Cheryl L. Coan writes a letter of recommendation for Michael Naumann for the Spirit of Ignatius Award. She describes Michael as an exemplary student who is constantly seeking knowledge outside the classroom. He engages thoughtfully with course readings and class discussions, sharing his perspectives and experiences with grace. Michael respects others' opinions and builds on their insights. As an instructor, Coan believes Michael lives according to a personal mission statement that guides his continuous learning and growth. She strongly recommends Michael for this award as he embodies the qualities every teacher hopes to instill in graduates.
It takes a lot of time and energy to write an effective letter for a student. Clear and effective communication between high school counselors and college admission officers is critical to the admission process. Learn from both sides of the desk what colleges are looking for in a good letter of recommendation.
Michelle Rogers – St. Louis University
Lianne Musser – Lyons Township High School
Chapter 2 The Student Fear Factor Rebecca Cox [Page EstelaJeffery653
Chapter 2
The Student Fear Factor
Rebecca Cox
[Page 20]
I WOULD NOT HAVE expected
Eva to panic during her first composition class. Eva's reports of
her high school preparation for college, her prior experiences
in English classes, and her attitude toward writing in general all
suggested that she would feel optimistic about Comp 1A. Furthermore,
she spoke of her family's strong support for postsecondary
education as well as her own commitment to a career
that requires a college degree (that of schoolteacher). Eva asserted
that although her parents had not put a lot of pressure on
her (or on her younger sister), they did "make sure we know it's
good to come to college." In fact, her parents continually reiterated
the school-career connection: "You're working now, but
you've got to go to school, because you've got to get a career."
Eva's mother served as a role model in- this regard: she had recently
begun a postsecondary degree program to advance her
own career goals. Despite the many reasons for Eva to feel at
least relatively confident about her ability to succeed, she felt a
sense of alarm when she was introduced to the objectives and
structure of her first-semester English class: "That first day, when
the professor said that it's going to be an essay after an essay, I
was scared. I was like, 'Oh, my God, I'm not going to be able to
make it.' ... Just the fact that she said, 'Oh, you get an essay after
an essay after an essay'-that's what scared me."
Eva's case is by no means unique. Regardless of age, ethnicity,
[page 21]
academic background, educational goals, or the path to college,
students reveal tremendous anxiety about their educational trajectories
and ability to succeed in college. This chapter focuses
on the "total fear factor," as one student aptly described it-a
dimension of the student experience that has emerged in every
study I have conducted, across community colleges in different
regions of the country and with a highly diverse range of students.
The recurrence of this fear factor in such varied contexts
attests to its profound effect in shaping students' college experiences.
Chapter 2 explores the phenomenon, the nature and
source of students' anxiety, and the strategies for managing those
fears that students employ.
STUDENT ANXIETY
Regardless of the path that had led each student to college, enrolling
in college courses proved to be an immensely stressful
transition. For recent high school graduates as well as those outside
the "traditional" age range, entering college marked a highrisk
and anxiety-provoking transition in their adult lives.
Students fresh from high school, for instance, indicated that
the transition into college represented a crucial threshold to
adulthood. Melanie, a recent high school graduate and a first semester
college student at Lake Shore Community College in
the Southwest, described her initiation ...
Rhetorical Analysis Outline(See Bb for a sample student RA essay.docxjoellemurphey
Rhetorical Analysis Outline
(See Bb for a sample student RA essay of “My Culture at the Crossroads” that follows this outline )
I. Identify publication/author and summarize piece
II. Explain the context of the issue(s)—what’s the bigger social issue addressed?
III. Identify author’s call to write, address author’s credibility & relationship to rhetorical situation
IV. Analyze relationship to ONE audience (main audience)
V. Analyze relationship to another audience (secondary audience)
VI. Address author’s language use, tone, denotation/connotation, figures of speech, etc… and how this affects message/audience
VII. Evaluate the rhetorical effectiveness of the piece. Based on your analysis, was it effective or not? Anything left out of the argument that should have been considered? Any weaknesses in the article? Explain…
English
Course
Name
Date
Abbas ALMaskeen
ENGL 10000 14
Final draft
04, 15, 2015
Some students need to fail
The author of the article "Some Students Need to Fail" is Melissa Nicolas. This blog post publication in The Chronicle of Higher Education on May 10th, 2012. In this blog post, Nicolas observes how she used to have sleepless nights after assigning a student grade F for the first time when she was a teacher. Nicolas comments that by giving a student grade F she was worried about the student's future life. The life of a student who was to be given an F was doomed. Nicolas asserts that teachers do not celebrate when students fail. Thus, they try their best to ensure students pass. Nicolas talks about her roles as a dean in academic services which is majorly counseling of pupils on educational issues and personal lives. As a Dean, Nicolas always reaches out to students who have troubles such as financial struggles, sick relatives, roommate troubles and drug and alcohol addiction. Sally is a college student who did not attend classes since the spring break. She missed mid-term exams and finals and also she was not responding to her professor’s e-mails. Melissa writes that a student like her should not be given a pass no matter the situation she was in. Giving Sally a pass the University will be failing her as an institution that is deeply committed to learning, failing her as mentors and failing her as human beings. Nicolas points out that allowing Sally to fail will enable her to learn a lot of things, for instance, Sally will learn about the importance of communication and also learn that adult life is difficult and often unfair. Success is defined in that critical moment of giving up and staying the course.
Teachers do not celebrate when they give students a fail, contrary students believe that teachers have fun recording to them fail. Teachers work hard sometimes harder than the students to make them pass. Although some students need to fail, for example, a student who doesn’t attend classes for a whole semester, miss mid-term and final exams and the student do not communicate to the college. Such a s ...
It takes a lot of time and energy to write an effective letter for a student. Clear and effective communication between high school counselors and college admission officers is critical to the admission process. Learn from both sides of the desk what colleges are looking for in a good letter of recommendation.
Michelle Rogers – St. Louis University
Lianne Musser – Lyons Township High School
Chapter 2 The Student Fear Factor Rebecca Cox [Page EstelaJeffery653
Chapter 2
The Student Fear Factor
Rebecca Cox
[Page 20]
I WOULD NOT HAVE expected
Eva to panic during her first composition class. Eva's reports of
her high school preparation for college, her prior experiences
in English classes, and her attitude toward writing in general all
suggested that she would feel optimistic about Comp 1A. Furthermore,
she spoke of her family's strong support for postsecondary
education as well as her own commitment to a career
that requires a college degree (that of schoolteacher). Eva asserted
that although her parents had not put a lot of pressure on
her (or on her younger sister), they did "make sure we know it's
good to come to college." In fact, her parents continually reiterated
the school-career connection: "You're working now, but
you've got to go to school, because you've got to get a career."
Eva's mother served as a role model in- this regard: she had recently
begun a postsecondary degree program to advance her
own career goals. Despite the many reasons for Eva to feel at
least relatively confident about her ability to succeed, she felt a
sense of alarm when she was introduced to the objectives and
structure of her first-semester English class: "That first day, when
the professor said that it's going to be an essay after an essay, I
was scared. I was like, 'Oh, my God, I'm not going to be able to
make it.' ... Just the fact that she said, 'Oh, you get an essay after
an essay after an essay'-that's what scared me."
Eva's case is by no means unique. Regardless of age, ethnicity,
[page 21]
academic background, educational goals, or the path to college,
students reveal tremendous anxiety about their educational trajectories
and ability to succeed in college. This chapter focuses
on the "total fear factor," as one student aptly described it-a
dimension of the student experience that has emerged in every
study I have conducted, across community colleges in different
regions of the country and with a highly diverse range of students.
The recurrence of this fear factor in such varied contexts
attests to its profound effect in shaping students' college experiences.
Chapter 2 explores the phenomenon, the nature and
source of students' anxiety, and the strategies for managing those
fears that students employ.
STUDENT ANXIETY
Regardless of the path that had led each student to college, enrolling
in college courses proved to be an immensely stressful
transition. For recent high school graduates as well as those outside
the "traditional" age range, entering college marked a highrisk
and anxiety-provoking transition in their adult lives.
Students fresh from high school, for instance, indicated that
the transition into college represented a crucial threshold to
adulthood. Melanie, a recent high school graduate and a first semester
college student at Lake Shore Community College in
the Southwest, described her initiation ...
Rhetorical Analysis Outline(See Bb for a sample student RA essay.docxjoellemurphey
Rhetorical Analysis Outline
(See Bb for a sample student RA essay of “My Culture at the Crossroads” that follows this outline )
I. Identify publication/author and summarize piece
II. Explain the context of the issue(s)—what’s the bigger social issue addressed?
III. Identify author’s call to write, address author’s credibility & relationship to rhetorical situation
IV. Analyze relationship to ONE audience (main audience)
V. Analyze relationship to another audience (secondary audience)
VI. Address author’s language use, tone, denotation/connotation, figures of speech, etc… and how this affects message/audience
VII. Evaluate the rhetorical effectiveness of the piece. Based on your analysis, was it effective or not? Anything left out of the argument that should have been considered? Any weaknesses in the article? Explain…
English
Course
Name
Date
Abbas ALMaskeen
ENGL 10000 14
Final draft
04, 15, 2015
Some students need to fail
The author of the article "Some Students Need to Fail" is Melissa Nicolas. This blog post publication in The Chronicle of Higher Education on May 10th, 2012. In this blog post, Nicolas observes how she used to have sleepless nights after assigning a student grade F for the first time when she was a teacher. Nicolas comments that by giving a student grade F she was worried about the student's future life. The life of a student who was to be given an F was doomed. Nicolas asserts that teachers do not celebrate when students fail. Thus, they try their best to ensure students pass. Nicolas talks about her roles as a dean in academic services which is majorly counseling of pupils on educational issues and personal lives. As a Dean, Nicolas always reaches out to students who have troubles such as financial struggles, sick relatives, roommate troubles and drug and alcohol addiction. Sally is a college student who did not attend classes since the spring break. She missed mid-term exams and finals and also she was not responding to her professor’s e-mails. Melissa writes that a student like her should not be given a pass no matter the situation she was in. Giving Sally a pass the University will be failing her as an institution that is deeply committed to learning, failing her as mentors and failing her as human beings. Nicolas points out that allowing Sally to fail will enable her to learn a lot of things, for instance, Sally will learn about the importance of communication and also learn that adult life is difficult and often unfair. Success is defined in that critical moment of giving up and staying the course.
Teachers do not celebrate when they give students a fail, contrary students believe that teachers have fun recording to them fail. Teachers work hard sometimes harder than the students to make them pass. Although some students need to fail, for example, a student who doesn’t attend classes for a whole semester, miss mid-term and final exams and the student do not communicate to the college. Such a s ...
1. Cheryl L. Coan, M.A.
College of Professional Studies
1212 W. Wisconsin Avenue
Milwaukee, WI 53201
Karen Wrench
College of Professional Studies
1212 W. Wisconsin Avenue
Milwaukee, WI 53201
Dear Karen,
I am honored to be writing this letter to recommend Michael Naumann for the Spirit of Ignatius
Award. It is rare that a student like Michael comes along. Michael is the epitome of a lifelong
learner. He is constantly seeking information, engaging in conversation, and adding to his
knowledge base, outside of what is assigned in the classroom. What is most impressive about
Michael as a student and human being is that when you meet him you instantly are aware of
his integrity and his compassion.
Michael is currently in my ORLE 135 -The Culturally Diverse Organization course. He has given a
fair and even-handed assessment of the readings and issues, even sharing his personal
experience directly related to one of the readings. This personal experience was a difficult one
to share, but Michael did it with grace. He is a model of equitable treatment and critical thinking
that all students would do well to follow.
As I said earlier, as a student Michael is exemplary. He not only engages the texts for the class,
but goes about and beyond and does additional reading to broaden the scope of the topic. His
writing is near flawless and would be an excellent addition to our graduate program should he
choose to go on. His 3.9 GPA is reflective of his assessable work, but I feel there is much more
learning going on for Michael than is assessable by our built-in measures.
It is evident in the classroom that other students respect Michael's opinions and insights. His
grace in the classroom is always apparent since he solicits opinions and engages other students
in conversation. He consistently acknowledges other's contributions and builds off their remarks.
It is rare to see someone so welcoming and humble in conversations. Mike is a true leader in
the classroom.
Michael has impressed me with his ability to set goals in his life and achieve them. He lives by
his personal mission statement, something few of us have written to guide our lives. I believe
that this personal mission statement is a large part of what keeps Mike learning and growing.
And finally, I do not know a student past or present who deserves this award more than
Michael. He is what every teacher at CPS hopes our graduates will be.
Sincerely,
ClwiytCoan