Readiness: The College Student with Weak Written Language Skills

c@c_whole_you_blog_readinessDepending upon the student’s major, the average college student writes about 15 papers a year.  This doesn’t count journal entries, logs, and other short written assignments professors use to ensure completion of readings or to track progress on major group projects.  And, don’t forget those mid-term or final exam Bluebooks with their “Compare and Contrast . . . “, “Apply the theory of . . .”, or “Give a contemporary example of . . . and elaborate” essays!

It is unclear how it has happened but we do know that it is multifactorial…our kids are not learning how to write!

Few of the students who enter our Confidence@College Program have been taught (or retained) a systematic process to apply when completing written assignments like: “brainstorm, outline, write a rough draft, edit, and complete a final copy.”  More commonly, they sit down at the computer at the 11th hour and just begin typing away and insist that it works for them until they flunk their third college essay.  (After the first one, they blame the professor; after the second one, they say they did not have enough time; by the third, the reality of their weakness sets in.)

Too often, we find that many students have become overly dependent upon teachers, tutors, parents, or fellow students to help them generate ideas, and then plan, organize, research, structure and complete a paper.  In fact, many parents admit to us that they have actually written some of their child’s papers in high school, obsessively edited them, or “put the finishing touches on them” at the keyboard while their child slept on the couch.  Hardly ways to prepare for the rigors of college!

This is a huge problem as being able to write a coherent, well-organized paper is a prerequisite to success at college.  Weakness in this area becomes magnified when students also have temperamental extremes and attentional weaknesses which can contribute to poor time/task management, procrastination, low frustration tolerance, poor stress management, poor self-monitoring (not learning from mistakes) and weak self-advocacy skills that interfere with asking for and taking advantage of help.

Often, problems at writing papers is a stepping off point for kids getting behind the 8-ball at college.  It has a cascading effect impacting their ability to cope with and manage the whole college experience.

Some difficulty in learning how to be a good writer is to be expected; but in the end, mastery of this skill can be a key to success in life after college:  filling out job applications, composing emails and letters, developing proposals, submitting bids, completing sales reports, developing marketing materials, and answering a customer’s complaints are all places where strong writing skills are necessary in the workplace.  Employers tell us that poor writing skills are common in new hires and are a major barrier to effectively collaborating with co-workers and being considered for advancement opportunities.

If your child has rough edges in his/her writing skills, reach out to our Confidence@College Program to identify the contributors and come up with a plan to remediate, refine, and produce high quality written products.  To accomplish this, take the appropriate Confidence@College screener to see if there are aspects of your child’s TRANSACT Profile that place him/her at risk for college failure.  If so, contact us and set up a Discovery Session so we can help start moving things along a path to success.

Click here to download our Confidence@College screeners

Contact us to schedule a Discovery Session, and let us get to know you

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The Whole You: Identifying Barriers to Success @ College

In our Confidence@College program, like other clinical programs at the BWC, we always start by looking at The Whole Person first.  We accomplish this by surveying the individual’s TRANSACT Profile either through a screening tool or more extensive questionnaire.  TRANSACT is an acronym we use to summarize the key factors within the individual and his/her environment that interact with each to lead to success or failure.

This is the first in a series of 8 blogs that are presented to illustrate how unique aspects of a student’s TRANSACT Profile can serve as barriers to success at college.  We have selected one example for each of the TRANSACT factors.  We have tried to pick examples that might not be obvious at first blush but help illustrate the importance of systematically looking at The Whole Person when trying to identify at-risk students or figuring out why things went wrong.  Our screeners and questionnaires take a comprehensive look at all the possible contributors for each TRANSACT factor.

c@c_whole_you_blog_temperamentTemperament: The excessively shy, “slow-to-warm-up” college student

Most of us as parents worry about our kids taking too many risks when they head off to college.  With greater opportunity and with parental supervision gone, will they drink too much, say “yes” when a joint is passed around the room, try cocaine, engage in unprotected sex with someone they barely know?  On college campuses today, the opportunity to make such risky choices is certainly there particularly for the highly approachable, the overly outgoing, the seemingly self-assured or the highly impulsive student with ADHD.

However, for those students who are temperamentally at the opposite end of the approach-withdrawal continuum, college can present challenges that are just as daunting.  Just think about the number of new things and people they have to face and find some way to “warm up to”: a roommate with different routines and customs, a different bed, sharing a shower and toilet with others, using a laundromat, different foods prepared in different ways, an arrogant professor, a large lecture hall, too much information to learn no matter how hard you study, classes scattered across a large campus, dealing with others who are drunk or high, a schedule that changes every day the lack of solitude, different kids in every class, and meeting new people who are different geographically, ethnically, racially, religiously and in their sexual orientation are but a few of the more common “new things” that all students encounter on campuses all across the country.

For some “slow-to-warm-up” individuals, it’s just a matter of time before they finally settle in and adjust . . . maybe after a few days or a couple of weeks.  During this time their stomachs might flip a few more times, their mouths might be a bit drier, or their palms a bit sweatier.  Parents of these individuals can rest assured that they’ll also be taking a giant step backward from some of the other more scary new things that they will encounter on campus . . . at least initially.

However, for more extreme “slow-to-warm-up” individuals, the sudden newness on multiple fronts at college can be overwhelming and downright devastating.  Shyness can progress to social anxiety and extreme isolation.  Novel courses, new concepts, new ways of doing the familiar, unusual and confusing directions, one new thing after another, all can precipitate panic.  The thought of going to a professor, teaching assistant or someone down the hall who has the same class to ask for help is simply out of the question!  Unfortunately, since one day’s work builds on the previous day, it’s easy for them to quickly get behind the 8-ball with nowhere to turn.

Many respond by withdrawing even further . . . shutting it down and going to bed well before their roommate.  Out of sight out of mind.  Sleeping in and missing class.  Hanging out in their room eating junk food while obsessively playing video games or watching TV.  Lying to themselves (and you) about how it’s really going.

There’s actually lots that can be done to help the “slow-to-warm-up” student adjust to and succeed at college.  However, they first must recognize and accept this part of their nature.  We can’t change a student’s basic temperament but we can help them identify where it places them at risk and then brainstorm ways to mange, cope and work around this potential barrier.

The first step is to take the appropriate Confidence@College screener to see if there are aspects of your child’s temperament that place him/her at risk for college failure.  If so, contact us and set up a Discovery Session so we can help start moving things along a path to success.

Click here to download our Confidence@College screeners

Contact us to schedule a Discovery Session, and let us get to know you