Real College Essays

Mission:

We support students in writing authentic, top quality college admissions essays. The application process is a lot more competitive than it used to be. More students than ever have impressive GPAs, high SATs, and dazzling resumes – so the essay has become the best opportunity you have to distinguish yourself. To succeed, you can’t just follow some college essay dos and don’ts. You need to do the slow, challenging work of thinking through your experience, working out what makes you unique, and communicating it honestly, clearly, and directly on the page.The upside to all this is that you stand to learn a lot from the experience – much more than from other parts of the application – and you’ll find it intensely gratifying to submit something you’re proud of before moving on to the next stage of your life.

Program Description:

The early sessions with students involve intense questioning, gentle pushing, and interpersonal connecting. You and your college admissions coach will engage in a lot of back-and-forth well before you get anything down on paper. You’ll learn how to be more honest with yourself than you thought possible, and you’ll eventually latch on to a genuinely original idea. Once you’ve spent time developing your personal narrative, your college essay coaching sessions will focus more on the mechanics of writing. You may notice that your coach becomes tougher or more critical at this point, but don’t worry; this often happens when you switch to the more tangible part of the process (and it’s a sign that the two of you have developed trust and rapport). On the other hand, if you have a lot of anxiety around writing, your coach will give you a set of exercises to help you become comfortable with the uncertainty that is a core component of written communication.

Type of service
Tutoring Program
Year Started
2022
Headquarter Location (City, State)
Los Angeles, CA
States of Operation
Alabama,
Alaska,
Arizona,
Arkansas,
California,
Colorado,
Connecticut,
Delaware,
Florida,
Georgia,
Hawaii,
Idaho,
Illinois,
Indiana,
Iowa,
Kansas,
Kentucky,
Louisiana,
Maine,
Maryland,
Massachusetts,
Michigan,
Minnesota,
Mississippi,
Missouri,
Montana,
Nebraska,
Nevada,
New Hampshire,
New Jersey,
New Mexico,
New York,
North Carolina,
North Dakota,
Ohio,
Oklahoma,
Oregon,
Pennsylvania,
Rhode Island,
South Carolina,
South Dakota,
Tennessee,
Texas,
Utah,
Vermont,
Virginia,
Washington,
Washington DC,
West Virginia,
Wisconsin,
Wyoming,
Virtual
Operation Locations
online - everywhere!
Most recent number of students served
50-99
Subject Offered
English Language Arts (ELA),
Other
Other subjects
college essay writing
Grade Levels
11th Grade,
12th Grade
Languages Offered
English
Race/Ethnicity breakdown of tutors
100% white
Setting
During School
Out of School
Delivery Mode
Virtual
Tutor-Student Ratio
1:1
Number of Sessions Per Week
One day per week, Two days per week
Number of Minutes Per Session
46-60 minutes
Number of Weeks Per Program
7-12 weeks
Does your program engage with parents?
Yes
Family Engagement Description

To support scheduling, Sharing academic progress, Sharing at-home support suggestions, Goal setting and monitoring progress toward goals.

Organization Type
For Profit
Customer Type
Parent, Student
Cost to District/ School/ Non-Profit
$0.00
Type of Tutor
PhD level instructor
Contact Name
Ben Urwand

The information contained in the Tutoring Database is a compilation of publicly available information and information voluntarily provided by the identified organizations. THIS DATABASE AND ALL ITS CONTENTS ARE PROVIDED AS IS and are for informational purposes only. Neither Stanford University nor Systems Change for Advancing Learning and Equity (SCALE) at Stanford University nor the National Student Support Accelerator make any guarantees, warranties, or representations as to the accuracy or completeness of the database or the information it contains, and none assume any responsibility or liability for any errors or omissions that the database may contain. Use of this database is at the sole and exclusive risk of the user, and neither Stanford University, nor Systems Change for Advancing Learning and Equity (SCALE) at Stanford University, nor the National Student Support Accelerator shall have any liability for any claim, act, or omission arising out of or in connection with the use of the database.

The inclusion of an organization's information in the Tutoring Database does not indicate that Stanford University, Systems Change for Advancing Learning and Equity (SCALE) at Stanford University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.