Have the students come up with a topic sentence. The ‘T’ section promotes the use of the term ‘topic sentence’ which is something which many educators are asking students to identify and apply to their own writing practices. When teaching students, provide students with models where they are able to highlight key words and cohesive devices which are salient features of a topic sentence. Therefore, it is imperative that the argument, task or essay question has been unpacked to an extent that the key words have been highlighted. Students should be able to pick out a topic sentence in a card sort activity and justify their conviction that it is the topic sentence before they go on to create their own topic sentences. Students should also make the connection that it has a strong connection to the ‘S’ section. Those of you who are familiar with the ‘hamburger’ paragraph will recall the bun analogy. To extend students in their writing and allow them to take more independent ownership of their writing, encourage students to produce a list of synonyms for the key words which they can interchange to avoid repetition.
Have the students expand on the topic sentence. The ‘E’ section is for expansion as students are expanding on their assertion in the topic sentence rather than explaining and justifying themselves.
Ask for an example. The ‘X’ section is the example section and it is important that students briefly contextualise an example, building up to it, before inserting the detail. There may be more than one example to include. In a literary essay, this may mean more than one quotation. Students should be aware that choosing the most appropriate example is in itself a skill as a poor example will lead to poor analysis.
Ask for analysis next. The 'A' analysis section gives the student the opportunity to extend and refine knowledge, using higher order skills of inference, comparison and abstraction. Use M.E.S. to break this down for students. First explain what your example means (deductive reasoning), then explain its effect (inference) and its significance (making connections to the reader, to the context, to society, etc.).
Have the students close with a summary. The ‘S’ section has different functions depending on the level of complex reasoning required. It can mean simply summarising your conclusion. For those seeking a deeper understanding, it can also mean significance and students are required to apply their knowledge meaningfully to offer unique insights into their subject matter. Alternatively, those people who use P.E.E.L. will know that the L is the linking sentence, similarly the ‘S’ can stand for setting up for the next paragraph.
IMPORTANT: The UT has NEW prompts for 2017-18, so much of the information in this post is now outdated.
Here’s the link to the update-to-date information on UT prompts:New Essay Requirements for UT.
Former Admissions Counselor
at University of Texas-Austin
Shares Insider Advice
Are you planning on applying to any of the 14 University of Texas institutions, including the most popular in Austin, Texas?
(Or Texas A&M, and even some private Texas colleges, such as SMU, TCU, Baylor and Trinity College.)
I’m excited to share some tips from a former college admissions officer at UT-Austin with you. His name is Kevin Martin, founder of TexAdmissions, and he focused these tips on the one of the 3 required essays he believes is by far the most important, based on his experience.
Kevin Martin of TexAdmissions
The University of Texas essay is called Topic C, and the prompts asks:
“Considering your lifetime goals, discuss how your current and future academic and extra-curricular activities might help you achieve your goals.”
Here is what Kevin has to say about writing your college application essay for this prompt for the University of Texas essays:
Top 10 Tips for Writing University of Texas Essays
It’s all about Essay C – For universities like UT-Austin, which requires essay C, this is where you should spend the most effort. Here, they are looking to see if you are a good “fit” for your intended area of study. This means that you should focus on why they should invest in offering you a space in their program.
Only your first choice matters – When applying to UT, you are given options for a first and a second choice major.
This is an illusion; they only consider your first choice. One hundred percent of your essay should reflect on your past experiences and skills that show how you would contribute in the classroom and the overall university community.
Treat your essays like an argument – Provide proof! The biggest problem I saw when I reviewed files for UT were vague or cliché statements.
Instead of, “A strong foundation in math is important for success in engineering,” transform this statement into a “me-focused” sentence: “Because of my internship at Texas Instruments and my strong performance in calculus, I am well suited for studies in electrical engineering.”
Each sentence should tie back to the idea of “fit” – With each sentence in your essay, ask yourself: “Does this sentence contribute to my argument that I deserve a space in their program?
Does this sentence help continue the thought from the ones before and set up my argument in later sentences?
Is this sentence absolutely necessary?
If not, can I take it out and not hurt my argument?”
This is your chance to interview – UT and other Apply Texas universities do not conduct interviews as part of their admissions process. Instead, this is your only opportunity to introduce yourself to the admissions committee.
You want the reviewer to walk away thinking, “This is a pretty neat student. We want them here!”
How many essays should I write? – UT has a somewhat confusing system where they require two essays.
You must submit the Essay Topic C, and then your choice among Essays Topic A on diversity, Essay Topic B on overcoming an obstacle, or a special circumstances essay.
Sometimes students write all four thinking it will help them.
Don’t do this!
Unless you have a very compelling reason, only submit Essay C and your choice of one of the remaining three.
Should my second essay also focus on fit? – If you can relate your second essay to why you are a good fit for your major, then I would go for it.
I worked with a student who selected electrical engineering.
His essay C was a strong piece arguing why he had the skills and experience to contribute, but his essay B told an entertaining and insightful story of how him and his friend accidentally broke some computers they were repairing and managed to fix them just in time.
What if I am undecided? – That’s okay! Most students are undecided, even those who swear they know they are going to medical school before they enroll in freshman biology.
You can still demonstrate curiosity and passion by reflecting on one or two things that capture your interest and creative energies.
How am I evaluated? – In short, you are scored on a scale of 1-6 – whether to recommend you for admission or not.
Most students receive a 3 or a 4 with only the most exceptional students scoring a 6.
The admissions reviewer looks at everything you have submitted (resume, essays, recommendation letters, coursework, etc.). If the reviewer is on the fence about giving you a 4 or a 5, you want your essay to argue decisively that you are a good fit and an interesting person.
Essays, more so than recommendation letters, are often what tips the scale where the admissions reviewer can reward you with a higher score and improve your admissions chances.
Relax! – There comes a point where your essays are “done.”
Over-editing can cause a lot of unneeded stress and be counterproductive for the quality of your essays.
Once you submit your application, it is best just to forget about it until you receive your decision in the spring.
Excessive refreshing of your My Status page never does any good. ; )
Here’s a video that Kevin put together
with more great insider advice and tips
on writing essays for the University of Texas: