that’s because it probably is. So don’t do yet another paper on it. I used to make it a goal of mine to pick topics that would an instructor to say, “I’ve never had a student write about that!” I reasoned even if the paper didn’t turn out to be The Best Paper Ever, at least I gave them something new to read.

For example, my dissertation topic was “The Role of Naval Technological Expertise in Russian Expansion, 1803-1966.” Although plenty of histories are available about European maritime power, Russia is often left out of the story (and not typically considered any kind of tour-de-force in European exploration history). Additionally, the Russian empire was always seen as technologically inferior or even “backwards” when compared to its Western counterparts; I wanted to work from a place assuming that perception was an erroneous one. Finally, I wanted to test a unique methodology of incorporating Science and Technology Studies (STS) into more traditional History theories and methods.

Don’t worry if nothing above means anything to you. The point is, for the professors I was working with the topic was just weird enough to get a green light, especially from funders when it was time to apply for grants and fellowships.



4. Play off your professor’s interests

You can take this two ways. One option is to choose a topic that you know dovetails nicely with your instructor’s proclaimed interests. If she is a premier scholar of 20th century French cinema, find a way to work that in there.  The pro is that she is more likely to be interested in what you write about. The potential con, however, is that she is an expert on the subject and might find plenty to critique in your work.

The second option is to deliberately choose something your instructor is unfamiliar with. You can still strive to pique their interest, without worrying about the fact they probably already know everything you have to say about it (and might disagree with you).

But don’t let your professor’s possible disagreement dissuade you too much. In my experience, it’s more important you build and defend your argument well, than to affirm everything your professor thinks about a topic.



5. Take a stance

This is perhaps the most important point for any topic you are considering writing about. If you are thinking over an idea, ask yourself if you have a stance on it? If not, will delving into it further allow you to take a position? If the answer is no – it’s too confusing, you don’t care, or you’re completely on the fence – keep looking. A strong paper is largely defined by your ability to make a coherent and compelling argument.


Ultimately, don’t be afraid to experiment, do additional research, and ask for feedback on paper topics before you start writing. 


And if nothing else, picture yourself as the grader. Is this paper going to be an engaging read? Give the professor something that will get them to pay attention. It may not be a perfect paper, but an interesting topic will always win points.

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3 Ways To Get Better Grades NOW

1/20/2015

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Students and young professionals, listen up: if you are disappointed by your most recent grades or performance reviews, there are ways to start improving TODAY.

Please don't resign yourself to being a sub-par student or employee. Grades, tests, exams, and reviews do not necessarily reflect your talents, skills, and potential, and a bad grade sure as heck doesn't say anything about your value as a person.


Regardless, poor grades or reviews can do a number on your confidence, motivation, and how your professors or boss perceive your ability to succeed. Give them a reason a root for you by demonstrating a commitment to improving right now, starting today.

1. Reevaluate how you study

Have you figured out yet what time or times of the day you are most productive? If you know that you can't pay attention to anything by late afternoon, it might be time to consider setting your alarm for 1-2 hours earlier and getting in some work before class.

Next, take a look at your working environment. If clutter, music, noise, or food distract you, go find an isolated cubicle on the 8th floor of the library. 

And get really honest with yourself: how much studying do you actually get done if your doing it in Student Center with your BFF, eating fries and having someone stop by every 7 minutes to say hi?

However, if you are usually a solo studier, reach out to classmates and organize a group study session. This way everyone can help each other out by adding what you each individually remember the professor saying, brainstorming possible exam questions, and offering feedback on your ideas for paper topics.


2. Ask for feedback on Previous assignments

Chances are you're feeling a little (or a lot) self-conscious about that C- you just received on a paper. Your instructor probably used up a whole red pen just on you, and has made it clear that she thinks you are a Grade A Moron.

Except she doesn't, guys. In most cases, an instructor is frustrated when students' work reflect that they weren't listening, trying, or understanding. But she hasn't written you off as hopeless.

So go to talk to her. Prove you care about doing well. Ask how you could have improved your work and where you need to look to brush up on the information you missed the first time.

And if you're really worried about what your instructor thinks, make sure you're not doing any of these little things that annoy teachers big time.

3. Get advance and ongoing help

There are lots of places, people, and tools on campus and online that can help you get your grades up.

Start with your instructor himself. He may volunteer to help you outside of class, set up with with a tutor, or point you in the direction of useful resources.

Make an appointment with on-campus help if you need ongoing assistance: a writing center, an academic advisor, or a peer tutor will all help you identify and strengthen your weakness.

So many schools have helpful online guides with subject-specific help. Check out what your library's website offers or look at Aim High Writing's downloadable guides.

Remember, you're not entitled to good grades or a degree just by virtue of signing a check or showing up. But you do deserve to feel like your efforts to perform well are being recognized and rewarded.

If you're struggling with getting good grades, remember there are concrete steps you can take, starting right NOW, to turn things around.

And if you are noticing that the problem runs a bit deeper - like you really need to develop some core competencies in order to do well in any of your classes or at work - get assistance and start improving!
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The 10 Commandments of Graduate Students

1/17/2015

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1.You shall have no other hobbies before your work.

Graduate school is a job, especially for those students are being paid by the university to work in some capacity as instructors or research assistants. If you’re on the clock, earn your paycheck. Find ways to be helpful, introduce new ideas for improving current practices or programs, and participate in your department. It’s not that you can’t have hobbies outside of your academic life, but that you understand graduate school places a huge demand on your time.

2. You shall not make idols out of other scholars.


Every field has its rock stars. But that doesn’t mean you can’t reach out to them – yes, even as a mere grad student! – by email, phone, or in person to initiate a conversation about a shared research interest, ask a question, or seek advice. Elder scholars often want to help out the new kids on the block, the same way their mentors once helped them.

3. You shall not take the names of your colleagues, classmates, and advisor in vain.

I’m not saying you have to like everyone you work with. You probably won’t. But don’t vent about the professor you loathe in the break room. Departments are small and the walls have ears.

4. Remember to take a rest day.

There needs to be a reward for all the time, energy, and money you are investing in your degree. Manage your schedule effectively so that you have the option to have a night off from doing homework, the ability to go on a date, or the opportunity to spend a day going for a hike with friends.

5. Honor your academic parents.

In academia, your scholarly parent is usually your advisor. Trust her advice when she offers guidance. Follow through on any instructions he gives you. Make the corrections they suggest. Obey them – not blindly, but confident that they want what’s best for you and are attempting to use their own experiences to help you find the right path for your career and research interests.

6. You shall not kill your personal dreams in pursuit of your professional aspirations.


No, you don’t have much free time. But if you want to get married or start a family or travel around Europe or write a book about cats, find a way to merge your personal goals with your professional objectives. Otherwise, you risk having your entire identity subsumed by your professional persona, which you will likely end up regretting at some point.

7. You shall be faithful to your values.

If there is a project that asks you to engage in some kind of work that violates your fundamental principles of right and wrong, speak to a trusted advisor about how to negotiate the situation. If your academic parents are asking you to do something that doesn’t feel right or honest, consult with another trusted professor for guidance.

8. You shall not steal the work of others.

Academia is supposed to be an open forum and scholars are expected to give credit to others when due, as well as be transparent about their sources. Make sure you are being honest about where you are getting your ideas and arguments from.

9. You shall not lie.

No, seriously, don’t plagiarize. Stealing others’ work is lying about your own.

10. You shall not covet the accolades, awards, and accomplishments of others.

Ok, it might not be possible to never feel a sliver of envy when you see your classmates winning the grants and head-pats you are also striving for, but remember that you are all working on discrete projects. Just keep doing your best work as creatively and thoroughly as possible. Don’t wait for everyone else to notice you – do something amazing that will make people notice your work!

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I Trusted My Gut When...

1/4/2015

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I trusted my gut when…

  • I had to choose between four universities scattered across the country, and decided on Notre Dame based on a “feeling” I’d had when visiting its campus a year earlier.

  • I changed my major from Economics to History two days after starting college.

  • I added a Russian major a semester after language classes.

  • I applied to graduate schools, despite professors’ many warnings that the chances of being accepted anywhere were slim.

  • I accepted admission to Harvard for a Master’s in Russian, East European, and Central Asian Studies, even though I’d applied to the History PhD program. The director of the Russian program wrote to me and asked if he could consider my app for the M.A. program since the PhD spots were already taken.

  • I turned down a Fulbright Research Award to the Republic of Georgia to start at Harvard immediately. One of my favorite professors told me, “As a scholar, I should be telling you to take the Fulbright. As a father of a girl close to your age, I hope you stay in the US and go to Harvard.” Six months later Russia invaded Georgia and I wouldn’t have been able to complete the Fulbright that year anyway.

  • I decided to leave my PhD program with only my dissertation left to complete. Many times people remark, “But you are so close? Why don’t you just finish it?” Because, I want to explain, you have no idea the time, money, and energy that go into “just” finishing a PhD. And for me, the means stopped justifying the end, since I lost interest in becoming a scholar of Russian History. 

  • I knew I wanted to work as a teacher in some capacity, but not necessarily in a classroom setting.

  • I felt ready to launch my business a few weeks after leaving academia.

  • I believed I could, and can, juggle being a new parent and continuing to do the work that I love.

Why do I share this?

Because I want you to know, whether you’re a high school student or slogging your way through grad school, that your instincts are good. Honor your gut feelings.

If you’re motivated to do something, define your goal and get working on it.

If you change your mind, understand what’s changed for you, and what’s your next move.

If you start to redefine what constitutes happiness or success for you, don’t be afraid to make some small (or major) adjustments to your personal and professional goals.

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Hidden Campus Gems and Opportunities

11/24/2014

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What would you say if I asked you to name some of your school’s best offerings for student life and performance?

I know what I would have said about the University of Notre Dame – my dorm room, the Harry Potter-esque South Dining Hall, the Basilica of the Sacred Heart, the Grotto, and the football stadium (obviously).

With some variation, students tend to gravitate towards the student center, dining hall, living spaces, and even the library when they want to socialize and blow off some steam. But most campuses have even more than students realize in terms of academic, professional, and social opportunities.


Quirky Museums and Galleries
Universities are a place of learning, and one way campuses incorporate scholarship into their design is through small museums and galleries. Stroll through the art building and see featured work by talented professors and students. Stop in the museum you pass by every day and see what exhibits are currently running. Take a good look at the walls in the classroom building you pass through every day. Chances are something interesting is there.

When I was at Harvard, there was a Central Asian textiles exhibit a friend convinced me to go to. I will admit, it wasn’t wildly fascinating, but I appreciated that it was there, free, and something to do to break up the monotony of our schedule.


Guest Lectures
When I was an undergraduate our professor offered us extra credit if we attended Russian-themed guest lectures. Sure, you might end up sacrificing some of your free time, but it was an easy way to raise your grade. It introduced us to professors from other universities, sometimes people we had read and now got to ask questions of in person.

And when the lecture was actually a sort of “audition” for the faculty member, who was being interviewed by our university for an open position, occasionally the powers that be actually solicited student feedback.


Conferences Open to the Public
Similarly, conferences hosted by the university are a great way to meet some fellow professors and students in your field of interest. If you’re an undergrad considering grad school, don’t be shy about attending conference talks and observing firsthand what will be expected of you as a budding scholar. If you’re really brave, you can even offer a question or comment at the end of the talk.


Student Written and Directed Plays
Theater and music was never, ever my thing, but I had a few friends in college who were incredibly talented. One in particular moved up the ranks of a student-run theater group and ended up directing a musical. I went as a show of support, certain I wouldn’t enjoy watching people burst into song and prancing around the stage. But you know what? It was really good. I was impressed with what my friend had done, and moreover, that all of it was accomplished in his spare time and purely because he loved it.


Travel Opportunities
University programs and clubs have tons of options for getting away from campus. Some groups do weekend day trips to a nearby city. Volunteer or social clubs sponsor longer visits over breaks. If you’re not interested in doing something as long as study abroad, many professors still organize 1-2 weeks trips to somewhere overseas to supplement your studies. Ask around – it’s a great way to meet more people and break out of the college bubble for a little bit.


Less thrilling but useful nonetheless are your campuses writing and tutoring centers, career offices, and job fairs. You might find it fun to attend a lesser-known sport event (the fencing team at Notre Dame was fantastic and boxing had a rather large following). Look up the club and organization list online – there really is something for everyone.

When you’re feeling somewhat limited by what your campus has to offer, remember that it’s very possible you have yet to experience the full scope of your school’s academic, professional, and social opportunities. Hanging out with your friends in your dorm’s common room is fun, but when that gets old, look into attending a polo match or stopping by the student art exhibit.

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10 Little Things That Annoy Your Professor Big Time

11/15/2014

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There are many ways you as a student can delight your professor: demonstrating mastery over a particularly difficult concept, meeting deadlines, and participating in classroom discussions.


And then there are some little things that can get on your professor's nerves (big time):

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1. Not putting your name on assignments
  • Once is an accident. Anything after that looks like laziness. No, your professor cannot identify who you are in class of 100 students based on your handwriting.

2. Never learning how to spell your professor's name.
  • C'mon, it's been 2 months. You should know if it's "Smith" or "Smythe."

3. Arranging a meeting you don't show up for.
  • Not only is this rude, you don't get points for intending to seek outside help. That's like expecting to be healed of an illness by merely scheduling a doctor's appointment.

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4. Not notifying your professor of your absence as soon as possible.
  • We believe students get sick, have relatives who are suddenly ill, and miss flights due to circumstances beyond their control. But don't leave it up to the professor to guess why you aren't there. Email ahead of time if possible with a valid excuse for missing class, or, if not possible, within the day. 

5. Chowing down in class.

  • Instructors know sometimes you have to eat on the go and most are fine with you bringing some snacks or a bagged lunch to class. What's irritating, however, is when someone draws out their meal, or practically lays out a table setting in front of them while ignoring what's going on in the classroom. Eat your lunch (preferably nothing too noisy or smelly), clean up, and stay focused on the class.

6. Disrespecting your professor or your classmates.

  • Being flagrantly rude, unkind, or insubordinate to either your professor or a peer is sure to alienate you from the group. If you do lose your temper, be sure to apologize once you calm down. The same goes for group projects - don't play the blame game behind other students' backs to your professor. If there's a real problem, have everyone meet together.

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7. Dominating classroom discussion.
  • Sometimes there is a student who thinks every question, invitation to comment, or request for volunteers is directed at them. It's not. While important to participate, understand that other students need a chance to speak up too. Don't create a situation where everyone silently seethes every time you open your mouth.

8. Never talking.
  • On the flip side, don't place the onus of the discussion or answering questions on your classmates. You're part of the group too, and need to contribute your fair share.

9. Asking individual-specific questions during class.
  • When there are 3 minutes left in class, and your professor says, "Any questions about the test on Friday?" do NOT raise your hand and ask something along the lines of, "Yes, I have a dentist appointment at 1:45, and the test starts at 2pm. Is that going to be a problem if I'm a little late? Also, on the last test, I missed points on the essay. Why was that? Can you tell me how to fix that for the next test?" If you have a personal concern, email or meet with the professor separately instead of hijacking the entire classroom.

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10. Claiming you "didn't know" that _____________.
  • Sure to elicit a face palm from your professor, don't bother excusing a missed class, poor exam, incomplete homework assignment, or being unprepared for class with "I didn't know." 99.9% of the time it was on the syllabus, announced in class, or both. 

Consider this a heads-up. Your professors, for the most part, want you to enjoy their class, and they want to enjoy teaching you. So help them out by reading the syllabus, showing up, participating, and getting your work done.
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Fatal {Essay} Errors: Filler & Fluff

10/30/2014

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Last year I published, “The 5 Cardinal Sins of Essay Writing,” which is my most-viewed post to date. In it I covered the common writing errors students make that drive their instructors bananas. 

And here’s why: we tend to repeat these mistakes over and over, despite being told when and how to avoid them.

It got me thinking, maybe it’s time to return to the topic in a more nuanced way.

So let’s start with my favorite fatal essay error: Filler.


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What is it?

Filler (or fluff) is the rhetorical padding we tend to use for one or more of the following reasons:
  • You need to fill up more space and bump up your word count
  • You don’t know how to write a strong introduction or conclusion
  • You don’t understand the topic well enough to go into specifics
  • You didn’t do enough research and are trying to gloss over the points you aren’t prepared to address
  • You left the paper until the last minute and just want to get it done
  • You think your instructor expects you to use flowery, ornate language and syntax
  • You rely on clichéd language to make a point

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What are some examples of filler?

You are assigned an essay on the causes of World War I and you lead off with this:

Throughout all space and time, humans have gone to war. They fought over land, power, religion, money, people, and other things. In the Thirty Years’ War in the 1600s, people started fighting over religion, but it was also about land. Then in the 1800s the Napoleonic Wars were also about capturing lots of land and gaining power. People were used to war as a way of life and leaders used fighting to win more territory and power. So it was with World War I – people in charge wanted more power and land, among other things.

Now let’s break down why if I were marking your paper, I’d consider this paragraph one big fluffball.

  • Throughout all space and time is a cliché. A cliché is an overused word or phrase that becomes devoid of meaning or original thought. When you stick it in your writing, it’s a crutch. Catch yourself when you use clichéd language and ask yourself what you really mean. Then find an original way to say that.

  • “Other things” – m’kay, what other things? 

  • Going into previous wars could be relevant if you were building an argument about how World War I was contingent on events that happened centuries before. But in this case, it reads like you are trying to fill up space to get through the paragraph.

  • Repetitive wording and points: it’s a valid point that war is motivated by power, money, religion, and grabs for territory. So say it once and then it’s been said. But writing the same thing over and over just looks like you are trying to up your word count without actually offering any new information or arguments.

  • Crashing into the last sentence – finally, you are addressing the essay topic. But you don’t get to it until the end of the paragraph. A strong introduction gets to the point immediately, provides a roadmap for the reader for where your discussion is going, offers some context for the debate, and explicitly states your argument.

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Beware the Rhetorical Flair

I once graded an essay in which a student meticulously crafted what I’m sure he thought was an evocative and powerful metaphor for revolutions, describing how water surges a path through the earth, over rocks, and even through man-made barriers. It was all very nice, but the problem was, he supposed to be talking about the Boxer Rebellion at some point, and he never quite made it around to the topic. 

So, essentially, he had devoted an entire paragraph of a short 3 page essay to talking about water. This, people, is filler extremus.

That said, I believe the student thought he was making relevant remarks (namely because he tried to argue with me about his grade). 


Here’s what happened: he fell into the trap of relying too heavily on rhetorical flair, instead of focusing on articulating his argument and points clearly and in the simplest terms possible.

Lots of students (myself included) head off to college and think they need to start writing in a fancy, scholarly voice. The problem, of course, is that we have little to no prior experience with what actually constitutes scholarly language, and end up mimicking what we think is elevated speech, not realizing that something said with great flourish isn’t always contributing a substantial point.

For example, your English professor assigns you a persuasive essay topic addressing whether students should be expected to do homework on weekends and alternative studying schedules if not.

You decide to take the position of anti-weekend homework, and type out:

“We need to empower students to take their education into their own hands.”

This, right here, is some rhetorical flair. You used the word “empower” (nice) and turned your point into some kind of rallying cry. It sounds good – really good, in fact. The problem is that it doesn’t actually say anything at all. 


What do you mean by empower? Who is the “we” doing the empowering? Are you suggesting students all self-educate? To what degree are you prescribing students all become autodidacts (self-taught learners) – in conjunction with a formal education, or as an alternative to a traditional college setting?

It’s not so much that the sentence itself is a problem. You could very well use it as an introductory sentence, but your subsequent points need to be specific, clear, and precisely worded so that nobody (especially the person grading you) thinks you are glossing over important arguments or trying to hide the fact that you didn’t put much thought into the topic at all.

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If you find that you are receiving low marks from your instructors due to filler, keep in mind this rule I share with my student clients (over and over):
  • Make sure every paragraph has a function.
  • Make sure every sentence in every paragraph has a function.
  • Make sure every word in every sentence in every paragraph has a function.

With time and practice you will become skilled enough to review your work without having to literally dissect your essay word-by-word. 


The point is to produce a paper that is cohesive in terms of language, clarity, and organization so that the reader is able to easily discern your thesis, arguments, evidence, and final points without first having to wade through a valley of filler and fluff.
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College News(worthy): Recommended Reading Around the Web

10/25/2014

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University of Michigan's staggeringly beautiful law library ranks among the top most impressive in the country.
It's been a while since I've done a round-up of worthwhile reading from around the web!

Here's your one-stop list for stories related to college and grad school, including recent remarks from the president of Harvard on the value of a college education, the most impressive university libraries in the nation, and  how to choose which schools to visit and apply to when your family is on a strict budget:



With College So Expensive, How Do You Choose Where to Visit and Apply?
  • Related: See my own take on this topic, "Carrots and ROI"

The Case for College
  • College opens doors you did not even realize were there. It challenges you to think. “Thinking” is a word that can get forgotten, trammeled in our rush to communicate faster and more often, left behind as our brains struggle to keep up with our devices. In the onrush of emails and texts and tweets and images, we may fail to recognize that simply “processing” information is not the same thing as genuine reflection. We may scan a headline without delving into the story, or glance at an email without reaching the end. This is not a path to a deeper understanding.

Athletics Advisers' Ethical Dilemma
  • Did you hear about what the investigation at the University of North Carolina at Chapel Hill revealed? Academic advisers are under an enormous amount of pressure to help (and sometimes cover for) college athletes who are struggling to make the grade and keep their eligibility.

The 16 Coolest College Libraries In The Country
  • I've only seen two of these! Although I think they left Harvard's Widener Library off the list - it's very Hogwarts.

New college hires don't last more than a year: Survey
  • Ok, but I can't say I blame someone, new hire or not, for taking an opportunity to advance when it presents itself.

The Look Of Power: How Women Have Dressed For Success
  • Fun look at how professional looks for women have evolved in the last few decades.

What articles and posts caught your eye this week?
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"I'm So Tired" - The Essential Role Of Sleep For Students

10/8/2014

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When I was in college, and later grad school, some of us wore our sleep-deprived states like badges of honor. 

"Yeah, I pulled an all-nighter for the second time this week," someone would semi-brag.

"I got 2 hours last night, 3 hours the night before, and 2 hours the night before that. Which means I've slept 7 hours in 3 days!" someone else would marvel.

I was never someone who stayed up all night to study for an exam or write a paper, but I did suffer from relentless insomnia from years. I didn't realize at the time that the inability to sleep actually indicates your body is overtired.

Still, skipping sleep even trickles down to the high school culture, which is not just a shame, but an enormous mistake when considering optimal learning environments and studying habits for young adults.

See, sleep actually does a lot for us. So why do I tell students it's better to close the book and go to bed knowing what you know than to stay up all night reviewing?

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Young Adults Actually DO Need More Sleep Than Adults

If your parents wonder why you started hibernating once you hit junior high, they might be interested to know that young adults, while wired to stay up later, need more hours of sleep overall. 

Unfortunately, classes for high school and college students are scheduled for the convenience of an adult's workday - meaning that while your professor is chipper and alert for your 8:00 am Statistics course, the students would probably benefit from a start time closer to 10.

If you can't change the system, you can change how much sleep you're getting by making it a priority to go to bed earlier or to schedule in a brief nap or two during your day.


Sleep Deprivation Has Similar Effects To Intoxication

While researches don't always agree to what extent sleep deprivation mimics the effects of alcohol intoxication, they do find that extended sleep deprivation does compromise an individual's cognitive and motor skills. 

This means that if you drive to campus after not sleeping for 24 hours, you're taking a risk. You might fall asleep at the wheel, find yourself more easily distracted and unable to concentrate, and experience slower reaction times.

While pulling an all-nighter to study is NOT the same as staying up all night drinking, please be mindful that you might have delayed mental and bodily responses when you aren't getting enough sleep.


The Body Repairs Itself During Sleep

There are physiological changes to our bodies during sleep. 

You know that person on campus who always seems to be fighting a cold, complains about aches and pains, and just never seems to feel well?

Barring he does not have some kind of actual chronic condition, what he really might be suffering from is lack of sleep.

Professional athletes take sleep seriously for a reason - it's a time for their bodies to heal, at both the macro and microscopic levels, from the physical trauma they experienced during the day's training.

Our bodies digestive systems also "reset" during sleep. So you might experience gastrointestinal issues after staying up too late for even a single night. And if you have ongoing stomach problems, you might want to look at how much sleep you're getting, versus how much your body actually needs.   


Learning Depends on Enough Sleep

Sleep's relationship to your ability to learn is twofold. First, you need sleep to be able to concentrate while in class, doing homework, and reading. Second, sleep helps transfer this new information to your memory, so that you can later recall it. 

A person who is not getting enough sleep might find it difficult to perform well on her exam the next morning, even if she stayed up all night studying for it, because the mind didn't get the rest it needed to convert what she learned to memory.

Additionally, sleep deprivation over a sustained period of time can tank anyone's mood. Anxiety, depression, and restlessness can all inhibit your academic performance.


Sleeping Meds Are a Band-Aid, Not a Long-Term Solution

I mentioned above that I suffered from insomnia for years. Sometimes I would go for a full 2-3 days without sleeping more than a handful of semi-conscious hours. Although I am someone who normally shuns medicine (i.e. I will have a headache instead of taking some Tylenol), when someone enthusiastically recommended an over-the-counter sleep aid, I decided to give it a shot.

Please know that even the OTC doesn't always mean safe or effective. In the month or so that I used these somewhat habitually, they didn't always put me to sleep. And let me tell you, if I felt groggy after a sleepless night, I felt like an absolute zombie after a sleepless night with a sleeping aid still in my system.

My ability to metabolize medicine is significantly slower than the average person's. So while the commercials promise you will wake up refreshed after 8 hours of deep sleep, my reality was to take the medicine at 10 pm, and still feel out of it until 3 pm the next day. 

My final straw was after the day where I walked out of my house, completely disoriented from the sleeping aid still in my system, and was almost run over by a car I didn't see or hear as I shuffled distractedly across the street. Then, during class, I kept forgetting what I was saying IN THE MIDDLE OF MY SENTENCE. It's pretty humiliating when your professor keeps you after class and asks if you're, y'know, ok? I told him I had taken a sleeping aid to help with my insomnia and he looked relieved. I think he genuinely suspected I was intoxicated before I explained why I was acting like I was off with the fairies in La-La Land.

So, yep, I through out the sleeping aids and started working on my sleep hygiene. It took a lot of conscious effort, but I was able to beat my insomnia by incorporating regular exercise and exposure to light during the day, preparing myself and my room for sleep at night, and sticking to a sleep schedule on both weekdays and weekends.

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I know - trust me, I know - that it will not always be possible for you to get your recommended 8-9 hours of sleep. Students are juggling multiple responsibilities, including attending class, completing coursework, perhaps a job or volunteering, and their personal lives.

But I encourage you to not be swayed by the campus culture of less is more when it comes to sleep. It's not a contest. If you know you need 6 (or 7, or 10) hours to function, make it a priority.

Sleeping is one of the best ways to keep your body healthy, your mind primed for learning, your mood level, and to set yourself up for long-term academic success.
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    Jessica Peyton Roberts 
    I am a Higher Education Consultant working with students and parents on finding the right college, financial, and scholarship options for your needs.

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