Essay Writing Sessions


Writing Workshops registration

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All-virtual Essay Writing Sessions

A weekly set of 3 sessions begin on Monday, June 6, 2022 at 5:00 pm and are presented on Monday, Wednesday, and Friday. Students may sign up for as many weekly sessions as needed through the first week in September.

Our approach to essay writing is unlike the typical approach offered by teachers or writing coaches. We are less concerned about “how” you write as we are with “what” you write. This does not suggest that we allow students to submit poorly written essays, but that our process begins with the story that students need to tell. Consequently, our process does not begin with students writing about what they want to write about, but begins by engaging students in a self-reflective process of who they are and the type of colleges to which they are pursuing for admission. This process is design to guide students in discovering the story that the student needs to tell so that college admissions officers are provided with the story that they need to read.

Rather than debating with a writing coach or an AP Language Arts teacher as to whether our approach is a good approach, we simply offer examples of essays and outcomes:

Admitted to the University of Chicago

Joining the middle school band was a critical turning point in my life. Through our shared passions in music, I developed a culturally diverse group of friends who represented my first sibilance of stability. Excelling academically and musically, supported my application to the International Baccalaureate Program at St. Petersburg High School. Throughout high school, I have experienced the most consistent and stable housing of my lifetime. I still find myself dealing with stereotypes. I get questions from both my black and white friends intrigued by my being Jewish and on free-and reduced-lunch shattering their perception of all Jews being financially successful. As the Pit Captain and Co-Drum Major of the marching band, I have expanded my musical repertoire from what would be appropriate in Temple to genres that would rock the house in a Baptist Church.

Symbolic of the pounding sounds of percussions, I am a fierce debater. There are no topics for which I do not hold an opinion. As a proud member of the Young Feminist and Young Democrats Clubs, I regularly engage in heated discussions across such topics as privilege, social justice, gun violence, and educational inequity. As the President of the Temple Beth-El Youth Group, my very presence as the dark-skin curly hair biracial liberal Democrat continually challenged the traditionally conservative views at my Temple…

Admitted to Johns Hopkins University

I first recognized the importance of vulnerability in patient care through the Medical School Intensive within the Summer At Hopkins Pre-College Programs. One of the assignments was a simulation: the “patients” and “doctors” were given a guideline. After completing the activity, there was a questionnaire for us both. To my surprise, I didn’t do as well as I could have due to my inability to ask about the patient’s symptoms in a way that made them feel comforted and less stressed. I disregarded the patient’s distress and failed to achieve vital information in so doing; I only sought out key information that would help me diagnose my patient. I have always seen myself as an empathetic person, but this moment made me realize that I need to emulate my feelings for music to my patients.

To achieve this at Hopkins, I can see myself volunteering at the Ronald McDonald House, employing my passion in piano to uplift patients and their families. Through interacting with pediatric patients at the Mt. Washington Pediatric Hospital, I hope to gain greater experience in patient care as my empathy and interpersonal skills will improve the more that I volunteer. I also would love to contribute my voice as a musician to encourage other pre-med students in the Women’s Pre-Health Leadership Society to take up music as a way to comfort patients in a deeper and more intimate way…

Admitted to Williams College

Until the age of nine, my life consisted of awakening at 6:00 am each day to race my uncles and sisters to the fields where we picked corn, squash, and other vegetables until 8:00 pm. Then one day, my mother returned to my grandparents’ home in Veracruz, Mexico and brought me and my younger sister to America, placing me onto a pathway into a previously unimaginable future. 

The day after reuniting with my parents, I entered the fourth grade as a non-English speaker living in a household of non-English speakers. Four years passed before I could read, speak, and write fluently in English. Now, I am fluent in Spanish, Nahuatl, and English….

Admitted to Elon University

I was born in the countryside of Vietnam where human rights and human dignity were overshadowed by illegal monetary exchange and bribery—essentials for survival. Desperately seeking access to education, economic opportunities, and human justice, my family announced our departure to the land of freedom and prosperity—the United States. 

At the age of twelve, I was a careless youngster occupied by the thrill of exploration and unconcerned about the transition. Days after our arrival at a new residence in an unfamiliar country, realization tapped me. The foreign language, unfamiliar settings, and vast cultural differences created an unfamiliar distress. It might sound dramatic, but the volition and competence to adapt and assimilate to a new set of customs were the only mental support that kept my family surviving. We entered a foreign nation without any advanced knowledge, like newborns from mothers’ wombs, we miserably started from zero…

Certified College Admissions Counselor, Mychal-David Wynn (’12 Amherst College, BA English), will provide expert college essay writing assistance over the course 4 consecutive Saturdays in August, September, October, or November.

The weekly 3-part series will be presented from 5:00 pm – 9:00 pm. The all virtual sessions will follow the following format:

  • A component of the writing process will be introduced
  • Students will then engage in a circular process of writing, review, and feedback until students arrive at a final draft
  • The final draft will be edited and returned to the student within 72 hours

Students must complete the actions outlined on the New Students  page prior to receiving login credentials.

Note: Registration fees are non-refundable. Please review our Terms and Conditions  prior to purchasing your registration. 

My Story, “How I developed a great essay.” I cannot say enough about their process. Mrs. Wynn helps you to identify your truth; Mr. Wynn helps you to tell your story; and Mychal-David Wynn helps you to incorporate technical and artistic merit into your essay. I am still amazed at the final essay that emerged from the process that resulted in my being offered admission to the University of Chicago (ED) and being select as a University of Richmond – Richmond Scholar. My Common Application essay was only one the many essays they guided me in writing for writing supplements and scholarships:

My parents froze in the same position for a year: hands grasped and eyes closed, praying that God grant them another child. After four miscarriages and one atopic pregnancy, these Ghanain immigrants affirmed my future through five syllables—Faith Adjoa Kumi. Faith represents our Christian faith and symbolizes hope for the future. Adjoa is a traditional Ghanain name given to females born on Monday. Thus, I am a female born on Monday and future matriarch of the Kumi family who symbolizes hope for the future. However, throughout my life, my parents have considered whether my name should have been Faith Mfeefeemu Kumi— the “curious” one.

While Ghanian culture discourages incessant questioning of elders by youth, my parents fostered an environment that satisfied my insatiable curiosity; hence, my pathway into the Marietta High School International Baccalaureate Program was inevitable. However, my enthusiasm in joining the IB Program has been tempered by being confronted with an unrecognizable part of my community—one that has driven me to ask, “Why?” and declare, “Why not?” 

During my first year in the IB program, the underrepresentation of students of color was evident. The diverse rainbow of race, gender, and socioeconomic diversity in my school’s corridors gave way to segregated spaces when the doors of classrooms closed. The disparity was so troublesome, I arranged a FaceTime with a diverse group of friends to discuss actions that we might take within the IB program and throughout the larger school community. Our conversations quickly morphed into amplifying marginalized voices that have suffered from racial, gender, religious, and socioeconomic discrimination through a podcast called, “Diversity University.” Our conversations about inequities expanded into conversations about how marginalized communities are portrayed in the media, why colorism is deeply rooted around the world, how art imitates life, and why the Black Lives Matters movement is multi-dimensional and should be guaranteed in any democracy.

I quickly learned that my school was a microcosm of much larger issues of race and justice. After lending my voice to an NAACP-sponsored Educational Panel, I examined educational inequity and racial disparities at schools in my county. I held myself back from streams of tears falling down my face; I discovered the huge disparities in advanced course enrollment, gifted placement, and standardized test scores between the predominantly white and affluent schools and the predominantly Black and lower income schools. The immediate consequences of these disparities is that Blacks and Native American students are the least likely students to qualify for Georgia’s merit-based HOPE Scholarship and are the most likely students to graduate from an in-state public university with a disproportionate amount of student loan debt (Georgia Budget & Policy Institute 2020). Why?

I have expanded these conversations to the Foundation for Ensuring Access and Equity’s College Planning Cohort Program Youth Leadership Board where I serve with high school students from throughout the greater Atlanta area. We have served as mentors and academic advisers to high school freshmen and sophomores, providing guidance in course selection and researching colleges and scholarships. We have also collaborated with current college students who serve on the Cohort Alumni Leadership Board, who are guiding high school seniors in submitting applications to selective colleges and universities where students of color, students from lower income families, and those who will be the first in their family to attend college are woefully underrepresented. 

The disparities at Marietta High School are no more unique to my school or community than the Black Lives Matters movement is unique to Ferguson, Missouri or Louisville, Kentucky. What began as a podcast to shine a light on educational inequity has become my personal mission to address inequity and injustice wherever it is. I can emphatically affirm that “Faith” as it pertains to my name, reflects my belief that I can become an instrument of change and make a difference in the lives of others.

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