Tuesday, February 23, 2010

Monday, February 22, 2010

Scholarship Essay

February 22, 2010

Re: Craig Dickinson Memorial Scholarship

Dear Members of the Scholarship Committee:

Please consider my application for your esteemed award. I know only a privilege few will be weighted heavily, and I compose my letter with the gigantic hope that you will review my application with the greatest of foresight.

As a homeschooler from 1st grade to 10th grade, I was lucky to receive a first class education from my remarkable parents. I began my home schooling program since the public school system intended to penalize me one grade from promotion because my birth date was technically a few weeks away from their “austere” cutoff period. In addition, my younger sister suffered from pulmonary lung disease and my parents wanted her at home to personally supervise and administer her daily medications. Not to mention the fact that homeschoolers are free from the many sins that plagues the public school system. It is my humble opinion, that a public education is counterproductive to producing a holistic approach that fortifies a strong mind, body, and soul experience. My home schooling upbringing has taught me to be patient, attentive, studious, and discipline, while providing me with unparalleled excellence in reading, writing, math, and the sciences.

Because the public school system was unwilling to allow my parents to indulge in their schoolroom curriculum, thus refusing us access to technical books and materials, my parents had to design a specific study regiment that was tailor-made for my home study program. As such, grade 1 through 6, I was focused primarily on learning from the noteworthy, “What your 1-6 graders needs to know” book series. This educational serial was more than adequate for learning through grade 6th, and presented plenty of challenging lab experiments and course materials to supplement the other math and reading assignments my parents felt necessary to augment my learning experience. In fact, my parents required regular readings from our library of more than 75+ works of classical literature, such as, Little Women, Oliver Twist, The Adventures of Tom Sawyer, etc. These books were not the condensed or watered-down versions, but true originals as intended by their authors from conception. To this day I still continue to read these great works of literary masterpieces on a regular basis.

However, by grade seven, I had to find new sources of educational inspiration, and my parents decided that completing the Pre-GED course assignments would present enough of a challenge to arouse my intellectual prowess. Within one year I was able to complete the entire math, writing, reading and science curriculum. All this at the seventh grade level!

Having completed the entire Pre-GED course sequel, and with no public school assistance to supplement my homeschooling education, my parents were once again faced with the dilemma of what to teach me in the eight grade. Luckily, they had the foresight of challenging me with the obvious next step to the Pre-GED sequel, and that was the preeminent GED. I completed the entire GED course curriculum in my eight and ninth grade, and finished two complete practice tests that were taken under similar exam conditions. What was remarkable in this venture, is that I was only 14 years old at the time, and I had studied the entire public school curriculum that was reserved for the more mature and experienced adults. In fact, my parents consulted with the GED testing authorities and pleaded with them to grant me permission to sit for the GED examination, but they refused do so on the grounds that I was underage and handicapped by my tender youth.

With nowhere else to turn, and having completed my GED studies, which was equivalent to the entire high school course syllabus, my parents were once again confronted with the daunting task of finding me fresher educational challenges. This ultimately led to my focus on the PSAT and subsequently the SAT examinations, since they were necessary prerequisites to qualifying for the Bright Futures Scholarship Award. By the 10th grade and then only 15th years old, I successfully passed the SAT with an outstanding score of 1,660 (see attached).

Having completed the SAT with a remarkably high score relative to my peers, I literally had an extremely good chance at acceptance to almost any first-class private university of my choosing. Instead, I applied and was accepted Fall 2009 to Broward College at the tender age of 15 years. The admission official stated that I was quite possibly the youngest person to ever attend their college. I have since completed, and in the process of completing, 15 credits, and plan on taking 9-12 credits this summer. I currently have a 4.0 GPA, and I expect to graduate next summer with a major in Biology. Once I graduate with an AA in Biology, I plan to sit for the Medical School Admission Test (MCAT) before I am accepted as a junior at Florida Atlantic University. Ultimately, my major goal is to apply to FAU School of Medicine before my 19th birthday!

Why do I deserve this scholarship?

Unquestionably, my academic excellence is unrivaled by almost any Florida public, private or homeschool students that I am aware of. Acceptance at a major Florida public college at the tender age of 15 is a remarkable achievement by any standards. Throughout my annual evaluation by a certified broward schoolteacher, I always scored at least 2 grades above any of my peers. My continued volunteerism at the Broward Public Library is a testament to my dedication to public service. Although I have completed the 75 hours of volunteer service required for the Bright Futures Scholarship almost 1 year ago, I still continue to actively dedicate 4-6 hours every week of my free time to the Northwest Regional Public Library.

On a more personal note, this scholarship award will be money well spent on a new computer and other necessary school supplies. Although, my parents had purchased a new computer as a gift for my outstanding achievement for gaining acceptance to Broward College, our home was unfortunately burglarized and my beloved Macbook computer stolen. In addition, I would like a laser printer for homework assignments, a voice recorder to tape classroom lectures and a digital camera to capture science lab experiments, not excluding my overall college experiences.

Furthermore, I believe that my tenacity, dedication, and unusual academic achievement will dispel any myth, if any exist, that homeschoolers lag behind anyone receiving a top-notch public education, or private training for that matter!

Yours with high hopes,

Alana S
Proud Student of Broward College

Thursday, February 18, 2010

MAC PRINTER

So, I have this basic but sweet for it’s purpose, B&W Dell 1110 laser printer (also from what I’ve found it’s a Samsung ML-2010) and I’ve been trying to get it to work on my Mac and off for a couple months now which didn’t prove to be as easy as I had hoped.

I used to run this device off my Windows boxes for a couple of years with no problem. Though on the Mac I just couldn’t get it to work. So I had some time today and decided to do a bit more research and figure out how to get this thing pumping again.

From browsing around on the net it also seemed that the Dell 1110 is actually a Samsung ML-2010 just re-branded / white labeled for Dell. The first hurdle was finding out that the device drivers I needed were not actually Dell drivers but Samsung drivers. This brought me to Samsung’s website where I was able to find ML-2010 drivers for OSX.

Installing the Samsung ML-2010 Driver

* note: this solution did NOT fix my problem, though depending on your OSX version this may be the solution that works for you so I’m including in case you want to try it out for yourself.

To try these drivers out I…

  1. I went to the ML-2010 page on Samsung’s website.
  2. Under the “Downloads” tab click on ‘Drivers’. At the bottom I downloaded the OSX 10.3 ~ 10.6 driver and saved to my desktop.
  3. Unpack the zip file (double click it) which unpacks a file “Samsung SPL2 Installer.app”.
  4. Run the “Samsung SPL2 Installer.app” and this will install the drivers.
  5. Go add your printer

Now when you go to System Preferences –> Printers –> Add, during this process when you manually select a print driver choose “ML-2010″ which is the one you just installed and try it out. (* note do NOT choose “Samsung ML-2010″ this is different than the one you just installed, choose “ML-2010″).

So….that solution may work for you as mention though ultimately was NOT the solution that worked for me. The following solution is the one that finally got my 1110 working.

Installing SpliX Drivers

While searching on Google I came across a modified set of Samsung printer drivers to help get these devices working on the Mac called Splix. “This is a Mac OS X package for SpliX, a set of CUPS Printer drivers for SPL (Samsung Printer Language) printers.”

Similar to the same instructions as above…

  1. Go to the SpliX page.
  2. Download either the 1.1.1 or 2.0.0 drivers.
    (* 2.0.0 did NOT work for me, though as they note it was only tested on Snow Leopard which I don’t have, I only have Leopard. In which case the 1.1.1 drivers did the trick for me)
  3. Unpack the zip files which will extract either “Splix.pkg” or ”Splix-2.0.0.mpkg”.
  4. Install these drivers
  5. Go add your printer

Now when you go to System Preferences –> Printers –> Add, during this process when you manually select a print driver choose either “Samsung ML-2010, 1.1.0″ or “Samsung ML-2010, SpliX V. 2.0.0″ depending on which version of the SpliX package you installed.

Add the printer and try to print something. Hopefully, you will reach the Voila! moment as I did at this point and you are good to go. If this doesn’t work then I would try the other SpliX driver that you didn’t try the first time or even the Samsung driver itself.

Hope this helps cure a case of frustration for some of you.

http://www.samsung.com/us/support/detail/supportPrdDetail.do?menu=SP01&prd_ia_cd=06010400&prd_mdl_cd=&prd_mdl_name=ML-2010&prd_ia_sub_class_cd=P

Wednesday, February 10, 2010

Letters of Recommendation

When you apply to medical school, you must submit letters of recommendation from your professors, employers, and/or advisors. If the person writing your letter of rec asks you what to write, be ready with an informed response. Follow these steps to ensure good letters of recommendation that make your medical school application stand out.

1 Give your letter writers at least four weeks to write and send the letter of recommendation. Remember, your professors and premed advisors have many students to write letters for. To increase your chances of a good letter, be the first to ask for one.

2 Tell your letter writer that you would appreciate a one to two page letter of recommendation for medical school. To help them fill in content, provide them with your resume (or CV), GPA, and personal statement for medical school. These will inform your letter writer of your commitment to a career as a doctor and your personal motivation for entering the field of medicine.

3 Write a list of three to five experiences you want your letter writer to include in the letter of recommendation. Choose wisely and appropriately, and do not write the same experiences for all of your writers. There can be some overlap, but you don't want every letter to sound the same. For a professor, be sure to include academics. Other good choices are clinical experience, volunteering, leadership, teaching, and community service.

4 On your list, expound on each experience as if you were writing a recommendation yourself. Do not copy and paste from list to list. Each time you write about an experience, make it unique. The content can be the same, but the wording must be different. For example, for one letter writer, you may write,

'Academics: I am a strong student who enjoys learning so
that I may use the knowledge for my future in medicine and
in life in general. As a result, I take my studies
seriously and excel by virtue of desire, not competition.'

For another letter writer, you may write,

'Academics: As a student, I strive to gain as much
knowledge as possible from teachers, classmates, books,
and assignments. My success in my studies is motivated
by the belief that knowledge will be my most powerful
tool as a future doctor.'

Be detailed and specific when writing about these experiences. They should fill up one or two pages.

5 Ask your letter writer to include any personal experiences that you shared with him/her that shows your strong character, altruism, and potential to be a compassionate physician. The strongest letters of recommendation are the ones that use highly detailed descriptions of the applicant's personality and the positive experiences the letter writer shared with the applicant.

6 Give each of your letter writers a stamp and a pre-addressed envelope for the letter service you are using. Do not affix the stamp to the envelope in case your letter writer chooses to use his/her own stationary.

7 Request that your letter writer keep a copy of the letter. Often, letter services do not receive the letters of recommendation in the mail. When this happens, you are responsible for getting your letter writer to reprint and resend the letter.

8 Once they have written and sent the letter, give your letter writers a thank you card and/or small gift. You should always thank those who help you on the road to your future career as a physician.

Kinds of Clinical Experience

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As a prospective applicant, you should seek out experiences that will provide an in-depth look at the intended health profession and the work life of those who currently practice it. Hopefully, you will have an opportunity to closely observe the professionals and talk with them in order to get your questions and concerns answered. The goal is to understand the scope, limitations, satisfactions, dissatisfactions, and future directions of the intended field.

Health care settings provide varying forms of experience. These experiences will range from peripheral to central and direct and may be paid, voluntary, or for academic credit. The setting can vary from large hospital to small clinic and may be rural, urban, or suburban. The key issue is determining if the experience will give you a clear and comprehensive view of your field of interest. Generally, it is good to seek experience that will provide a broad rather than a narrow introduction to the career field. For example, those interested in physical therapy should not limit experience to sports injuries but should seek hospital exposure to the broad range of problems seen in such a setting. Similarly, the pre-veterinary student should become familiar with the work of small and large-animal veterinarians.

For pre medical students no particular setting or experience is preferred. For example, you do not need to work in an emergency room to "prove" your motivation or that you can "stand the sight of blood." A rural clinic may be an ideal place to really understand the physician's role and to clarify your reasons for going into medicine. It also should be understood that there are many settings where you can demonstrate that you are a helping, caring person, such as a nursing home, a hospice, a teen center, or a battered women's shelter. The key question to ask yourself is whether the setting and experience will allow you to explore carefully the intended field and to demonstrate motivation to pursue a career in it.

For allied health professions it is recommended to gain experience in your chosen field. For example if you are interested in optometry school gaining experience at an optometrists office is recommended.

How to Obtain Clinical Experience

There are many ways to find experience in a health field. Many hospitals have a volunteer office from which information or opportunities and placement may be obtained. Be clear on what will be expected of you and what you can expect from the experience. For example, if new volunteers start folding towels, how long will it be before more substantial experiences can be expected? In other instances, a community agency may act as a clearinghouse or referral to volunteer opportunities. Check with the appropriate staff member to determine what is available. ALso listed in the phone book under County Government Offices is Health Services. This listing provides a wealth of information. Examples of agencies listed: Aids Services, Alcohol Services, Children's Medical Clinics, EMS, Homeless Projects etc. The Career Center may offer listings of volunteer positions, internships, or even paid jobs in health care organizations or facilities. Paid positions probably will be hard to find in a time of budget constraints. You may be able to arrange for academic credit for your volunteer work through a form of "Field Study" or other title. There may be a class that offers an experience component in a health facility. At UCSC Health Slugs and AMSA may assist its members in locating experiences with local health professionals. Summer enrichment programs often offer direct health care experience as a part of their curricula.

While it is often wise to seek experience in more than one setting in order to obtain a comprehensive view of the intended field, in-depth exposure should be sought. Brief, fleeting volunteer experiences normally will not be effective in helping you decide if the intended career is the "right" one, nor will they be persuasive in demonstrating to the admissions committee that you are truly interested in the field. In other words, those who get accepted have a "track record" that shows they are truly interested in the field and that they know "what they are getting into." In many fields, lack of direct experience will raise serious questions about the applicant and often will prevent the applicant from being accepted.

But even more importantly, those considering a career in a health profession (or another area) should explore their intended field to make certain that it is the appropriate one. In short, it is necessary to determine if the field excites them and if they will be able to carry out its responsibilities and obligations willingly and well.

MD Essay

Sample Medical School Application Essay

The field of osteopathic medicine has a strong draw for me because I have been able to witness first hand the total effects of a physical ailment on someone very close to me: my father. He has always suffered from a liver condition, but this affects far more than just the affected organ. His entire personality has been altered by his battle, and therefore every aspect of his mind and body must be considered when treating his physical ailment. The treatment of the whole individual, not just the specific illness, is what drew me towards an osteopathic medical education to begin with, and I chose ____ University’s program because of the strong foundation in the sciences, as well as the hands-on training in local hospitals, focus on research, and exposure to both rural and inner city treatment centers that they provide. This kind of broad spectrum educational foundation is very important to me as I plan to spend at least two days a week working in highdensity, low-income hospitals after I have earned my stripes.

Treating each patient as an individual with his or her own unique needs is something that comes naturally to me. I moved to this country from Thailand when I was 15 years old, not knowing a word of English. Fifteen is a difficult age for everyone, but add to it a total change in environment, language, and social norms and the difficulty of fitting in is increased ten fold. I can still remember the taunts that were thrown my way for not speaking English well, and basically being made to feel like an outsider in this new and bizarre land. Fortunately I am very driven and managed to learn quickly and eventually make friends and find my place in this society, but the loneliness of my initial exclusion has made me more sensitive to the feelings of others, and as a doctor I would make sure to treat each patient with compassion. Much to my dismay, during my volunteer work at a local state-funded hospital, I have witnessed some young doctors discount the importance of patients who have trouble with English, or who appear to be from a lower income bracket. Having been on the other side of such treatment I know how much it can hurt, and since it is a doctor’s place to heal, this is an especially egregious offense.

I am ready now to pursue my goal of becoming an osteopathic doctor at ____ University. I believe that the problem solving skills I have developed through my research and lab work, my naturally inquisitive nature, and my strong work ethic, will ensure that I will be a successful student and doctor.

Productivity

How I Stay Organized

I post a lot of articles on student productivity. As followers of the Straight-A Method understand, I don’t mean to suggest that you adopt all of this advice. I view it more as an armory. Before heading onto the battleground of the college semester, you must arm yourself with a sampling of these strategies — every student has their own unique mix of tips and systems that works best; their very own productivity special sauce, if you will.

In this post I will briefly describe the motley collection of strategies that are keeping me organized during this semester. (Emphasis on “this” semester, as I change up these habits throughout the year to best meet my needs.)

I hope revealing my particular brand of productivity secret sauce will help you figure out the best combination of strategies that will keep you in fighting shape.

How I Wrangle My Tasks and Schedule

Getting Things Done for College Students
I employ the GTDCS system for staying on top of my daily demands. Like classic GTD, this approach is based around capturing all action items and processing them efficiently. Unlike the original system, however, it has some added magic to help deal with the tight-deadline school work that dominates student life.

Time Blocking
I hate to-do lists. I always try to work with a schedule that assigns specific work to specific times. I’ve been doing this long enough to realize how long work really takes me, so I tend to start things pretty early.

The Autopilot Schedule
Without an autopilot schedule I think I would drown in the sea of small but time-consuming tasks generated by my classes. Fixing regular work to regular days and times is absolutely crucial to my sanity.

How I Handle My Classes

The Morse-Code Note Taking System
The raw speed of this note-taking system has been a huge help in handling the large amount of reading that I need to be familar with — but not necessarily master — each week for my art history seminar.

Paper Research Database
As I ramp up on another major research paper for class, my excel-based quote database method is soon to make another star appearance.

The ESS Method
I am constitutionally incapable of working on school assignments in long, uninterrupted stretches. I swear by the ESS method, which breaks everything up into small chunks spread over time. For a recent two-page paper, for example, I the work was accomplished in well over a dozen different sittings (none more than two hours, many much less.)

How I Manage the Big Picture

The Einstein Principle
I am constantly trying to narrow down my focus so that in both my academic and writer life, I am putting in enough hard effort on one thing that I can actually get somewhere worth getting.

The Steve Martin Method
As a corollary to Dr. Einstein, I have become obsessed, recently, with Steve Martin’s idea that the key to “success” is “being so good they can’t ignore you.” A big result from this mindset: I spend less time looking for my “big break.” Instead, I try to fix myself in a venue where skill will be rewarded, and then keep producing until my skill level gets to that point. (More on this later…)

The Art of the Finish
Once you deem something important (and this, according to the Einstein principle, should be a high bar to leap) you have to become obsessed about finishing it. I try as hard as possible to build these obsessions. By forcing myself to finish a small number of active projects before beginning any that are new, I’m slow instilling this discipline.

How I Stay Happy

Fixed-Schedule Productivity
I’m a big believer in working backwards when it comes to stress and work habits: Fix the lifestyle you want, then start making the changes you need to get there (be it better life hacks or drastic simplification to your obligations). Fixed-schedule productivity is how I integrate this philosophy into my daily work schedule.

Proactive Happiness
Happiness takes work. I didn’t realize this in college. But I’ve come to appreciate it more and more as I get older. I now go out of my way to forcefully integrate many of these principles into my daily routine. My thought: life will never be perfect, so stop focusing on what you wish you had, and starting getting the most out of what you do.

Student Success Myths

Here on Study Hacks we spend a lot of time trying to separate truth from fiction when it comes to building a successful student career. As you know, it’s one of my great beliefs that much of the stress experienced by students is unnecessary. Indeed, the entire Zen Valedictorian Philosophy is premised on the idea that most people have no idea what makes a student impressive.

In this article I want to cut to the chase. Listed below are five myths that pop up again and again as causes of the type of stress I fight here on this blog.

MYTH #1: Your Major Matters

This myth says that if you don’t choose the right major — or better yet, double major — you won’t find a good job. It drives students to suffer through punishing courses in subjects that don’t even interest them.

The Reality: As described in this article: outside of jobs that require specific technical skills, your major doesn’t matter. Indeed, as described here, if you choose a major for external reasons you’re at much greater risk for a burn out.

What You Should Do: Choose a single major that you enjoy. Double majors are never necessary. (You think that you need one, but you really don’t.) Engage your course work. Do well. Become a standout in your department. This is more important than the specific subject.

MYTH #2: The Difficulty of Your Courses Matters

This myth says that the most talented students are those who have the most punishing course loads. It leads students to take the maximum number of credit hours and to torture themselves with schedules loaded full with notoriously tough subjects.

The Reality: This myth is derived from the fact that college admissions officers care about the difficulty of your schedule. Students extend this thinking to college and beyond, imagining that something similar must hold true for graduate school admissions or job hunting. Here’s the thing: it doesn’t. As explained in this article, no one cares or will even check what courses you took in college. Taking a killer schedule is completely unnecessary masochism.

What You Should Do: Build manageable schedules that spread out the toughest courses required by your major. Balance hard courses with easier electives, don’t try to take the maximum number of credit hours, and if you have extra credits lying around (e.g., from high A.P. scores) occasionally take an unusually light semester. The distinction you gain from being able to do really well in a normal course load far outstrips the advantages of killing yourself with too much.

MYTH #3: Your Extracurricular Activities Matter

This myth says that getting into graduate/professional school or landing a cool job is like getting accepted to college: the difficulty and impressiveness of your extracurriculars play a large role. This leads students to killer schedules stuffed with an insane number of activities.

The Reality: As argued in this article, no one cares about your college extracurriculars. For graduate school and law school: they mean nothing. For medical school: you need to demonstrate exposure to the world of medicine; beyond that, your activities mean nothing. For jobs: doing one or two activities you like helps flesh out your personality and shows you’re not anti-social; doing more than one or two adds no advantage.

What You Should Do: Find a small number of activities that you really enjoy. If you ever feel overwhelmed by extracurricular responsibilities: cut back! They’re not helping your cause.

MYTH #4: Impressiveness is a Function of Hardness

This myth says that the harder you’re working the more impressive you’ll become. For example: If you want to be 2 times more impressive than your roommate, your schedule — in terms of classes and activities — should be two times harder. This leads ambitious students to equate stress with realizing their potential and equate relaxation with guilt.

The Reality: As explained here and here, impressiveness is more subtle. It depends more on the innovativeness of the activity than its difficulty.

What You Should Do: If you’re interested in becoming a standout — something that for most students is not necessary to achieve their ideal lifestyle — take a page out of the Zen Valedictorian playbook and focus for a long time on a very small number of things and try to push them into a territory that defies easy explanation.

MYTH #5: You Can Plan Your Future Career

This myth says that it’s possible for an undergraduate to plan his future career. It leads to much anxiety as students struggle to check off the credentials they think are necessary to realize their plan.

The Reality: Fast-forward to ten years after college graduation. The chances that you’re doing the same things you predicted as a student are slim. As argued here, most students have an incredibly limited understanding of the different options in the job world and how careers unfold. Indeed, many simply take a general topic they think they’re interested in — e.g., promoting equal education opportunities — then transform it into a made-up job — e.g., “I want to work at companies that promote equal education opportunities.” Trying to plan a long-term career at the age of 20 is an exercise in futility.

What You Should Do: Become an interesting, respected, academically-engaged student on your campus. Professional success will follow from here. Don’t sweat specific careers choices until it’s actually time to job-hunt. At this point, don’t try to identify “passions” (as argued here: worthless), instead adopt a lifestyle-centric approach: start with a desired lifestyle then work backwards to select the available job opportunity that moves you closest. Expect your employment situation to change frequently over time.

Monday, February 8, 2010

Is Low Stress Med School Admissions Possible?

Med School Mania

Crazy Medical StudentStudents looking to medical school are often some of the most overworked, overstressed students on campus. It has become accepted wisdom that going pre-med is one of the toughest academic paths you can follow.

But does it have to be this way?

Over the past few months, I’ve heard from a variety of students who have recently gone through the med school admissions process. I also had the privilege of talking with someone who could offer an insider view of how the admissions decisions are made at an elite medical institution (which will remain nameless). In this article, I have two goals. First, I want to draw from these conversations to identify the factors that really matter for med school admissions. Second, I want to discuss how to design a low stress schedule that still maximizes these key areas.

Following the standard Study Hacks approach, my goal is not to offer hidden shortcuts, but, instead, to help you eliminate the waste and inefficiency that makes what could be a reasonable journey unnecessarily hard.

What Matters for Med School

To the best of my understanding, the following factors are what matter for a med school admissions decision:

1. Where you went to school.
2. Your G.P.A.
3. Your MCAT score.
4. Evidence that you have a real interest in medicine and a good understanding of what the lifestyle entails.

That’s it. Keep this in mind: med school is not college. The admission decisions do not come down to who has the more extravagant (and punishing) collection of extracurricular activities and the hardest possible combination of majors. For most schools, if you have high grades and MCATs, and a solid collection of relevant activities, you’ll get in. A big goal of this article will be to free you from the degenerate mindset that if you’re not suffering on your way toward med school then you’re doing something wrong.

How to Accomplish these Goal with a Minimum of Stress

The happiest med-school bound students I’ve met, have followed, more or less, the following advice:

1. Major in whatever you want. Just make sure you also take the required pre-med courses.
2. Spread out your pre-med courses to avoid killer terms.
3. Don’t participate in any time-consuming extracurricular activities during the school year. Just do light things that you find fun and that relax you without eating up your time. (Worry not, we’ll return to when you can do extracurriculars in points 6 and 7.)
4. Make your courses your main focus. If you find yourself working late the night before exams, you have too much on your plate. Cut back on activities and spread out hard courses more to keep your schedules more manageable.
5. Definitely do not double-major in biology or chemistry and something else hard. This will make avoiding killer semesters almost impossible. In fact, it’s not a bad idea to avoid majoring in biology or chemistry all together. For someone who is not naturally drawn to these subjects, taking the required pre-med courses is easier than taking the required pre-med courses plus all the other courses needed for those particular majors. A lot of pre-med types feel like they are so supposed to have punishing course loads. This is not true. Go out of your way to avoid it.
6. Every summer, focus on something that exposes you to the real world practice of medicine. This is perhaps the most important point underpinning this low-stress philosophy: isolate med school related extracurriculars to the summers. The resulting stress reduction is intense without reducing your impressiveness.
7. If you’re competing for spots in the best possible med schools — those in which all applicants have top GPA’s and MCATs, here’s the secret to making your extracurricular pop: organize your own program. Often this entails taking an experience from earlier summers than adapting it somewhere new. For example, perhaps you intern at a clinic one summer, then the next summer you organize a similar internship program at a different clinic. Another insider tip: consider a senior thesis on a topic involving community-level health issues. This provides the rationale — and makes it easier to find student funds — to launch a pilot program or gather firsthand experience. Under no circumstances, however, should you try to pile up a large quantity of vaguely related extracurriculars during your school year. I know this is your instinct. I know this is what you think got you into college. But med school is not college! Such an approach will saturate your schedule in stress, and it still won’t provide more impact four summers of focused, medicine-related, self-initiated work.
8. Start studying for the MCAT very early. Get to the point that you can score high without breaking a sweat. These are really important. Much more so then the things that cause pre-meds the most stress (i.e., too many majors, too hard course loads, too many unnecessary extracurriculars.) Take advantage of this reality by putting your focus here, where you’ll get the most bang for your buck.

Why This Works

This approach generates what has been identified to me as the ideal med school applicant: someone with high grades, high MCAT scores, and a solid collection of relevant medical activities. The key, however, is that you can accomplish these goals without having to have your semesters overflow with multiple hard courses and demanding activities. Or so I hypothesize…

As usual, I conclude by turning things over to you guys — the real experts. What are your insider tips for finding a relaxed path into med school?

I feel that low stress medical school admission has to be not only possible, but it has to be the reality. Medical School is filled with plenty of MCAT-esque hurdles such as the USMLE step 1 (MCAT’s bigger brother for residency), clinical shelf exams, and numerous other exams. It is absolutely critical to develop a zen mind set early on so that your existence is not just one bolus of stress after the other. All of these obstacles are not necessarily the most difficult things to get past, but the people who know what is in their path well ahead of time, will be able to beat the crowd of those who do not understand the path ahead of them. Interested in a particular specialty? Do some research with the department in the pre-clinical years. Get to know faculty who can vouch for you. Don’t get caught with your pants down way too late in the game for those holy grail residency spots (Dermatology, Plastic Surgery, Urology, etc…).

Morse Code Notes

Don’t expect to think up your awe-inspiring project from scratch. Instead, following the program laid out in my activity innovation article: you need to first gain access to the relevant insider world by joining a related club and then paying your dues. This will probably take at least a year. Maybe two. Just keep taking on projects and completing them.

As time progresses you’ll learn more and more about the insider details of this world. After you’ve paid your dues, you can then package some of this knowledge into a project custom-built to invoke the failed simulation effect in outsiders; i.e., defy their ability to explain how you did what you did. There is no shortcut here. You have to gain access and prove yourself first before you can think up the flashy stuff.

For example, you told me you’re interested in environmentalism. Let’s pretend that your college has a student club that publishes an environmental science journal. You join the club. For the first year or two, you climb the ranks; helping to edit and do layouts and sell ads. Eventually, you become an editor. At this point, one of your insider connections — let’s say the club’s faculty advisor — mentions that the college is hosting a big environmental science conference. He notes that it might be nice to have a student conference held at the same time. Because you’ve paid your dues, you jump at the chance and pull this together. You make it happen by using the access and connections you’ve built over your past two years in the club.

It would be hard for you to think up the conference right now, as a rising freshman with no insider experience. But two years into a club and holding a leadership position, such possibilities will abound.

From the reader mailbag:

I used the morse code method to take notes on my reading. How do I now study it? Do I put it into Q/E/C format or — gasp! — do rote review?

Cal responds:

For the uninitiated, the morse code method has you read an entire assignment at your natural pace without stopping. To take notes, you make pencil marks in the margin. A dot signifies “important point” and a dash signifies “detail related to the most recent important point.” The motivating idea is that more elaborate notations would slow down your pace, which leads to mental fatigue.

To study your morse code notes, you have to (eventually) go back and transform the dots and dashes into something more useful. My suggestion was to paraphrase in your notes the points indicated by the dots. For the dashes, also add a paraphrased note, but indent this with a bullet point to offset it from the relavent “dot” note. Typically, lots of internal editing occurs here. You’ll likely toss out 25 - 50% of your dots and dashes. Finally, try to throw in a question and conclusion around your points so that you can later study using quiz and recall.

Of course, this effort is only for articles you need to understand well; perhaps for an exam or a paper. If a passing familiarity is fine, don’t bothering taking any additional notes. Just skim your dots and dashes right before class to bring you up to speed.

Sunday, February 7, 2010

My MD Journey

Home School Program
  1. Grade 1- 6 off-the-shelf books (what every 1-6 graders must know)
  2. 1 word a day flash card
  3. +50 Classics book reading program
  4. Pre - GED comprehensive review & practice test sets
  5. GED comprehensive review & practice test sets
  6. PSAT review guide & practice test sets
  7. SAT review guide & practice test sets
  8. SAT real-time practice tests (library)
  9. SAT on-line practice sets
  10. SAT exam (1st sitting)
  11. Volunteer +80 Hours
College Application
  1. Home School HS Transcript
  2. Home School Board Acceptance Letter
  3. Volunteer Recommendation Letters
  4. FAFSA Scholarship Application
  5. Brights Futures Award Application (1yr prior to grad)
  6. College Application Essay Letters
  7. SAT +1500
BC- Biology AA Transfer Degree
  1. AA Biology Term Program Guide
  2. 4 Study Methods: Mini-Textbook, 3Hr Essay, In-Class Lecture Note taking, Mega Problem Sets
  3. Memory Linking Map
  4. Desk Calendar: List & Schedule all assignments
  5. Read "everyday" science & tech book
  6. Develop rapport with Prof (Exceptional Recommendations)
  7. Setup Career Center collection file
  8. Honors Program
  9. MD Library
  10. Toastmasters
  11. Driver's Lessons & License
  12. ExamKracker MCAT Comprehensive Study Program
  13. Maintain +3.75 GPA
  14. Scholarships & Grants Applications
  15. Technology: Voice Recorder (fast forward, download to PC), Book Scanner, Camera, Lazer Printer, IPhone: (http://kitty-alana.blogspot.com/2010/02/creative-zen-mozaic-16-gb-mp3-player.html)
MCAT
  1. 3 Month Summer Study Program
  2. Real-Time practice tests
FAU
  1. Non-Science Major: http://kitty-alana.blogspot.com/2010/01/fau-bachelors-degrees.html
  2. Maintain +3.75 GPA
  3. Clinical Experience (shadow doctor, researh grants)
  4. Honors Program
  5. Register as pre-med student
  6. Research Grants
  7. Develop rapport with Prof (Exceptional Recommendations)
  8. Setup Career Center collection file
  9. MD School Mock Interview
  10. Toastmasters
  11. Scholarships & Grants Applications
MD Application
  1. Recommendation Letters
  2. Essays
  3. MD School Applications
  4. Loans & Scholarships & Grants
  5. Mock Interviews

Saturday, February 6, 2010

Study Habits

I read a lot about improving study habits, but I have never come across anything that deals with the emotional aspect. Sometimes when studying I feel despair about whether I can learn the material, other times I feel guilty for putting work off. What are some techniques for taming emotions while studying?

Cal responds:

There are few words I hate more than “study.” (Among them: “ebullient.”) It’s ambiguous, and for most students it’s entangled in all sorts of emotional baggage. They feel guilty if they haven’t suffered enough in the library. Student life, for them, becomes a constant struggle — always trying to “study” more, yet always falling a bit short. It’s a lot like dieting. But with less involvement from Kirstie Alley.

The key to kicking the emotions out of the classroom is to focus on the specifics of the process, not the big, scary, abstract idea of “studying.” My suggestions:

1. Never again use the verb “study.” Don’t say “I’m going to study.” Definitely don’t say: “I’ve been slacking off lately, tonight I’m going to make up for it by doing a lot of ebullient studying.” The word is meaningless. Banish it from your vocabulary.

2. Always talk in terms of specific actions. Instead of heading to the library to study, try heading to the library to do something obnoxiously specific. For example: “I am going to go review the notes from lecture 1 to 5 and then type up a study guide chapter for each.” When you finish the specific action, you’re done. Even if you’re friends are just getting warmed up in their “woe is me,” I’m going to spend all night in the library routine.

3. Focus on the process, not results. Don’t worry too much about your test grades. Use them mainly to gauge how well your study process worked. When you get your results, go back and review what actions you did to prepare. Ask yourself what you could have changed to have done better. Follow this new plan the next time around. The key is to focus on the process. Not you. And definitely not Kirstie Alley.

Language Study

Last weekend a reader wrote me with a question about studying foreign languages. I realized that this spotlighted a gap in my study tactics arsenal; neither my own experience nor my extensive interviewing of students had touched much on this particular subject matter.

So I asked for your help: What worked for you and what didn’t? You were quick to respond with an insightful collection of comments and e-mails, proving, once again, that I have some of the smartest blog readers in the world!

I have now processed this information, and extracted a collection of five stand out tips. What follows is your advice for conquering high-level foreign language study.

Tip #1: Read interesting things in the language you study.

“My advice,” says Julian, “is reading, reading reading.”

To master a language you must encounter it in a real world context. An easy way to accomplish this is by reading as much as you can. Not all reading, however, is made equal. Choose something that interests you and you’re more likely to focus and build new connections.

“I personally love to read children’s books,” recalls Naomi. “So the first books I read in a language are for 2nd-4th grade, depending on my level. There is now so much text on the Internet, just look up a few words in the language related to your hobby/interest and read a bit every day. “

Tip #2: Expose yourself every day.

“The single thing that helps me the most is speaking and writing daily in that language,” says Kelly.

Your mind is resistant to the idea of integrating a new language. It knows perfectly well how to understand and describe the world in English, and it doesn’t appreciate your attempts to inject a brand new scheme into the mix. Overcome this internal resistance through daily work. Every day — even if just a little — do some thinking in your new language.

As Kathleen advises: “Even if you don’t have class on a certain day, find some music or watch a movie in the language you are studying…keep your mind used to actively working with the language. “

Tip #3: Have regular integration conversations.

“Start talking in [the new language] to your friends in everyday conversation to get yourself thinking conversationally in the language,” suggests Maricor. “Then try to incorporate new vocab and grammar structure into the chat.”

Daily work on the language is crucial. But not all practice is equally effective. Find a group of friends to work on your conversation. During these conversations, try to integrate the latest words and grammar you learned. By putting the material into immediate, practical use, you are much more likely to retain it in a usable state.

Tip #4: Don’t neglect vocabulary.

“Concentrating on vocabulary: this is the hardest part of reaching proficiency,” says Jirka. “You need to [eventually] learn 15,000 to 20,000 words.”

It may seem more tractable to focus on conjugation patterns and grammar structures, but the real meat of foreign language learning is the vocab. If you can’t think of the word you need in a conversation then the conversation cannot proceed. Acknowledge this reality by working on your vocabulary — a lot. Make quick flashcard drills at habit throughout the day.

As Alyce notes: “Repeated use of flashcards is great for vocabulary.”

Her suggestion? Use the Mac program Genius. (Which also happens to be free.) Index cards work too. But you’ll need a decent organization system to keep up with the sheer volume of cards advanced language study will generate.

Tip #5: Study phrases, not just words.

“Learning phrases and sentences,” says Jirka. “Not just isolated words.”

Think about your last conversation in English. How much of it consisted of novel sentences you constructed from scratch, and how much was an almost ritualized exchange of well-worn phrases with just a few minor modifications? In most cases, the latter dominates. The same, of course, holds true for foreign languages. Work with common phrases and sentences. Get them at the tip of your tongue. Be able to deploy them fluidly.

As Colleen puts it, you need daily work on: “Normal, real-life exchanges — buying food, taking public transport.”

Students Postmortem

In her recent book, Mindset, Stanford Psychologist Carol Dweck describes a study that followed a group of college students through a difficult pre-med chemistry course. As is common with pre-med courses, most of the students did poorly on the first exam. The real division occurred after those first low grades were returned. Some students got spooked. They assumed the low grade indicated lack of ability. As the semester continued they compensated by increasing their study hours, but not changing how they studied. Their resentment for the subject grew. Their grades, alas, did not.

The second group had a more optimistic mindset. They went back and examined what went wrong on the first exam, made some fixes to their study habits, and then continued with their improved strategy. Not only did they score better on the subsequent exams, but they were all around more happy with the pre-med program in general.

The Rosetta Stone

If you look past the big-”c” Conclusions of this study, you’ll find a tactical gem buried in the narrative — a piece of study advice I’ve been promoting for years: the best guide for how to study for a class is the first exam.

Think about this for a moment. The first exam reveals the exact relationship between the material presented in class and the type of questions that you’ll be asked to answer about it. After your get your first exam back, you have, in essence, been granted the Rosetta Stone for your class. You now know exactly how to study for the exams that follow.

The details work as follows…

The Post-Exam Post-Mortem

After you get back your first exam, set aside 15 or 20 minutes to soak up its lessons and adjust your habits accordingly. Begin by asking yourself the following questions:

1. What did I do right? What note-taking and study strategies served you well on the exam?
2. What was a waste of time? Which strategies took up time but did not help?
3. What did I miss? Where were you caught off guard? What type of question were you not prepared for? What type of material did you miss in your review?

Next, lay out, in detail, the rules for the study system that you’ll follow for the remainder of the semester. Make sure this system includes the tactics you listed in your answer to (1) and excludes the tactics mentioned in your answer to (2). (This sounds obvious, but many students get so comfortable with certain study rituals that they have a hard time abandoning them, even after they’ve identified them as not helping.)

Most important, think hard about your answer for (3). Then ask yourself what’s the most efficient habit you could add to your study arsenal that would fill in those gaps. Add this to your system.

Rhodes Scholar Factor - The Secret

Here’s a non-controversial statement: Rhodes Scholars are pretty damn impressive. Take, for example, Benjamin. I drew his name at random from the 2008 winners of the scholarship. According to the official press release:

Benjamin…is a senior at Yale majoring in philosophy and political science. Elected as a junior to Phi Beta Kappa and winner of Yale’s Lyman Prize, he won the North American Parliamentary Debate Championship as well as academic prizes in English, humanities, writing and public health. He has a number of published articles in legal and medical publications, and interned in the Newark Mayor’s office.

Clearly, when you have a bio like this you can more or less write your own ticket after graduation. But how does this help us mere mortals who don’t expect, any time soon, to pull a North American Parliamentary Debate Championship out of our respective asses?

I’ll let you in on a secret. Having worked extensively with Rhodes Scholars for my various writing projects, I’ve noticed: there is a crucial lesson hidden behind their kick-in-the-groin, neck-snapping resumes — a lesson that can help any of us get a leg-up in the post-graduation scramble.

Allow me to elaborate…

The Law of Complementary Accomplishments

Imagine, for a moment, that we can label every line item on your student resume with two scores: impressiveness and effort. The former captures how impressive it is to the average observer and the latter captures how much sweat you invested to get it.

Many Rhodes Scholars take advantage of the following law:

Once you accomplish something of a non-trivial impressiveness and effort score, you can achieve many complementary accomplishments that have similar impressiveness scores but require very little additional effort.

Consider Benjamin, our sample Rhodes Scholar from above. He did something very impressive and that required a lot of effort: being a top student in his class. But that generated for him, with little additional work, many of the complimentary accomplishments which makes his bio seem so full; e.g., Lyman Award, Phi Beta Kappa, “numerous academic prizes in English, humanities, [and] writing.” These were a consequence of being a great student; not separate endeavors requiring comparable amounts of separate work.

How Juice Up Your Own Student Bio

How do you take advantage of the law of complementary accomplishments in your own student life? Consider your resume. If most of the major items on it required a lot of independent effort, then you are probably wasting time. Consider, instead, focusing on just one thing. Push at it until you are as good as possible. Go beyond where most of your lazy friends would normally be satisfied to stop.

Once you begin to be recognized for being good at it, start looking for complementary opportunities that this goodness suddenly makes available. For example:

1. Scholarships or fellowships that might now be easier to win.
2. Cool internships in similar fields.
3. Relevant awards.
4. Related mini-projects that you can now make happen.

For example, in college I put a lot of work into undergraduate research. This one application of effort yielded the following complementary accomplishments with little extra sweat on my part:

* My name on several peer-reviewed publications.
* High honors in my major.
* Two different research-related scholarships.
* Induction into a well-known research society.
* A summer spent on campus being paid to research.

Each of these boasts a high impressiveness score, but required little additional effort. I put a serious amount of time into my undergrad research and these compliments begin to shake loose almost of their own accord. It would have been impossible to build up a list of the same length and impressiveness if each item had to be started from scratch.

It’s All About The Efficiencies

This law is a key component in achieving the Rhodes Scholar Effect — the shake of disbelief where the interviewer or admissions officer thinks: “How the hell did she do all of this?”

By leveraging the law of complementary accomplishments, you are achieving this effect without killing yourself. The effort required to do one thing really well (and then reap all the freebie complementary accomplishments) is less than what’s require to do two or three mildly impressive things. The latter route, of course, being the one followed by must students who are trying (but failing) to stand out from the crowd.

So stop working hard on so many things. Focus. Then make sure you take advantage of everything this focused accomplishment grants you for free.

Also, if you get a chance, win a National Debate Championship. That helps, too.

The Rosetta Stone

If you look past the big-”c” Conclusions of this study, you’ll find a tactical gem buried in the narrative — a piece of study advice I’ve been promoting for years: the best guide for how to study for a class is the first exam.

Think about this for a moment. The first exam reveals the exact relationship between the material presented in class and the type of questions that you’ll be asked to answer about it. After your get your first exam back, you have, in essence, been granted the Rosetta Stone for your class. You now know exactly how to study for the exams that follow.

The details work as follows…

The Post-Exam Post-Mortem

After you get back your first exam, set aside 15 or 20 minutes to soak up its lessons and adjust your habits accordingly. Begin by asking yourself the following questions:

1. What did I do right? What note-taking and study strategies served you well on the exam?
2. What was a waste of time? Which strategies took up time but did not help?
3. What did I miss? Where were you caught off guard? What type of question were you not prepared for? What type of material did you miss in your review?

Next, lay out, in detail, the rules for the study system that you’ll follow for the remainder of the semester. Make sure this system includes the tactics you listed in your answer to (1) and excludes the tactics mentioned in your answer to (2). (This sounds obvious, but many students get so comfortable with certain study rituals that they have a hard time abandoning them, even after they’ve identified them as not helping.)

Most important, think hard about your answer for (3). Then ask yourself what’s the most efficient habit you could add to your study arsenal that would fill in those gaps. Add this to your system.
Case Study: MIT Kicks Me in the Ass…Then I Kick Back

In an old Monday Master Class article, originally posted in July, I walk through the tale of a post-exam post-mortem that saved my ass here at MIT. Here’s the bullet-point summary (see the original post for more detail):

* I studied hard for a course in distributed system design. The course relied on academic papers, several per week, that we reviewed in class. I used quiz-and-recall to make sure I knew the main structure, pros, and cons, of each of the systems studied.
* Then the test came. I froze on the first question. It was asking for nitty-gritty details; i.e., what would happen to this performance plot if 5% of the processors failed? My high-level quiz-and-recall questions had not prepared me for these down in the dirt detailed prompts. The clock was ticking…
* I didn’t know how to answer these questions. So I did poorly. Afterwards, it took me about an hour of pacing to wear off the negative energy of the experience. Later that same day, I sat down and began to tweak my study system. I asked myself what went wrong. And then looked for answers.
* By the end of the day, I had a new strategy. For the remainder of the semester, I would focus on the tables and graphs included in the papers we reviewed. If I could do a quiz-and-recall lecture on each of these figures — explaining what it showed and why — then I should understand the correct level of detail for the subsequent exams. Better yet, this system was efficient. These figures, it turns out, capture all the salient details of the paper. They provided natural, targeted questions for learning the right level of material.

It turned out that I wasn’t the only student to do poorly on that first exam. Most of them, however, did not adjust their study habits for the final, and ended up doing poorly there as well. In comparison, my strong final grade, plus strong problem set performance, earned me an “A.”

Trust Your Conclusions

A good percentage of the e-mails I get from students are instigated by a bad exam. They are worried that they are in danger of taking a turn for the worse academically. I love these e-mails. Having completed one exam makes the polishing of your study system easy. It’s hard to guess how to best study at the beginning of a class. But once you have some feedback you can get specific.

Let your first exam guide you. Learn its lessons, and those that follow will go much more smoothly. And if you can, avoid taking the grad-level distributed system design course at MIT. It’s tough.

Charmed LifeBook Deal

I signed with my literary agent at the age of twenty. At twenty-one I signed my first book deal with Random House. The next year, I signed my second deal. Neither titles became New York Times Bestsellers, and I’m yet to appear on Oprah, but beyond these two exceptions I have, more or less, lived out all of the standard writer daydreams that first led me down this path. Among other things:

* I’ve appeared as an expert on NBC, ABC, and CBS.
* I’ve been interviewed on well over 50 radio programs and have been featured in big newspapers.
* My books have been translated into exotic languages (my favorite is the Korean edition of How to Win at College, which features, bafflingly, images of robots watering flowers.)
* I have had publicists and editors and agents and assistants all working on my behalf.
* I’ve been flown around the country.
* I’ve been projected on the Jumbotron in Times Square and put up in a $500 a night hotel overlooking Central Park.

All in all, not a bad way to spend the first half of my twenties.

The Inevitable Question

Because of these experiences, I often get asked the inevitable question: how did you get your book deal? I love talking about the process because I find it fascinating. But I thought it might prove useful to dump everything I know into one post — a definitive answer that captures all the little insights and tricks that might elude me in casual conversation.

In this post I describe everything I’ve learned about how a first-time writer can maximize his chances of landing a non-fiction book deal. This is based only on my specific experiences. But if you have writer ambitions, it’s a good place to start.

My “Secret” Process

Here are the steps in my process:

1. Don’t write the book first.
2. Become a non-bad writer.
3. Identify a first-timer compatible idea.
4. Pitch the right agent.
5. Practice proposal yoga.

Below I explain each step in detail, and, when useful, provide examples from my experience selling my first book.

STEP 1: Don’t write the book first

For non-fiction, you don’t write the book until after you’ve signed a book deal. If you’ve already written the book, pretend like you haven’t. Definitely do not self-publish if you plan on later trying to sell to a publisher. Unless you can sell an extraordinary number of copies (think: Chicken Soup for the Soul), having an existing version will hurt your chances of getting a deal.

STEP 2: Become a non-bad writer

You don’t have to be a good writer to land a book deal. I’ve been writing seriously for 7 years and am still trying to figure out how to become good. You can’t, however, be a bad writer. Your writing has to be tolerable for 200 pages. In other words, you have to shake off the stench of amateurism before you start talking to people in the publishing world. Trust me, one of the first things a potential agent or editor will want from you is writing samples, writing samples, and more writing samples.

How do you know if you’re bad? If your only writing experience is e-mails and school papers then assume you’re bad.

How do you become non-bad? My rough rule: spend at least one year writing for edited publications.

My Experience: I started writing seriously at the beginning of my sophomore year. I eventually worked myself up to become a columnist for the daily paper and the editor of the campus humor magazine. About six months before I began shopping my book idea I started writing freelance advice articles for student-centric magazines. I ended up sending samples of all of this writing to my agent-to-be when she was deciding whether or not to take me on as a client.

STEP 3: Identify a first-timer compatible idea

There are all sorts of interesting non-fiction book ideas. Most of them, however, are off limits to a first-time writer. If you’re not famous or an established journalist, then your idea most satisfy the following:

1. It is something that a large audience will feel like they have to buy.
2. You are uniquely suited to write about it.

Most first-timer writers have ideas that satisfy at least one of these rules. Few, however, hit both.

If your idea is simply interesting (e.g., a book about some new youth phenomenon) then you’re violating rule #1. Interesting ideas need to be really well-written to succeed, therefore publishers will allow only established writers to tackle them. Your idea needs to be more than interesting, it needs to be something that people need to have — regardless of whether or not the writing sparkles.

Similarly, if your idea is a must-buy, but has little to do with your unique skills, then you’re violating rule #2. The publisher will look past you to someone who is a better fit. If I had pitched Random House a book on finding balance in your life, they would have tossed it right out — as a 20-year-old I wouldn’t have had the relevant experience to talk convincingly about such issues.

My Experience: For How to Win at College, I satisfied rule #1 by arguing that this book would be the only advice guide that focused on doing well as oppose to just “surviving.” Therefore, for any student who wants or needs to do well in school, my book would be a must-buy. I satisfied rule #2 because I was a student who was doing well at a good college and had been writing about these issues for national publications.

STEP 4: Pitch the right agent

Books are sold by agents. If your idea is not good enough to get an agent then it’s not good enough to be bought by a publisher. As a first-time writer, an agent is the only reasonable path to get your idea considered by a publisher. The implication: get an agent.

Roughly speaking, the process works as follows: you send a one-page query letter to targeted agents. The agents who are interested will follow-up and ask for more information on you, your writing ability, and your idea. Those who are still interested will offer representation.

If you have a personal connection to an agent, you can probably skip the query-letter stage by contacting them directly. However, if your idea does not satisfy the Step #3 conditions, they’re not going to work with you, regardless of who you know.

How do you identify the right agents to pitch? Here’s the trick that worked for me. Go to the bookstore and find books that are similar to your idea. Flip to the acknowledgments. The author will thank his agent. Google the name to see if the agent accepts unsolicited queries. If so, pitch.

How do you figure out how to write a query letter? Buy a book on writing query letters and follow the instructions. There’s no dark magic here. I used this guide.

STEP 5: Practice proposal yoga

Once you have an agent, she will guide you through the process of writing the proposal that she’ll take to the publishers. Listen to her! She’s the one who talks to editors every week. She knows what they want, what they don’t want, and the thousands of ways authors can sabotage their chances of landing a deal. So be flexible.

My Experience: I stayed true to the core concept of my first book, but it otherwise was subjected to a lot of tweaks to make it more palatable. My tone was toned down, my chapter length expanded, new topics inserted, more students interviewed. This is not how I would have written the proposal if left to my own devices. Then again, the proposal I would have written would probably have never been bought.

Conclusion

The process of selling a book idea is not as difficult as many people think. It is, however, sensitive. That is, if at any point you veer from the accepted path, you run the risk of immediate rejection — regardless of the quality of the idea. Therefore, if you’re serious about writing a book, be serious about figuring out how this world works. If you do, you might be surprised by how smoothly the experience can proceed.

Study Strategies

I want to know about your studying strategies, beyond just quiz and recall. While I do find the quiz and recall method to be VERY helpful it doesn’t offer much structure in comparison with say the SQ4R or 4S=M methods. Is there a way to reconcile these methods with your quiz and recall method? Perhaps you can describe your blow by blow study sessions including what you do with the notes you take in class.

Cal responds:

I’ve never met a high-scoring student who used a system like SQ4R. The reason: they’re too time-consuming! What these students do instead is discover simple, streamlined and devastatingly effective heuristics that can be easily adapted to specific classes. The three biggies described in How to Become a Straight-A Student are:

* Quiz-and-Recall: Review by explaining the idea or demonstrating the problem out loud, as if lecturing a class.
* Question/Evidence/Conclusion Note-Taking: Gather the information in lecture and reading assignments into big ideas — described by a question, a conclusion, and the bullet-point notes that connect the two.
* Sample Problem Gathering: In technical courses, attempt to gather as many sample problems as possible. If you don’t understand the example or technique being explained ask a question right away.

All of my studying follows from some combination of these simple techniques…