first year of college experience essay

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My First Year College Experience

Categories: College Education College Experience Why Is College Important

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Words: 1214 |

Published: Aug 30, 2022

Words: 1214 | Pages: 3 | 7 min read

Works Cited

Bruni, Frank. “How to Get the Most Out of College.” The New York Times, The New York Times, 17 Aug. 2018,

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad about the topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

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Deadlines Met At Every Stage
Unique And Plagiarism Free

1.2 The First Year of College Will Be an Experience

Questions to Consider:

How will you adjust to college?
What are the common college experiences you will have?

Adjustments to College Are Inevitable

College not only will expand your mind, but it may also make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities. It is hard to truly learn anything without getting messy. This is what education does: it transforms us. For that to happen, however, means that we will need to be open to the transformation and allow the changes to occur. Flexibility , transition , and change are all words that describe what you will experience. Laurie Hazard and Stephanie Carter (2018) 6 use the word adjustment . Hazard and Carter (2018) believe there are six adjustment areas that first-year college students experience: academic, cultural, emotional, financial, intellectual, and social. Of course, you won’t go through these adjustments all at once or even in just the first year. Some will take time, while others may not even feel like much of a transition. Let’s look at them in brief as a way of preparing for the road ahead:

Academic adjustment . No surprises here. You will most likely—depending on your own academic background—be faced with the increased demands of learning in college. This could mean that you need to spend more time learning to learn and using those strategies to master the material.
Cultural adjustment. You also will most likely experience a cultural adjustment just by being in college because most campuses have their own language ( syllabus , registrar , and office hours , for example) and customs. You may also experience a cultural adjustment because of the diversity that you will encounter. Most likely, the people on your college campus will be different than the people at your high school—or at your workplace.
Emotional adjustment. Remember the range of emotions presented at the beginning of the chapter? Those will likely be present in some form throughout your first weeks in college and at stressful times during the semester. Knowing that you may have good days and bad—and that you can bounce back from the more stressful days—will help you find healthy ways of adjusting emotionally.
Financial adjustment . Most students understand the investment they are making in their future by going to college. Even if you have all your expenses covered, there is still an adjustment to a new way of thinking about what college costs and how to pay for it. You may find that you think twice about spending money on entertainment or that you have improved your skills in finding discounted textbooks.
Intellectual adjustment . Experiencing an intellectual “a-ha!” moment is one of the most rewarding parts of college, right up there with moving across the graduation stage with a degree in hand. Prepare to be surprised when you stumble across a fascinating subject or find that a class discussion changes your life. At the very least, through your academic work, you will learn to think differently about the world around you and your place in it.
Social adjustment . A new place often equals new people. But in college, those new relationships can have even more meaning. Getting to know professors not only can help you learn more in your classes, but it can also help you figure out what career pathway you want to take and how to get desired internships and jobs. Learning to reduce conflicts during group work or when living with others helps build essential workplace and life skills.

The table Six Areas of Adjustment for First-Year College Students provides a succinct definition for each of the areas as well as examples of how you can demonstrate that you have adjusted. Think about what you have done so far to navigate these transitions in addition to other things you can do to make your college experience a successful one.

“Experiencing an intellectual ‘a-ha!’ moment is one of the most rewarding parts of college, right up there with moving across the graduation stage with a degree in hand.”

Analysis Question

Which of the six areas of adjustment do you think will be the least challenging for you, and which do you think will be most challenging? What can you do now to prepare for the more challenging transitions?

What Students Say

Extremely confident
Somewhat confident
Not very confident
I will likely persist and persevere until I figure it out.
I will likely try to solve the problem, but if it is really difficult, I will simply move on to something else.
I will likely ask my parents or friends for advice.
I will likely seek help from resources on campus.
The amount of work required in all of my courses
The fact that I know hardly anyone
My ability to handle all of my obligations
Making good grades so I can continue to stay in college
My concern that I may not belong in college
All of the above are equally stressful

You can also take the anonymous What Students Say surveys to add your voice to this textbook. Your responses will be included in updates.

Students offered their views on these questions, and the results are displayed in the graphs below.

How confident are you that your high school and/or work experience have prepared you academically for college?

When you experience a college-related challenge and are not really sure how to solve it, what best describes the action you’re likely to take?

Rank the following in terms of how much stress you feel in these situations (1 being the least amount of stress and 6 being the most amount of stress). (Graph displays the percentage of students who ranked the choice highest, indicating the most amount of stress.)

6 Hazard, L., & Carter, S. (2018). A framework for helping families understand the college transition. E-Source for College Transitions , 16(1), 13-15.

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A Reflection on Freshman Year

Andriana reflects on her freshman year experience at Carleton!

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Hi everyone!

It is now fifth week at Carleton! Students are working on midterm papers, preparing for exams, and anticipating Midterm Break on sixth Monday! At this halfway point, I have decided to write a reflection post on my first year at Carleton.

I recognize that my freshman experience—and that of the entire class of 2023—was unique due to the circumstances brought on by the pandemic. But here goes, anyway.

First, freshman year was harder than I had expected. I knew that college would be an adjustment, but I don’t think I had fully internalized that fact. My first term was challenging in that it was hard to meet new people, especially at a school where I didn’t know anyone beforehand. Because I knew that the workload and my jobs would demand a lot of time, I held off on joining student organizations . This also made it a bit harder to meet new people.

It’s hard to offer advice on how to get through this. If you are the kind of person who loves to join lots of clubs and be really involved in your school community, then it might be worth signing up for a couple of activities just to meet new people. If you are nervous about the academic and social transition, however, joining a lot of organizations might add unnecessary stress. In that case, don’t feel pressured to overcommit—it’s okay to take time to adapt to your new environment.

Beyond this, know that there might be lonely moments. You might be someone who becomes best friends with their roommate. Or not. You might form strong bonds during New Student Week . Or not. You might gravitate toward people on your floor, in your classes, or in extracurriculars. Or not. If you feel like you are struggling socially during your first term—or even your first year—that is okay . I guarantee that other people are feeling exactly the same way. Take comfort in the fact that you will meet new people as you interact with your classmates and gradually become part of the Carleton community.

In my experience, the first two terms I had a hard time meeting people. Luckily, I made friends with my roommate, Maya, and with a few people in my classes. But as I mentioned earlier, there were lonely moments. By the end of my winter term, I had finally started to feel settled in the Carleton community. Unfortunately, this was exactly when everything happened with the pandemic, and I have yet to return to campus. So…

Along with the social aspect of college, I found the academics to be an adjustment. I have talked a bit about this in previous posts , but I’ll go into more depth here. I noticed my first term that many freshmen were somewhat panicked about the workload. People would leave meals early in order to do homework, they would skip social gatherings, etc. While I prioritize my work, I also feel like college is not a strictly academic experience. It is important to balance schoolwork with socializing (this is partly how you meet new people!) and to recognize when you need to make sacrifices either way.

Just to be clear—I don’t mean, “Forget homework, just party!” I’m suggesting that you give yourself a night or two during the week where you decide, “Yes, I will go watch a movie with my floormates!” Take a break, even if that means that you stay up later or get up earlier to finish your homework. If you’re enjoying dinner with friends, let yourself relax and be present instead of worrying about everything you have to do after. It is so important (I really cannot stress this enough) to give yourself a breather. Not only will you be more productive when you work, but you will enjoy your college experience so much more.

Additionally, in terms of academics, I was admittedly in for somewhat of a rude awakening. In high school, writing was my strong suit—I have always loved writing, I received positive feedback on my papers, yada yada. When I reached college, I expected that writing, again, would be my strong suit. And it was, BUT… I still had a lot to learn about college writing. My first paper in college was for a political science class, and I worked hard on it. I spent the entire weekend researching, writing, visiting the Writing Center …

Here’s the thing. At Carleton, students don’t make a habit of discussing grades. One of the best things about Carleton is that the culture is very collaborative rather than competitive. But on my first paper, I got *hushed voice* a B. Minus! I was disappointed—I was not used to getting Bs in my favorite subject. Math? Sure. Science? Why not. But writing? And on a paper where I had worked the hardest I had probably ever worked on a single assignment?

In the wake of the *B That Must Not Be Named,* I realized that I seriously needed to step up my game. What would have been considered A-level work in high school would not achieve the same results at Carleton. I responded to my disappointment by attending office hours to discuss my professor’s feedback in detail. This was crucial. My professor was able to tell me what needed work in my paper, and also gave me encouragement which really helped my confidence. On my next paper, I got an A.

This experience, getting a B- in college, was surprisingly formative. Once again, I knew going into college that I would probably not be a straight A student, but I hadn’t really internalized this. Oddly, I felt shame about getting a B- (yes, I know how bad that sounds), and had the weird idea in my head that I was the only person who wasn’t getting As.

Ultimately, getting a B- on an assignment that I thought I would do well on was a humbling reminder that college is not high school. That getting As is not the only metric of success. That you can work really really hard on something and still not achieve the desired result. That one B (or B-, as it were), or two Bs, or all of the Bs, or Cs, or anything else… will not be your downfall. I have gotten more Bs since the First B(-), and I have learned to use these Bs as motivation and an opportunity to learn and improve. I am a better student because of it.

Much of what I have written about must be experienced first-hand to really be meaningful. The point of writing this post at all is to let freshmen know that any challenges they might experience are not unique to them. These challenges can feel isolating, unsettling, frustrating. It can be embarrassing to talk about how you are struggling, especially when you haven’t yet formed strong relationships. Give yourself time to find your place here. You will.

Andriana is a sophomore at Carleton, where she plans to major in English and double minor in Creative Writing and Cross-Cultural Studies . Although she will be spending this fall at home in Richmond, VA, Andriana is already excited to return to Carleton and escape the southern heat. When she isn’t busy avoiding Virginia’s never-ending summer, you can find Andriana binge-reading, playing music, or watching a favorite movie or show for the umpteenth time. Meet the other bloggers!

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16 Strong College Essay Examples from Top Schools

What’s Covered:

Common App Essays
Why This College Essays
Why This Major Essays
Extracurricular Essays
Overcoming Challenges Essays
Community Service Essays
Diversity Essays
Political/Global Issues Essays
Where to Get Feedback on Your Essays

Most high school students don’t get a lot of experience with creative writing, so the college essay can be especially daunting. Reading examples of successful essays, however, can help you understand what admissions officers are looking for.

In this post, we’ll share 16 college essay examples of many different topics. Most of the essay prompts fall into 8 different archetypes, and you can approach each prompt under that archetype in a similar way. We’ve grouped these examples by archetype so you can better structure your approach to college essays.

If you’re looking for school-specific guides, check out our 2022-2023 essay breakdowns .

Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized.

Note: the essays are titled in this post for navigation purposes, but they were not originally titled. We also include the original prompt where possible.

The Common App essay goes to all of the schools on your list, unless those schools use a separate application platform. Because of this, it’s the most important essay in your portfolio, and likely the longest essay you’ll need to write (you get up to 650 words).

The goal of this essay is to share a glimpse into who you are, what matters to you, and what you hope to achieve. It’s a chance to share your story.

Learn more about how to write the Common App essay in our complete guide.

The Multiple Meanings of Point

Prompt: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. (250-650 words)

Night had robbed the academy of its daytime colors, yet there was comfort in the dim lights that cast shadows of our advances against the bare studio walls. Silhouettes of roundhouse kicks, spin crescent kicks, uppercuts and the occasional butterfly kick danced while we sparred. She approached me, eyes narrowed with the trace of a smirk challenging me. “Ready spar!” Her arm began an upward trajectory targeting my shoulder, a common first move. I sidestepped — only to almost collide with another flying fist. Pivoting my right foot, I snapped my left leg, aiming my heel at her midsection. The center judge raised one finger.

There was no time to celebrate, not in the traditional sense at least. Master Pollard gave a brief command greeted with a unanimous “Yes, sir” and the thud of 20 hands dropping-down-and-giving-him-30, while the “winners” celebrated their victory with laps as usual.

Three years ago, seven-thirty in the evening meant I was a warrior. It meant standing up straighter, pushing a little harder, “Yes, sir” and “Yes, ma’am”, celebrating birthdays by breaking boards, never pointing your toes, and familiarity. Three years later, seven-thirty in the morning meant I was nervous.

The room is uncomfortably large. The sprung floor soaks up the checkerboard of sunlight piercing through the colonial windows. The mirrored walls further illuminate the studio and I feel the light scrutinizing my sorry attempts at a pas de bourrée, while capturing the organic fluidity of the dancers around me. “Chassé en croix, grand battement, pique, pirouette.” I follow the graceful limbs of the woman in front of me, her legs floating ribbons, as she executes what seems to be a perfect ronds de jambes. Each movement remains a negotiation. With admirable patience, Ms. Tan casts me a sympathetic glance.

There is no time to wallow in the misery that is my right foot. Taekwondo calls for dorsiflexion; pointed toes are synonymous with broken toes. My thoughts drag me into a flashback of the usual response to this painful mistake: “You might as well grab a tutu and head to the ballet studio next door.” Well, here I am Master Pollard, unfortunately still following your orders to never point my toes, but no longer feeling the satisfaction that comes with being a third degree black belt with 5 years of experience quite literally under her belt. It’s like being a white belt again — just in a leotard and ballet slippers.

But the appetite for new beginnings that brought me here doesn’t falter. It is only reinforced by the classical rendition of “Dancing Queen” that floods the room and the ghost of familiarity that reassures me that this new beginning does not and will not erase the past. After years spent at the top, it’s hard to start over. But surrendering what you are only leads you to what you may become. In Taekwondo, we started each class reciting the tenets: honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet.

The thing about change is that it eventually stops making things so different. After nine different schools, four different countries, three different continents, fluency in Tamil, Norwegian, and English, there are more blurred lines than there are clear fragments. My life has not been a tactfully executed, gold medal-worthy Taekwondo form with each movement defined, nor has it been a series of frappés performed by a prima ballerina with each extension identical and precise, but thankfully it has been like the dynamics of a spinning back kick, fluid, and like my chances of landing a pirouette, unpredictable.

The first obvious strength of this essay is the introduction—it is interesting and snappy and uses enough technical language that we want to figure out what the student is discussing. When writing introductions, students tend to walk the line between intriguing and confusing. It is important that your essay ends up on the intentionally intriguing side of that line—like this student does! We are a little confused at first, but by then introducing the idea of “sparring,” the student grounds their essay.

People often advise young writers to “show, not tell.” This student takes that advice a step further and makes the reader do a bit of work to figure out what they are telling us. Nowhere in this essay does it say “After years of Taekwondo, I made the difficult decision to switch over to ballet.” Rather, the student says “It’s like being a white belt again — just in a leotard and ballet slippers.” How powerful!

After a lot of emotional language and imagery, this student finishes off their essay with very valuable (and necessary!) reflection. They show admissions officers that they are more than just a good writer—they are a mature and self-aware individual who would be beneficial to a college campus. Self-awareness comes through with statements like “surrendering what you are only leads you to what you may become” and maturity can be seen through the student’s discussion of values: “honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet.”

Sparking Self-Awareness

Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? (250-650 words)

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire.

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family.

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt.

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame.

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him.

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses.

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

First things first, this Common App essay is well-written. This student is definitely showing the admissions officers her ability to articulate her points beautifully and creatively. It starts with vivid images like that of the “rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free.” And because the prose is flowery (and beautiful!), the writer can get away with metaphors like “I knew the cracks of the earth like the scars on my own rough palms” that might sound cheesy without the clear command of the English language that the writer quickly establishes.

In addition to being well-written, this essay is thematically cohesive. It begins with the simple introduction “Fire!” and ends with the following image: “When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.” This full-circle approach leaves readers satisfied and impressed.

While dialogue often comes off as cliche or trite, this student effectively incorporates her family members saying “Where’s the fire, Princess Clara?” This is achieved through the apt use of the verb “taunted” to characterize the questioning and through the question’s thematic connection to the earlier image of the student as a rustic princess. Similarly, rhetorical questions can feel randomly placed in essays, but this student’s inclusion of the questions “Was I so dainty?” and “Was I that incapable?” feel perfectly justified after she establishes that she was pondering her failure.

Quite simply, this essay shows how quality writing can make a simple story outstandingly compelling.

Why This College?

“Why This College?” is one of the most common essay prompts, likely because schools want to understand whether you’d be a good fit and how you’d use their resources.

This essay is one of the more straightforward ones you’ll write for college applications, but you still can and should allow your voice to shine through.

Learn more about how to write the “Why This College?” essay in our guide.

Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying (650 words).

Sister Simone Roach, a theorist of nursing ethics, said, “caring is the human mode of being.” I have long been inspired by Sister Roach’s Five C’s of Caring: commitment, conscience, competence, compassion, and confidence. Penn both embraces and fosters these values through a rigorous, interdisciplinary curriculum and unmatched access to service and volunteer opportunities.

COMMITMENT. Reading through the activities that Penn Quakers devote their time to (in addition to academics!) felt like drinking from a firehose in the best possible way. As a prospective nursing student with interests outside of my major, I value this level of flexibility. I plan to leverage Penn’s liberal arts curriculum to gain an in-depth understanding of the challenges LGBT people face, especially regarding healthcare access. Through courses like “Interactional Processes with LGBT Individuals” and volunteering at the Mazzoni Center for outreach, I hope to learn how to better support the Penn LGBT community as well as my family and friends, including my cousin, who came out as trans last year.

CONSCIENCE. As one of the first people in my family to attend a four-year university, I wanted a school that promoted a sense of moral responsibility among its students. At Penn, professors challenge their students to question and recreate their own set of morals by sparking thought- provoking, open-minded discussions. I can imagine myself advocating for universal healthcare in courses such as “Health Care Reform & Future of American Health System” and debating its merits with my peers. Studying in an environment where students confidently voice their opinions – conservative or liberal – will push me to question and strengthen my value system.

COMPETENCE. Two aspects that drew my attention to Penn’s BSN program were its high-quality research opportunities and hands-on nursing projects. Through its Office of Nursing Research, Penn connects students to faculty members who share similar research interests. As I volunteered at a nursing home in high school, I hope to work with Dr. Carthon to improve the quality of care for senior citizens. Seniors, especially minorities, face serious barriers to healthcare that I want to resolve. Additionally, Penn’s unique use of simulations to bridge the gap between classroom learning and real-world application impressed me. Using computerized manikins that mimic human responses, classes in Penn’s nursing program allow students to apply their emergency medical skills in a mass casualty simulation and monitor their actions afterward through a video system. Participating in this activity will help me identify my strengths and areas for improvement regarding crisis management and medical care in a controlled yet realistic setting. Research opportunities and simulations will develop my skills even before I interact with patients.

COMPASSION. I value giving back through community service, and I have a particular interest in Penn’s Community Champions and Nursing Students For Sexual & Reproductive Health (NSRH). As a four-year volunteer health educator, I hope to continue this work as a Community Champions member. I am excited to collaborate with medical students to teach fourth and fifth graders in the city about cardiology or lead a chair dance class for the elders at the LIFE Center. Furthermore, as a feminist who firmly believes in women’s abortion rights, I’d like to join NSRH in order to advocate for women’s health on campus. At Penn, I can work with like-minded people to make a meaningful difference.

CONFIDENCE. All of the Quakers that I have met possess one defining trait: confidence. Each student summarized their experiences at Penn as challenging but fulfilling. Although I expect my coursework to push me, from my conversations with current Quakers I know it will help me to be far more effective in my career.

The Five C’s of Caring are important heuristics for nursing, but they also provide insight into how I want to approach my time in college. I am eager to engage with these principles both as a nurse and as a Penn Quaker, and I can’t wait to start.

This prompt from Penn asks students to tailor their answer to their specific field of study. One great thing that this student does is identify their undergraduate school early, by mentioning “Sister Simone Roach, a theorist of nursing ethics.” You don’t want readers confused or searching through other parts of your application to figure out your major.

With a longer essay like this, it is important to establish structure. Some students organize their essay in a narrative form, using an anecdote from their past or predicting their future at a school. This student uses Roach’s 5 C’s of Caring as a framing device that organizes their essay around values. This works well!

While this essay occasionally loses voice, there are distinct moments where the student’s personality shines through. We see this with phrases like “felt like drinking from a fire hose in the best possible way” and “All of the Quakers that I have met possess one defining trait: confidence.” It is important to show off your personality to make your essay stand out.

Finally, this student does a great job of referencing specific resources about Penn. It’s clear that they have done their research (they’ve even talked to current Quakers). They have dreams and ambitions that can only exist at Penn.

Prompt: What is it about Yale that has led you to apply? (125 words or fewer)

Coin collector and swimmer. Hungarian and Romanian. Critical and creative thinker. I was drawn to Yale because they don’t limit one’s mind with “or” but rather embrace unison with “and.”

Wandering through the Beinecke Library, I prepare for my multidisciplinary Energy Studies capstone about the correlation between hedonism and climate change, making it my goal to find implications in environmental sociology. Under the tutelage of Assistant Professor Arielle Baskin-Sommers, I explore the emotional deficits of depression, utilizing neuroimaging to scrutinize my favorite branch of psychology: human perception. At Walden Peer Counseling, I integrate my peer support and active listening skills to foster an empathetic environment for the Yale community. Combining my interests in psychological and environmental studies is why I’m proud to be a Bulldog.

This answer to the “Why This College” question is great because 1) the student shows their excitement about attending Yale 2) we learn the ways in which attending Yale will help them achieve their goals and 3) we learn their interests and identities.

In this response, you can find a prime example of the “Image of the Future” approach, as the student flashes forward and envisions their life at Yale, using present tense (“I explore,” “I integrate,” “I’m proud”). This approach is valuable if you are trying to emphasize your dedication to a specific school. Readers get the feeling that this student is constantly imagining themselves on campus—it feels like Yale really matters to them.

Starting this image with the Beinecke Library is great because the Beinecke Library only exists at Yale. It is important to tailor “Why This College” responses to each specific school. This student references a program of study, a professor, and an extracurricular that only exist at Yale. Additionally, they connect these unique resources to their interests—psychological and environmental studies.

Finally, we learn about the student (independent of academics) through this response. By the end of their 125 words, we know their hobbies, ethnicities, and social desires, in addition to their academic interests. It can be hard to tackle a 125-word response, but this student shows that it’s possible.

Why This Major?

The goal of this prompt is to understand how you came to be interested in your major and what you plan to do with it. For competitive programs like engineering, this essay helps admissions officers distinguish students who have a genuine passion and are most likely to succeed in the program. This is another more straightforward essay, but you do have a bit more freedom to include relevant anecdotes.

Learn more about how to write the “Why This Major?” essay in our guide.

Why Duke Engineering

Prompt: If you are applying to the Pratt School of Engineering as a first year applicant, please discuss why you want to study engineering and why you would like to study at Duke (250 words).

One Christmas morning, when I was nine, I opened a snap circuit set from my grandmother. Although I had always loved math and science, I didn’t realize my passion for engineering until I spent the rest of winter break creating different circuits to power various lights, alarms, and sensors. Even after I outgrew the toy, I kept the set in my bedroom at home and knew I wanted to study engineering. Later, in a high school biology class, I learned that engineering didn’t only apply to circuits, but also to medical devices that could improve people’s quality of life. Biomedical engineering allows me to pursue my academic passions and help people at the same time.

Just as biology and engineering interact in biomedical engineering, I am fascinated by interdisciplinary research in my chosen career path. Duke offers unmatched resources, such as DUhatch and The Foundry, that will enrich my engineering education and help me practice creative problem-solving skills. The emphasis on entrepreneurship within these resources will also help me to make a helpful product. Duke’s Bass Connections program also interests me; I firmly believe that the most creative and necessary problem-solving comes by bringing people together from different backgrounds. Through this program, I can use my engineering education to solve complicated societal problems such as creating sustainable surgical tools for low-income countries. Along the way, I can learn alongside experts in the field. Duke’s openness and collaborative culture span across its academic disciplines, making Duke the best place for me to grow both as an engineer and as a social advocate.

This prompt calls for a complex answer. Students must explain both why they want to study engineering and why Duke is the best place for them to study engineering.

This student begins with a nice hook—a simple anecdote about a simple present with profound consequences. They do not fluff up their anecdote with flowery images or emotionally-loaded language; it is what it is, and it is compelling and sweet. As their response continues, they express a particular interest in problem-solving. They position problem-solving as a fundamental part of their interest in engineering (and a fundamental part of their fascination with their childhood toy). This helps readers to learn about the student!

Problem-solving is also the avenue by which they introduce Duke’s resources—DUhatch, The Foundry, and Duke’s Bass Connections program. It is important to notice that the student explains how these resources can help them achieve their future goals—it is not enough to simply identify the resources!

This response is interesting and focused. It clearly answers the prompt, and it feels honest and authentic.

Why Georgia Tech CompSci

Prompt: Why do you want to study your chosen major specifically at Georgia Tech? (300 words max)

I held my breath and hit RUN. Yes! A plump white cat jumped out and began to catch the falling pizzas. Although my Fat Cat project seems simple now, it was the beginning of an enthusiastic passion for computer science. Four years and thousands of hours of programming later, that passion has grown into an intense desire to explore how computer science can serve society. Every day, surrounded by technology that can recognize my face and recommend scarily-specific ads, I’m reminded of Uncle Ben’s advice to a young Spiderman: “with great power comes great responsibility”. Likewise, the need to ensure digital equality has skyrocketed with AI’s far-reaching presence in society; and I believe that digital fairness starts with equality in education.

The unique use of threads at the College of Computing perfectly matches my interests in AI and its potential use in education; the path of combined threads on Intelligence and People gives me the rare opportunity to delve deep into both areas. I’m particularly intrigued by the rich sets of both knowledge-based and data-driven intelligence courses, as I believe AI should not only show correlation of events, but also provide insight for why they occur.

In my four years as an enthusiastic online English tutor, I’ve worked hard to help students overcome both financial and technological obstacles in hopes of bringing quality education to people from diverse backgrounds. For this reason, I’m extremely excited by the many courses in the People thread that focus on education and human-centered technology. I’d love to explore how to integrate AI technology into the teaching process to make education more available, affordable, and effective for people everywhere. And with the innumerable opportunities that Georgia Tech has to offer, I know that I will be able to go further here than anywhere else.

With a “Why This Major” essay, you want to avoid using all of your words to tell a story. That being said, stories are a great way to show your personality and make your essay stand out. This student’s story takes up only their first 21 words, but it positions the student as fun and funny and provides an endearing image of cats and pizzas—who doesn’t love cats and pizzas? There are other moments when the student’s personality shines through also, like the Spiderman reference.

While this pop culture reference adds color, it also is important for what the student is getting at: their passion. They want to go into computer science to address the issues of security and equity that are on the industry’s mind, and they acknowledge these concerns with their comments about “scarily-specific ads” and their statement that “the need to ensure digital equality has skyrocketed.” This student is self-aware and aware of the state of the industry. This aptitude will be appealing for admissions officers.

The conversation around “threads” is essential for this student’s response because the prompt asks specifically about the major at Georgia Tech and it is the only thing they reference that is specific to Georgia Tech. Threads are great, but this student would have benefitted from expanding on other opportunities specific to Georgia Tech later in the essay, instead of simply inserting “innumerable opportunities.”

Overall, this student shows personality, passion, and aptitude—precisely what admissions officers want to see!

Extracurricular Essay

You’re asked to describe your activities on the Common App, but chances are, you have at least one extracurricular that’s impacted you in a way you can’t explain in 150 characters.

This essay archetype allows you to share how your most important activity shaped you and how you might use those lessons learned in the future. You are definitely welcome to share anecdotes and use a narrative approach, but remember to include some reflection. A common mistake students make is to only describe the activity without sharing how it impacted them.

Learn more about how to write the Extracurricular Essay in our guide.

A Dedicated Musician

My fingers raced across the keys, rapidly striking one after another. My body swayed with the music as my hands raced across the piano. Crashing onto the final chord, it was over as quickly as it had begun. My shoulders relaxed and I couldn’t help but break into a satisfied grin. I had just played the Moonlight Sonata’s third movement, a longtime dream of mine.

Four short months ago, though, I had considered it impossible. The piece’s tempo was impossibly fast, its notes stretching between each end of the piano, forcing me to reach farther than I had ever dared. It was 17 pages of the most fragile and intricate melodies I had ever encountered.

But that summer, I found myself ready to take on the challenge. With the end of the school year, I was released from my commitment to practicing for band and solo performances. I was now free to determine my own musical path: either succeed in learning the piece, or let it defeat me for the third summer in a row.

Over those few months, I spent countless hours practicing the same notes until they burned a permanent place in my memory, creating a soundtrack for even my dreams. Some would say I’ve mastered the piece, but as a musician I know better. Now that I can play it, I am eager to take the next step and add in layers of musicality and expression to make the once-impossible piece even more beautiful.

In this response, the student uses their extracurricular, piano, as a way to emphasize their positive qualities. At the beginning, readers are invited on a journey with the student where we feel their struggle, their intensity, and ultimately their satisfaction. With this descriptive image, we form a valuable connection with the student.

Then, we get to learn about what makes this student special: their dedication and work ethic. The fact that this student describes their desire to be productive during the summer shows an intensity that is appealing to admissions officers. Additionally, the growth mindset that this student emphasizes in their conclusion is appealing to admissions officers.

The Extracurricular Essay can be seen as an opportunity to characterize yourself. This student clearly identified their positive qualities, then used the Extracurricular Essay as a way to articulate them.

A Complicated Relationship with the School Newspaper

My school’s newspaper and I have a typical love-hate relationship; some days I want nothing more than to pass two hours writing and formatting articles, while on others the mere thought of student journalism makes me shiver. Still, as we’re entering our fourth year together, you could consider us relatively stable. We’ve learned to accept each other’s differences; at this point I’ve become comfortable spending an entire Friday night preparing for an upcoming issue, and I hardly even notice the snail-like speed of our computers. I’ve even benefitted from the polygamous nature of our relationship—with twelve other editors, there’s a lot of cooperation involved. Perverse as it may be, from that teamwork I’ve both gained some of my closest friends and improved my organizational and time-management skills. And though leaving it in the hands of new editors next year will be difficult, I know our time together has only better prepared me for future relationships.

This response is great. It’s cute and endearing and, importantly, tells readers a lot about the student who wrote it. Framing this essay in the context of a “love-hate relationship,” then supplementing with comments like “We’ve learned to accept each other’s differences” allows this student to advertise their maturity in a unique and engaging way.

While Extracurricular Essays can be a place to show how you’ve grown within an activity, they can also be a place to show how you’ve grown through an activity. At the end of this essay, readers think that this student is mature and enjoyable, and we think that their experience with the school newspaper helped make them that way.

Participating in Democracy

Prompt: Research shows that an ability to learn from experiences outside the classroom correlates with success in college. What was your greatest learning experience over the past 4 years that took place outside of the traditional classroom? (250 words)

The cool, white halls of the Rayburn House office building contrasted with the bustling energy of interns entertaining tourists, staffers rushing to cover committee meetings, and my fellow conference attendees separating to meet with our respective congresspeople. Through civics and US history classes, I had learned about our government, but simply hearing the legislative process outlined didn’t prepare me to navigate it. It was my first political conference, and, after learning about congressional mechanics during breakout sessions, I was lobbying my representative about an upcoming vote crucial to the US-Middle East relationship. As the daughter of Iranian immigrants, my whole life had led me to the moment when I could speak on behalf of the family members who had not emigrated with my parents.

As I sat down with my congresswoman’s chief of staff, I truly felt like a participant in democracy; I was exercising my right to be heard as a young American. Through this educational conference, I developed a plan of action to raise my voice. When I returned home, I signed up to volunteer with the state chapter of the Democratic Party. I sponsored letter-writing campaigns, canvassed for local elections, and even pursued an internship with a state senate campaign. I know that I don’t need to be old enough to vote to effect change. Most importantly, I also know that I want to study government—I want to make a difference for my communities in the United States and the Middle East throughout my career.

While this prompt is about extracurricular activities, it specifically references the idea that the extracurricular should support the curricular. It is focused on experiential learning for future career success. This student wants to study government, so they chose to describe an experience of hands-on learning within their field—an apt choice!

As this student discusses their extracurricular experience, they also clue readers into their future goals—they want to help Middle Eastern communities. Admissions officers love when students mention concrete plans with a solid foundation. Here, the foundation comes from this student’s ethnicity. With lines like “my whole life had led me to the moment when I could speak on behalf of the family members who had not emigrated with my parents,” the student assures admissions officers of their emotional connection to their future field.

The strength of this essay comes from its connections. It connects the student’s extracurricular activity to their studies and connects theirs studies to their personal history.

Overcoming Challenges

You’re going to face a lot of setbacks in college, so admissions officers want to make you’re you have the resilience and resolve to overcome them. This essay is your chance to be vulnerable and connect to admissions officers on an emotional level.

Learn more about how to write the Overcoming Challenges Essay in our guide.

The Student Becomes the Master

”Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay is great because it has a strong introduction and conclusion. The introduction is notably suspenseful and draws readers into the story. Because we know it is a college essay, we can assume that the student is one of the competitors, but at the same time, this introduction feels intentionally ambiguous as if the writer could be a competitor, a coach, a sibling of a competitor, or anyone else in the situation.

As we continue reading the essay, we learn that the writer is, in fact, the competitor. Readers also learn a lot about the student’s values as we hear their thoughts: “I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was.” Ultimately, the conflict and inner and outer turmoil is resolved through the “Same, but Different” ending technique as the student places themself in the same environment that we saw in the intro, but experiencing it differently due to their actions throughout the narrative. This is a very compelling strategy!

Growing Sensitivity to Struggles

Prompt: The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? (650 words)

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

Here you can find a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.

Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.

Community Service/Impact on the Community

Colleges want students who will positively impact the campus community and go on to make change in the world after they graduate. This essay is similar to the Extracurricular Essay, but you need to focus on a situation where you impacted others.

Learn more about how to write the Community Service Essay in our guide.

Academic Signing Day

Prompt: What have you done to make your school or your community a better place?

The scent of eucalyptus caressed my nose in a gentle breeze. Spring had arrived. Senior class activities were here. As a sophomore, I noticed a difference between athletic and academic seniors at my high school; one received recognition while the other received silence. I wanted to create an event celebrating students academically-committed to four-years, community colleges, trades schools, and military programs. This event was Academic Signing Day.

The leadership label, “Events Coordinator,” felt heavy on my introverted mind. I usually was setting up for rallies and spirit weeks, being overlooked around the exuberant nature of my peers.

I knew a change of mind was needed; I designed flyers, painted posters, presented powerpoints, created student-led committees, and practiced countless hours for my introductory speech. Each committee would play a vital role on event day: one dedicated to refreshments, another to technology, and one for decorations. The fourth-month planning was a laborious joy, but I was still fearful of being in the spotlight. Being acknowledged by hundreds of people was new to me.

The day was here. Parents filled the stands of the multi-purpose room. The atmosphere was tense; I could feel the angst building in my throat, worried about the impression I would leave. Applause followed each of the 400 students as they walked to their college table, indicating my time to speak.

I walked up to the stand, hands clammy, expression tranquil, my words echoing to the audience. I thought my speech would be met by the sounds of crickets; instead, smiles lit up the stands, realizing my voice shone through my actions. I was finally coming out of my shell. The floor was met by confetti as I was met by the sincerity of staff, students, and parents, solidifying the event for years to come.

Academic students were no longer overshadowed. Their accomplishments were equally recognized to their athletic counterparts. The school culture of athletics over academics was no longer imbalanced. Now, every time I smell eucalyptus, it is a friendly reminder that on Academic Signing Day, not only were academic students in the spotlight but so was my voice.

This essay answers the prompt nicely because the student describes a contribution with a lasting legacy. Academic Signing Day will affect this high school in the future and it affected this student’s self-development—an idea summed up nicely with their last phrase “not only were academic students in the spotlight but so was my voice.”

With Community Service essays, students sometimes take small contributions and stretch them. And, oftentimes, the stretch is very obvious. Here, the student shows us that Academic Signing Day actually mattered by mentioning four months of planning and hundreds of students and parents. They also make their involvement in Academic Signing Day clear—it was their idea and they were in charge, and that’s why they gave the introductory speech.

Use this response as an example of the type of focused contribution that makes for a convincing Community Service Essay.

Climate Change Rally

Prompt: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (technically not community service, but the response works)

Let’s fast-forward time. Strides were made toward racial equality. Healthcare is accessible to all; however, one issue remains. Our aquatic ecosystems are parched with dead coral from ocean acidification. Climate change has prevailed.

Rewind to the present day.

My activism skills are how I express my concerns for the environment. Whether I play on sandy beaches or rest under forest treetops, nature offers me an escape from the haste of the world. When my body is met by trash in the ocean or my nose is met by harmful pollutants, Earth’s pain becomes my own.

Substituting coffee grinds as fertilizer, using bamboo straws, starting my sustainable garden, my individual actions needed to reach a larger scale. I often found performative activism to be ineffective when communicating climate concerns. My days of reposting awareness graphics on social media never filled the ambition I had left to put my activism skills to greater use. I decided to share my ecocentric worldview with a coalition of environmentalists and host a climate change rally outside my high school.

Meetings were scheduled where I informed students about the unseen impact they have on the oceans and local habitual communities. My fingers were cramped from all the constant typing and investigating of micro causes of the Pacific Waste Patch, creating reusable flyers, displaying steps people could take from home in reducing their carbon footprint. I aided my fellow environmentalists in translating these flyers into other languages, repeating this process hourly, for five days, up until rally day.

It was 7:00 AM. The faces of 100 students were shouting, “The climate is changing, why can’t we?” I proudly walked on the dewy grass, grabbing the microphone, repeating those same words. The rally not only taught me efficient methods of communication but it echoed my environmental activism to the masses. The City of Corona would be the first of many cities to see my activism, as more rallies were planned for various parts of SoCal. My once unfulfilled ambition was fueled by my tangible activism, understanding that it takes more than one person to make an environmental impact.

Like with the last example, this student describes a focused event with a lasting legacy. That’s a perfect place to start! By the end of this essay, we have an image of the cause of this student’s passion and the effect of this student’s passion. There are no unanswered questions.

This student supplements their focused topic with engaging and exciting writing to make for an easy-to-read and enjoyable essay. One of the largest strengths of this response is its pace. From the very beginning, we are invited to “fast-forward” and “rewind” with the writer. Then, after we center ourselves in real-time, this writer keeps their quick pace with sentences like “Substituting coffee grounds as fertilizer, using bamboo straws, starting my sustainable garden, my individual actions needed to reach a larger scale.” Community Service essays run the risk of turning boring, but this unique pacing keeps things interesting.

Having a diverse class provides a richness of different perspectives and encourages open-mindedness among the student body. The Diversity Essay is also somewhat similar to the Extracurricular and Community Service Essays, but it focuses more on what you might bring to the campus community because of your unique experiences or identities.

Learn more about how to write the Diversity Essay in our guide.

A Story of a Young Skater

“Everyone follow me!” I smiled at five wide-eyed skaters before pushing off into a spiral. I glanced behind me hopefully, only to see my students standing frozen like statues, the fear in their eyes as clear as the ice they swayed on. “Come on!” I said encouragingly, but the only response I elicited was the slow shake of their heads. My first day as a Learn-to-Skate coach was not going as planned.

But amid my frustration, I was struck by how much my students reminded me of myself as a young skater. At seven, I had been fascinated by Olympic performers who executed thrilling high jumps and dizzying spins with apparent ease, and I dreamed to one day do the same. My first few months on skates, however, sent these hopes crashing down: my attempts at slaloms and toe-loops were shadowed by a stubborn fear of falling, which even the helmet, elbow pads, and two pairs of mittens I had armed myself with couldn’t mitigate. Nonetheless, my coach remained unfailingly optimistic, motivating me through my worst spills and teaching me to find opportunities in failures. With his encouragement, I learned to push aside my fears and attack each jump with calm and confidence; it’s the hope that I can help others do the same that now inspires me to coach.

I remember the day a frustrated staff member directed Oliver, a particularly hesitant young skater, toward me, hoping that my patience and steady encouragement might help him improve. Having stood in Oliver’s skates not much earlier myself, I completely empathized with his worries but also saw within him the potential to overcome his fears and succeed.

To alleviate his anxiety, I held Oliver’s hand as we inched around the rink, cheering him on at every turn. I soon found though, that this only increased his fear of gliding on his own, so I changed my approach, making lessons as exciting as possible in hopes that he would catch the skating bug and take off. In the weeks that followed, we held relay races, played “freeze-skate” and “ice-potato”, and raced through obstacle courses; gradually, with each slip and subsequent success, his fear began to abate. I watched Oliver’s eyes widen in excitement with every skill he learned, and not long after, he earned his first skating badge. Together we celebrated this milestone, his ecstasy fueling my excitement and his pride mirroring my own. At that moment, I was both teacher and student, his progress instilling in me the importance of patience and a positive attitude.

It’s been more than ten years since I bundled up and stepped onto the ice for the first time. Since then, my tolerance for the cold has remained stubbornly low, but the rest of me has certainly changed. In sharing my passion for skating, I have found a wonderful community of eager athletes, loving parents, and dedicated coaches from whom I have learned invaluable lessons and wisdom. My fellow staffers have been with me, both as friends and colleagues, and the relationships I’ve formed have given me far more poise, confidence, and appreciation for others. Likewise, my relationships with parents have given me an even greater gratitude for the role they play: no one goes to the rink without a parent behind the wheel!

Since that first lesson, I have mentored dozens of children, and over the years, witnessed tentative steps transform into powerful glides and tears give way to delighted grins. What I have shared with my students has been among the greatest joys of my life, something I will cherish forever. It’s funny: when I began skating, what pushed me through the early morning practices was the prospect of winning an Olympic medal. Now, what excites me is the chance to work with my students, to help them grow, and to give back to the sport that has brought me so much happiness.

This response is a great example of how Diversity doesn’t have to mean race, gender, sexuality, ethnicity, age, or ability. Diversity can mean whatever you want it to mean—whatever unique experience(s) you have to bring to the table!

A major strength of this essay comes in its narrative organization. When reading this first paragraph, we feel for the young skaters and understand their fear—skating sounds scary! Then, because the writer sets us up to feel this empathy, the transition to the second paragraph where the student describes their empathy for the young skaters is particularly powerful. It’s like we are all in it together! The student’s empathy for the young skaters also serves as an outstanding, seamless transition to the applicant discussing their personal journey with skating: “I was struck by how much my students reminded me of myself as a young skater.”

This essay positions the applicant as a grounded and caring individual. They are caring towards the young skaters—changing their teaching style to try to help the young skaters and feeling the young skaters’ emotions with them—but they are also appreciative to those who helped them as they reference their fellow staffers and parents. This shows great maturity—a favorable quality in the eyes of an admissions officer.

At the end of the essay, we know a lot about this student and are convinced that they would be a good addition to a college campus!

Finding Community in the Rainforest

Prompt: Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you’d like to share a perspective you bring or experiences you’ve had to help us understand you better—perhaps related to a community you belong to, your sexual orientation or gender identity, or your family or cultural background—we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke (250 words).

I never understood the power of community until I left home to join seven strangers in the Ecuadorian rainforest. Although we flew in from distant corners of the U.S., we shared a common purpose: immersing ourselves in our passion for protecting the natural world.

Back home in my predominantly conservative suburb, my neighbors had brushed off environmental concerns. My classmates debated the feasibility of Trump’s wall, not the deteriorating state of our planet. Contrastingly, these seven strangers delighted in bird-watching, brightened at the mention of medicinal tree sap, and understood why I once ran across a four-lane highway to retrieve discarded beer cans. Their histories barely resembled mine, yet our values aligned intimately. We did not hesitate to joke about bullet ants, gush about the versatility of tree bark, or discuss the destructive consequences of materialism. Together, we let our inner tree huggers run free.

In the short life of our little community, we did what we thought was impossible. By feeding on each other’s infectious tenacity, we cultivated an atmosphere that deepened our commitment to our values and empowered us to speak out on behalf of the environment. After a week of stimulating conversations and introspective revelations about engaging people from our hometowns in environmental advocacy, we developed a shared determination to devote our lives to this cause.

As we shared a goodbye hug, my new friend whispered, “The world needs saving. Someone’s gotta do it.” For the first time, I believed that someone could be me.

This response is so wholesome and relatable. We all have things that we just need to geek out over and this student expresses the joy that came when they found a community where they could geek out about the environment. Passion is fundamental to university life and should find its way into successful applications.

Like the last response, this essay finds strength in the fact that readers feel for the student. We get a little bit of backstory about where they come from and how they felt silenced—“Back home in my predominantly conservative suburb, my neighbors had brushed off environmental concerns”—, so it’s easy to feel joy for them when they get set free.

This student displays clear values: community, ecoconsciousness, dedication, and compassion. An admissions officer who reads Diversity essays is looking for students with strong values and a desire to contribute to a university community—sounds like this student!

Political/Global Issues

Colleges want to build engaged citizens, and the Political/Global Issues Essay allows them to better understand what you care about and whether your values align with theirs. In this essay, you’re most commonly asked to describe an issue, why you care about it, and what you’ve done or hope to do to address it.

Learn more about how to write the Political/Global Issues Essay in our guide.

Note: this prompt is not a typical political/global issues essay, but the essay itself would be a strong response to a political/global issues prompt.

Fighting Violence Against Women

Prompt: Using a favorite quotation from an essay or book you have read in the last three years as a starting point, tell us about an event or experience that helped you define one of your values or changed how you approach the world. Please write the quotation, title and author at the beginning of your essay. (250-650 words)

“One of the great challenges of our time is that the disparities we face today have more complex causes and point less straightforwardly to solutions.”

– Omar Wasow, assistant professor of politics, Princeton University. This quote is taken from Professor Wasow’s January 2014 speech at the Martin Luther King Day celebration at Princeton University.

The air is crisp and cool, nipping at my ears as I walk under a curtain of darkness that drapes over the sky, starless. It is a Friday night in downtown Corpus Christi, a rare moment of peace in my home city filled with the laughter of strangers and colorful lights of street vendors. But I cannot focus.

My feet stride quickly down the sidewalk, my hand grasps on to the pepper spray my parents gifted me for my sixteenth birthday. My eyes ignore the surrounding city life, focusing instead on a pair of tall figures walking in my direction. I mentally ask myself if they turned with me on the last street corner. I do not remember, so I pick up the pace again. All the while, my mind runs over stories of young women being assaulted, kidnapped, and raped on the street. I remember my mother’s voice reminding me to keep my chin up, back straight, eyes and ears alert.

At a young age, I learned that harassment is a part of daily life for women. I fell victim to period-shaming when I was thirteen, received my first catcall when I was fourteen, and was nonconsensually grabbed by a man soliciting on the street when I was fifteen. For women, assault does not just happen to us— its gory details leave an imprint in our lives, infecting the way we perceive the world. And while movements such as the Women’s March and #MeToo have given victims of sexual violence a voice, harassment still manifests itself in the lives of millions of women across the nation. Symbolic gestures are important in spreading awareness but, upon learning that a surprising number of men are oblivious to the frequent harassment that women experience, I now realize that addressing this complex issue requires a deeper level of activism within our local communities.

Frustrated with incessant cases of harassment against women, I understood at sixteen years old that change necessitates action. During my junior year, I became an intern with a judge whose campaign for office focused on a need for domestic violence reform. This experience enabled me to engage in constructive dialogue with middle and high school students on how to prevent domestic violence. As I listened to young men uneasily admit their ignorance and young women bravely share their experiences in an effort to spread awareness, I learned that breaking down systems of inequity requires changing an entire culture. I once believed that the problem of harassment would dissipate after politicians and celebrities denounce inappropriate behavior to their global audience. But today, I see that effecting large-scale change comes from the “small” lessons we teach at home and in schools. Concerning women’s empowerment, the effects of Hollywood activism do not trickle down enough. Activism must also trickle up and it depends on our willingness to fight complacency.

Finding the solution to the long-lasting problem of violence against women is a work-in-progress, but it is a process that is persistently moving. In my life, for every uncomfortable conversation that I bridge, I make the world a bit more sensitive to the unspoken struggle that it is to be a woman. I am no longer passively waiting for others to let me live in a world where I can stand alone under the expanse of darkness on a city street, utterly alone and at peace. I, too, deserve the night sky.

As this student addresses an important social issue, she makes the reasons for her passion clear—personal experiences. Because she begins with an extended anecdote, readers are able to feel connected to the student and become invested in what she has to say.

Additionally, through her powerful ending—“I, too, deserve the night sky”—which connects back to her beginning— “as I walk under a curtain of darkness that drapes over the sky”—this student illustrates a mastery of language. Her engagement with other writing techniques that further her argument, like the emphasis on time—“gifted to me for my sixteenth birthday,” “when I was thirteen,” “when I was fourteen,” etc.—also illustrates her mastery of language.

While this student proves herself a good writer, she also positions herself as motivated and ambitious. She turns her passions into action and fights for them. That is just what admissions officers want to see in a Political/Global issues essay!

Where to Get Feedback on Your College Essays

Once you’ve written your college essays, you’ll want to get feedback on them. Since these essays are important to your chances of acceptance, you should prepare to go through several rounds of edits.

Not sure who to ask for feedback? That’s why we created our free Peer Essay Review resource. You can get comments from another student going through the process and also edit other students’ essays to improve your own writing.

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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College essay
College Essay Examples | What Works and What Doesn’t

College Essay Examples | What Works and What Doesn't

Published on November 8, 2021 by Kirsten Courault . Revised on August 14, 2023.

One effective method for improving your college essay is to read example essays . Here are three sample essays, each with a bad and good version to help you improve your own essay.

Essay 1: sharing an identity or background through a montage, essay 2: overcoming a challenge, a sports injury narrative, essay 3: showing the influence of an important person or thing, other interesting articles, frequently asked questions about college application essays.

This essay uses a montage structure to show snapshots of a student’s identity and background. The writer builds her essay around the theme of the five senses, sharing memories she associates with sight, sound, smell, touch, and taste.

In the weak rough draft, there is little connection between the individual anecdotes, and they do not robustly demonstrate the student’s qualities.

In the final version, the student uses an extended metaphor of a museum to create a strong connection among her stories, each showcasing a different part of her identity. She draws a specific personal insight from each memory and uses the stories to demonstrate her qualities and values.

How My Five Senses Record My Life

Throughout my life, I have kept a record of my life’s journey with my five senses. This collection of memories matters a great deal because I experience life every day through the lens of my identity.

“Chinese! Japanese!”

My classmate pulls one eye up and the other down.

“Look what my parents did to me!”

No matter how many times he repeats it, the other kids keep laughing. I focus my almond-shaped eyes on the ground, careful not to attract attention to my discomfort, anger, and shame. How could he say such a mean thing about me? What did I do to him? Joseph’s words would engrave themselves into my memory, making me question my appearance every time I saw my eyes in the mirror.

Soaking in overflowing bubble baths with Andrew Lloyd Webber belting from the boombox.

Listening to “Cell Block Tango” with my grandparents while eating filet mignon at a dine-in show in Ashland.

Singing “The Worst Pies in London” at a Korean karaoke club while laughing hysterically with my brother, who can do an eerily spot-on rendition of Sweeney Todd.

Taking car rides with Mom in the Toyota Sequoia as we compete to hit the high note in “Think of Me” from The Phantom of the Opera . Neither of us stands a chance!

The sweet scent of vegetables, Chinese noodles, and sushi wafts through the room as we sit around the table. My grandma presents a good-smelling mixture of international cuisine for our Thanksgiving feast. My favorite is the Chinese food that she cooks. Only the family prayer stands between me and the chance to indulge in these delicious morsels, comforting me with their familiar savory scents.

I rinse a faded plastic plate decorated by my younger sister at the Waterworks Art Center. I wear yellow rubber gloves to protect my hands at Mom’s insistence, but I can still feel the warm water that offers a bit of comfort as I finish the task at hand. The crusted casserole dish with stubborn remnants from my dad’s five-layer lasagna requires extra effort, so I fill it with Dawn and scalding water, setting it aside to soak. I actually don’t mind this daily chore.

I taste sweat on my upper lip as I fight to continue pedaling on a stationary bike. Ava’s next to me and tells me to go up a level. We’re biking buddies, dieting buddies, and Saturday morning carbo-load buddies. After the bike display hits 30 minutes, we do a five-minute cool down, drink Gatorade, and put our legs up to rest.

My five senses are always gathering new memories of my identity. I’m excited to expand my collection.

Word count: 455

College essay checklist

Topic and structure

I’ve selected a topic that’s meaningful to me.
My essay reveals something different from the rest of my application.
I have a clear and well-structured narrative.
I’ve concluded with an insight or a creative ending.

Writing style and tone

I’ve crafted an introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.
I’ve written my essay in a way that shows instead of tells.
I’ve used appropriate style and tone for a college essay.
I’ve used specific, vivid personal stories that would be hard to replicate.
I’ve demonstrated my positive traits and values in my essay.
My essay is focused on me, not another person or thing.
I’ve included self-reflection and insight in my essay.
I’ve respected the word count , remaining within 10% of the upper word limit.

Making Sense of My Identity

Welcome to The Rose Arimoto Museum. You are about to enter the “Making Sense of My Identity” collection. Allow me to guide you through select exhibits, carefully curated memories from Rose’s sensory experiences.

First, the Sight Exhibit.

“Chinese! Japanese!”

“Look what my parents did to me!”

No matter how many times he repeats it, the other kids keep laughing. I focus my almond-shaped eyes on the ground, careful not to attract attention as my lip trembles and palms sweat. Joseph couldn’t have known how his words would engrave themselves into my memory, making me question my appearance every time I saw my eyes in the mirror.

Ten years later, these same eyes now fixate on an InDesign layout sheet, searching for grammar errors while my friend Selena proofreads our feature piece on racial discrimination in our hometown. As we’re the school newspaper editors, our journalism teacher Ms. Riley allows us to stay until midnight to meet tomorrow’s deadline. She commends our work ethic, which for me is fueled by writing一my new weapon of choice.

Next, you’ll encounter the Sound Exhibit.

Still, the world is my Broadway as I find my voice on stage.

Just below, enter the Smell Exhibit.

While I help my Pau Pau prepare dinner, she divulges her recipe for cha siu bau, with its soft, pillowy white exterior hiding the fragrant filling of braised barbecue pork inside. The sweet scent of candied yams, fun see , and Spam musubi wafts through the room as we gather around our Thankgsiving feast. After our family prayer, we indulge in these delicious morsels until our bellies say stop. These savory scents of my family’s cultural heritage linger long after I’ve finished the last bite.

Next up, the Touch Exhibit.

I rinse a handmade mug that I had painstakingly molded and painted in ceramics class. I wear yellow rubber gloves to protect my hands at Mom’s insistence, but I can still feel the warm water that offers a bit of comfort as I finish the task at hand. The crusted casserole dish with stubborn remnants from my dad’s five-layer lasagna requires extra effort, so I fill it with Dawn and scalding water, setting it aside to soak. For a few fleeting moments, as I continue my nightly chore, the pressure of my weekend job, tomorrow’s calculus exam, and next week’s track meet are washed away.

Finally, we end with the Taste Exhibit.

My legs fight to keep pace with the stationary bike as the salty taste of sweat seeps into corners of my mouth. Ava challenges me to take it up a level. We always train together一even keeping each other accountable on our strict protein diet of chicken breasts, broccoli, and Muscle Milk. We occasionally splurge on Saturday mornings after interval training, relishing the decadence of everything bagels smeared with raspberry walnut cream cheese. But this is Wednesday, so I push myself. I know that once the digital display hits 30:00, we’ll allow our legs to relax into a five-minute cool down, followed by the fiery tang of Fruit Punch Gatorade to rehydrate.

Thank you for your attention. This completes our tour. I invite you to rejoin us for next fall’s College Experience collection, which will exhibit Rose’s continual search for identity and learning.

Word count: 649

I’ve crafted an essay introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.

Prevent plagiarism. Run a free check.

This essay uses a narrative structure to recount how a student overcame a challenge, specifically a sports injury. Since this topic is often overused, the essay requires vivid description, a memorable introduction and conclusion , and interesting insight.

The weak rough draft contains an interesting narrative, insight, and vivid imagery, but it has an overly formal tone that distracts the reader from the story. The student’s use of elaborate vocabulary in every sentence makes the essay sound inauthentic and stilted.

The final essay uses a more natural, conversational tone and chooses words that are vivid and specific without being pretentious. This allows the reader to focus on the narrative and appreciate the student’s unique insight.

One fateful evening some months ago, a defensive linebacker mauled me, his 212 pounds indisputably alighting upon my ankle. Ergo, an abhorrent cracking of calcified tissue. At first light the next day, I awoke cognizant of a new paradigm—one sans football—promulgated by a stabbing sensation that would continue to haunt me every morning of this semester.

It’s been an exceedingly taxing semester not being able to engage in football, but I am nonetheless excelling in school. That twist of fate never would have come to pass if I hadn’t broken my ankle. I still limp down the halls at school, but I’m feeling less maudlin these days. My friends don’t steer clear anymore, and I have a lot more of them. My teachers, emboldened by my newfound interest in learning, continually invite me to learn more and do my best. Football is still on hold, but I feel like I’m finally playing a game that matters.

Five months ago, right after my ill-fated injury, my friends’ demeanor became icy and remote, although I couldn’t fathom why. My teachers, in contrast, beckoned me close and invited me on a new learning journey. But despite their indubitably kind advances, even they recoiled when I drew near.

A few weeks later, I started to change my attitude vis-à-vis my newfound situation and determined to put my energy toward productive ends (i.e., homework). I wasn’t enamored with school. I never had been. Nevertheless, I didn’t abhor it either. I just preferred football.

My true turn of fate came when I started studying more and participating in class. I started to enjoy history class, and I grew interested in reading more. I discovered a volume of poems written by a fellow adventurer on the road of life, and I loved it. I ravenously devoured everything in the writer’s oeuvre .

As the weeks flitted past, I found myself spending my time with a group of people who were quite different from me. They participated in theater and played instruments in marching band. They raised their hands in class when the teacher posed a question. Because of their auspicious influence, I started raising my hand too. I am no longer vapid, and I now have something to say.

I am certain that your school would benefit from my miraculous academic transformation, and I entreat you to consider my application to your fine institution. Accepting me to your university would be an unequivocally righteous decision.

Word count: 408

I’ve chosen a college essay topic that’s meaningful to me.
I’ve respected the essay word count , remaining within 10% of the upper word limit.

As I step out of bed, the pain shoots through my foot and up my leg like it has every morning since “the game.” That night, a defensive linebacker tackled me, his 212 pounds landing decidedly on my ankle. I heard the sound before I felt it. The next morning, I awoke to a new reality—one without football—announced by a stabbing sensation that would continue to haunt me every morning of this semester.

My broken ankle broke my spirit.

My friends steered clear of me as I hobbled down the halls at school. My teachers tried to find the delicate balance between giving me space and offering me help. I was as unsure how to deal with myself as they were.

In time, I figured out how to redirect some of my frustration, anger, and pent-up energy toward my studies. I had never not liked school, but I had never really liked it either. In my mind, football practice was my real-life classroom, where I could learn all I ever needed to know.

Then there was that day in Mrs. Brady’s history class. We sang a ridiculous-sounding mnemonic song to memorize all the Chinese dynasties from Shang to Qing. I mumbled the words at first, but I got caught up in the middle of the laughter and began singing along. Starting that day, I began browsing YouTube videos about history, curious to learn more. I had started learning something new, and, to my surprise, I liked it.

With my afternoons free from burpees and scrimmages, I dared to crack open a few more of my books to see what was in them. That’s when my English poetry book, Paint Me Like I Am , caught my attention. It was full of poems written by students my age from WritersCorps. I couldn’t get enough.

I wasn’t the only one who was taken with the poems. Previously, I’d only been vaguely aware of Christina as one of the weird kids I avoided. Crammed in the margins of her high-top Chuck Taylors were scribbled lines of her own poetry and infinite doodles. Beyond her punk rock persona was a sensitive artist, puppy-lover, and environmental activist that a wide receiver like me would have never noticed before.

With Christina, I started making friends with people who once would have been invisible to me: drama geeks, teachers’ pets, band nerds. Most were college bound but not to play a sport. They were smart and talented, and they cared about people and politics and all sorts of issues that I hadn’t considered before. Strangely, they also seemed to care about me.

I still limp down the halls at school, but I don’t seem to mind as much these days. My friends don’t steer clear anymore, and I have a lot more of them. My teachers, excited by my newfound interest in learning, continually invite me to learn more and do my best. Football is still on hold, but I feel like I’m finally playing a game that matters.

My broken ankle broke my spirit. Then, it broke my ignorance.

Word count: 512

This essay uses a narrative structure to show how a pet positively influenced the student’s values and character.

In the weak draft, the student doesn’t focus on himself, instead delving into too much detail about his dog’s positive traits and his grandma’s illness. The essay’s structure is meandering, with tangents and details that don’t communicate any specific insight.

In the improved version, the student keeps the focus on himself, not his pet. He chooses the most relevant stories to demonstrate specific qualities, and the structure more clearly builds up to an insightful conclusion.

Man’s Best Friend

I desperately wanted a cat. I begged my parents for one, but once again, my sisters overruled me, so we drove up the Thompson Valley Canyon from Loveland to Estes Park to meet our newest family member. My sisters had already hatched their master plan, complete with a Finding Nemo blanket to entice the pups. The blanket was a hit with all of them, except for one—the one who walked over and sat in my lap. That was the day that Francisco became a Villanova.

Maybe I should say he was mine because I got stuck with all the chores. As expected, my dog-loving sisters were nowhere to be found! My mom was “extra” with all the doggy gear. Cisco even had to wear these silly little puppy shoes outside so that when he came back in, he wouldn’t get the carpets dirty. If it was raining, my mother insisted I dress Cisco in a ridiculous yellow raincoat, but, in my opinion, it was an unnecessary source of humiliation for poor Cisco. It didn’t take long for Cisco to decide that his outerwear could be used as toys in a game of Keep Away. As soon as I took off one of his shoes, he would run away with it, hiding under the bed where I couldn’t reach him. But, he seemed to appreciate his ensemble more when we had to walk through snowdrifts to get his job done.

When my abuela was dying from cancer, we went in the middle of the night to see her before she passed. I was sad and scared. But, my dad let me take Cisco in the car, so Cisco cuddled with me and made me feel much better. It’s like he could read my mind. Once we arrived at the hospital, the fluorescent lighting made the entire scene seem unreal, as if I was watching the scene unfold through someone else’s eyes. My grandma lay calmly on her bed, smiling at us even through her last moments of pain. I disliked seeing the tubes and machines hooked up to her. It was unnatural to see her like this一it was so unlike the way I usually saw her beautiful in her flowery dress, whistling a Billie Holiday tune and baking snickerdoodle cookies in the kitchen. The hospital didn’t usually allow dogs, but they made a special exception to respect my grandma’s last wishes that the whole family be together. Cisco remained at the foot of the bed, intently watching abuela with a silence that seemed more effective at communicating comfort and compassion than the rest of us who attempted to offer up words of comfort that just seemed hollow and insincere. It was then that I truly appreciated Cisco’s empathy for others.

As I accompanied my dad to pick up our dry cleaner’s from Ms. Chapman, a family friend asked, “How’s Cisco?” before even asking about my sisters or me. Cisco is the Villanova family mascot, a Goldendoodle better recognized by strangers throughout Loveland than the individual members of my family.

On our summer trip to Boyd Lake State Park, we stayed at the Cottonwood campground for a breathtaking view of the lake. Cisco was allowed to come, but we had to keep him on a leash at all times. After a satisfying meal of fish, our entire family walked along the beach. Cisco and I led the way while my mom and sisters shuffled behind. Cisco always stopped and refused to move, looking back to make sure the others were still following. Once satisfied that everyone was together, he would turn back around and continue prancing with his golden boy curly locks waving in the chilly wind.

On the beach, Cisco “accidentally” got let off his leash and went running maniacally around the sand, unfettered and free. His pure joy as he raced through the sand made me forget about my AP Chem exam or my student council responsibilities. He brings a smile not only to my family members but everyone around him.

Cisco won’t live forever, but without words, he has impressed upon me life lessons of responsibility, compassion, loyalty, and joy. I can’t imagine life without him.

Word count: 701

I quickly figured out that as “the chosen one,” I had been enlisted by Cisco to oversee all aspects of his “business.” I learned to put on Cisco’s doggie shoes to keep the carpet clean before taking him out一no matter the weather. Soon after, Cisco decided that his shoes could be used as toys in a game of Keep Away. As soon as I removed one of his shoes, he would run away with it, hiding under the bed where I couldn’t reach him. But, he seemed to appreciate his footwear more after I’d gear him up and we’d tread through the snow for his daily walks.

One morning, it was 7:15 a.m., and Alejandro was late again to pick me up. “Cisco, you don’t think he overslept again, do you?” Cisco barked, as if saying, “Of course he did!” A text message would never do, so I called his dad, even if it was going to get him in trouble. There was no use in both of us getting another tardy during our first-period class, especially since I was ready on time after taking Cisco for his morning outing. Alejandro was mad at me but not too much. He knew I had helped him out, even if he had to endure his dad’s lecture on punctuality.

Another early morning, I heard my sister yell, “Mom! Where are my good ballet flats? I can’t find them anywhere!” I hesitated and then confessed, “I moved them.” She shrieked at me in disbelief, but I continued, “I put them in your closet, so Cisco wouldn’t chew them up.” More disbelief. However, this time, there was silence instead of shrieking.

Last spring, Cisco and I were fast asleep when the phone rang at midnight. Abuela would not make it through the night after a long year of chemo, but she was in Pueblo, almost three hours away. Sitting next to me for that long car ride on I-25 in pitch-black darkness, Cisco knew exactly what I needed and snuggled right next to me as I petted his coat in a rhythm while tears streamed down my face. The hospital didn’t usually allow dogs, but they made a special exception to respect my grandma’s last wishes that the whole family be together. Cisco remained sitting at the foot of the hospital bed, intently watching abuela with a silence that communicated more comfort than our hollow words. Since then, whenever I sense someone is upset, I sit in silence with them or listen to their words, just like Cisco did.

The other day, one of my friends told me, “You’re a strange one, Josue. You’re not like everybody else but in a good way.” I didn’t know what he meant at first. “You know, you’re super responsible and grown-up. You look out for us instead of yourself. Nobody else does that.” I was a bit surprised because I wasn’t trying to do anything different. I was just being me. But then I realized who had taught me: a fluffy little puppy who I had wished was a cat! I didn’t choose Cisco, but he certainly chose me and, unexpectedly, became my teacher, mentor, and friend.

Word count: 617

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

Writing process
Transition words
Passive voice
Paraphrasing

Communication

How to end an email
Ms, mrs, miss
How to start an email
I hope this email finds you well
Hope you are doing well

Parts of speech

Personal pronouns
Conjunctions

A standout college essay has several key ingredients:

A unique, personally meaningful topic
A memorable introduction with vivid imagery or an intriguing hook
Specific stories and language that show instead of telling
Vulnerability that’s authentic but not aimed at soliciting sympathy
Clear writing in an appropriate style and tone
A conclusion that offers deep insight or a creative ending

There are no set rules for how to structure a college application essay , but these are two common structures that work:

A montage structure, a series of vignettes with a common theme.
A narrative structure, a single story that shows your personal growth or how you overcame a challenge.

Avoid the five-paragraph essay structure that you learned in high school.

Though admissions officers are interested in hearing your story, they’re also interested in how you tell it. An exceptionally written essay will differentiate you from other applicants, meaning that admissions officers will spend more time reading it.

You can use literary devices to catch your reader’s attention and enrich your storytelling; however, focus on using just a few devices well, rather than trying to use as many as possible.

Most importantly, your essay should be about you , not another person or thing. An insightful college admissions essay requires deep self-reflection, authenticity, and a balance between confidence and vulnerability.

Your essay shouldn’t be a résumé of your experiences but instead should tell a story that demonstrates your most important values and qualities.

When revising your college essay , first check for big-picture issues regarding message, flow, tone, style , and clarity. Then, focus on eliminating grammar and punctuation errors.

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Writing Repository: The First-Year Essay

For Faculty
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The First-Year Essay
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Writing the First-Year Reflection Essay

Writing the First-Year Essay

WRITING THE FIRST-YEAR ESSAY

GATHER: Collect the basics about your coursework, co-curricular work (anything outside of your courses that relates to your studies) , and FWT information (if you have done it already) to begin.

List your areas of study so far:

List your favorite ideas, things, and/or figures in your studies so far (authors, artists, creators, scientists, historical figures, activists, inventors, movements, organizations, etc.). This list is a good way to gather examples for your 2-6 links in the essay:

OBSERVE: Fill in these sentences.

INQUIRY & RESEARCH: I’m curious about or I want to learn more about…

CREATE AND COMMUNICATE: I want to create/make/examine/test/explore…

ENGAGE: I have engaged with these people/sources/things/groups…

CONSIDER: Fill in these sentences.

I wish to develop my skills in…

I see parallels and connections between…

I thought that I understood…, but I discovered that I…

WRITING THE ESSAY

INTRODUCTION

You can begin the essay in a number of ways—with an anecdote, a memory, a fact, an observation, a quote, an idea, or a question.
Your audience is your Faculty Advisor and the Provost and Dean’s office, so the tone can be academic and personal.
You can organize your reflection in several ways: by answering each of the prompts in the Dean’s letter; by discussing your work thematically; by Capacity (engage, inquire, communicate, research, create), or by writing about courses, co-curricular work, and your FWT experience separately.
Do you have a main interest, question, or idea? For example: “My work at Bennington so far has focused on biology, but I’m also drawn to contemporary photography and its representations of the body.” A focus may emerge from a question, a problem, or an enthusiasm, but it’s not necessary at this point!

BODY PARAGRAPHS

The body paragraphs are a great place for you to add the 2-6 links to your work. You could link to essays, projects, artworks, videos, collaborations, homework, notes, etc.
Try to address each of the questions in the Dean’s letter. Most importantly, include specifics for each answer: quotes from texts you read; ideas, images, or facts; anecdotes from class discussion; details and evidence from your projects, research, or creations. Communicate to the reader a vivid picture of what your first term and FWT experiences have been like for you.
You can address any of these things: what you have discovered, created, and accomplished so far; the inquiries you have made and the challenges you have encountered; which skills you want to develop; what you wish to learn more about or research; what risks you have taken; what you want to make, test, examine; what you want to engage with more deeply; and, how your Field Work Term and co-curricular work connect to your studies.

CONCLUSION

• What else do you want to add to reflect upon your experiences thus far? What are you proud of? What personal or academic goals do you have?
• Which classes do you want to pursue in the coming years at Bennington? Are there faculty you want to work with next year?
• How can you end on a powerful note? As in your introduction, you might include an anecdote, a memory, a fact, an observation, a quote, an idea, or a question.

WRITING TIPS

The essay should be 3-5 pages long; it should be double-spaced and include a header with your name, advisor, and a title. It should include 2-6 links to samples of your work.
Make time to write a first draft. Often you will discover your best idea at the end of the first draft. Take that idea or argument, and put it in the first paragraph of your next draft. Then, take time to edit and proofread.
You may visit a Peer Writing Tutor or the professional ELL and Writing Tutor to work on your reflection essay: https://bennington.mywconline.com .
Share your essay with a friend. One of the best ways to edit your writing is to read it out loud; you will often hear your mistakes and be able to generate ideas to fix them.
Edit generalities like “Since the dawn of time, people have liked to tell stories.” Always use specifics!
If necessary, have you properly cited your quotations and evidence according to the expectations of your disciplines (MLA, APA, or Chicago styles)?
Check your punctuation. Have you accurately used commas, semicolons, quotation marks, colons, dashes, brackets, etc.?
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Last Updated: Jun 16, 2023 1:56 PM
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The First-Generation College Student Experience Essay

The term ‘first-generation college students’ is used to describe the scholars who are usually the first people in their immediate families to study in a college within the United States. The experiences of first-generation college students can be both positive and negative. Most first-generation students have some advantages and disadvantages when they are pursuing a college degree. Most first-generation students often face the challenge of adapting to an academic culture while they continue to maintain a connection with their cultural values and family customs. The difficult scenarios that surround the situations of first-generation college students are reflected by an article that appeared in the “New York Times”.

The article follows the experiences of three girls who are first-generation college students. Besides, all the girls who were featured in the article came from poor backgrounds and they could barely afford to pay for their college fees. According to the article, the scenarios surrounding first-generation college students are complicated by social, psychological, and financial factors. The three featured students are Melissa, Angelica, and Bianca. The author of the article that is titled “For Poor, Leap to College often ends in Hard Fall” theorizes that it is almost impossible for college students from poor backgrounds to make it through college. This paper uses Angelica’s case to show that first-generation students face difficult hurdles in their quest for a college education.

Melissa, Angelica, and Bianca were all gifted students in their formative levels of education. Furthermore, all three students were enrolled in a college-prep program because they showed better academic abilities when they were compared with their classmates. After enrolling in a college-prep program, all three students showed that they were able to accomplish all the college-related tasks that were presented to them. Angelica was an A-student throughout high school. Furthermore, Angelica managed to achieve an overall general point average of 3.9 over her four-year stint in college.

I believe that Angelica’s educational fortunes started to decline when she joined college. None of her other personal challenges including her poor background and her strained family relationships had managed to slow her down until she was rejected by Northwestern University. I think that after being rejected by her academic institution of choice, Angelica developed low self-esteem and decided to apply to one of the schools that had contacted her earlier. Although Angelica’s financial troubles could have been solved at Emory, her lack of additional support led her to lose her chance of attaining an affordable college education. I am convinced that a lack of finances was not Angelica’s main undoing. However, if her family, educators, and other mentors had ‘pushed’ her to follow up on her college routine, her academic fortunes would have fared better. It is also important to note that the lack of fees eventually prompted Angelica to drop out of college.

It is apparent that although financial troubles were a major obstacle to Angelica’s academic achievements, there were other contributing factors. In my opinion, Angelica’s humble financial background as the daughter of a Wal-Mart employee is the main barrier to her successful college experience. If Angelica’s family could pay for her college fees, it would have been possible for her to enjoy an alternative college experience. For example, it would have been possible for Angelica to pay the $40,000 tuition fee that was necessary to study at Emory without experiencing financial difficulties. Other than financial problems, Angelica also suffered from a lack of support from her family especially her mother. Angelica’s mother was her primary benefactor but because she did not have any experience dealing with college matters, she offered little help to her first-generation daughter. Angelica was a first-generation college student and she was likely to identify with the plight of her immediate family. Thereby, Angelica ended up neglecting her college commitments. From the article, it is clear that during Angelica’s stay in college she never fully embraced the persona of a college student. For example, Angelica kept omitting details in her application forms. In my view, Angelica’s quest for a college education was cut short by a series of barriers.

In my opinion, not all of the challenges that were faced by Angelica were avoidable. For example, Angelica could not change her and her family’s financial circumstances. Angelica lacked the financial resources that could have alleviated most of her college-related problems. However, I believe that as a first-generation college student Angelica could have eased most of her troubles by seeking the help of an experienced mentor or consultant. Although the latter would require payment, Angelica’s financial troubles could have been eased by seeking consultation services. Therefore, Angelica would have been able to avoid most of the mistakes that she made during her initial application to Emory. Alternatively, Angelica could have personally contacted Emory’s administration for a detailed explanation of the institution’s application procedures. However, Angelica complicated her situation by adopting a complacent attitude after she found out that her financial burden could be eliminated.

Various interventions could have helped avert Angelica’s college-related difficulties. The college-prep program that Angelica was enrolled in high school only took care of her intellect/academic based needs. However, the prep program could have covered college-application procedures. Colleges do not only focus on academic performance when admitting students into their institutions. It would have been beneficial for Angelica to find out what college-application situations favored her particular conditions such as her gender, race, location, and finances. Angelica would also have sought advice from mentors who were familiar with the college admission procedures as she was a first-generation student. Seeking mentorship would have ensured that Angelica was prepared for her college experience both mentally and financially. I would advise Angelica to retrace her steps and go back to Emory. Emory is a college that takes care of the students who lack the financial abilities to finance their education. Furthermore, the college has been helpful but Angelica has not shown the institution’s administration her determination and cooperation.

I have encountered challenges that are associated with being a first-generation college student. When I was applying for college, it was hard to get information that could help me. However, unlike Angelica, I turned to all sources of information to avoid making a mistake. For instance, I spent a lot of time on the internet seeking information about applying to universities abroad. Furthermore, I called some friends who were studying abroad and enquired about application procedures. My parents were not sympathetic to my decision to attend college mostly because they do not have much value for a college education. Nevertheless, unlike Angelica, I have not faced any financial difficulties during my college experience.

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IvyPanda. (2021, January 27). The First-Generation College Student Experience. https://ivypanda.com/essays/the-first-generation-college-student-experience/

"The First-Generation College Student Experience." IvyPanda , 27 Jan. 2021, ivypanda.com/essays/the-first-generation-college-student-experience/.

IvyPanda . (2021) 'The First-Generation College Student Experience'. 27 January.

IvyPanda . 2021. "The First-Generation College Student Experience." January 27, 2021. https://ivypanda.com/essays/the-first-generation-college-student-experience/.

1. IvyPanda . "The First-Generation College Student Experience." January 27, 2021. https://ivypanda.com/essays/the-first-generation-college-student-experience/.

Bibliography

IvyPanda . "The First-Generation College Student Experience." January 27, 2021. https://ivypanda.com/essays/the-first-generation-college-student-experience/.

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Free My First Year in College Essay Sample

My life changed totally as I moved from high school to college. It was totally different from the high school experience I was used to. From change in class work in relation to change of subjects to the home life I was used to. To say the least, the experience I had was an eye opener in many ways.

The longest time I had ever lived away from home was a two week seminar I had attended in Minnesota during science congress and so was not accustomed to living on my own. I had no good experience living on my own. I was used to getting instruction from my parents, and now? I had my own space and all the freedom in the world. This made me feel overwhelmed. I felt lonely as I knew no one and so I was homesick most of the first weeks. To be frank, I struggled to heal my homesick problem as I could not find the peace of my heart I felt I missed; from my parents, siblings and my neighborhood. For the first two months I used to call home every day and this made me miss my parents the more. It hurt more when they said, "Victor, the house feels so empty without you."

College classes were also different from high school ones, the 'new courses' seemed to be more difficult the high school ones. I realized that all my homework was meant to be done outside class and that it was up to me to get to the library and do the necessary assignments. Here in college, I also had to get used to continuous assessment tests unlike in high school. This is a big burden but I must say that I had to put more effort and I can see the fruits. My first semester as a college student meant that I had to adapt to a totally new style of learning.

The decision to go away to college was one of the best decisions I have ever made. It made me grow up from my 'parents nest' and explore the world outside my home. I learned to stay on my own, met and made faraway friends and above all acquire knowledge that I am looking forward to start my career on. It set the pace for me to start adapting to different situations for the rest of my life. Am really grateful not only to my parents for taking to college but also to my lecturers for imparting knowledge and making me understand the world around me.

The initial shock of living independently gradually evolved into a valuable lesson in self-reliance. Navigating through the challenges of daily life without the familiar support system forced me to develop practical skills and a resilient mindset. From managing finances to doing laundry, each task became a small victory in my journey towards adulthood.

The social aspect of college life was equally enlightening. Making friends from diverse backgrounds expanded my worldview and exposed me to perspectives I had never considered. The bonds formed during that first year became a crucial support network, helping to alleviate the initial loneliness. Collaborating on assignments and sharing experiences created a sense of camaraderie that enriched my overall college experience.

Beyond the academic rigors, extracurricular activities played a significant role in shaping my college narrative. Joining clubs and participating in events allowed me to discover new interests and hone skills outside the classroom. It was through these experiences that I realized the importance of a well-rounded education, where personal growth goes beyond textbooks and lecture halls.

As I delved deeper into my chosen field of study, internships and practical projects became integral components of my learning journey. The hands-on experience provided a real-world application of theoretical knowledge, bridging the gap between academia and industry expectations. These opportunities not only enhanced my understanding of the subject matter but also laid the groundwork for future career endeavors.

Looking ahead, the challenges and triumphs of that first year continue to shape my approach to life and learning. The foundation built during those initial months in college remains a solid base for the ongoing pursuit of knowledge and personal development. The journey is ongoing, with each semester presenting new opportunities for growth, exploration, and the acquisition of skills that extend beyond the confines of a classroom.

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My First Year College Experience: I’m Glad My Teachers Went with Me

a college student sitting on stairs outside

As I was packing to leave for college and be away from home for the first time, I remember feeling nervous and uncertain about whether I was truly ready for this big step. Out of the corner of my eye, I saw a particular journal sitting on my dresser that I had meant to leave behind. For some reason though, I couldn’t, so I swept it into my backpack. That journal ended up giving me the confidence I needed throughout all four years of college.

This journal was not simply a diary or a place for my thoughts. It was where all my past teachers were able to speak to me.

My First Year College Experience

At the end of every school year, my mom would pass this journal around to my teachers. Each teacher wrote a short letter that included words of affirmation, accomplishments in class, and good wishes for my future. My mom would then take a picture of me with each teacher and place that picture beside their letters.

As a child, this yearly tradition was something that simply happened at the end of the school year, almost like a chore. Now that I am out of school, this journal is one of my most treasured possessions.

While it is fun to look over what my teachers wrote about me in elementary school and grimace at my early 90s outfits (Overalls? Really?), the letters that resonate with me the most come from the teachers who knew me when I was a teenager. Their insight and encouragement when I was awkward and still figuring out my life path became the words I would need during similar times of uncertainty in college.

When I got to my senior year of high school, I had the realization of “this is it.” This is the last year I will be collecting these letters. I read the final letters and even flipped through the journal, seeing the faces of my teachers and recalling forgotten moments in class.

My Teacher Journal

I thought that was the end of my journey with my teacher journal. However, then came the moment where I swept it into a backpack to take with me to college. I think deep down I knew I would need it. While encouraging words from friends and family are always welcome, there is something about knowing your teachers stand behind you that gives you a different level of confidence in your ability to learn and succeed.

The first time I ever opened the journal in college was in the first week of classes. I was overwhelmed, alone, and doubting myself every which way I turned. Classes seemed hard, making friends even harder, and being on my own downright impossible.

The journal sat patiently waiting on my bookshelf. I remember reading each and every letter, even the one from my Spanish teacher, in Spanish of course. Their words gave me a surge of confidence. The voices of my teachers throughout the years, telling me in one symphonious voice: We believe in you .

‘We Believe in You’

I needed them in that moment to remind me why I should believe in myself. In this journal, I get to see the girl I was and compare her to the woman I have become. I think about how these teachers saw this potential in me that I had not yet seen myself.

Parents, if you’re looking for a meaningful graduation gift for your teenager, this might just be the ticket. One day—and that day will come sooner than you expect—your kids may need their teachers again. The first year college experience can be a difficult rite of passage, even for kids who are excited to go away to college. A journal filled with their encouraging words may be just what they need to get through a rough patch. They will be glad to always have their teachers’ words on their bookshelves, filled with proof of their own potential and ability to grow.

Lindsey Fischer is a freelance writer and a graduate of the Masters of Arts in Creative Writing program from Ohio University.

One ER Doctor Has a Warning: College Campuses Can Be Dangerous Places

The first-generation experience: graduating students reflect on their collegiate experience

April 17, 2024
Mariam Abaza

Graduation is especially significant for first-generation students, who have endured numerous obstacles to get to college and finish college. Credit: Abby Fricke | Managing Editor for Design

Turning the tassel is a significant moment for everyone, especially for those first in their family to ever do so.

First-generation students, or students whose parents didn’t complete a four-year degree, often encounter financial and informational barriers that make getting to college an obstacle and graduating even moreso. In 2020, 19% of the anticipated class of 2024 was first-generation, according to the Office of Academic Affairs .

“I was granted a once-in-a-lifetime opportunity to break generational curses,” Brian Finley, a graduating fifth-year in air transportation, said.

As graduating first-generation students prepare to leave campus, many reflected on the obstacles they encountered, and how they prevailed to ultimately earn their degrees.

“Attending college as a first-gen student presented its own set of hurdles, from adjusting to the academic environment to navigating the social aspects of campus life,” Sarah Al-Hashemi, a fourth-year in public health, said. “Despite the obstacles, I like to think that I approached each challenge with determination knowing that my education was not only for myself but also for my family.”

The experiences of first-generation students are defined by their families, and this is often translated into feelings of high pressure, according to Aalissia Thomas, a graduating third-year in psychology.

“It’s hard to lean on our families and going [to college] has all of these unsaid expectations,” Thomas said. “Being the one whose experience will determine if your family goes to college is hard. It’s a feeling only a first-gen can explain.”

Thomas said first-generation students can also struggle to share their collegiate difficulties with family, creating a sense of isolation and causing them to search for an alternative support system.

“While my family has encouraged me every step of the way, they often don’t know what to say, or what I’m even talking about,” Thomas said. “I remember having financial aid issues, and the first thing I did was call my mom. By the time I had explained to her what the process was, I was more upset than when the issue started, which is no fault to her, it’s just our reality. I’m the first to go to college and teach them as I learn.”

For Thomas, she felt like she was not only teaching her family about college but also herself, which she viewed as her “main obstacle.”

“Most students learn how to study and take notes, but for me, I had to learn true independence because I had no one to tell me about what they experienced in college, how they messed up and how I will sometimes,” Thomas said.

Navi Draper, a graduating third-year in social work, encountered similar problems regarding familial advice during the undergraduate process.

“When you’re a first-gen, you must look for outside resources because just like college is new to you, it is new to your family also,” Draper said.

Al-Hashemi said she had to find resources at Ohio State to be successful.

“I found myself navigating this process largely on my own initiative and with reliance on external resources,” Al-Hashemi said. “While these challenges initially seemed daunting, they fostered a sense of independence, resilience and resourcefulness. I was able to learn how to proactively seek out information and utilize available resources.”

A popular resource for first-generation students is the Young Scholars Program. According to the website , the program offers precollege preparation, group and one-on-one mentorships, guided major and career exploration and college planning tools.

Other students, like Finley, have benefited from the Young Scholars Program within the Office of Diversity and Inclusion, which walks low-income, first-generation students through the college application process and offers a community as well as resources for these students once they come to Ohio State.

For Finley, the scholars program was “paramount” in his journey as a first-generation student.

“Applying to college was relatively easy due to my Young Scholars Program city coordinator helping me,” Finley said. “YSP does a really good job at transitioning students and helping them navigate things.”

Al-Hashemi is also a member of the program and said the workshops offered by it and the Office of Diversity and Inclusion played a “pivotal role” in helping her adjust to college life.

“ODI offered a variety of workshops and informational sessions that were tailored to the needs of first-gen students like myself. These sessions covered a wide range of topics, from academic skills to career development,” Al-Hashemi said. “You are not alone in your journey. There are numerous resources available on campus to support you.”

Draper said making sure that students prioritize their mental health is important for first-generation students.

“Take time for yourself and never stop doing the things you love,” Draper said. “You are here for a reason. Everyone has a reason. Never lose sight of that reason.”

Both Al-Hashemi and Thomas advised creating a support system early, either through friendships or mentorships.

“Establish your support system as soon as possible. People with college experience, older peers, anyone, that way when things get hard you have people to turn to,” Thomas said.

Al-Hashemi also said to “never underestimate” connecting with other first-generation students.

“You may find strength and support in sharing experiences and strategies with peers who are navigating similar challenges as you,” Al-Hashemi said.

Despite the obstacles that accompany first-generation students, they must remain resilient, Finley said.

“Stay unconquerable. There will be many things that will try to derail you, but you have to keep pushing. Everyone’s journey is different, it took me five years to graduate, but it’s all about finishing the race and staying motivated,” Finley said.

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My First Year College Experience
My first year college experience gave me a lot of lessons, which I'll discuss in this essay. Thesis statement: While there are many things that I learned, the most notable is the upkeep of a positive mindset and motivation levels, the usage of a planner, and the importance of college organizations and clubs.
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This college essay tip is by Abigail McFee, Admissions Counselor for Tufts University and Tufts '17 graduate. 2. Write like a journalist. "Don't bury the lede!" The first few sentences must capture the reader's attention, provide a gist of the story, and give a sense of where the essay is heading.
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Flexibility, transition, and change are all words that describe what you will experience. Laurie Hazard and Stephanie Carter (2018) 6 use the word adjustment. Hazard and Carter (2018) believe there are six adjustment areas that first-year college students experience: academic, cultural, emotional, financial, intellectual, and social.
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Research and create a basic outline as you go. Roll research and the initial outlining process into one simple step. As you research, create an info dump—a bullet-pointed list of the topics you want to cover. Add links to articles and citations as you go so you can refer to them easily. Figure out what you want to say.
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At this halfway point, I have decided to write a reflection post on my first year at Carleton. My first day of freshman year! I recognize that my freshman experience—and that of the entire class of 2023—was unique due to the circumstances brought on by the pandemic. But here goes, anyway. First, freshman year was harder than I had expected.
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The essay should be 3-5 pages long; it should be double-spaced and include a header with your name, advisor, and a title. It should include 2-6 links to samples of your work. Make time to write a first draft. Often you will discover your best idea at the end of the first draft. Take that idea or argument, and put it in the first paragraph of ...
The First-Generation College Student Experience Essay
The term 'first-generation college students' is used to describe the scholars who are usually the first people in their immediate families to study in a college within the United States. The experiences of first-generation college students can be both positive and negative. Most first-generation students have some advantages and ...
My First Year in College Essay Example
Free My First Year in College Essay Sample. My life changed totally as I moved from high school to college. It was totally different from the high school experience I was used to. From change in class work in relation to change of subjects to the home life I was used to.
My First Year College Experience
919 Words. 4 Pages. Open Document. First Year College Experience The first year of college comes with many changes and challenges. These changes can include the food in the cafeteria, study habits, time management skills, and much more. Every student has to find their own way to handle the first year and determine what works best for them.
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Whether the student realizes it or not, he has just entered the purgatorial zone of the first-year college experience. If the student survives this academic hazing, he or she will have learned two important lessons that will prove invaluable over the tenure of the college expe- rience: (1) College is not high school; one cannot just
My First Year College Experience: I'm Glad My Teachers Went with Me
The first year college experience can be a difficult rite of passage, even for kids who are excited to go away to college. A journal filled with their encouraging words may be just what they need to get through a rough patch. They will be glad to always have their teachers' words on their bookshelves, filled with proof of their own potential ...
Essay On First Year College Experience
Essay On First Year College Experience. 760 Words4 Pages. The First Year College Experience New experiences are ahead for you and they might be difficult. You may want to give up right away but there 's so much in college you can experience. You can have fun in the process of doing so, college is a place where you can be yourself without anyone ...
(PDF) "My First Year in The University": Students' Expectations
This study aimed to explore students' first year e xperience to provide insight s that may prove to b e useful for. institutional policy and practice. A semi -structured interview was conducted ...
First Year of College Experience Free Essay Example
First Year of College Experience. Categories: College College Education College Life Experience In College. Download. Essay, Pages 7 (1664 words) Views. 2280. Senior year of high school is one of the most important years of a student's life. Students often spend senior year enjoying every second that is left of high school.
Reflection On My First Year in College Free Essay Example
First Year of College Experience Pages: 6 (1664 words) How to Survive the First Year of College? Pages: 2 (575 words) Science is all around us from year to year we hear about Pages: 4 (1038 words) Chinese New Year: Favorite Holiday Of The Year Pages: 3 (845 words) Creating a Powerful First Impression on Your College's First Day Pages: 5 (1252 ...
PDF First-Year Experience Handbook
writing essays, students will be expected to demonstrate an understanding of college level success skills. Class incorporates technology and information literacy skills. Satisfies G.E. area E1. MDIS 1200, Stanislaus First-Year Experience Seminar - 3.0 units . Introductory first-year seminar linked with a section of English 1000 or
The First Year of University Life Free Essay Example
The First Year of University Life. Categories: College Life Higher Education My University Life University. Download. Essay, Pages 3 (697 words) Views. 6986. I still remember the first day as if it was yesterday. All so fresh in my memory. Butterflies in my stomach, that feeling of crossing streets alone and taking the Jammie without even ...
The first-generation experience: graduating students reflect on their
The experiences of first-generation students are defined by their families, and this is often translated into feelings of high pressure, according to Aalissia Thomas, a graduating third-year in ...

My First Year College Experience

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