Personal Statement Personal Statement Goodness: Round 1Goodness: Round 1

FeracoFeraco

Myth/Sci-Fi and SFHPMyth/Sci-Fi and SFHP

5 September 20125 September 2012

According to UCLA, the personal statement:According to UCLA, the personal statement:• Offers admissions officers an understanding of Offers admissions officers an understanding of

you as a unique individual within the context of you as a unique individual within the context of your family, school, community, and the worldyour family, school, community, and the world

• Adds clarity, richness, and meaning to the Adds clarity, richness, and meaning to the information presented in other parts of your information presented in other parts of your applicationapplication

• Allows you to make the best case for why you Allows you to make the best case for why you should be admitted to the collegeshould be admitted to the college

• Clarifies the distinctions between applicants Clarifies the distinctions between applicants whose academic records appear to be quite whose academic records appear to be quite similarsimilar

• Provides admissions officers with information Provides admissions officers with information that may not be evident in other parts of your that may not be evident in other parts of your applicationapplication

• Is a forum for you to explain how factors outside Is a forum for you to explain how factors outside of your school environment have enhanced or of your school environment have enhanced or impeded your ability to maximize available impeded your ability to maximize available academic and intellectual opportunitiesacademic and intellectual opportunities

The most compelling personal The most compelling personal statements often include discussion of…statements often include discussion of…

• Your academic record, accomplishments, Your academic record, accomplishments, and activitiesand activities

• Any unusual circumstances, challenges, or Any unusual circumstances, challenges, or hardships you have faced and the ways in hardships you have faced and the ways in which you have overcome or responded to which you have overcome or responded to themthem

• Your initiative, motivation, leadership, Your initiative, motivation, leadership, persistence, service to others, special persistence, service to others, special potential, and/or substantial experience potential, and/or substantial experience with other cultureswith other cultures

• Your achievements in light of the Your achievements in light of the opportunities available to youopportunities available to you

Freshman Prompt #1Freshman Prompt #1 Describe the world you come from – for Describe the world you come from – for

example, your family, community or school – and example, your family, community or school – and tell us how your world has shaped your dreams tell us how your world has shaped your dreams and aspirations.and aspirations.

Transfer Prompt #1Transfer Prompt #1 What is your intended major? Discuss how What is your intended major? Discuss how

your interest in the subject developed and your interest in the subject developed and describe any experience you have had in the field describe any experience you have had in the field – such as volunteer work, internships and – such as volunteer work, internships and employment, participation in student employment, participation in student organizations and activities – and what you have organizations and activities – and what you have gained from your involvement.gained from your involvement.

All Applicants’ Prompt #2All Applicants’ Prompt #2 Tell us about a personal quality, talent, Tell us about a personal quality, talent,

accomplishment, contribution or experience that accomplishment, contribution or experience that is important to you. What about this quality or is important to you. What about this quality or accomplishment makes you proud and how does accomplishment makes you proud and how does it relate to the person you are?it relate to the person you are?

Five Important QuestionsFive Important Questions• Who is this person?Who is this person?• What does he/she intend to do that What does he/she intend to do that

is special?is special?• How does he/she intend to do it?How does he/she intend to do it?• Which experiences/factors shaped Which experiences/factors shaped

his/her intentions?his/her intentions?• If he/she is accepted, what will If he/she is accepted, what will

he/she contribute to our institution, he/she contribute to our institution, and how will we (the institution) and how will we (the institution) benefit?benefit?

UCLA’s Tips for SuccessUCLA’s Tips for Success• Start On Your Personal Statement EarlyStart On Your Personal Statement Early: :

Give yourself time to think about your Give yourself time to think about your topics, and carefully consider the topics, and carefully consider the rationale behind each question.rationale behind each question.

• Be Clear. Be Focused. Be OrganizedBe Clear. Be Focused. Be Organized: Make : Make sure your personal statement follows a sure your personal statement follows a logical structure. Try to think about how it logical structure. Try to think about how it may seem to an audience who does not may seem to an audience who does not know you. Input from people you trust – know you. Input from people you trust – teachers, friends, relatives – can help you teachers, friends, relatives – can help you get different perspectives on how your get different perspectives on how your personal statement affects those who are personal statement affects those who are reading it.reading it.

• Be Careful With Humor and ClichésBe Careful With Humor and Clichés: What : What might seem funny or bitingly ironic to you might seem funny or bitingly ironic to you might not seem that way to someone who might not seem that way to someone who does not know you. Remember that the does not know you. Remember that the personal statement is an opportunity for personal statement is an opportunity for you to give us a complete picture of you to give us a complete picture of yourself. Do not allow clichés to speak for yourself. Do not allow clichés to speak for you.you.

• Do Not Manufacture HardshipDo Not Manufacture Hardship: A personal : A personal statement is not effective simply because statement is not effective simply because it chronicles difficult circumstances. it chronicles difficult circumstances. Rather, an effective personal statement Rather, an effective personal statement gives us a clear sense of your personal gives us a clear sense of your personal qualities and how you have used and qualities and how you have used and developed them in response to your developed them in response to your opportunities and challenges.opportunities and challenges.

• Use Specific Examples to Illustrate Your Use Specific Examples to Illustrate Your IdeasIdeas: Thousands upon thousands of personal : Thousands upon thousands of personal statements discuss initiative. Only hundreds statements discuss initiative. Only hundreds show us initiative with concrete examples of show us initiative with concrete examples of demonstrated motivation and leadership. But demonstrated motivation and leadership. But examples are only one part of the equation: examples are only one part of the equation: we also need to see how you have assigned we also need to see how you have assigned meaning to your experiences and how you meaning to your experiences and how you have grown from them. We want you to prove have grown from them. We want you to prove to us with written examples that you have a to us with written examples that you have a sense of who you are, where you are going, sense of who you are, where you are going, and how you are going to use your education and how you are going to use your education and your experiences to accomplish your and your experiences to accomplish your goals. Although some events have long-term goals. Although some events have long-term or even lifetime ramifications, it is usually or even lifetime ramifications, it is usually better to focus on recent events because better to focus on recent events because they shed more light on who you are right they shed more light on who you are right now.now.

• Give Yourself Plenty of Time for Give Yourself Plenty of Time for RevisionsRevisions: Read your writing to : Read your writing to others, and revise for clarity of others, and revise for clarity of content and style. Pay attention to content and style. Pay attention to the rules of correct grammar and the rules of correct grammar and punctuation, and do not forget to punctuation, and do not forget to check your spelling. Remember that it check your spelling. Remember that it is very important that what you is very important that what you submit is your work and your words.submit is your work and your words.

• ““We hope these tips will help you get We hope these tips will help you get organized and inspire you. Your organized and inspire you. Your accomplishments, your opinions…you are accomplishments, your opinions…you are important. Your personal statement is the important. Your personal statement is the best tool you have to show us the best tool you have to show us the individual gifts you have to offer the UCLA individual gifts you have to offer the UCLA community.”community.”

Here is a list of the criteria the UC Here is a list of the criteria the UC system weighs while considering you for system weighs while considering you for admission:admission:

• 1) GPA: 10th- and 11th-grade marks for 1) GPA: 10th- and 11th-grade marks for initial admissions decisions, with 12th-initial admissions decisions, with 12th-grade mark checks prior to matriculationgrade mark checks prior to matriculation

• 2) Rigor of Academic Workload2) Rigor of Academic Workload• 3) Test Scores3) Test Scores• 4) Essays* and Activities4) Essays* and Activities

* Essays often ultimately make or break * Essays often ultimately make or break admissions decisions, particularly when admissions decisions, particularly when candidates are grouped closely together.candidates are grouped closely together.

NoteNote: Your senior grades are just as : Your senior grades are just as important as those from your sophomore important as those from your sophomore and junior years, but they won’t see those and junior years, but they won’t see those until after you’ve been accepted. Note, until after you’ve been accepted. Note, however, that universities tend to accept however, that universities tend to accept more than they can ultimately take. more than they can ultimately take. Admissions officers understand that some Admissions officers understand that some students who are accepted will not students who are accepted will not attend, and thus try to admit enough attend, and thus try to admit enough students to leave behind a solid class students to leave behind a solid class after attrition. If they end up with more after attrition. If they end up with more people who intend to attend than they people who intend to attend than they expected, you can be at risk if your marks expected, you can be at risk if your marks fall. You are not officially at a university fall. You are not officially at a university until you have matriculated; when the until you have matriculated; when the schools check your grades in June, they schools check your grades in June, they reserve the right to revoke your reserve the right to revoke your admission. And revocations admission. And revocations dodo occur. occur.

The UCs allow you to split the word The UCs allow you to split the word count between your essays however you count between your essays however you wish, but Dr. Rebecca Joseph says they wish, but Dr. Rebecca Joseph says they prefer the essays to be roughly equal in prefer the essays to be roughly equal in length – 525-475, or 600-400 at the most. length – 525-475, or 600-400 at the most. (There’s an exception for (There’s an exception for extraordinaryextraordinary circumstances – if you participated in circumstances – if you participated in something that disrupted your time in something that disrupted your time in high school, for example.) high school, for example.)

Also, if you go too far over the 1,000-Also, if you go too far over the 1,000-word limit – Joseph recently said up to word limit – Joseph recently said up to 1,090 words, which is actually 1,090 words, which is actually muchmuch higher than she’s said in the past – a red higher than she’s said in the past – a red sign will pop up on the site, and you won’t sign will pop up on the site, and you won’t be allowed to proceed.be allowed to proceed.

Ask yourself: What do I need to Ask yourself: What do I need to explain about myself that will result in my explain about myself that will result in my being desired by a campus? being desired by a campus?

What do I have to contribute, and What do I have to contribute, and what are my best qualities? what are my best qualities?

What are the two stories that a) What are the two stories that a) wouldn’t be apparent from my transcript, wouldn’t be apparent from my transcript, and b) could make a difference to an and b) could make a difference to an admissions official?admissions official?

It’s important to remember that, It’s important to remember that, although an interesting topic is although an interesting topic is advantageous, there’s no topic they get advantageous, there’s no topic they get bored with; all that matters in your ability bored with; all that matters in your ability to tell the tale. to tell the tale.

(That said, you want to choose a topic (That said, you want to choose a topic that allows you to tell said tale; don’t that allows you to tell said tale; don’t settle settle oror overextend.) overextend.)

These aren’t just stories you’re These aren’t just stories you’re telling, although the stories are telling, although the stories are important; the qualities you choose important; the qualities you choose to display to a college (through to display to a college (through showing, not telling) are just as showing, not telling) are just as critical. If you don’t know what you critical. If you don’t know what you want to do, you can say what kind of want to do, you can say what kind of person you are. But you have to talk person you are. But you have to talk about who you are now...no matter about who you are now...no matter what.what.

They’re looking for truth, unique They’re looking for truth, unique stories, and writing skills. You have stories, and writing skills. You have two to five minutes to grab a two to five minutes to grab a reader’s attention, so be aware of reader’s attention, so be aware of your audience.your audience.

Think of Prompt #1 as an “Outside-In” Think of Prompt #1 as an “Outside-In” essay – start from outside yourself to show how essay – start from outside yourself to show how you became the person you are – and of Prompt you became the person you are – and of Prompt #2 as an “Inside-Out” essay. For each one, #2 as an “Inside-Out” essay. For each one, Joseph suggests using an Into – Through – Beyond Joseph suggests using an Into – Through – Beyond approach: approach:

Into Into Be as specific as you can while Be as specific as you can while “hooking” your audience“hooking” your audience

Through Through Specify the context – who, what, Specify the context – who, what, where, when, how, why – and show what where, when, how, why – and show what

developed over time. What’s the overall developed over time. What’s the overall experience? What does this reveal about experience? What does this reveal about you?you?

Beyond Beyond Connect to your present and Connect to your present and future. How has this strengthened your life? future. How has this strengthened your life? The ending should convey characteristics – The ending should convey characteristics – the summary statement or “moral”the summary statement or “moral”

NoteNote: The Common Application does NOT want a : The Common Application does NOT want a moral at the end; Joseph advises deleting the last moral at the end; Joseph advises deleting the last paragraph of your UC essay if you’re reusing it paragraph of your UC essay if you’re reusing it for that purpose.for that purpose.

Joseph advises that you re-use Joseph advises that you re-use your essays: if you’ve written an your essays: if you’ve written an excellent one for the UC application, excellent one for the UC application, for example, use it again for the for example, use it again for the Common Application.Common Application.

Finally, the “Activities” field Finally, the “Activities” field shifts from year to year. If you’re shifts from year to year. If you’re given a box rather than a simple given a box rather than a simple field, you owe it to yourself to use field, you owe it to yourself to use that space to your benefit. Describe that space to your benefit. Describe all your activities – highlighting all your activities – highlighting leadership and initiative – as leadership and initiative – as insightfully as you can.insightfully as you can.

To summarize:To summarize:• You’re writing the personal essay for the You’re writing the personal essay for the

readers’ benefit, not your ownreaders’ benefit, not your own• The personal essay serves a very specific The personal essay serves a very specific

purposepurpose• It’s meant to convince a reader to It’s meant to convince a reader to

advocate for your admissionadvocate for your admission• You will convince the reader to fight for You will convince the reader to fight for

you if you display interesting you if you display interesting qualities/potential in the context of a well-qualities/potential in the context of a well-written and compelling narrative framewritten and compelling narrative frame– Not the same as writing a pure narrative!Not the same as writing a pure narrative!– This means you need an idea whose discussion This means you need an idea whose discussion

lets you do all of the abovelets you do all of the above

Remember, it’s possible to produce a good Remember, it’s possible to produce a good piece of writing that doubles as a terrible piece of writing that doubles as a terrible personal statement.personal statement.

Good writing can exist in a vacuum; it’s Good writing can exist in a vacuum; it’s good writing. good writing.

The personal statement, on the other hand, The personal statement, on the other hand, is the literary equivalent of pressing a button.is the literary equivalent of pressing a button.

““Do it correctly,” and the button goes in; Do it correctly,” and the button goes in; “do it incorrectly,” and you stand there pushing “do it incorrectly,” and you stand there pushing on something that won’t move and looking on something that won’t move and looking foolish.foolish.

Of course, there isn’t any one way to “do it Of course, there isn’t any one way to “do it correctly”: don’t let anyone tell you otherwise, as correctly”: don’t let anyone tell you otherwise, as the entire process would be pointless if a the entire process would be pointless if a “solution” existed.“solution” existed.

Rather, success often depends on whether Rather, success often depends on whether an applicant knows which elements of his/her an applicant knows which elements of his/her perspective/history to emphasize or downplay – perspective/history to emphasize or downplay – and can convincingly do so in writing.and can convincingly do so in writing.

As you take your first stab at writing As you take your first stab at writing a personal statement, fill in the blanks in a personal statement, fill in the blanks in the following line:the following line:

““I’ve already checked (your name I’ve already checked (your name here)’s transcript, reviewed their awards here)’s transcript, reviewed their awards and activities…(and/but) now that I’ve and activities…(and/but) now that I’ve read (your name here)’s statement, I can read (your name here)’s statement, I can see he/she is ________________, see he/she is ________________, ________________, and ________________.”________________, and ________________.”

Don’t instantly think of three good Don’t instantly think of three good qualities; what’s a reader qualities; what’s a reader likeliestlikeliest to think to think at the end of your work? What would you at the end of your work? What would you lovelove for him/her to take away or for him/her to take away or understand about you in a perfect world – understand about you in a perfect world – one where he/she reads your paper one where he/she reads your paper exactly as you intended for it to be read?exactly as you intended for it to be read?

The traits you end up using to complete The traits you end up using to complete the “Mad Libs” statement should be:the “Mad Libs” statement should be:

• PositivePositive: This paper is not a story about : This paper is not a story about how you will atone for your past wrongs.how you will atone for your past wrongs.

• If past wrongs enter the equation, they If past wrongs enter the equation, they only do so in order to leave you in a only do so in order to leave you in a position of strength before you finish the position of strength before you finish the paper.paper.

• UniqueUnique: It stands to reason that the vast : It stands to reason that the vast majority of college applicants can majority of college applicants can reasonably claim to be “responsible,” reasonably claim to be “responsible,” “hard-working,” and so forth. “hard-working,” and so forth.

• Which traits can you highlight that a) Which traits can you highlight that a) make you seem compelling, b) accurately make you seem compelling, b) accurately reflect you, and c) leave a distinct, unique reflect you, and c) leave a distinct, unique impression?impression?

• SpecificSpecific: Saying you’re good at working : Saying you’re good at working with people is fine; offering proof that with people is fine; offering proof that you’re uncommonly good at building you’re uncommonly good at building coalitions is better.coalitions is better.

Finally, the traits you choose to Finally, the traits you choose to emphasize must be…well, emphasize must be…well, chosenchosen. You . You mustmust figure out how you want to portray figure out how you want to portray yourself. yourself.

These readers will These readers will nevernever see your see your face or your wardrobe, face or your wardrobe, nevernever hear your hear your voice or your laugh, voice or your laugh, nevernever observe your observe your interactions with your peers and elders. interactions with your peers and elders.

They have a blank slate, and there’s a They have a blank slate, and there’s a limit to the amount of detail they can lay limit to the amount of detail they can lay down on that slate before they have to down on that slate before they have to make a choice regarding your candidacy make a choice regarding your candidacy (no matter how many words you write).(no matter how many words you write).

The blessing, and the curse, is that each The blessing, and the curse, is that each applicant essentially has the same canvas, applicant essentially has the same canvas, paintbrush, and palette; it’s what you do with paintbrush, and palette; it’s what you do with your limited supplies that allows you to your limited supplies that allows you to distinguish yourself from other candidates, distinguish yourself from other candidates, because your approach has to reflect what you because your approach has to reflect what you wish to display.wish to display.

I will write one kind of essay if I want to I will write one kind of essay if I want to show I’m show I’m passionatepassionate, , open to new experiencesopen to new experiences, , and and politically active/engagedpolitically active/engaged. .

I will write a very different kind of essay if I I will write a very different kind of essay if I want to show I’m want to show I’m thoughtfulthoughtful, , good at bridging good at bridging ideological divisionsideological divisions, and , and detail-orienteddetail-oriented. .

Now, here’s the key: Now, here’s the key: I may be all of these I may be all of these things.things. But I may not be able to put all of them in But I may not be able to put all of them in the same paper without giving the impression the same paper without giving the impression that my thoughts are jumbled, or that I’m unable that my thoughts are jumbled, or that I’m unable to understand my appeal (and, in turn, how to to understand my appeal (and, in turn, how to use my talents).use my talents).

So carefully consider what you want those So carefully consider what you want those readers to draw on that blank slate as you plan readers to draw on that blank slate as you plan what to write about.what to write about.

Ultimately, the qualities you try to Ultimately, the qualities you try to display will relate to the narrative frame display will relate to the narrative frame you chose; in fact, they’ll dictate which you chose; in fact, they’ll dictate which incidents from your life you’ll end up incidents from your life you’ll end up including (since you obviously can’t including (since you obviously can’t include everything, let alone in detail).include everything, let alone in detail).

Again, focus is key: Again, focus is key: theythey understand understand that they’re getting an incomplete picture that they’re getting an incomplete picture of each applicant, and they want to see of each applicant, and they want to see whether you can appeal to them anyway.whether you can appeal to them anyway.

That focus needs to show itself That focus needs to show itself immediately, regardless of your narrative immediately, regardless of your narrative frame, because frame, because your reader will not read your reader will not read your entire paper at firstyour entire paper at first!!

Your first paragraph is therefore Your first paragraph is therefore incredibly important. It establishes the incredibly important. It establishes the idea and tone for the rest of the paper, idea and tone for the rest of the paper, with the idea being that your reader will with the idea being that your reader will be able to make the correct “two-minute be able to make the correct “two-minute snap” judgment regarding your potential snap” judgment regarding your potential (and candidacy).(and candidacy).

The “idea” is your response to the The “idea” is your response to the prompt – for UC #1, it’s about how your prompt – for UC #1, it’s about how your world shaped your dreams and world shaped your dreams and aspirations (i.e., “I will teach because I aspirations (i.e., “I will teach because I have learned why teachers matter – and have learned why teachers matter – and how badly children need good ones who how badly children need good ones who care”).care”).

Next, your body paragraphs flesh out Next, your body paragraphs flesh out the idea while maintaining your tone. the idea while maintaining your tone. They do so by providing example after They do so by providing example after example that build on each other to create example that build on each other to create momentum and credibility.momentum and credibility.

All examplesAll examples relate to the idea and relate to the idea and qualities you want to display!! qualities you want to display!!

These examples don’t just emphasize These examples don’t just emphasize your idea: use them to display the your idea: use them to display the characteristics you want readers to see in characteristics you want readers to see in you without baldly stating them.you without baldly stating them.

Again, Again, onlyonly use examples that use examples that contribute to the portrait you’re trying to contribute to the portrait you’re trying to provide. This is not a time to be falsely provide. This is not a time to be falsely humble or self-effacing.humble or self-effacing.

In your body paragraphs, details matter – In your body paragraphs, details matter – not just regarding the examples that you use, but not just regarding the examples that you use, but regarding the words you use while writing about regarding the words you use while writing about them.them.

I’m sure you’ve learned about I’m sure you’ve learned about connotationconnotation and and denotationdenotation before. Far too many applicants before. Far too many applicants don’t pay enough attention to the connotative don’t pay enough attention to the connotative possibilities of their language, particularly when possibilities of their language, particularly when it comes to considering how the admission it comes to considering how the admission officers and statement readers – whoever they officers and statement readers – whoever they are – will react.are – will react.

I want to reiterate that you’ll never meet I want to reiterate that you’ll never meet these people…but it’s safe to assume they aren’t these people…but it’s safe to assume they aren’t like you. They’re undoubtedly older, for one; for like you. They’re undoubtedly older, for one; for another, they’re the kind of people who will read another, they’re the kind of people who will read hundreds, even thousands, of application essays hundreds, even thousands, of application essays every year. (That alone should tell you every year. (That alone should tell you something.)something.)

Never forget that you aren’t writing in a Never forget that you aren’t writing in a vacuum, and that this isn’t a diary: consider your vacuum, and that this isn’t a diary: consider your audience, and do so carefully.audience, and do so carefully.

Take the following sentence, for Take the following sentence, for example:example:

““I earned playing time in close games I earned playing time in close games by studying and sleeping earlier, by by studying and sleeping earlier, by replacing my animal-style In’n’Out replacing my animal-style In’n’Out Burgers with lemon chicken and salads, Burgers with lemon chicken and salads, and by refusing to leave each practice and by refusing to leave each practice until I’d made fifteen consecutive free until I’d made fifteen consecutive free throws.” throws.”

The sentence reveals some admirable The sentence reveals some admirable traits (goal-oriented, driven, follows traits (goal-oriented, driven, follows intelligent processes, prioritizes, “earns”) intelligent processes, prioritizes, “earns”) while being more memorable than a while being more memorable than a simple declaration of those traits.simple declaration of those traits.

Ideally, you write well enough that Ideally, you write well enough that your reader gets the hints – that they can your reader gets the hints – that they can infer what you’re refraining from spelling infer what you’re refraining from spelling out too obviously.out too obviously.

But that’s key in a word-capped But that’s key in a word-capped essay: you don’t have room for separate essay: you don’t have room for separate passages for each description, example, passages for each description, example, and quality. and quality. The restrictions of the The restrictions of the format pretty much force you to smash format pretty much force you to smash them all together, essentially killing as them all together, essentially killing as many birds with one stone as you can. many birds with one stone as you can. (Apologies to all birds, who probably did (Apologies to all birds, who probably did nothing to warrant all the stone-killing.)nothing to warrant all the stone-killing.)

Your last paragraph concludes Your last paragraph concludes everything. Instead of summarizing what everything. Instead of summarizing what came before, broaden your perspective; now came before, broaden your perspective; now that the reader’s seen your examples, you that the reader’s seen your examples, you can make more declarative, concrete, and can make more declarative, concrete, and confident statements than you could before confident statements than you could before with no additional explanation necessary.with no additional explanation necessary.

In the earlier example about teaching, In the earlier example about teaching, this was the conclusion: “I will honor them by this was the conclusion: “I will honor them by building on their work – by reaching out to building on their work – by reaching out to confused children, feeding the hungry ones, confused children, feeding the hungry ones, consoling the sad ones, and teaching each consoling the sad ones, and teaching each and every one who walks under their words and every one who walks under their words and through my door.” and through my door.”

The writer doesn’t have to say what The writer doesn’t have to say what his/her “work” was, or which words he/she his/her “work” was, or which words he/she intended to post above his/her door, for the intended to post above his/her door, for the skimming first-pass reader to get the gist of skimming first-pass reader to get the gist of what he/she is writing about. what he/she is writing about.

It’s safe to assume that the It’s safe to assume that the second reader will see those second reader will see those references fleshed out more fully references fleshed out more fully in the body paragraphs. (And if in the body paragraphs. (And if they don’t? That essay doesn’t they don’t? That essay doesn’t make it through the second make it through the second reader.)reader.)

Endings work better when they Endings work better when they end, end, not when they provide not when they provide another another Star Wars-Star Wars-esque esque exposition crawl.exposition crawl.