Tell Your Students to Trust Themselves!

student book cover

Are your students stressed? Do they second-guess their topics or share their finished essays with multiple parties who provide multiple opinions?

This is a common problem.It happens when students lack confidence and don’t trust themselves.

We believe we can help build student confidence along this journey to college with one simple message that we’ve been sharing with our students since launching Wow in 2009. 

Trust yourself. This is your journey, so own the process.

When you are done, you will be a more confident, empowered writer, ready for college and your future.

We hope our message resonates with you, so you use it when guiding your students through the college admissions cycle.

Truth be told, students are inundated so much inaccurate and out-of-context information about admissions and the essay, they may start to second guess themselves. That won’t help them.

Let’s help them. Protect them a little bit from all that noise. Cheer them on; help them feel good.


Talk to Your Students

Before your students start prep work for any college essay, whether it is a personal statement, a UC PIQ, or a school supplement, talk to them. (And listen to what they say to you!)

Tell your students they have something important to share.

Tell them colleges want to hear what they have to say.

Make sure your students know that to succeed, they must trust their own words, style, and voice.  

Tell them you trust them. And remind them to trust themselves.

Every year, we work with students who tell us they cannot write; they don’t believe in themselves.

When that happens, we challenge them.

We ask, Can you think?

They always say yes.

We respond: Well, then, you can write.

Works like a charm. Every time

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If Your Students Can Think, They Can Write

At its core, the college essay is all about reflection. It’s a thinking task as much as it is a writing task. Every student can think! And if they can think, they can write. Yes, it’s really that simple.

We’ve got a lot more to share, plus other great tips for student and parents, in our book for students, How to Write an Effective College Application Essay: the Inside Scoop for Students. You can download a free copy here.

Feel free to share it with your families.

We wish you a successful application season.

Improve Your Essay Coaching Practice

Hundreds of pros have become certified in the Wow Method and now use our unique approach when guiding students on the college essay.

We can show you how to teach students to write strong, effective essays with less stress and greater confidence for you, your students and their parents.

We  provide students and educational professionals a simple, step-by-step process for writing effective college essays (see graphic of our method below), so students can stand out and tell their stories.

We’re transforming the college essay experience from daunting and frightening to calm and empowering. Learn more about our upcoming professional training opportunities. 

Picture of Kim Lifton

Kim Lifton

Kim Lifton is President of Wow Writing Workshop. Perceptive, resourceful and curious, Kim can get a story out of anyone. Kim is a former newspaper reporter and corporate communications manager. With Susan Knoppow, Wow’s CEO, Kim developed the Wow Method by combining her journalistic training with Susan’s organization and instructional design skills. She holds a BA in Journalism from Michigan State University. Kim’s articles on the college essay appear regularly in print and on the web, and her work has been featured in a variety of newspapers, magazines and online publications. Kim and Susan have co-authored three books – How to Write an Effective College Application Essay (The Inside Scoop for Parents, Students, Counselors). They are members/affiliates of the Michigan Association of College Admission Counseling (MACAC), the National Association of College Admission Counseling (NACAC), the Independent Educational Consultants Association (IECA) and the Higher Education Consultants Association (HECA).
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