Most of you emailing professors right now are making the same mistake. You're sending a generic message that says you're "passionate about research" and would "love the opportunity to work in their lab." That email gets deleted. Here is what actually works. Read one of their recent papers. Not the abstract. The actual paper. Then write three sentences about what you found interesting and one specific question it raised for you. That alone puts you in the top 5% of student emails professors receive. Your subject line should name the lab or the paper. "Question about your 2025 study on cardiac fibrosis modeling" gets opened. "Research Opportunity Inquiry" does not. Keep the email under 150 words. Mention your grade, your school, your availability this summer, and what skills you bring (even if basic). Attach a resume. Do not attach a transcript unless asked. Send 20 to 30 of these. Not 3. This is a numbers game, and most professors either won't reply or don't take high schoolers. The ones who do reply will remember that you actually engaged with their work. One real research experience with a tangible outcome (poster, abstract, publication contribution) reshapes your entire application narrative heading into senior fall. Who has already started emailing, and what responses are you getting?

Most juniors assume they can ask for recommendation letters in August or September. By then, the best teachers already have full lists and your request becomes one of dozens. The teachers you ask need to be locked in before the school year ends. That means this month. Here is what matters more than most students realize. The teacher you pick is not just about who gave you the highest grade. Admissions officers are reading these letters looking for specific evidence of how you think, how you contribute to a classroom, how you handle difficulty, and whether you are someone a professor would want in a seminar. That means you want a teacher who has seen you do more than perform well on tests. You want someone who watched you ask the question that changed the class discussion. Someone who saw you help another student understand the material. Someone who observed you push back on an idea respectfully and think on your feet. Two steps before June. First, identify two teachers from junior year, ideally one STEM and one humanities, who saw you at your most engaged. Second, ask them in person. Not by email. Give them a one page summary of your activities, goals, and the schools you are targeting so they can write something specific. Who are you planning to ask, and what class were they in?

Most sophomores treat summer as a break between sophomore and junior year. Admissions officers treat it as the first real signal of who you are. Here is the problem. Junior year is when your extracurriculars need to show depth, leadership, and a clear direction. But you cannot manufacture depth in September. The students who walk into junior fall with momentum are the ones who used this summer to set something up. That does not mean you need a fancy program. It means you need intention. Ask yourself three questions right now. First, what is the one area I want to be known for on my application? Not three areas. One. Second, what can I do between now and August that moves me from participant to contributor in that area? That might mean launching a small project, joining a research team, competing at a higher level, or building something that did not exist before. Third, what will I have to show for it? A presentation, a publication, a product, a documented result. Admissions officers do not care about "experiences." They care about outcomes. If you cannot answer those three questions clearly, your junior year will be reactive instead of strategic. And reactive applicants do not stand out at schools that admit 4 to 8 percent of applicants. Drop your intended area of focus below. I will tell you if your summer plan actually supports it.

Most rising seniors right now are focused on their Common App personal statement. That makes sense. But here is what catches people off guard every single August: the sheer volume of supplemental essays. If you are applying to 12 to 15 schools, you are likely looking at 25 to 40 supplemental essays. Some schools want three or four. Georgetown wants four. UChicago wants two plus their famously weird prompt. Stanford wants three short answers plus three short essays. And every single one needs to sound like you actually want to be there. The students who handle this well are the ones who start categorizing now. Most supplements fall into a few buckets: why this school, community or diversity, intellectual curiosity, and an activity or experience deep dive. If you draft strong core responses for each bucket in June and July, you are not starting from zero when apps open. Here is what I would do this week. Pull up the Common Data Set or the supplement prompts from last year for every school on your list. Make a spreadsheet. Log the prompts, the word counts, and which bucket each one falls into. You will immediately see overlap, and that overlap is your leverage. Students in the Platinum program, we will map this out together in our next session. Everyone else, how many schools are on your current list and have you looked at last year's prompts yet?

Wanted to give everyone a heads up that my 1-on-1 mentorship spots for this cycle are filling up faster than expected. I keep the number small on purpose so I can actually give each student the attention they deserve, and once I hit capacity, that's it until next year. If working together directly is something you've been thinking about, check out thedoubleivygrad.com/services to see what's available and DM me here with any questions or to get the ball rolling.