Lakeside School

“I finally understand how to write a college essay,” a 12th-grade counselee recently told me, a huge smile on their face. “You just have to be yourself.”

That may seem obvious to the average reader — but let me explain why it’s more complicated than that. Given how competitive admissions has become, especially among highly selective institutions — as Director of College Counseling Ari Worthman wrote about in this great blog post last year — many students are tempted to cram their applications full of what our office calls “credentials”: athletic recognitions, awards, medals, certificates, amount of money raised for a good cause, tests passed in music or mathematics, etc. Students want to sound impressive, but often risk sounding impersonal and transactional instead.

For college admissions readers, too much credentialism can crowd out the student voice. Imagine being at a crowded party where everyone keeps telling you to meet this one particular person. The more you hear people sing this person’s praises, the more you might think to yourself, “Gosh, I wonder what this person is really like! Do they live up to the hype?” Similarly, when admissions readers have scrutinized an applicant’s transcript — and recommendation letters, if their admissions process accepts them — getting to hear the student’s voice feels like finally handing the microphone to someone they’ve been hearing about for a long time. But too often, instead of the student’s authentic voice, an applicant floods their reader with credential after credential after credential after credential.

From my prior experience reviewing applications at highly selective colleges, too much credentialism in a student’s application isn’t helpful. In most cases, readers don’t have time to look up or fully understand what certain recognitions are. When our office invited admissions leaders to Lakeside last year for our flagship Deans and Directors program, they shared the same thing: that listing too many accolades — without elaborating on their meaning or personal significance — is simply unpalatable. One dean even expressed dismay that some students listed the dollar amount they’ve fundraised, saying that it undermined its significance and made the commitment feel like a “transaction.”

Instead of listing too many credentials, students should use their applications — essay(s), the activities list and descriptions, and interviews (where offered) — to share more about their thought process and values.

To build experience being reflective and authentic, younger students and their parents/guardians can practice asking the following questions about each extracurricular:

What did you do on a day-to-day basis as part of this activity? 

You’d be surprised how difficult this question is for young people! There may be multiple scenarios in the college admissions process where a student has to explain an extracurricular to someone unfamiliar with the activity and its broader context. (For instance, what do leaders for the Lakeside Middle School affinity groups do? House Assembly leaders? The Upper School senior leader program?) Students should not assume that an admissions reader is extensively familiar with the ins-and-outs of their sport, science research, or niche hobby. When I support students in reflecting on their activities, this question is a low-stakes way to warm up. Another way to approach the question: How would you explain this activity to a younger student considering starting or joining this activity? Remember to define acronyms!

How did you connect with others?

If an activity involves interactions with other people, a student articulating how the extracurricular allowed them to build their interpersonal skills can help admissions readers understand a student’s role in group settings. Colleges and universities want to know whether applicants are capable of building supportive and inclusive communities, as well as caring for and/or motivating one another. They are, after all, looking for students who have developed their capacity to be good classmates and community members, not just individuals out for themselves. 

What did you enjoy the most? What are you most proud of? Why is this activity important to you?

Yes, students should pursue activities that they actually enjoy! Over and over again, college counselors observe that students who are authentically interested in an extracurricular tend to have the most meaningful reflections, as well as leadership impact. (Plus, why spend time doing something if you don’t enjoy it?) 

This doesn’t mean that students have to enjoy every activity they try. Admissions readers understand that high school, especially 9th and 10th grade, is a time for exploration. If a student recognizes that they don’t enjoy a certain activity, this reflection can be just as powerful and informative, for student and college admissions alike. Students who can reflect on what they enjoy about an activity may be surprised to notice patterns over time, which may lead them to seek similar activities, or recognize what they do/don’t like.

A student’s answer to these questions will help an admissions reader understand why the student chose to pursue this activity, and perhaps what values and passions motivate them in general. Colleges and universities seek to admit students who will contribute to the campus community, not just the classroom.

Answering these questions can help students illuminate how they have grown over time or ways that they have made a compelling impact on an activity or organization. Practicing introspection and communication will strengthen their voice in their college applications. Likewise, these competencies will further not just their college admissions process, but also their future personal and professional lives. 

Frances Nan (they/she) is a college counselor at Lakeside School, building on admissions and application-reading experience from Pomona College, QuestBridge, the Jack Kent Cooke College Scholarship, Stanford University, and Barnard College. Reach them and other members of the team at info@lakesideschool.site.