‘They did what?!’ Top 10 application mistakes
February 3, 2010 by Carin FordPosted in: Admissions & Financial Aid, In this week's e-newsletter, Latest News & Views
When counselors and admissions staff discussed college applications, they came up with a list of these top 10 mistakes – including their biggest pet peeve.
Here are students’ worst mistakes, according to ACT, Inc.:
- The biggest pet peeve: grammar and spelling errors. It’s a college application, after all. So why are students frequently misspelling words on it?
- They fill out the application online – but they never actually submit it.
- They forget to sign the application. (Hint: If you’re filling out a paper app, turn it over.)
- Students may misread a question and answer incorrectly. For example: confusing “county” and “country.”
- Since when is “talking on the phone” an extracurricular activity? Students should stick with formal organizations, including sports and the arts.
- They don’t discuss their application process with their guidance counselor. It would help if counselors looked over a student’s transcript before sending it to a specific college.
- Their handwriting is difficult to read. That certainly doesn’t help make a good first impression.
- They use “fun” e-mail addresses. Bottom line here: Keep it professional.
- Students forget to check the e-mail address they put on the application.
- They get “help” from their parents in filling out the application. Essays are supposed to be the student’s work – not the parents’.
Think they left anything off the list of worst application mistakes? Let us know in the comments section below.
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February 3rd, 2010 at 12:54 pm
Here’s my favorite typo. It’s from an application for further graduate studies: “I will soon be receiving a Master o Farts in Teaching.”
February 3rd, 2010 at 12:58 pm
As the parent of a HS senior, I’d like to see other comments
February 3rd, 2010 at 12:58 pm
I hate receiving hand-completed apps with errors that are crossed out!!!!! It is INCREDIBLY sloppy!!
February 3rd, 2010 at 1:04 pm
They mistakenly use an essay they sent to another college and keep the other college’s name on the essay. For example, I have seen something like, “College X is my first choice,” but they are now applying to College Y.
February 3rd, 2010 at 1:19 pm
I have a few peeves that come to mind:
1) Pasting an essay they used for another college, but leaving the name of the other college in the essay. (This happens in recommendations, too, but I don’t fault the student for that.)
2) Not knowing the name of the school to which they’re applying. If they’re applying to University of Podunk, don’t refer to it as Podunk University. Penn State is not the same as UPenn. Colgate is in Hamilton, but Hamilton is in Clinton. RIT and RPI are two different schools. Et cetera.
3) Just because a student added a lot of new “big people words” to his vocabulary while studying for the PSATs doesn’t me he should try to use them all in his essay. I talk to high school students on a daily basis, and none of them speak like that. Most adults don’t, either.
February 3rd, 2010 at 1:25 pm
I object to the mistake regarding handwriting. My daughter had an exception for Handwriting due to eye problems and I do believe all college applications need to be typed in this computer age. Computers are available to everyone in local libraries. This pet peeve is irrelevant.
February 3rd, 2010 at 1:41 pm
The reality of poor penmanship exists. I am glad there is an exception available to students with barriers. My son also has issues from an injury that affected the mobility of his left hand (he’s a lefty). However, in the majority of circumstances, poor penmanship is mere carelessness. The fact is, most employers are not in business to try to determine whether or not a sloppy job application is due to a physical barrier. They will end up in the trash without further consideration. My son’s professors are aware of his issue and accommodate his “bumpy” penmanship with no problem when handwritten assignments are necessary.
I told my son: “You have a couple of options: If filling out an application by hand, get someone to do it for you…OR…as Debbie stated), use the keyboard!” HE has to make the accommodation; not the employer…unless he’s hired. Then, that may be another story.
February 3rd, 2010 at 1:48 pm
Applicants often do not use their first, middle and last names. They will use their middle name, or a shortened version of their first name. Please give us your full name. We may have 15 other other students named Stephanie Doe. This helps us keep all the correct information in your file, and not the file of some other Stephanie Doe. Complete the full application. If we didn’t need all of the information, we wouldn’t ask for it. Female applicants sometimes do not give us their maiden names. Then when their transcripts come in from other colleges or universities, we have a difficult time matching the transcript to the application, since most schools no longer print the social security number or birthdate on the transcript.
February 3rd, 2010 at 1:52 pm
I’m sorry to report that many, if not most, of these pet peeves show up more often than we would like to acknowledge in applications to graduate school. Although it becomes very frustrating, a few of us old, used college professors continue to work with students and expect higher standards on the essentials of grammar, etiquette, and professionalism. I strongly disagree with Ms. Cox’s final statement: Technology is a wonderful thing, and accommodations due to disability notwithstanding, handwriting remains highly relevant.
February 3rd, 2010 at 2:03 pm
We love when students miss changing names on an essay. Big mistake! Mail merge is a great thing when used correctly.
February 3rd, 2010 at 2:43 pm
As a college professor, my pet peeves are incorrect use of words (assure and ensure, to, too, two, their, there, etc) and punctuation ( the students’ car) and paragraphs that have more than one theme. It is maddening to read a paragraph that begins about the student’s high school activities, blends into personal strengths, and ends with the fact he/she likes to sing. Another note – sentence structure. Students who write “The student, they like cars” drive me nuts. At 17 and 18, students should have mastered the Queen’s English well enough to write professionally. And parents – we CAN tell when you write your child’s letter. Please don’t. Let them be an adult (or you will be writing for them in college as well).
February 3rd, 2010 at 3:19 pm
Kelly, I could piggy-back your comments all day! How about “non-words” like ‘irregardless’? That one grates my nerves! Misuse of ‘less’ and ‘fewer’ can put me over the top, as well! One of these days…the world according to US!
February 3rd, 2010 at 3:28 pm
I love it when parents fill out the application for their children (they do everything for their kids) but the kid has no desire to attend this school.
February 3rd, 2010 at 3:37 pm
Students really need to know how to spell their own names!
February 3rd, 2010 at 4:29 pm
tom, according to merriam-webster: ” Irregardless originated in dialectal American speech in the early 20th century. Its fairly widespread use in speech called it to the attention of usage commentators as early as 1927. The most frequently repeated remark about it is that “there is no such word.” There is such a word, however. It is still used primarily in speech, although it can be found from time to time in edited prose. Its reputation has not risen over the years, and it is still a long way from general acceptance. Use regardless instead.”
when reading hundreds of applications, it’s hard not to get irritated by language, punctuation, or handwriting. my biggest piece of advice to applicants – have a trusted adult read your application before you submit it.
February 3rd, 2010 at 5:46 pm
Merriam Webster includes “ain’t” too, but one would be wise to leave it out of formal academic writing or official business.
Personally, I’m not perfect either, and I understand the occasional typographical error. But misused words or repeated mistakes (or repeated misuses) are bad signs. Although I think it is a great idea for a college applicant to have a parent proofread because an application is an important document, if parental rewriting or substantial editing is required, then perhaps a reconsideration of a student’s readiness for college is a more urgent concern.
February 3rd, 2010 at 6:00 pm
How about learning to spell that major you claim to be SO interested in?
February 3rd, 2010 at 7:46 pm
Ann…
I’m always up for a good lesson! Thanks for the “teachable moment” regarding irregardless! It still gives me the creeps!
Thanks again!
February 4th, 2010 at 1:09 am
I’m sure Dr. Coleman is not surprised that the same types of errors appear yet AGAIN in applications for college teaching jobs, when candidates declare to University X that “I am eager to join the distinguished faculty at University Y” . . . it never stops.
February 4th, 2010 at 8:08 am
Just before the extracurricular grid in the Common Application, the instructions clearly state to fill it out even if the applicant plans to submit a resume along with the application. Too many students still leave the grid blank and send us a resume that usually provides us with more detail than we need. It doesn’t help…
February 4th, 2010 at 9:18 am
Today is Thursday 4 February 2010. That’s significant. Considering the current state of electronics, how is handwriting important on a college application? Moreover, why is there any handwriting on the application? Any colleges or universities that are not using online applications are behind, and that is even before the student enrolls. So how can such schools help educate someone for the modern world? Those of us who work in higher education need to modernize and to realize that college today is quite different than it was 30 years ago. The application process itself should reflect this fact. Handwriting? That is so last century!
February 4th, 2010 at 10:30 am
I love when transfer students conveniently leave off a college they attended because they did poorly or owe them tuition. Then it comes up in converstaion later. This is so bad in my opinion.
February 4th, 2010 at 10:51 am
It’s interesting that so many pet peeves are spelling and linguistic trivia. That’s because those matters are easy to spot, not because they are the most important qualities in an applicant. Spelling has little correlation with good writing. You can win a spelling bee and still be a terrible writer.
The one thing you can learn about a carefully proofread application is that the applicant is a careful proofreader, or is wise enough to get proofreading help. Whether the applicant has any actual abilities and thoughts is another matter.
Disclaimer: That’s not to say that an application filled with half-formed sentences should be treated equally with a coherent one. It’s just to say that a single “irregardless” shouldn’t be a cause for dismissing the entire application.
I say this as a lover of linguistic trivia, a professor of English who has taught freshman composition for many years, teacher of an upper-level course in structure of English, author of a freshman writing book and six books on language, and college registrar who gets to read many student applications.
February 4th, 2010 at 11:07 am
Irregardless is not a proper word because it is a double negative that actually comes out meaning the opposite of what the person using it intended. Most people use the word in the context of meaning “not regarding”. Both the “ir” prefix and the “less” suffix mean not. Not, not regarding means “do regard”.
February 4th, 2010 at 11:23 am
My point is that knowledge of a particular “proper word” should not be the main consideration in judging an applicant’s worthiness . . . unless the ap is applying to teach English usage.
February 4th, 2010 at 11:49 am
My biggest (current) linguistic peeve is the widespread inability to use correct personal pronouns, and I hear this every day, even from colleagues with Ph.D.s, and whose native language is English: it is always a shock to I when I hear them say “Please give the paper to she and I;” as if their mothers were still telling them that “Me and him are going downtown” and therefore they are traumatized forever. When will us set a better example for the students?
February 4th, 2010 at 12:24 pm
Kelly: “As a college professor, my pet peeves are…” When did your pet peeves get a university teaching job?
February 4th, 2010 at 1:14 pm
Charles, I agree with today’s date; however, I disagree that penmanship is obsolete in the world of applications.
As an instructor of Career Education, I can tell you that the greater percentage of employers in the job market are still using paper and pencil apps. Until electronic submission becomes universal (a good idea, by the way), business owners will continue to “round file” poorly written applications.
The theme on this thread is not restricted to penmanship, alone; there are spelling and grammar issues, as well. I believe the latter to be equally, if not more, important. Final thought: PROOFREADING will never become obsolete!
Thanks for the ear!
February 4th, 2010 at 2:14 pm
I wonder if reading applications makes people petulant or peevish.
February 4th, 2010 at 2:19 pm
Yes, reading applications by the dozens (or more) does indeed promote peevishness and petulance. Even when correctly written, the formulaic statements–and the cliches–of most of them will irritate even the most gentle reader.
February 4th, 2010 at 4:05 pm
Tom wrote “I disagree that penmanship is obsolete “…
A statement I agree with.
However, we’re faced with trends such as the Seattle school system dropping the teaching of cursive writing.
It’s not always the student’s fault.
p.s. yes, I’m sure “however” is on many people’s Pet Peeve list.
February 4th, 2010 at 4:43 pm
I am surprised to see some misspelled words, lack of capitals, and poor punctuation in comments regarding the sloppiness of today’s college applications. I guess text messaging and e-mailing takes no prisoners. We have all developed some bad habits through the miracle of technology!
February 4th, 2010 at 6:09 pm
I write a daily blog loosely related to student success and often find myself writing about writing, simply because as a teacher educator I am sometimes dismayed by the papers I receive. My students will soon be high school and middle school teachers and I believe they should be literacy models for their students who will soon be writing college application essays.
For years I’ve been collecting common errors from student papers. I provide this list to my students. It might not be a bad idea to do the same somewhere on a site providing application information. Yes, I know that students should know these things already, but if you’ve provided the information, you can at least grouse more heartily when they don’t seem to have paid attention. The blog posting with the list follows (and a p.s. about handwriting–it’s a crucial part of developing fine motor skills useful in multiple contexts):
The Write Stuff
October 25, 2009
Dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add, that one must also be able to dance with the pen?
• Friedrich Nietzsche
What should schools teach? I believe that being able to write with clarity and correctness about meaningful content is crucial, even if all you will ever need to write after you leave school is an email or a memo or a letter of complaint. For almost a decade, I’ve been collecting data about common errors my students make in their writing. Sometimes, these things are simple: spelling and punctuation and other mechanical glitches that can be corrected by editing and minimal rewriting. Those errors are easy to work with. The difficult ones are content-related. If a writer doesn’t have anything to say, there’s not much that can be done to improve her or his writing until significant additional work is done.
In no particular order, here are some of the writing challenges I see most often:
• Proofreading. This takes time. A paper is not done just because it has been printed. Do not rely on on-screen reading. Proofing would catch many of the problems listed here. I always read my writing aloud, and I catch many errors I would have missed otherwise.
Proofread carefully to see if you any words out. • Unknown
• Dullness. The reader should want to turn the page, drawn in by interesting things said in interesting ways. Writing should have a voice. Writers should have something to say.
• Editorializing. There is a danger of editorializing when other perspectives or “sides” of an issue are not considered. Be sure that you have considered multiple aspects of any issue you are writing about and that your writing makes it clear that you understand the “big picture.”
• Lack of support/evidence/research. Assertions need support, and evidence should be provided when appropriate. Phrases such as “experts say” or “research proves” or “the facts indicate” are not adequate. Which experts? What research? What facts? You must cite sources. Details and clarity help here also.
• Unnecessary words and phrases. These are things that sound good, but are meaningless like “I believe that I think” or “in my opinion, I am sure that I know” or, you get the picture. When you make a statement in your paper, you can make it without these qualifiers.
• Impoverished vocabulary. Do not rely on the thesaurus feature of your computer. It may suggest words that are not correct in the context of your writing. Work on improving your vocabulary and making sure you understand the full meaning of words you use. Awesome, cool, amazing, and similar overused words meant to be compelling modifers are not.
• Lack of context. Issues have histories and are situated in larger contexts. There should be evidence that you are aware of this. Related to this issue is the use of outdated sources. Some research can be used to provide historical context, but you should also find out what’s being said recently about an issue.
• Lack of thoughtfulness. Gaps in reasoning and a “whatever” attitude waste a reader’s time. When it is clear that you hope to create a blizzard of words that hides your lack of information, most readers will not be fooled. Vague generalities are sometimes used to mask a lack of thought and/or research: “We have read many wonderful essays this year, and I learned so much from the authors that I will be able to apply in the future.”
• Repetitiveness. When a writer says the same thing over and over, it appears that she or he doesn’t have much to say. This can also be related to a lack of organization.
• Spellcheck reliance. Awful example (also proofreading-related): an application for further graduate studies that said the person was getting a Master o Farts in Teaching.
• Grammar checker reliance. GCs do not always give correct advice. I tested this for a research project. Have a friend or relative or other trusted person read your work.
• Word choice. Again, be careful with the thesaurus feature on the computer. English has many shades of meaning, and sometimes the suggested substitutions don’t work in the context of the sentence.
• Apostrophes. Student’s grades (the grades of one). Students’ grades (the grades of many). Also: It’s = it is. Its = possessive pronoun.
• Colloquialisms, slang, and other choices related to audience. “I did it in the fact that,” for example, instead of “I did it because.” Learn to “codeswitch” and understand that the kind of writing that’s appropriate when texting your friends isn’t appropriate for other contexts, whether it’s a formal paper or an email to a professor. This includes things like using the ampersand (&) instead of the word and, as well as other abbreviations and acronyms (OMG, tht ws 1 awsum lectur!). In addition, etc. (etcetera, meaning “and other things” or “and so forth”) while handy for abbreviated thoughts should be avoided in formal writing–finish your thought instead).
• Parallel construction. “I like swimming, biking, and reading.” NOT, “I like swimming, biking, and to read.”
• Subject-pronoun agreement. The teacher/he or she/his or her. Teachers/they/their. Rewording can address possible awkwardness.
• Subject-verb agreement. The men go. The man goes.
• Unclear reference. Be sure the reader can tell to what or to whom your pronouns refer.
• Sexist language. No, please. Men/man is not representative of everyone, nor is he a universal pronoun.
• Incorrect use of myself. “Jim and myself are going” should be “Jim and I are going” (I am going) subject. “She gave it to Jim and myself” should be “She gave it to Jim and me” (She gave it to me) object.
• Sentence variety. Check the beginnings of sentences, and be sure that there are not too many that begin the same way (although sometimes you may do this deliberately for effect). Also, watch overuse of pet phrases or words.
• Unnecessary/inconsistent capitalization and exclamation points. And be consistent when you use capitalization (Don’t say Executive Director in one sentence and executive director in the next.)
• Semi-colon and colon use. I rarely see these used correctly. Be sure you know what you’re doing. Commas? Often reading aloud will help you see where to pause with a punctuation mark.
• Creative titles. Yes, please.
• Paragraphing. Question your writing if it is one long paragraph. This may also be related to lack of organization.
• Introductions, conclusions, transitions, clear purpose (thesis, topic, controlling thought, etc.). These things are necessary.
• Absolutes. Think carefully about the use of words like never, always, and everyone. When you use an absolute, you may send the reader off on a mindchase for exceptions. Consider using words like some, many, almost, and other qualifiers that indicate that your awareness of other possibilities.
• Other things that make me tired. Careless misuse of there/their/they’re, to/two/too, and all the others from long lists that I’m pretty sure were taught in elementary school. I suspect that you could catch these by proofreading. My hand hurts just thinking about how many of these I have to circle.
What three goals could you set to help improve your writing?
Do not put statements in the negative form.
And don’t start sentences with a conjunction.
If you reread your work, you will find on rereading that a great deal of repetition can be avoided by rereading and editing.
Never use a long word when a diminutive one will do.
Unqualified superlatives are the worst of all.
De-accession euphemisms.
If any word is improper at the end of a sentence, a linking verb is.
Avoid trendy locutions that sound flaky.
Last, but not least, avoid cliches like the plague.
• William Safire, “Great Rules of Writing
February 6th, 2010 at 1:30 am
The follow-up letter should be spell-checked by a human because Microsoft Word will not catch this one:
“Dear Dean,
Thank you for the interview. I was very much at ease because your receptionist, Ann Goldstein, was a very kind and gentile person.”
February 6th, 2010 at 2:03 am
Handwriting is quite relevant. I give essay exams. If I can’t read it, I can’t grade it.
February 8th, 2010 at 12:28 pm
To be fair to the applicants, the application process has gotten much more demanding. Write a different essay on an inane subject for a lot of different schools, and maybe you’ll get in somewhere. In the mean time keep up your work in demanding subjects and extra-curricular activities so you are attractive to schools your parent only needed a pulse to get into. Its no wonder they cut and paste and make mistakes. For Christ’s sake they’re high school kids.
February 8th, 2010 at 1:27 pm
For Kelly (Kelly Says: February 3rd, 2010 at 2:43 p.m.):
Have you ever heard the saying, “People in glass houses shouldn’t throw stones.”? The following is an edited version of your post:
“I am a college professor whose pet peeves include incorrect word usage (assure and ensure; to, too, two; their, there, etc.), punctuation (the students’ car) and paragraphs that have more than one theme. It is maddening to read a paragraph that begins with the student’s high school activities, careens off into personal strengths, then crashes with the fact that he or she likes to sing.
*Good sentence structure is also important . Students who write, “The student, they like cars.” drive me nuts. By age 17 or 18, students should have mastered **English usage enough to write professionally.
Finally, parents please note that we can tell when you write your child’s letter. Please don’t. Let them be an adult or you will be writing for them in college, too.”
*Do you actually think it effective to use an incomplete sentence to address the importance of sound sentence structure?
**”English” should be used in this case since your term “Queen’s English” refers to the English language as it is written and spoken in the United Kingdom as opposed to the English practiced in America. Examples of this are “colour” not “color, “through” not “thru” and aluminium (without the “oooo” sounding in the second syllable) not aluminum. Your example would be valid in the United Kingdom but not in the United States.
As a novelist, the spouse of an educator and a parent, I enjoyed the fine, constructive criticism and advice offered by poster Wilkins-O’Riley Zinn (February 4th, 2010 at 6:09 p.m.). Thank you for your insights.
February 9th, 2010 at 9:49 am
I am in the midst of reading hundreds of applications right now. Given the limited amount of time that I have to complete the task at hand, I must say that no matter how stellar a candidate’s grades and testing may be, turning in an essay on loose leaf notebook paper just doesn’t cut it. I understand that the majority of the students who handwrite their essays don’t have access to the “educational coach” or someone else helping to “tweak” their application. It’s raw and often unedited. But, I wondering if even in the largest public school, someone could provide students a few basic pointers. The competition is keen and while I want to look beyond the first impression, the bubble handwriting or tiny scrawl makes it difficult to focus on when there are still 50 folders on the dining room table that need to be completed before the evening is done. I have begun to donate my time in the spring [after the office craziness had subsided] to speak with counselors and rising seniors as to what makes a difference in an application. Just a little bit of information hopefully will do wonders for all of us. Let’s realize that some candidates just aren’t as sophisticated as others and may need a hand from us to make the best showing.
February 10th, 2010 at 5:40 pm
Some of the folks commenting on this post seem to be under the impression that completing all of the requirements for college applications is a simple task. I’m not excusing student’s for being inattentive to details; details are important. I’m uncomfortable reading posts from people making light the stress/pressure/time constraints that high school seniors experience during application season. PJ’s insights come the closest to my observations and experiences. We donate to schools also by presenting workshops to students and their parents about navigating the college application process.
Come on people – have a heart.
February 10th, 2010 at 11:22 pm
If I hear or read another “between you and I” or “Me and Joe went to the game” or “Him and I are friends,” I may stop reading applications altogether! How has the use of pronouns become so tortured? Do kids not get pronouns that can be used as subjects of sentences versus object pronouns that can’t? Maybe I’m too “old school!”
March 9th, 2010 at 4:04 pm
I for one have never seen an applicant’s handwriting. All application materials are submitted online, and even if there were submitted in hard copy I would expect them to be typed/printed. And as for eliminating cursive from schools being a cause of poor handwriting – American style cursive is the most illegible writing style I have ever seen. If someone sent me an application in cursive I would not be able to read it. So good riddance cursive! If I have to write a form by hand (for some backward town application etc) I always use block capitals – cursive would be the last thing I would use if I wanted the application to actually be read and understood.