STORY #4: How a word-loving 9 year old used to stay up until midnight waiting for the Sunday New York Times to be delivered so that he could read William Safire’s column on words.

How story was used:
A teacher used this story as a part of the student’s letters of recommendation.

Messages of story:
The student has been a “word-guy” since he was a little boy. He is precocious, intellectual, curious, and very, very smart.

STORY #5: A description of the journey a boy took on the way to becoming a national chess champion. This story starts with his receiving a small, inexpensive chess set when he was five years old. Because he couldn’t read, he asked his mother to read chess moves to him instead of bedtime stories. The story ends with a grueling chess match where he wins the match of his life.

How story was used:
As an answer to an application essay question about what outside interest has been particularly meaningful to the student.

Messages of story:
The student is a true competitor; he has it in his blood. He has enormous concentration power; is resolved and persistent. It goes without saying that chess players tend to be very smart.

STORY #6: When a student began driving, her parents found that she became inordinately distracted. This worried them, so they took her to an educational therapist for testing. Turns out she had Attention Deficit Disorder. She was terribly relieved with the news, because this explained why she seemed to have difficulty concentrating in school, completing homework, why tests, especially the SAT, were difficult for her, and why she has had to study more than most of her friends.

How story was used:
The student’s college counselor used the story to explain why the student’s grades and scores were lower than they might be; and how when she began to take medication, many things improved (including her driving).

Messages of story:
Academic deficits sometimes are a result of situations about which students are unaware, such as having a learning disorder. A diagnosis often explains the disparity between how smart students are, and their receiving less than stellar grades and test scores. Once students find out what their problem is, they often can do something about it.