berkeley essay prompts

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University of California, Berkeley | UC Berkeley’s 2023-24 Essay Prompts

Select-a-prompt short responses.

Please respond to any 4 of the 8 questions below.We realize that not all questions apply to all applicants, so be sure to select the 4 questions that you believe give us the best information about you.All 8 questions are given equal consideration in the application review process. Responses to each question should be between 250-350 words.

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

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

Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

What will first-time readers think of your college essay?

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Personal Insight Questions

As a vital part of your application, the personal insight questions—short-answer questions you will choose from—are reviewed by both the admissions and scholarship offices., at berkeley we use personal insight questions to:.

• Discover and evaluate distinctions among applicants whose academic records are often very similar
• Gain insight into your level of academic, personal and extracurricular achievement
• Provide us with information that may not be evident in other parts of the application

What we look for:

• Initiative, motivation, leadership, persistence, service to others, special potential and substantial experience with other cultures
• All achievement in light of the opportunities available to you
• How you confronted and overcame your challenges, rather than describing a hardship just for the sake of including it in your application
• What you learned from or achieved in spite of these circumstances

Academic achievement

For first-year applicants:

• Academic accomplishments, beyond those shown in your transcript

For transfer students:

• Include interest in your intended major, explain the way in which your academic interests developed, and describe any related work or volunteer experience.
• Explain your reason for transferring if you are applying from a four-year institution or a community college outside of California. For example, you may substantiate your choice of a particular major or your interest in studying with certain faculty on our campus.

How to answer your personal insight questions

• Thoughtfully describe not only what you’ve done, but also the choices you have made and what you have gained as a result.
• Allow sufficient time for preparation, revisions, and careful composition. Your answers are not evaluated on correct grammar, spelling, or sentence structure, but these qualities will enhance overall presentation and readability.

If you are applying…

• Your intended field of study
• Your interest in your specific major
• Any school or work-related experience
• for a scholarship, we recommend that you elaborate on the academic and extracurricular information in the application that demonstrates your motivation, achievement, leadership, and commitment .
• Discuss how the program might benefit you
• Tell us about your determination to succeed even though you may have lacked academic or financial support

Keep in mind

You can use the Additional Comments box to convey any information that will help us understand the context of your achievement; to list any additional honors awards, activities, leadership elements, volunteer activities, etc.; to share information regarding a nontraditional school environment or unusual circumstances that has not been included in any other area of the application. And, finally, after we read your personal insight questions, we will ask the question, “What do we know about this individual?” If we have learned very little about you, your answers were not successful.

• Personal Insight Questions (University of California)
• Personal Insight Question Writing Tips
• Leadership (video)
• What Leadership Looks Like

Prompt's How-to Guide for the UC Berkeley Personal Insight Questions

Uc berkeley's peronal insight essay prompts, and how to ace them (2020-2021)..

UC Berkeley requires you to write four mini-essays of 350 words out of eight prompts. This is hard because writing short is hard. Luckily, we Prompt have some tips for you — form our long experience helping applicants succeed.

We’ve listed the prompts below, adding a category for each in bold. These categories should make it easier to see what differentiates each question at a glance.

But first, some helpful tips from us at Prompt . We want you to ace this.

• Tip #1. Think about you, THEN choose your 4 prompts: All eight prompts are really trying to uncover one big question —will you succeed in college and beyond?Take some time to brainstorm that. Only once you’ve got something to say should you decide which prompts will best let you say it.
• Tip #2. Or don’t choose: Another way to go about these essays is to brainstorm answers for each question. Even do a round or two of brainstorming, with creativity-enhancing breaks in between. Once you’ve got a bunch of ideas down, you can see which prompts have generated your most promising thoughts.
• Tip #3. Get feedback: There’s nothing more powerful for a writer than access to good feedback. Ask a few people you know well and respect to give you some. And if you like the idea of personalized guidance from people who’ve done this thousands of times, get started here .

UC Berkeley personal insight questions 2020-2021

• Leadership experience: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.
• Creative side: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
• Talent/skill: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
• Educational opportunity/barrier: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
• Challenge: Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
• Academic subject: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
• The world a better place: What have you done to make your school or your community a better place?
• What makes you stand out: Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?
• [The “additional comment” field.]

You need to answer four of these eight questions.

Each essay should be no more than 350 words.

A note on the additional comment field:

According to UC, you should use this space if:

• You have faced unusual circumstances (for example, related to COVID-19), OR
• There’s something that might be unclear elsewhere in your application.

Our advice at Prompt is to use the “additional comment” box only if you’ve been up against something truly extraordinary.

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Essays help us learn about who you are as a person and how you will add to our community. We seek candidates from a broad range of industries, backgrounds, cultures, and lived experiences.

Our distinctive culture is defined by four key principles - Question the Status Quo, Confidence Without Attitude, Students Always, and Beyond Yourself. We encourage you to reflect on your experiences, values, and passions so that you may craft thoughtful and authentic responses that demonstrate your alignment with our principles. 

Below are the required essays, supplemental essays, and optional essays for the Fall 2023-2024 application cycle. 

Required Essay #1

What makes you feel alive when you are doing it, and why? (300 words maximum)

Required Essay #2

How will an MBA help you achieve your short-term and long-term career goals? (300 words max)

Required Essay #3 - Video

Required Essay #4 - Short Answer

Optional Essays

The admissions team takes a holistic approach to application review and seeks to understand all aspects of a candidate’s character, qualifications, and experiences. We will consider achievements in the context of the opportunities available to a candidate. Some applicants may have faced hardships or unusual life circumstances, and we will consider the maturity, perseverance, and thoughtfulness with which they have responded to and/or overcome them.

Optional Information #1

We invite you to help us better understand the context of your opportunities and achievements.

Optional Information #2 

Supplemental Information

• If you have not provided a letter of recommendation from your current supervisor, please explain. If not applicable, enter N/A.
• Name of organization or activity
• Nature of organization or activity
• Size of organization
• Dates of involvement
• Offices held
• Average number of hours spent per month
• List full-time and part-time jobs held during undergraduate or graduate studies indicating the employer, job title, employment dates, location, and the number of hours worked per week for each position held prior to the completion of your degree.
• If you have ever been subject to academic discipline, placed on probation, suspended, or required to withdraw from any college or university, please explain. If not, please enter N/A. (An affirmative response to this question does not automatically disqualify you from admission.)

Video: Extracurricular Supplement Tips

Senior Associate Director of Full-time Admissions, Cindy Jennings Millette, shares how we look at, and evaluate, extracurricular and community involvement.

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How to write the “why berkeley law” essay with examples.

Reviewed by:

David Merson

Former Head of Pre-Law Office, Northeastern University, & Admissions Officer, Brown University

Reviewed: 12/20/23

Getting ready to write your "Why Berkeley Law?" essay? In this blog, we'll offer tips and examples to help you write a standout essay.

When applying to Berkeley Law , one of the most crucial components of your application is the optional essay. This essay provides you with an opportunity to express your genuine interest in the school and explain why you are a perfect fit. 

In this comprehensive guide, we will delve into strategies for crafting an effective "Why Berkeley Law?" essay, explore examples of successful essays, and address frequently asked questions.

Writing the "Why Berkeley Law?" Essay

If you’re applying to Berkeley’s Public Interest Scholars Program , you'll find an optional essay prompt that gives you up to 350 words to answer the following question:

“Tell us more about your interest in Berkeley Law. What makes our school a good fit for you in terms of academic interests, programmatic offerings, and learning environment?” 

Let's explore how you can effectively respond to it. 

Discover What Sets Berkeley Law Apart

Berkeley Law has a rich history and a lot to offer prospective students. When tackling this extra essay, be sure to explore the school's traditions, the variety of programs it offers, and the unique qualities that align with your academic goals. 

Reflect on Academic Goals

Now, take a moment to think about your academic goals, including what you want to achieve in the short term and the long term. Think about the specific academic interests that have drawn you to Berkeley Law. Explore how the school's academic offerings can help you reach these goals.

Are there specific courses, areas of study, or research chances that align with your interests? Make sure to express these connections clearly in your essay to demonstrate how well your academic aspirations match with Berkeley Law.

Forge a Regional Connection

The Bay Area is a thriving legal hub, but breaking into it can be challenging without prior connections. If your goal is to practice law in California , don't hesitate to mention it in your essay. Take it a step further by aligning yourself with a specific Bay Area population or legal specialization, such as tech law.

Embrace Diversity and Activism

Berkeley prides itself on its diversity and rich tradition of activism, like the historic Free Speech Movement. Incorporate this culture into your essay to show your appreciation for a vibrant and inclusive campus if you want to stand out. 

Though this isn’t necessarily a diversity essay , it is a good idea to highlight any personal experiences or values that demonstrate your commitment to diversity and social justice. Whether it's through your own background, extracurricular activities, or future aspirations, make it clear that you'll actively contribute to and benefit from Berkeley's diverse community.

Highlight Leadership and Initiative

Berkeley values students who take the lead and make a positive impact. Share examples of your leadership roles, whether in school, work, or community organizations. Highlight instances where you took the initiative to solve problems or create positive change. Demonstrating your potential to contribute actively to the Berkeley community will strengthen your essay.

Connect Your Past Experiences to Future Goals

Your essay should tell a story of your academic and personal journey, culminating in your desire to attend Berkeley. Explain how your past experiences have shaped your ambitions and why Berkeley is the ideal place to continue your growth. Discuss specific resources or opportunities that will help you achieve your long-term goals.

Be Authentic and Reflective

Lastly, be yourself in your essay. Berkeley is looking for authentic individuals who can contribute to their diverse and intellectually vibrant community. 

Share your true passions, values, and aspirations. Reflect on your experiences and insights, and don't be afraid to acknowledge the challenges or setbacks you've faced. A genuine, thoughtful essay will make a lasting impression.

Structuring Your "Why Berkeley Law?" Essay

To effectively write the essay prompt, make sure to follow a structured approach:

Introduction (Approx. 50-75 words)

• Start by introducing yourself and your intention to join Berkeley Law.
• Mention your passion for public interest law and why you are excited to apply.

Academic Interests (Approx. 75-100 words)

• Talk about your academic interests and how they align with Berkeley Law's offerings.
• Highlight specific courses or professors that pique your interest.

Programmatic Offerings (Approx. 75-100 words)

• Explain why the Public Interest Scholars Program stands out to you.
• Discuss how the program's features, like mentorship or clinics, will benefit your career goals.

Learning Environment (Approx. 75-100 words)

• Describe what you admire about Berkeley Law's learning environment.
• Mention the diverse community and the emphasis on activism, and explain why these aspects resonate with you.

Conclusion (Approx. 25-50 words)

• Summarize your main points and reiterate your enthusiasm for Berkeley Law.
• Express your eagerness to contribute to the Berkeley Law community and make a difference in public interest law.

This approach will help you effectively convey your genuine interest in Berkeley Law's Public Interest Scholars Program within the 350-word limit.

Mistakes to Avoid in Your “Why Berkeley Law” Essay

As you work on your essay, it's crucial to steer clear of common mistakes that could hinder your application's impact.

• Generic Responses : Avoid generic statements that could apply to any law school. Your essay should be tailored to Berkeley Law specifically.
• Lack of Specifics : Provide concrete examples and specifics about Berkeley Law and how they relate to your goals.
• Negativity : Refrain from negative comments about other law schools or institutions.
• Ignoring the Word Limit : Stick to the specified word limit. Admissions committees appreciate applicants who can communicate concisely.

Examples of Successful “Why Berkeley Law” Essay

In this next part, let's dive into “Why Berkeley?” law essay examples that really hit the mark, demonstrating the applicants' genuine alignment with the school's ethos, academic programs, and dedication to public interest law.

Example Essay #1

“As an aspiring public interest attorney, Berkeley Law's commitment to social justice and its extensive programmatic offerings make it the ideal institution for me. From my research, it's clear that Berkeley Law's values align perfectly with my passion for advocating for marginalized communities. The Public Interest Scholars Program, in particular, stands out as an opportunity to further my commitment to public service.

Berkeley Law's wide array of clinics and centers, such as the Policy Advocacy Clinic and the International Human Rights Law Clinic, strongly resonates with my academic interests. These hands-on experiences will allow me to apply legal theory to real-world situations, honing my skills while making a meaningful impact on the lives of those in need. Additionally, the Pro Bono Program's emphasis on community service deeply aligns with my commitment to giving back.

The vibrant and inclusive learning environment at Berkeley Law is another compelling reason for my interest. The diverse student body and faculty create a dynamic atmosphere where I can learn from different perspectives and foster a global understanding of legal issues. The Berkeley Law community's dedication to activism and the Free Speech Movement is particularly appealing, as it mirrors my own desire to be a catalyst for change and contribute to a more just society.

‍ In my pursuit of a legal career focused on public interest, Berkeley Law's dedication to fostering social justice and providing extensive resources for students aligns perfectly with my aspirations. I am eager to engage with the Berkeley Law community, contribute to its legacy of activism, and take full advantage of the opportunities it offers to develop into an effective public interest attorney.”

Why This Essay Was Successful

This essay succeeded because it showed that the applicant's goals match what Berkeley Law offers. They clearly expressed their passion for public interest law and mentioned specific programs and opportunities at the school that interested them. 

They also talked about how Berkeley Law's diverse community and commitment to activism aligned with their values. Overall, the essay made a strong case for why the applicant would be a good fit for Berkeley Law.

Example Essay #2

“Berkeley Law is the epitome of my academic and professional aspirations as a future public interest attorney. Its exceptional academic offerings, programmatic diversity, and commitment to social justice have convinced me that this is where I belong.

My academic interests lie in environmental justice and sustainable development. Berkeley Law's esteemed Environmental Law Program, renowned for its interdisciplinary approach and impactful research, perfectly aligns with my goals. I am eager to engage with faculty members such as Professor [Faculty Name], whose work on environmental justice has been a constant source of inspiration for me.

Furthermore, the Public Interest Scholars Program is the embodiment of my career aspirations. It offers unparalleled resources and mentorship opportunities that will not only help me refine my legal skills but also empower me to make a meaningful difference in disadvantaged communities. The program's emphasis on experiential learning through clinics and community engagement resonates deeply with my commitment to public service.

The Berkeley Law community's dedication to diversity and activism is also a significant draw for me. Having been an advocate for social justice throughout my undergraduate years, I am excited about the prospect of contributing to Berkeley's legacy of activism and making a positive impact on pressing societal issues.

In conclusion, Berkeley Law's academic excellence, programmatic offerings, and unwavering commitment to social justice make it the perfect fit for my academic and career goals. I am enthusiastic about the prospect of joining the Berkeley Law community, where I can harness my passion for public interest law to effect change and promote justice for marginalized communities.”

This essay succeeds because it shows a strong match between the applicant's goals and Berkeley Law. They clearly express their interest in environmental justice and sustainable development and explain how Berkeley Law's programs align with these goals. 

The essay also mentions a specific faculty member who inspires them, demonstrating their genuine interest in the school. Additionally, the writer emphasizes their commitment to hands-on learning and public service, which fits well with Berkeley Law's offerings. 

Finally, they express their excitement about contributing to the school's diversity and activism, making a strong case for why they are a good fit for Berkeley Law.

Navigating the application process for Berkeley Law can be complex, but our FAQ section is here to provide you with clear and concise answers to your most pressing questions.

1. What Makes Berkeley Law School Unique?

Berkeley Law stands out for its commitment to academic excellence, social justice, and innovation. It offers a diverse range of courses, renowned faculty, and numerous clinics and centers focused on various legal fields.

2. What Is the Mission Statement of Berkeley Law?

Berkeley Law's mission is to educate leaders who will contribute to the development of law and society. They aim to promote diversity, inclusion, and equity while fostering a supportive and collaborative community.

3. What Is the Optional Essay for Berkeley Law?

Berkeley Law provides an optional essay prompt that allows applicants to address any aspects of their application they wish to clarify or expand upon. While it's not required, it can be a valuable opportunity to provide context if needed.

Writing the "Why Berkeley Law?" essay requires thoughtful reflection and a deep understanding of what makes Berkeley Law unique. By following the strategies outlined in this guide and studying successful examples, you can craft an essay that not only impresses the admissions committee but also conveys your genuine enthusiasm for joining the Berkeley Law community. 

Remember to be specific, passionate, and authentic in your writing, and best of luck with your application!

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MIMS Admissions: Essays

Crafting your essays can be challenging: What should I include? How do I craft a response that accurately describes me? How do I demonstrate that MIMS is the right program for me? If any of these questions make you nervous, don’t fear! The good news is that writing your essays is completely within your control. Regardless of your GPA, work experience, or what your recommenders say — your essays are a blank slate. This is your chance to add another dimension to your application and spark the admission committee’s interest. Who are you as an individual? What are you most passionate about? What will you bring to our community? How do your goals connect with the MIMS program and the I School?

Statement of Purpose

The Statement of Purpose is your opportunity to convince us that you belong uniquely in MIMS. This statement should focus on your preparation, experience, career goals, and reasons for choosing MIMS. The most successful statements convey strong motivation, competence, and potential as a graduate student.

Be specific. Make it clear, with examples, that you understand MIMS and that you are certain MIMS is the right program for you. Clearly define your goals and convey how MIMS will help you achieve them.

Your statement should be clear and concise. We recommend you aim for 1–2 pages with well-selected words rather than a longer essay with less clarity and poor organization.

Once you have a draft, ask for feedback from someone who knows you well.

Need more guidance? Check out Graduate Division’s Guide to Writing the Statement of Purpose , Preparing Your Application for Graduate School , and Getting into Graduate School recordings .

Personal History Essay

The Personal History Statement is a chance for you to connect with us on a more personal level. Although the content of this essay is a bit more open ended, we encourage you to address one or several of the prompts below:

• How you have overcome barriers to access higher education
• How you have come to understand the barriers faced by others
• Your academic service to advance equitable access to high education for women, racial minorities, and individuals from other groups that have been historically underrepresented in higher education
• Your research focusing on underserved populations or related issues of inequality
• Your leadership among such groups

The Personal History Essay is your opportunity to share any experiences that show your promise, initiative, and ability to persevere despite obstacles. It should complement, not duplicate, the content in your Statement of Purpose.

If there is something important that happened to you that affected your grades, such as poverty, illness, or excessive work, state it. Write it affirmatively, demonstrating your perseverance and determination.

If the creative juices just aren’t flowing, there’s no reason to waste your time running in place. Instead, use this time to start working on other parts of your application. Or, step away completely and take a breather.

Need more guidance? Check out the Graduate Division’s Guide to Writing the Personal Statement , Preparing Your Application for Graduate School , and Getting into Graduate School recordings .

Short Answer Essay

The Short Answer Essay is a short response to this question:

What is the most interesting information problem you have ever solved? Explain why it was interesting and how you solved it.

The most successful essays clearly illustrate candidates’ quantitative aptitude, problem solving abilities, and written communication skills.

Reflect on your professional and/or academic experiences to identify one specific, impactful example that showcases your analytical skills.

As you guessed from the essay name, this response is meant to be short! Limit your response to 300 words or less.

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September 12, 2023

2023-2024 University of California Essay Prompts: Berkeley, UCLA, and UCSD

The University of California schools have released their 2023-2024 essay prompts for applicants to the Class of 2024. Unlike most highly selective universities, the UC schools are not members of The Common Application — the school has its own application .

Just like in previous years, applicants to the University of California, Berkeley , the University of California, Los Angeles , the University of California, San Diego , and the seven other UC institutions must answer four essay prompts out of a batch of eight options. So, what are this year’s essay prompts? Let’s dive in!

2023-2024 UC Essay Topics and Questions: Personal Insights

Below are the UC essay prompts for applicants to the Class of 2028, along with the guidance issued by the UC admissions committee. These essays apply to all UC schools — including the University of California, Berkeley, the University of California, Los Angeles, the University of California, San Diego, the University of California, Santa Barbara , the University of California, Davis , the University of California, Santa Cruz , the University of California, Irvine , the University of California, Merced , and the the University of California, Riverside .

Applicants have up to 350 words to respond to  four  of the  eight  prompts. And, yes, applicants should go to the maximum word count to make their case!

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

Things to consider:  A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?

Applicants should share one small story here to demonstrate their leadership. Rather than tell the UC admissions committee about what great leaders they are, they can show it through one specific example. And it doesn’t even need to be a successful example of leadership. Instead, students can highlight what they learned from the scenario to be even better leaders.

2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

Things to consider:  What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

Even in an essay that could lend itself to silliness, applicants must showcase intellectual curiosity. So, suppose a student expresses their creative side by tie-dying t-shirts and their singular hook in their activities section that they’ll be contributing to schools like UC Berkeley, UCLA, and UCSD is math. In that case, they can write about the mathematics behind the patterns they love to create on clothing.

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Things to consider:  If there is a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?

Too many students choose to write about awards and honors they’ve received in this prompt. Some sneak it into the essay, thinking it’s a subtle way of reinforcing their success. What a mistake! Doing so will only render them unlikable, which should be the precise opposite of their objective.

Ideally, an applicant will share a skill related to their singular hook. If their hook is poetry, let’s hear all about how they became passionate about performing spoken word at open mic nights at a local establishment.

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Things to consider:  An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you; just to name a few.

If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today?

If students have yet to face a genuine academic barrier, such as the ones many students in low-income communities face, it would behoove them to focus on the significant educational  opportunity  they’ve encountered. Was it the chance to perform research on Russian literature with a local professor? Was it a chance to do an archaeological dig in a student’s hometown? The opportunity will ideally fit with the student’s singular hook.

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider:  A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?

If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, How has my life changed at home, at my school, with my friends or with my family?

Unless a student comes from an underprivileged background, we at Ivy Coach would encourage them to avoid choosing this essay prompt since there  are  going to be students who have faced significant obstacles and writing about how a school ran out of math courses while another student writes about the evictions their family has endured isn’t going to sit well with UC Berkeley, UCLA, UCSD, and other UC admissions officers.

6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

Things to consider:  Many students have a passion for one specific academic subject area, something that they just can’t get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

Ideally, a student will choose an academic subject that aligns perfectly with their hook. If their activities reflect a passion for physics, they should share the origin story of their interest in the discipline — as a high schooler rather than a child. What made them fall in love with matter and energy? What made them want to better understand our universe?

7. What have you done to make your school or your community a better place?

Things to consider:  Think of community as a term that can encompass a group, team or a place like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?

An applicant’s answer should align with their hook as articulated in their activities section. Suppose a student’s hook is political science. In that case, they should write an essay that shares one small story about how their political activism created the change they wished to see — or failed to create the change they hoped to see, only further motivating them to agitate for further change.

Maybe they wanted to stop developers from razing affordable housing communities. Perhaps they tried to fix un-level sidewalks. Whatever it is, applicants should share an anecdote here about their activism — whether successful or not.

8. Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California?

Things to consider:  If there’s anything you want us to know about you but didn’t find a question or place in the application to tell us, now’s your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don’t be afraid to brag a little.

Since the University of California has a unique application and is not a member of The Common Application, this essay prompt presents a perfect opportunity for applicants to include an abbreviated version of their 650-word Personal Statements from their Common Applications.

Ivy Coach’s Assistance with the University of California Essays

If you’re interested in optimizing your chances of admission to UC Berkeley, UCLA, UCSD, and other UC institutions by submitting the most compelling essays possible, fill out Ivy Coach ‘s free consultation form , and we’ll be in touch to delineate our college counseling services for applicants to the Class of 2028.

You are permitted to use www.ivycoach.com (including the content of the Blog) for your personal, non-commercial use only. You must not copy, download, print, or otherwise distribute the content on our site without the prior written consent of Ivy Coach, Inc.

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Essay Scoop: How to Answer the UC Berkeley Essays

Madeleine Karydes

Lead admissions expert, table of contents, uc berkeley essays, in conclusion.

Stay up-to-date on the latest research and college admissions trends with our blog team.

It’s a fact: UC Berkeley is one of the most competitive schools in the world, and top tier in California. The school boasts Nobel laureates and ground-breaking research in many fields, and is considered by many to even be the #1 public university in the world. In this article, let’s talk about the UC Berkeley essays.

Why Berkeley?

Beyond the classroom, the vibrant Bay Area community in close proximity to other top universities and the Silicon Valley make this campus a very attractive option for young scholars looking for a launchpad into their future. With all these resources on the table, it’s no surprise the admissions readers must be picky.

Here’s the good news: the entire University of California state school system evaluates applicants holistically, which means that your personal character is one of the most important deciding factors. Demonstrating your drive, commitment, and work ethic are key.

Where can I learn more about the UC Berkeley application?

If you’d like to read through tips directly from Berkeley’s application website, be sure to read up on how they describe the purpose of the Personal Insight Questions here . The Berkeley website will have the most updated official news and published guidelines. It will give you a clearer picture on the qualities they are searching for in competitive applicants.

Where can I learn more about the UC Berkeley essays?

Additionally, you can review tips for how to approach the questions (and technical details like word limits) on this page here . By providing so much contest and support for students approaching these short essays, you can already tell that they’re not trying to trick you– they just want to understand your mind better.  

Sounds easy, right? Well, not so much. Many highly-intelligent and talented scholars aren’t good writers, which means they can’t demonstrate their full potential on paper. We’re here to support you and make sure you put your best foot forward.

Take the plunge

• You only need to pick four (4) out of the eight (8) essay prompts to answer. They specifically state that all questions are weighted equally, so pick the ones that speak to you most.  
• Be authentic and think about your goals. The UC Berkeley readers care about what you want to do with your education after you graduate. 
• Emphasize your desire for knowledge. At such a big campus, you have to be willing to pursue your interests and find resources to help you learn. There isn’t a lot of hand-holding here. 
• Stay on-track. With any essay prompts, you have to stick to the point; but with only 350 words per response, these essays must be particularly succinct to convey your point. 
• Branch outside the resume. Options for leadership include being a good role model, considering the underdog, and other unsuspecting moments of personal growth and leadership. Try to think of moments you really noticed meaningful insight in your life.

Think Critically

Here are two of the prompts broken down with a little more detail. Take this kind of thinking and analysis to each prompt and you’re well on your way to becoming part of the next class of Golden Bears! 

Describe the world you come from —” for example, your family, community or school —” and tell us how your world has shaped your dreams and aspirations.

Every applicant has lived through unique experiences in their life and sometimes these moments leave a lasting imprint. Focus on a moment or two or a trend between experiences that have contributed to your goals for the future. Keep in mind that the message can complement the next prompt by explaining the motivations behind your passions. This question requires reflection of the past that serves as the rationale for your aspirations.

Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud, and how does it relate to the person you are?

This is a great place to connect your goals for the future to a specific moment or an approach you have. Either way, the reader will need to see an explanation that connects your career/life goals to your observations. What moments directly contributed to your vision and what problems do you hope to address?

You’ve got this. And once you’ve got some ideas, reach out to the Empowerly team to ask about our essay writing support services! From completely digital access to our Essay Editor team, to working with a coach to discuss and brainstorm your writing, we have resources to help. As well as an entire database of previously accepted essays for you to browse, we know what actually helps students produce a successful personal statement and well-rounded application! Good luck with those UC Berkeley essays. You can do it.

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College apps can be overwhelming, but you don’t have to do it alone. empowerly college counseling is in it with you., related articles.

Filling Out the Common Application for College Admissions

How to Approach College Admissions Essays

4 Tips for College Admissions Essays from a Stanford Grad

Freshman requirements

• Subject requirement (A-G)
• GPA requirement
• Admission by exception
• English language proficiency
• UC graduation requirements

Additional information for

• California residents
• Out-of-state students
• Home-schooled students

Transfer requirements

• Understanding UC transfer
• Preparing to transfer
• UC transfer programs
• Transfer planning tools

International applicants

• Applying for admission
• English language proficiency (TOEFL/IELTS)
• Passports & visas
• Living accommodations
• Health care & insurance

AP & Exam credits

Applying as a freshman

• Filling out the application
• Dates & deadlines

Personal insight questions

• How applications are reviewed
• After you apply

Applying as a transfer

Types of aid

• Grants & scholarships
• Jobs & work-study
• California DREAM Loan Program
• Middle Class Scholarship Program
• Blue and Gold Opportunity Plan
• Native American Opportunity Plan  
• Who can get financial aid
• How aid works
• Estimate your aid

Apply for financial aid

• Cal Dream Act application tips
• Tuition & cost of attendance
• Glossary & resources
• Santa Barbara
• Campus program & support services
• Check majors
• Freshman admit data
• Transfer admit data
• Native American Opportunity Plan
• You will have 8 questions to choose from. You must respond to only 4 of the 8 questions.
• Each response is limited to a maximum of 350 words.
• Which questions you choose to answer is entirely up to you. However, you should select questions that are most relevant to your experience and that best reflect your individual circumstances.

Keep in mind

• All questions are equal. All are given equal consideration in the application review process, which means there is no advantage or disadvantage to choosing certain questions over others.
• There is no right or wrong way to answer these questions. It’s about getting to know your personality, background, interests and achievements in your own unique voice.  
• Use the additional comments field if there are issues you'd like to address that you didn't have the opportunity to discuss elsewhere on the application. This shouldn't be an essay, but rather a place to note unusual circumstances or anything that might be unclear in other parts of the application. You may use the additional comments field to note extraordinary circumstances related to COVID-19, if necessary. 

Questions & guidance

Remember, the personal insight questions are just that—personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who you are, what matters to you and what you want to share with UC. 

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn't necessarily have to be limited to school activities. For example, do you help out or take care of your family? 2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career? 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? Things to consider: If there is a talent or skill that you're proud of, this is the time to share it.You don't necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule? 4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that's geared toward an occupation or a major, or taking advanced courses that interest you; just to name a few.

If you choose to write about educational barriers you've faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today? 5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you've faced and what you've learned from the experience. Did you have support from someone else or did you handle it alone?

If you're currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, How has my life changed at home, at my school, with my friends or with my family? 6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. Things to consider:  Many students have a passion for one specific academic subject area, something that they just can't get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

7. What have you done to make your school or your community a better place? Things to consider: Think of community as a term that can encompass a group, team or a place like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community? 8. Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California? Things to consider:  If there's anything you want us to know about you but didn't find a question or place in the application to tell us, now's your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don't be afraid to brag a little.

Writing tips

Start early..

Give yourself plenty of time for preparation, careful composition and revisions.

Write persuasively.

Making a list of accomplishments, activities, awards or work will lessen the impact of your words. Expand on a topic by using specific, concrete examples to support the points you want to make.

Use “I” statements.

Talk about yourself so that we can get to know your personality, talents, accomplishments and potential for success on a UC campus. Use “I” and “my” statements in your responses.

Proofread and edit.

Although you will not be evaluated on grammar, spelling or sentence structure, you should proofread your work and make sure your writing is clear. Grammatical and spelling errors can be distracting to the reader and get in the way of what you’re trying to communicate.

Solicit feedback.

Your answers should reflect your own ideas and be written by you alone, but others — family, teachers and friends can offer valuable suggestions. Ask advice of whomever you like, but do not plagiarize from sources in print or online and do not use anyone's words, published or unpublished, but your own.

Copy and paste.

Once you are satisfied with your answers, save them in plain text (ASCII) and paste them into the space provided in the application. Proofread once more to make sure no odd characters or line breaks have appeared.

This is one of many pieces of information we consider in reviewing your application. Your responses can only add value to the application. An admission decision will not be based on this section alone.

Need more help?

Download our worksheets:

• English [PDF]
• Spanish [PDF]

Frequently Asked Questions (FAQs)

Q: What is the Management, Entrepreneurship, & Technology (M.E.T.) program?

A: Berkeley’s Management, Entrepreneurship, & Technology program aims to educate leaders with a seamless understanding of technology innovation, from idea to real-world impact. M.E.T. students earn two Bachelor of Science degrees in one program that combines the best of the top-ranked College of Engineering and Haas School of Business. Its integrated curriculum enables students to complete their two degrees within four years, while internships, career coaching, and other enrichment activities provide ample opportunity for hands-on practice with technology innovation. Each M.E.T. cohort is small, allowing for close mentoring and a tight-knit community.

Q: What makes M.E.T. unique?

A: Graduates of the M.E.T. program earn two full, unabridged undergraduate degrees: a B.S. in Business Administration and a B.S. in either Bioengineering (BioE), Civil Engineering (CE), Electrical Engineering & Computer Sciences (EECS), Industrial Engineering & Operations Research (IEOR), Materials Science & Engineering (MSE), or Mechanical Engineering (ME). M.E.T. students receive mentoring and coaching, robust internship opportunities, and a curriculum tailored for future technology leaders.

Q: I’m a current Berkeley student. Can I get into M.E.T.?

A: Current UC Berkeley students in the College of Engineering, majoring in one of the M.E.T. tracks , can apply to M.E.T. through the Continuing Student Admissions process.

Q: As an M.E.T. student, can I transfer to another major in engineering or elsewhere?

A: Students should apply to the major they are interested in and not count on changing their major after they are admitted. Should students find that the major they applied for is not a good fit, they will need to complete a full semester of study – and in some cases a full year – before applying for a change of major in the College of Engineering. If M.E.T. students change their major to one outside the M.E.T. program, like Nuclear Engineering, they would no longer be in the M.E.T. program.

Applicants can apply to Berkeley M.E.T.’s Engineering Undeclared + Business first-year track. Engineering Undeclared + Business students explore major options in their first year and then select one of the six engineering tracks offered through M.E.T.

Q: Do IB/AP scores count for credit?

A: Qualifying scores on IB/AP tests may count for credit. Please review the Exam Credit Guidelines for more information. Different guidelines apply for each cohort. Pay close attention to the guidelines corresponding to your enrollment year.

Q: Can M.E.T. students pursue a minor?

A: Yes, M.E.T. students can pursue a minor if they work with their M.E.T. academic advisor to plan how a minor can fit into their schedules.

Q: Is the M.E.T. curriculum different from regular engineering or business coursework?

A: M.E.T. students enroll in the same high-caliber Berkeley courses as students who are pursuing degrees in Bioengineering (BioE), Civil Engineering (CE), Electrical Engineering & Computer Sciences (EECS), Industrial Engineering & Operations Research (IEOR), Materials Science & Engineering (MSE), Mechanical Engineering (ME), or Business Administration. M.E.T.’s integrated curriculum plan is designed to allow students to complete two degrees in four years. In addition, M.E.T. students will complete two new courses customized for the program, drawing from entrepreneurship offerings developed by Berkeley Engineering’s Sutardja Center and Berkeley-Haas’s Lean Launch approach.

Q: How exactly are business and engineering integrated in this program?

A: The M.E.T. program team works exclusively with M.E.T. students to integrate the engineering and business curriculum plans and provide M.E.T. students with professional development, internship opportunities, company excursions, and other experiences that allow for real-world learning.

Q: What is the workload like? Will I take double the course load to complete the two degrees?

A: The M.E.T. coursework is designed for you to complete two full B.S. degrees in four years. A minimum of 120 units are required to graduate; you can complete degree requirements without taking double the course load. You can see a sample 4-year plan for each available M.E.T. academic track.

Q: How strict is the four-year graduation timeline?

A: There is very little wiggle room. Graduation dates are extended only for extenuating circumstances, or for the possibility of study abroad (after all degree requirements have been fulfilled). Haas and Engineering require that students graduate during the class year they’re admitted into.

Q: Would it be possible to change engineering tracks once in the M.E.T. program?

Freshman Admissions

Q: What are the prerequisites for applying?

A: M.E.T. applicants must meet UC Berkeley’s basic admission requirements . The M.E.T. program is small and selective, enrolling students with exceptional academic records and a demonstrated interest in combining engineering and business.

Q: How do I apply to M.E.T.?

A: Applications for freshmen admission to the M.E.T. program are available in October of the year prior to the year in which you’d enter UC Berkeley. The application filing period is Oct 1-Nov 30. Applicants must first submit a completed UC application by 11:59pm PST November 30 and submit an M.E.T. supplemental essay by 11:59pm PST on the stated deadline in your email .  To learn more, visit admissions.berkeley.edu . Freshmen applicants to M.E.T. may apply for two simultaneously-earned B.S. degrees in one of the following tracks:

• Engineering Undeclared + Business
• AE + Business (Aerospace Engineering and Business Administration)
• BioE + Business (Bioengineering and Business Administration)
• CE + Business (Civil Engineering and Business Administration)
• EECS + Business (Electrical Engineering & Computer Sciences and Business Administration)
• IEOR + Business (Industrial Engineering & Operations Research and Business Administration)
• MSE + Business (Materials Science & Engineering and Business Administration)
• ME + Business (Mechanical Engineering and Business Administration)

Q: Where is M.E.T. located on the UC Berkeley application?

A: The new UC application defaults to category view to see the major choices, but we recommend applicants toggle to the college view instead. To apply to the program, you’ll need to choose one of the seven M.E.T. engineering tracks found under both the Haas School of Business and the College of Engineering.

Q: Can I change the major (and/or college/school) I applied for at Berkeley?

A: To change a major/college/school in your submitted Berkeley application, please submit your request using the Contact Us form . You can expect a decision via email within five to seven days. NOTE: No new major changes will be considered after January 31, 2023.

Q: Where can I find the supplemental essay prompt?

A: You can find the supplemental essay by clicking the Admissions tab and choosing M.E.T. Supplemental Essay .

Q: How do I submit my supplemental essay?

A: M.E.T. applicants must first complete the UC application and choose one of the M.E.T. engineering tracks. After submitting your UC application, students will receive an email with a link to the M.E.T. Supplemental Essay Form. This typically takes 5-7 business days. In some cases, this email may get misrouted to spam or other folders in your inbox. It is your responsibility to check your email. The deadline to submit your supplemental essay form is typically in mid-December. If you do not submit your essay by the deadline, you will not be considered for admission to the M.E.T. Program.

Q: Is the M.E.T. Supplemental Essay also due on November 30?

A: No, the supplemental essay is due after November 30. You will receive an additional email after submitting your UC application with the M.E.T. supplemental essay deadline.  You can begin working on the supplemental essay now. The prompt is on our website .

Q: It’s been more than 7 business days since I submitted my UC application, and I’m still waiting to receive my supplemental essay form. What should I do?

A: Sometimes there can be a delay on when students receive the supplemental essay form. While it typically takes 5-7 business days, it sometimes takes longer. There’s nothing the M.E.T. office or the Office of Undergraduate Admissions (OUA) can do to expedite the process. Our recommendation is for students to begin writing their M.E.T. Supplemental Essay  now and have it ready to submit once they do receive the form.

Q: With UC Berkeley no longer using SAT/ACT exams in the review process, does this mean that UC Berkeley is “test-blind”?

A: Our admissions team works in partnership with the Office of Undergraduate Admissions.  The Admissions team released an FAQ about changes to testing policy. They are the best resource to get the latest information about testing policy.

Q: Are interviews being conducted this year?

A: No. In lieu of interviews, we’re asking applicants to submit a video essay instead.

Q: What does an invitation to submit a video essay mean?

A:  In some cases, additional information is needed, and you may receive a request to record a video essay. Video essay requests are by invitation only. Videos must be submitted by 11:59 pm PST on the stated deadline . It is your responsibility to check your email inbox for information and submit your video essay by the deadline.

Q:  Are video essays required?

A: If a video essay was requested, you’re required to submit one.

Q: When will I hear back from UC Berkeley about the admissions decision?

A: Applicants who are admitted to the M.E.T. program will be notified in either February or March of the following year.

Q: Is there a waitlist for M.E.T.?

Q: Is there an appeal process for those not accepted to M.E.T.?

A: We regret that we’re unable to offer admission to all qualified applicants. There is no appeal process for the M.E.T. program. Every application has gone through extensive reviews, and admissions decisions to the program are final. If you have any questions about the admissions process, please contact the Office of Undergraduate Admissions .

Q: Can I transfer into the M.E.T. program once I start at Cal?

A: Freshman applicants who were not accepted to the M.E.T. program may apply to the M.E.T. program through the Continuing Admissions process. More details can be found here.

Q: If I’m not selected for the M.E.T. program, am I still eligible for other majors at Berkeley?

A: M.E.T. is highly competitive. The number of admitted applicants is kept small to ensure close mentoring and a tight-knit cohort. Applicants who are not admitted to the M.E.T. program will automatically be considered for admission to Berkeley Engineering’s AE, BioE, CE, EECS, IEOR, MSE, or ME majors. However, admission to these majors is not guaranteed.

Q: Can I select a different fallback major option outside of Engineering in the College of Engineering?

No, applicants cannot select M.E.T. as a major choice and an alternate major in the College of Letters & Sciences or select Business Administration through Berkeley-Haas.

Q: Does being denied from M.E.T. count negatively against you when considered for AE, BioE, CE, EECS, IEOR, MSE, or ME?

A: No, it does not count negatively against you.

Continuing Student Admissions

Q: I am planning to transfer to UC Berkeley from a community college and/or from another college/university. Am I eligible to apply to this program? 

A: Only students enrolled in the College of Engineering at UC Berkeley are eligible to apply to the M.E.T. Program. The program is not open to junior transfers from another university or college. In addition, we cannot review applications from students who have already earned a bachelor’s degree.

Q: I am currently a first-year student at L&S and also undeclared. Is it possible for me to fill out an application for M.E.T.?

A: Please refer to the College of Engineering’s Change of College policy for information regarding the change of college application process. Only students enrolled in the College of Engineering at UC Berkeley are eligible to apply to the M.E.T. Program.

Q: I applied to M.E.T. during my senior year of high school and was not admitted to the program. Can I apply again?

A: If you’re a current UC Berkeley student in the College of Engineering, majoring in one of the current M.E.T. tracks, you’re eligible to apply to M.E.T. during the fall semester of your sophomore year.

Q: Will I get access to M.E.T. program events/programming as an applicant?

A: No, only students currently enrolled in the M.E.T. program have access to events and programming.

Q: When will students accepted to M.E.T. through the continuing admissions process take the required special topics courses?

A: The first year M.E.T. Special Topics course cannot be taken until the fall semester of third year for admitted continuing students.

Q: Can I make appointments with the M.E.T. program team to work on my academic plan?

A: Individual pre-admission advising appointments are not offered at this time. Applicants are advised to use the M.E.T. Four-Year Plan Worksheet for their engineering track to create a manageable plan that meets all the requirements. We encourage prospective applicants to view our admissions’ webinar recording for more information.

Q: Can I still apply even if I haven’t completed all the prerequisite coursework?

A: Outside of Haas prerequisite courses, the absence of an engineering or breadth course may not preclude your candidacy. You must take a minimum of 2 technical courses that fulfill the requirements for your engineering degree each semester.

If you’re unable to enroll in a class listed in the first two years of your plan of study, please note on your application why you were unable to take it and when you intend to take it instead.

Q: I took Foundations of Data Science and a Connector course for Stats. How should I enter this in the application?

A: Please input the courses as separate entries, both under the Statistics prerequisite in the Academic Record.

Q: I accidentally selected the “Continuing Student Application” for Berkeley-Haas consideration instead of M.E.T. How can I switch my selected application type?

A: Please email [email protected]. We will initiate a one-time application switch. Allow for 2 business days for the request to be processed. Note: we will not issue an application change after the April 1, 2024 deadline.

Q: Can I withdraw my application after submitting it?

A: Yes, if you wish to withdraw your application from consideration, you must meet the deadline stated in the application. Please write in the subject: “M.E.T. CSA Application Withdrawal”. In the body, include your name, last 4 digits of your SID, and indicate that you wish to withdraw your application from consideration for the application cycle. E-mails should be sent to [email protected] .

Q: If I’m not admitted to M.E.T., can I still be considered for admission to Haas?

A: No, after submitting your application to M.E.T., your application will only be eligible for M.E.T. consideration.

Q: When will I find out if I’m admitted to M.E.T.?

A: You’ll receive an admissions decision in mid June.

Q: I applied to M.E.T. but don’t have my sophomore year grades yet. How will my candidacy be reviewed?

A: Sophomore year grades will be taken into consideration to assess your candidacy.

Q: Will I get guaranteed housing and priority registration when admitted to M.E.T.?

A: The Housing guarantee is only available to M.E.T. students during their freshman year. As with our current M.E.T. junior and senior classes, enrollment appointments for admitted M.E.T. continuing students will be determined by the number of semesters a student has completed at UC Berkeley.

Q: Can I submit a letter of recommendation?

A: Letters of recommendation are not required and will not be accepted or reviewed.

Q: How many students will be accepted?

A: Admissions through the M.E.T. continuing student admissions process will be limited to 5-10 students per academic year.

Q: Is there a waitlist?

Q: Is there an appeal process?

A: We regret that we’re unable to offer admission to all qualified applicants. There is no appeal process for the M.E.T. program. Every application has gone through extensive reviews, and admissions decisions to the program are final.

Q: Is there a minimum GPA required to apply?

A: A minimum overall and technical UC G.P.A. of 3.0 is required.

Q: I received a C- in a prerequisite course, should I repeat it?

A: No – the admissions committee will always start with the first attempt at a prerequisite. If you received a C- or higher for the first attempt, the prerequisite should not be repeated. If you received a D+ or lower in a prerequisite, the course must be repeated until you receive at least a C-. The D+ will still be considered because it was your first attempt.

Q: Can I switch engineering majors during the application process or after being admitted to the M.E.T. program?

A: No, once you’ve submitted your continuing UC Berkeley student application to the M.E.T. program, you cannot change your engineering major.

Q: I forgot to show my ID during my video interview. What should I do?

A: Please send a copy of your photo ID (school, license, etc.) to [email protected] and cc [email protected]. We will upload it to your application.

Q: My question wasn’t answered. Who can I reach out to for more advice?

A: Please email our team: [email protected].

Student Life

Q: Will I have time to do other things at Berkeley while getting two time-intensive degrees?

A: Without a doubt, M.E.T. is demanding, calling for motivation and a clear sense of direction. However, here at Berkeley, countless student activities and cultural offerings are right at your fingertips. The  Jacobs Institute for Design Innovation , for example, is a beehive of activity for students interested in hands-on making and prototyping.

Q: Do M.E.T. students have a designated housing facility? 

A: No, M.E.T. students do not have their own designated housing facility. They apply to on-campus housing the same way as all incoming freshmen. When applying for housing, students will be able to submit their preferences, and we find that in the end almost everyone gets housing that works for them. Current M.E.T. students are living on campus, anywhere from Foothill to Clark Kerr to the Units, and even Bowles Hall.

Q: Are M.E.T. students guaranteed housing?

A: Newly-admitted students – undergraduate freshmen and transfers – receive housing priority. You will maximize your chances of getting an offer if you meet all housing application and university deadlines, and are flexible about housing preferences. We recommend listing “any room size, any location” as your fifth room preference. Visit  this page (opens in a new tab)  for more FAQ’s about Housing.

Q: Is there a benefit to applying for housing early?

A: The Housing Office takes many factors into account when determining housing assignments. Assignment preferences are not given based on when applications are received, as long as they’re submitted by the deadline. That said, turning in your housing application before the deadline is always recommended.

Q: Can M.E.T. students study abroad?

A: It’s definitely possible for students to study abroad during the summers, or complete summer internships abroad. We encourage you to meet with your M.E.T. advisor to learn how studying abroad fits your schedule.

Q: Will M.E.T. students have opportunities to intern at innovative companies like Facebook and Google?

A: M.E.T. provides you with opportunities–including industry mentoring and access to Berkeley’s Career Center and extensive alumni networks–to pursue hands-on, real-world experience with technology management and entrepreneurship. While internships are not a degree requirement, we’ve designed the M.E.T. curriculum path so that you can complete your internships during your summers. We encourage you to explore internships in both business and engineering. The M.E.T. Student Board created an internship visualization that shows where students have interned in the past years.

Entrepreneurial Fellows Program (Employers)

Q: Who can participate?

A: Startups currently affiliated with Berkeley Skydeck, EvoNexus, House Fund, IndieBio, SAP.iO, TechStars, or Y Combinator. All participating companies must be either in the Pre-Seed, Seed, or Series A funding stage with a range of employees (from 3 to 30 max).

Additionally, the Entrepreneurial Fellows Program will not fund current undergraduate student-founded startups from any college or university.

Q: I missed the deadline to sign-up for the Startup Fair. Can my company still participate?

A: If you meet our affiliated startup guidelines, please email our team ([email protected]) with your company information, and we will circulate internship opportunities to our students. Interested students may reach out to you and apply/interview for your available positions. Your organization can make offers to students of interest, with a maximum of (2) M.E.T. student interns at each affiliated startup.

Q: How do I know an applicant is an M.E.T. student?

A: M.E.T. students have been instructed to submit email recruiters email with the subject line: [COMPANY NAME] April Meet & Greet Follow-up – [student name]. Their resumes also indicate that they are pursuing dual-degree programs in engineering and business.

Q: How many students can I hire?

A: Your organization can make offers to students of interest, with a maximum of (2) M.E.T. student interns at each affiliated startup.

Q: If we want to make an offer to an M.E.T. student who does not complete the EFP application, will the student still be eligible to participate?

A: No. Students must apply for a grant through the EFP program.

Q: Can we provide M.E.T. students with additional funding?

A: If you have funding for student interns, we ask you to hire and pay them directly, rather than participate in the Entrepreneurial Fellows Program.

Q: Are employers required to fill out I-9 forms?

A: The Entrepreneurial Fellows Program is an internship whereby our students receive a grant, so it’s similar in nature to a fellowship. For questions about I-9 forms, this USCIS website has a fact sheet for students with more information.

For any questions about student eligibility to work in the US, students know that the Berkeley International Office handles those questions.

Q: What are the start-end dates for this program?

A: Startups must be able to provide 10-12 weeks of meaningful internship engagement between June-August. The earliest a student can begin an internship is June 3.

Q: Can students work past the summer, or during the fall/spring semesters?

A: The M.E.T. Entrepreneurial Fellows Program stipend covers 10-12 weeks of work between June-August only. If you wish to extend an offer for work past summer 2024, it will be up to your organization to secure funding for the student.

Q: My question wasn’t addressed. Who can I contact for more information?

A: Please email [email protected]. We’re happy to help.

Entrepreneurial Fellows Program (Students)

Q: How do I participate?

A: You can find all the steps for applying on our Entrepreneurial Fellows Program page .

Q: I participated last year, can I apply again?

A: From the Class of 2027 on, students may only participate in the Entrepreneurial Fellows Program for one summer.

Q: What if I or my friend owns a startup?

A: The Entrepreneurial Fellows Program will not fund any current undergraduate student-founded startup from any college or university, as they do not meet program requirements: (1) Currently affiliated with a UC Berkeley or M.E.T. approved startup accelerator or fund, (2) Pre-Seed, Seed or Series A funded with 3-30 employees, and (3) not a current undergraduate student-founded startup from any college or university.

Q: Which startups are participating? How will I be matched with a startup?

A: EFP eligible startups are invited to participate in our April Startup Fair. Eligible startups not in attendance during the Meet & Greet can still participate in the program, and the M.E.T. team will circulate company names and internship positions as we get them. Internship position guides will be sent a week before the Meet & Greet. We encourage all students interested in interning with an EFP startup this summer to attend.

All applicants will need to interview with an approved startup partner and receive an internship offer for consideration to participate in the Entrepreneurial Fellows Program.

Q: Can I find my own opportunity?

A: If you find a startup venture outside the EFP eligible partners in attendance during the April Meet & Greet and opportunities forwarded to you by the M.E.T. team, it is your responsibility to make sure it meets the program requirements:(1) Currently affiliated with a UC Berkeley or M.E.T. approved startup accelerator or fund, (2) Pre-Seed, Seed, or Series A funded with 3-30 employees, and (3) not a current undergraduate student-founded startup from any college or university.

NOTE: If you are hired by a startup that does not meet all requirements, your participation may be in jeopardy.

Q: What do I need to submit with my EFP application?

A: A resume, unofficial transcript, job description, offer letter, and contact information for your startup supervisor.

Q: Can I be paid by the startup in addition to the Entrepreneurial Fellows grant?

A: No, all affiliated opportunities will receive grant funds only.

Q: When will I be notified that a decision has been made? Will I be notified if I am not selected?

A: Decisions will be announced on a rolling basis and completed by May 17.

Q: Can I participate in this program while simultaneously enrolled in Berkeley summer sessions?

A: Yes, you may take summer session courses and participate in the Entrepreneurial Fellows Program. Participating in this program may affect your financial aid, so please reach out to the financial aid team for support.

Q: How many hours will I need to work?

A: Participation in EFP requires full-time employment of 40 hours per week for a minimum of 10-12 weeks.

Q: Can I continue working with the startup after the summer?

A: EFP funds are only provided for the summer. Should you continue your internship, you are responsible for negotiating future terms and payment.

Q: Will housing and transportation be provided?

A: Housing and transportation are each student’s responsibility.

Q: What are the start and end dates for the program?

A: June-August 2024.

Q: My question isn’t answered. Where can I get more help?

A: Email [email protected]. We’re here to help.

18 UC Berkeley Essay Examples that Worked (2023)

If you want to get into the University of California, Berkeley in 2022, you need to write strong Personal Insight Question essays.

In this article I've gathered 18 of the best University of California essays that worked in recent years for you to learn from and get inspired.

What is UC Berkeley's Acceptance Rate?

UC Berkeley is one of the top public universities and therefore highly competitive to get admitted into.

This past year 112,854 students applied to Berkeley and only 16,412 got accepted. Which gives UC Berkeley an overall admit rate of 14.5%.

And as of 2022, the University of California no longer uses your SAT and ACT when deciding which students to admit.

UC Berkeley Acceptance Scattergram

This means that your Personal Insight Questions are even more important to stand out in the admissions process. That is, your essays are more heavily weighed.

If you're trying to get accepted to UC Berkeley, here are 18 of the best examples of Personal Insight Questions that got into Berkeley.

What are the UC Personal Insight Question Prompts for 2022-23?

The Personal Insight Questions (PIQs) are a set of eight questions asked by the UC application, of which students must answer four of those questions in 350 words or less.

Here are the Personal Insight Question prompts for this year:

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.
• Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
• What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
• Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
• Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
• Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
• What have you done to make your school or your community a better place?
• Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

18 UC Berkeley Personal Insight Question Examples

Here are the 18 best Berkeley essays that worked for each Personal Insight Question prompt #1-8.

If you're also applying to UCLA, check out more unique UCLA essays from admitted students.

UC Berkeley Example Essay #1

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UC PIQ #1: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (350 words max)

From an early age I became a translator for my mother anytime we went out in public. This experience forced me to have conversations with adults from a young age. It made me become a great communicator, while helping my parents overcome their language barrier.

Being a communicator has allowed me to lead. When I joined my school’s National Honor Society I was given the opportunity to lead. Applying the skills I used from being my mother’s translator I was able to do what no one else could, make the calls and start the club’s most successful event to date an annual Food Drive at a local Albertson’s, which collects over one ton of food every November. Also developing events like an egg hunt at the local elementary school, a goods drive for the Children’s Hospital of Los Angeles, and stabilizing a volunteer partnership with a local park. I have been able to grow as a leader, who actively communicates and brings parties together, planning events and having them run smoothly with minor issues. For instance, last year there was an issue with the homeless shelter not picking up the food for the food drive. In a spur of the moment solution I managed for club member’s parents to collectively deliver the food. My ability to communicate benefited me allowing me to find a solution to an unanticipated problem.

Throughout the four years I have been in journalism I have led; mentoring younger writers and improving the way the paper operates. Staying after hours, skyping with writers about their articles all helped establish my role as a leader, who is always supporting his team. I have done this while writing over 100 articles, editing tons of pages, and managing deadlines. I learned that while being a leader requires effort, it is the passion like I have for journalism that motivates me to lead in my community.

Being a leader so far in my life has taught me that I need to communicate, be passionate, and pass on my knowledge helping cultivate future leaders, who can expand and supersede my work.

UC PIQ #2: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. (350 words max)

Video games have cultivated my creative thought process. When I was a toddler I invented a game I would play with my brothers. It was nothing along the lines of Hide-and-Seek or Tag, but rather, it was meant to mimic a role-playing video game. It was called "Guy" and came with its own story, leveling system, and narrative story. While seemingly impossible to translate the mechanics of a video game into real life, the "Guy" trilogy provided hundreds of hours of fun to pass hot summer days and escape the harsh reality of our parents arguing and eventual divorce.

This thought process translated into my educational career. have always thought of a tough class or test as a video game. This mostly due to my excessive amounts of video games I played as a child through middle school (especially 7th grade). Each year comes bigger and "stronger" challenges, bigger and stronger bosses to defeat. My senior year will have me face the most powerful boss yet; full AP course load on top of heavy club involvement and community college classes.

Many thought of this "secret boss" as an impossible challenge; something that could never be beaten. No one from my school has ever attempted to take on such a challenge, let alone defeat it. That is probably what excites me about it. In a game, messing around with lower level enemies is fun for a while, but gets boring when it is too easy. The thought of a challenge so great and difficult makes the victory even more rewarding. Stormy skies, heavy rain, and epic boss battle music; I'll take that over a peaceful village any day. In the future, I seek to use this thinking to drive research. I think of abstract physics concepts like secret door and levels that need to be proven true or just a myth in the game. One day, I can make my own discovery of a secret "cheat code' that can help everyone who plays a little game called life.

UC PIQ #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (350 words max)

I’ve always hated the feeling of clammy hands, the needless overflow of adrenaline rushing through my veins, and the piercing eyes that can see through my façade—the eyes that judge me. I felt like this debilitating anxiety that I suffered through was something I could not avoid when doing the thing I was most afraid of—public speaking. I still felt every sweat droplet run down my skin before each speech, and this anguish never completely dissipated. Fortunately, I learned to moderate my fear in high school when I decided to join the speech and debate program. My anxiety has slowly faded in intensity as I’ve gained certitude and poise with every tournament, and every chance I’m given to speak on behalf of others; this talent has allowed me to be a voice for the voiceless.

Out of all the national tournaments that I’ve competed in, the MLK invitational holds a distinct place in my heart. It was my first invitational tournament in which I competed exclusively in Lincoln Douglas debate. I only had two weeks to prepare myself since it was finals week, while my competitors had upwards of two months to prepare. I was fortunate to break into the final round, as my years of experience helped me to articulate and explain my few arguments more effectively, while also refuting my opponent’s.

I realized that the extent of one’s knowledge is useless if it cannot be made known in a way that is clear to others. I learned that preparation is necessary, but one can be so focused on what they are going to say that they don’t hear the arguments presented. I kept an open and ready mind for various claims and strategies which left me free to adapt to the opponent’s argumentative style each round. This ability to think on my feet has served me well in countless debates, speeches, and presentations. I continuously use these skills to become a better and more active listener in my daily interactions as well.

Learn the secrets of successful top-20 college essays

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My greatest skill is my ability to remember things really well, whether they be minute details or important information that should not be forgotten. Over time, I’ve had a knack for remembering details most people would not even bother to remember, such as old test scores, atomic masses, and other details involving numbers. My friends have always marveled at my ability to remember all these numbers. When I was in chemistry class, we used the periodic table so much that I soon began to remember the atomic mass of the more common elements, and even the molecular mass of common compounds like glucose or water. One of my best friends, who is undoubtedly the smartest person in our class, even finds it crazy that I can remember all these numbers and always tells me that my memory of numbers is amazing. I also used my memory to learn and remember how to solve the Rubik's cube, which amazes my friends, as they find it to be complex with many different, possible combinations.

This skill that I have developed, however, isn’t completely under my control, as sometimes I just remember random and irrelevant facts without really trying to do so. I recall one weekend when my eight-year-old cousin was attempting to memorize the digits of pi: I remembered them along with him, learning up to forty digits in just one day. The skill is seemingly natural and not something I have worked hard to develop, as I may be able to use my memory to my advantage, or it can be a disadvantage. It helps when I have multiple tests in one day, or a test with many questions where I have to remember a lot of information, such as finals. Sometimes, however, it is a disadvantage when I remember information during a test that is not relevant to the topic, such as random dates, names, or song lyrics, to name a few. This skill is very important to nonetheless, as it has assisted me all throughout my life in many tests and challenges involving memory.

UC PIQ #4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. (350 words max)

At 10:30 pm on a hot, summer, Wednesday night, you would expect my friends and me to be having the time of our lives and going out on crazy high school adventures— but instead, we were actually stuck in a chemistry laboratory trying to map out the Lewis structure of sulfuric acid.

Over the summer of my sophomore year, my friends and I enrolled into ‘Introduction to Chemistry’, an evening course at our local community college. As a six-week summer course, I spent two hours in lecture, two hours in the laboratory, and another two hours studying on my own for four days a week for six weeks. It was evident that I struggled with adjusting to the pace of college when I received 19% on a quiz. I felt left behind, exhausted, and overall pathetic. No matter how many hours I spent studying, I couldn’t keep up. But instead of giving up, I picked up certain strategies like reading the material the night before, rewriting my notes, and joining a study group; eventually working my way up to a B.

At the end of that summer, I learned so much more than just chemistry. On top of having the raw experience of what college is like, my chemistry experience taught me that it is okay to fail. I discovered that failure is an essential part of learning. Coming to this realization inspired me to take more college courses and rigorous courses in high school. I transformed into a hungry learner, eager to fail, learn, and improve. By seizing the opportunity to take this course, I pushed myself beyond my limits. This experience and realization changed how I wanted to pursue the rest of high school, college, and life in general.

I walked into my first day of the chemistry class expecting to walk out with an A; but thankfully, I didn’t. Instead, I walked out of that class with a taste of the college experience and a principle that I now live by-- that it is okay to fail, as long as you get back up.

The relationship I cultivated with my school's college center, by simply being inquisitive, has been most significant. Over my years in high school the college center became my 2nd home, where I learned about extra opportunities and triumphed with help from counselors.

For instance, with help from my school’s college center I applied and was accepted as an LAUSD Superintendent Summer Scholar this past summer. The program selected 15 juniors out of over 450 applicants to work in one of 15 departments, and I was chosen to work for the communications department, which received over 70 applications – making me 1 of 70. Interning for LAUSD at their 29 floor high rise was very eye-opening and exposed me to working in communications alongside seasoned professionals. The opportunity gave me the chance to meet the Superintendent and school board members, who are politically in charge of my education. As part of the communications department I learned how the district operates a network of over 1,300 schools and saw how the 2nd largest school district shares info with stakeholders through universal press releases, phone calls, and the district homepage.

I wrote several articles for the district publication and worked with public information officers who taught me the principles of professionalism and how to communicate to over 1 million people. Recently, I was called from the district to become a part of their Media Advisory Council working alongside district heads, representing the students of LAUSD.

Working for LAUSD furthered my passion to pursue careers in both communication and education. I have always had a desire to be a journalist and the internship assured me of that. I want to write stories bringing student issues from areas like mine to light. Being exposed to the movers and shakers that control education in Los Angeles has heavily motivated me to become an educator and at some point become a school board member influencing the education students like me receive.

Support from the college center has spawned opportunities like a life-changing internship and set me on course for a future full of opportunity.

“Give me liberty, or give me death!”, I proudly exclaimed, finishing up a speech during my first Individual Event competition for Speech and Debate, also known as Forensics Workshop. Public speaking was always one of my shortcomings. During countless in-class presentations, I suffered from stage-fright and anxiety, and my voice always turned nervous and silent. I saw Speech and Debate as a solution to this barrier that hindered my ability to teach and learn. With excessive practice, I passed the tryout and found myself in the zero-period class. All of my teammates, however, joined because they loved chattering and arguing. I had the opposite reason: I despised public speaking.

I was definitely one of the least competitive members of the team, probably because I didn’t take the tournaments very seriously and mainly worried about being a better speaker for the future. Throughout the daily class, I engaged in impromptu competitions, speech interpretations, spontaneous arguments, etc... Throughout my two years on the team, my communication, reciting, writing, and arguing skills overall improved through participation in events such as Impromptu, Original Oratory, Oratorical Interpretation, Lincoln Douglas Debate, and Congress. I even achieved a Certificate of Excellence in my first competition for Oratorical Interpretation -- where we had to recite a historical or current speech -- for Patrick Henry’s “Give Me Liberty, or Give Me Death.”

I decided to quit Speech and Debate because I felt as if it has completed its purpose. After this educational experience, my communications skilled soared, so I could perform better in school, especially on essays and presentations. Leaving this activity after two years gave me more time to focus on other activities, and apply communications skills to them. In fact, I even did better in interviews (which is how I got into the Torrance Youth Development Program) and even obtained leadership positions in clubs such as Math Club and Science Olympiad Through my two years in Speech and Debate, I believe I became a much better thinker, speaker, and leader. Taking advantage of this opportunity boosted my self-esteem and overall made high school a better experience.

UC PIQ #5: Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? (350 words max)

Although many would say that hardships are the greatest hindrance on a person, my hardships are my greatest assets. The hardships I have overcome are what push and drive me forward. If I had not gone through the failures of my 7th grade year I may have been satisfied as a B or C student. It is easy for us to use our hardships as excuses for not doing work, however, this is a mistake that many people make.

Through my struggles and failure, I have realized an important truth: I am not special. The world will continue to go on and expect me to contribute no matter what I have gone through. Everyone endures some type of obstacle in their life; what makes people different is how they handle them. Some sit around and cry "boo-hoo" waiting for people to feel sorry for them. Others actually take action to improve their situation.

Through hard work, I have been able to outperform my peers, yet I know there is still room for improvement. The thought of actual geniuses in top universities excited me; I long to learn from them and eventually surpass them, or perhaps enter a never ending race for knowledge with them. I used to live an hour away from school. I would have to wake up and be dropped off at a donut shop at 4 in the morning and then walk to school at 6:30 am. After school, I would have to walk to the public library and stay for as long as it was open then wait outside and get picked up around 9:30 pm. I am reluctant to retell this story; not because I am ashamed, but because it is not important. It doesn't matter what hardships I have endured, they do not determine who I am. What matters is what I have done.

At the start of high school, I saw nothing but success. From grades to extracurricular activities, everything seemed to be going smoothly. However, as my sophomore year progressed, this wave of success was soon swamped by a wave of disillusionment. I struggled to perform in Calculus and as a Vice-President, but instead of looking for a solution, I looked for excuses. Ultimately, when I was forced to face my two F’s and my lost elections, the world came crashing down. The vision I had meticulously planned out for the future seemed to shatter before my eyes. My self-confidence plummeted to an all-time low. I thought my life was over.

However, my response to this failure was what would ultimately determine the direction my life would take. In the end, I made the right choice: instead of continuing to blind myself with a false narrative that cast all the blame off my own shoulders, I admitted to my own shortcomings and used this experience as a lesson to grow from.

In doing so, I learned to focus on the aspects of my life that I was truly passionate about instead of spreading myself too thin. I learned to face challenges head-on instead cowering at the first sign of difficulty, even if it meant asking others for help. I learned to accept and utilize my own differences to create my own unique leadership style. Most importantly, rather than letting this mistake define me, I ignited a sense of determination that would guide me back on the right path no matter how many obstacles I encounter.

Looking back, this tragic mistake was a double-edged sword. While it definitely leaves a stain on my record, it is also likely that I wouldn’t have been able to find the same success a year later without the lessons I gained from this experience. At the end of the day, while I still grimace every time I contemplate my sophomore year, I understand now that this mistake is what has allowed me to develop into the person I am today.

Throughout my childhood, I grew up in a nine-person household where the channels of our TV never left the Filipino drama station and the air always smelled of Filipino food. But the moment I left home, I would go to a typical suburban elementary school as an average American kid at the playground. I grew up in a unique position which I both love and hate: being a second-generation Filipino American.

I love being a second-generation immigrant. I have the best of both worlds. But I also hate it. It chains me to this ongoing struggle of living under the high expectations of immigrant parents. How could I hate the part of me that I loved the most?

Growing up, I lived under the constant academic stress that my parents placed on me. Their expectations were through the roof, demanding that I only bring home A’s on my report card. My entire academic career was based on my parent’s expectations. Their eyes beat down on every test score I received. I loved them so much, but I could only handle so much. The stress ate me alive, but I silently continued to work hard.

Living under this stress is the biggest ongoing challenge of my life thus far. Until last year, I never understood why my parents expected so much from me. Finally being old enough to understand my parent’s point of view, I realize that they set these high expectations in the hopes that one day, all of the pain and struggles it took to get to America will pay off. Since then, I’ve overcome the high expectations of my parents by converting their pressure into a fireball of ambition and motivation, deeply ingrained in my mentality.

This intense desire to succeed in America as a second-generation immigrant is something that has and always will fuel my academic drive. As the first person in my family to go to college in America, I’ve made it my life aspiration to succeed in academics in the honor of my family-- a decision made by me.

UC PIQ #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. (350 words max)

Understanding the past helps us make better choices in today’s society. History provides us with the views of people and politics, the ethnic origin of people, and much more. At the base of all history, there is an intensive culmination of research which hopes to address or bring light to a story.

My passion for history began while digging deep into own family’s story, researching the history of Latin America, and the origins of the city I was raised in.

For example, when I first saw my favorite show Avatar The Last Airbender, I spent hours researching the mythology of the show which in the process made me learn about the philosophy of China: daoism, Confucius, and the mandate of heaven. Anything can be put within a historical framework to understand the context; every decision, tv show, and law has a history and that is exactly what I love. History forces us to take into account the voices of the past before we can attempt to plan for the future.

History has helped me become a more effective writer for the school paper. It has made me think like a attorney, revisiting old cases, and writing up a winning argument in a mock trial. Thinking like a historian has helped me make sense of the current political climate and motivated me to help start Students For Liberty, at my school’s campus where political ideologies are shared respectfully.

Learning, about history drives my inquisitive nature — I demonstrated this desire by volunteering at a local museum to learn more about the origins of my community in Carson. Ultimately, learning about the Dominguez family who established the Harbor Area of LA.

In terms of academics and performance, I have passed both of my history AP exams in World and U.S. history — being the 2nd person in my school’s history to do so. Studying history in highschool has nurtured my love for social science, which I hope to continue in college and throughout my life.

Ever since I was little, I have possessed a unique fascination for nature and the way it interacts with itself. As I sat in the prickly seats of old tour buses and the bilingual tour guide has silenced himself for the dozens of passengers that have closed their curtains and fallen into deep slumber, I would keep my eyes glued to the window, waiting to catch a glimpse of wild animals and admiring the beautiful scenery that mother nature had pieced together. At Outdoor Science Camp, while most of my friends were fixated on socializing and games, I was obsessed with finding every organism in the book. Nothing else caught my attention quite like ecology.

As high school dragged on and the relentless responsibilities, assignments, and tests washed away the thrill of learning, ecology was one interest that withstood the turmoil. At the end of a draining day, I would always enjoy relaxing to articles detailing newly discovered species or relationships between species.

This past summer, I was able to further this interest when a unique opportunity to volunteer abroad caught my eye. Flying over to the beautiful tropical shorelines of the Dominican Republic, I was able to dive into the frontlines of the battle against climate change, dwindling populations, and habitat destruction brought about by mankind, and I enjoyed every moment of it.

While everyone was obviously ecstatic about snorkeling in the crystal blue waters, only I was able to retain that same excitement about trekking through knee thick mud and mosquito infested forests to replant mangrove trees. While tracking animal populations, my heart leaped at the sight of every new species that swam right in front of my eyes. Even when it came to the dirty work of building structures to rebuild coral and picking up trash along the beach, I always found myself leading the pack, eager to start and do the most.

From this experience, I realized that pursuing the field of ecology was what I could picture myself doing far into the future, and this was how I was going to impact the world.

UC PIQ #7: What have you done to make your school or your community a better place? (350 words max)

Originally I saw volunteer work as a nuisance. I felt that it was an unnecessary "requirement" for college. I felt that someone decided to do volunteer work while in high school and now it has become the norm and is essentially required for college. Once I began to get involved, however, I found a true appreciation for the work I was doing.

I loved helping people and, as always, wanted to challenge myself. I worked at the Bellflower Volunteer center and tutored kids every day available, as well as helping out with large special events put on by the city. I then joined Key Club and made it my mission to attend every single event no matter what; even going to the lengths to walk for 4 hours starting at 5 in the morning (it was still dark outside) for a 2-hour beach clean up. I then became Service Event Coordinator and also made it my mission to have an event every week, while attending all of them, while still working at the Volunteer Center. I also started a tutoring program in math at my school as I really enjoy helping my peers academically.

It always warmed my heart to see fellow ninjas( our division mascot) at events I had planned, friends and neighbors at Bellflower events, and CSF members at tutoring.I am always willing to help people with anything. If someone needs my help I will stop whatever I am doing to help in any way that I can. Lending a helping hand is an important part of our society; however, a helping hand cannot do anything if the other hand does not reach for it as well. We need to be able to help ourselves first before others can help us. I tried to create a community where I could help people, but also people could help themselves so that there is no reason for anyone to not be able to achieve their goals and aspirations.

Throughout my childhood, the phrases “get good grades” and “make money” constantly harassed my every waking moment. Life seemed pointless, a never-ending cycle of trying to make more money to create artificial happiness. However, through partaking in my middle school’s ASB, I discovered my love for helping others, and I realized that I wanted to make my life about changing the world and leaving behind a better future for the generations to come.

In an attempt to live up to this philosophy, I have performed hundreds of hours of community service. From volunteering at a senior home to distributing food to the homeless, there is no doubt that I have made a substantial impact on those around me.

Despite all this, my most significant contributions are the ones that take place every day and are often undocumented. Picking up trash, staying long after my job is complete to help other groups, or even saying, “Thank you. Have a nice day,” to anyone who has provided a service for me are just a few examples. While they seem insignificant, these small actions add up.

However, above all, my biggest contribution is building meaningful connections with the people around me and making sure they realize how special and important they are to me and everyone else. In nurturing those who are less experienced, assisting those who are struggling with their emotions or their studies, and inspiring those who have untapped potential, I am not merely applying a band-aid on a wound, but elevating a whole community around me to tackle and prevent ailments the next decades will bring.

Years from now, I will likely have forgotten about my modest academic achievements. However, the memories of seeing someone I had mentored blossom into a strong leader and the smiles and laughter of someone I’ve helped battle through depression will forever be ingrained in my mind.

Serving food at school carnivals, embellishing the local marsh, tutoring students after school, and discharging patients at my local hospital were some of the ways I actively supported my city. However, a distinct way of being engaged in my community involved being selected for the Youth Development Program last summer. This organization works with the Torrance Refinery and selects thirty out of hundreds of applicants. The first week of this program involved activities that trained students for college and eventually their careers by making them adept in communication, leadership, and teamwork skills. For the next four weeks, students were assigned a specific job around the City of Torrance and Torrance Unified School District (TUSD).

I was placed in the TUSD Information Technology Department, along with six other students, and we essentially helped deal with technology-based issues around the district. Even though my professional desire incorporates biology and chemistry, I had a compelling interest and math and technology. I gave back to my community by utilizing the technological skills I gained at work. My colleagues and I traveled daily to several schools around the district and assisted in technological advancements: testing network ports and preparing schools for newer phones, imaging and updating new laptops and desktops, and arranging and setting up new computer labs and Chrome book carts.

Today, many people globally use technological and visual aids to assist their education. My summer job also allowed me to make a difference in the education of others. With the faster internet, newer telephones and computers, teachers could instruct more efficiently and students can be educated more effectively, thus improving their academic performance in the future. This program helped me a lot by boosting my teamwork and leadership skills, which will be extremely valuable as I will be pursuing many president/vice-president positions in my senior year. However, this program has allowed me to make a stronger impact on other people rather than myself; I feel delighted that my work in summer will be beneficial to twenty-thousand students across Torrance.

UC PIQ #8: Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? (350 words max)

In 2011, I started at a newly built school spanning sixth to twelfth grade. The school’s inception was not the greatest with gang culture and issues plaguing the school and nearby community. From this moment I knew wanted to make a change, improving the school and local community.

For example, two years ago a bicyclist was crushed by a container truck across the street from my school, several peers of mine and I advocated for a bike lane to get installed on the street to protect cyclists from the busy traffic. I worked day and night for three weeks using my connection with the city’s public works director to meet with city officials and make a change. I looked for solutions and ways to improve my community and lead the charge to better our street. When we met with city officials they agreed and ultimately approved our bike lane proposal. This civic action started with a group of three concerned high school students, in which I helped facilitate the conversations resulting into a bike lane project, that will be built the summer of 2018 after I graduate high school. Ultimately helping solve an issue in my community.

Using my influence as part of the Associated Student Body I advocated for a new medical academy on my school’s campus to address the growing interest in medicine and health careers of many students at my school. While I am not personally interested in a health related field, I recognized that many students at my school did and teachers agreed. I came in as an intermediary, who because of my position in ASB was also a member of my School’s Shared Leadership Council (SLC), through these means I motivated other ASB officers to support the academy’s inception and after a grueling amount of meetings in which we went through logistics the academy was approved for the benefit of students.

I am a student who will attend a UC pursuing my passions in journalism, education, and history; while being an involved student making the campus a better place than when I first arrived.

Rather than relying on pure intellect, I choose to excel through continual self-improvement, my ability to overpower obstacles, and an unrelenting force of determination. There are thousands of students smarter than me, students with better test scores, students with more volunteer hours, and quite possibly, a more socially acceptable sense of humor. I can assert, however, that my determination and ambition is hard to match.

I am willing to look in the face of the impossible without fear; in fact, the only emotion flowing through my body would be excitement. There are thousands of intelligent students, however many are unable or are unwilling to utilize their full potential. Although not a genius, I have shown my ability to improve drastically in capability over time.

At some point in my middle school career I was not technically supposed to still be enrolled because my grades were too low; now I'm on track to be valedictorian of my class. I am willing to do whatever it takes to meet my goal; if there were a service event across the country I would be willing to walk the entire way; if I could take a million AP's I would. I understand that it is a big jump to go from Bellflower High School to a UC in terms of academic difficulty; however, that is part of the excitement. I am not afraid of failure, it does nothing but make me stronger. Am I capable of making a jump of such a magnitude? It is not my judgment to make; I am only here to try.

The spin-the-wheel slows down and eventually stops at ‘try again next time’. That is, until I secretly push it one slot over to ‘princess tiara’. As the child hurries away to the next carnival game with the tiara in her hair, her mom turns back at me with a warm smile and mouths the words “thank you”. Seeing genuine happiness in the people of my community while volunteering at events such as my school carnival always remind me why I love my community so much.

I hold a lot of pride in how I’ve become a prominent figure in my community. From volunteering at festivals for my local elementary school to becoming employed by the City of American Canyon Parks and Recreation Department, I relish being in the hub of the community. I love our annual Fourth of July parades and Easter egg hunts, where I am stopped every 15 minutes to catch up with the crazy kids I worked with at summer camp or even just with the staff I’ve met from school. Growing up and connecting with such a diverse community is and will always be a large part of who I am. From kindergarten up until my senior year of high school, both my small community and I as an individual have grown immensely. By volunteering at local events, connecting with the people of my community, and finally getting employed by my city, I know that I have contributed to the successful growth of my community.

Although I really love my community here in the small town of American Canyon, I cannot help but think of the other great communities that I can potentially be a part of as well. I believe that by going to the University of California, I will be able to thrive in the liveliness of the communities that the campuses are well-known for. A major contribution I believe that I can bring to the University of California is integrating, being involved in, and building the school’s community so that both I and the school can grow together for each other.

What can you learn from these UC Berkeley essays?

If you want to get into UC Berkeley in 2022, you need to write great essays that help make you stand out. From these 18 Berkeley essays that worked, here are some takeaways:

• Use specific examples of places and events (name them) ( #8 , #17 )
• Tell a story ( #6 , #18 , #7 )
• Demonstrate your background, identity, or culture ( #3 , #15 , #4 )

If you enjoyed these UC Berkeley essays, you'll also like reading our top UCLA essays that worked. They answer the same PIQ prompts, but quite differently.

Applying to other public universities? Check out these awesome University of Michigan essays.

Let me know, which UC Berkeley essay was your favorite and why?

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Student Opinion

310 Prompts for Argumentative Writing

Questions on everything from mental health and sports to video games and dating. Which ones inspire you to take a stand?

By Natalie Proulx

Does social media harm young people’s mental health? Do video games deserve the bad rap they often get? Should parents track their children? Who is the greatest athlete of all time?

Every school day, we publish new questions for students based on the news of the day, including prompts, like these, that inspire persuasive writing.

Below, we’ve rounded up over 300 of those argumentative prompts, organized by topic, all in one place. They cover everything from parenting and schools to music and social media. Each one, drawn from our Student Opinion column , links to a free New York Times article as well as additional subquestions that can help you think more deeply about it.

You can use these prompts however you like, whether to inspire an entry for our new Open Letter Contest , to hone your persuasive writing skills or simply to share your opinions on the issues of today. So scroll through the list below and see which ones inspire you to take a stand.

If you enjoy these questions, know that you can find all of our argumentative writing prompts, as they publish, here . Students 13 and up from anywhere in the world are invited to comment.

Argumentative Prompt Topics

Technology and social media, college, work and money, health and relationships, gender and race, arts and entertainment, parenting and childhood, government and politics, animals, science and time.

Social Media

1. Does Social Media Harm Young People’s Mental Health? 2. How Much Should Speech Be Moderated on Social Media? 3. Should the United States Ban TikTok? 4. How Young Is Too Young to Use Social Media? 5. Should Kids Be Social Media Influencers? 6. What Should Be Done to Protect Children Online? 7. Should There Be Separate Social Media Apps for Children? 8. Are You a Fan of ‘School Accounts’ on Social Media? 9. Will Social Media Help or Hurt Your College and Career Goals? 10. Is It Ever OK to Use Strangers as Content for Social Media?

Phones and Devices

11. Should More Teenagers Ditch Their Smartphones? 12. Should the Adults in Your Life Be Worried by How Much You Use Your Phone? 13. Should Phones Ever Be a Part of Family or Holiday Gatherings? 14. What Are Your Texting Dos and Don’ts? 15. Does Grammar Still Matter in the Age of Twitter? 16. Is Your Phone Love Hurting Your Relationships? 17. Should Texting While Driving Be Treated Like Drunken Driving? 18. How Young Is Too Young for an Apple Watch?

The Internet

19. Do Memes Make the Internet a Better Place? 20. How Excited Are You About the Metaverse? 21. Should Websites Force Users to Prove How Old They Are? 22. What Is the Best Way to Stop Abusive Language Online? 23. How Do You Feel About Cancel Culture? 24. Does Online Public Shaming Prevent Us From Being Able to Grow and Change? 25. Do You Think Online Conspiracy Theories Can Be Dangerous? 26. Does Technology Make Us More Alone?

School Discipline and Attendance

27. Should Schools Ban Cellphones? 28. How Should Schools Hold Students Accountable for Hurting Others? 29. What Are Your Thoughts on Uniforms and Strict Dress Codes? 30. Should Schools Test Their Students for Nicotine and Drug Use? 31. How Can Schools Engage Students Who Are at Risk of Dropping Out? 32. Should Students Be Allowed to Miss School for Mental Health Reasons? 33. Should Your School Day Start Later? 34. Should There Still Be Snow Days? 35. Do Kids Need Recess? 36. Should Students Be Punished for Not Having Lunch Money?

School Quality and Effectiveness

37. How Do You Think American Education Could Be Improved? 38. Do Schools Need to Do More to Hold Students Accountable? 39. Are Straight A’s Always a Good Thing? 40. Should Students Have the Same Teachers Year After Year? 41. Do Teachers Assign Too Much Homework? 42. Should We Get Rid of Homework? 43. Should We Eliminate Gifted and Talented Programs? 44. Is It Time to Get Rid of Timed Tests? 45. What Role Should Textbooks Play in Education? 46. How Should Senior Year in High School Be Spent? 47. Does Your School Need More Money? 48. Do School Employees Deserve More Respect — and Pay? 49. Should Public Preschool Be a Right for All Children?

Teaching and Learning

50. Do You Think We Need to Change the Way Math Is Taught? 51. Should Financial Literacy Be a Required Course in School? 52. Should Schools Teach Students Kitchen and Household Skills? 53. Do We Need Better Music Education? 54. What Are the Most Important Things Students Should Learn in School? 55. What Is the Purpose of Teaching U.S. History? 56. Do Schools Need to Do More to Support Visual Thinkers? 57. Is School a Place for Self-Expression? 58. Should Media Literacy Be a Required Course in School? 59. Can Empathy Be Taught? Should Schools Try to Help Us Feel One Another’s Pain? 60. Should Schools Teach You How to Be Happy? 61. Should All Schools Teach Cursive? 62. Should Kids Still Learn to Tell Time? 63. How Important Is Knowing a Foreign Language

Technology in School

64. How Should Schools Respond to ChatGPT? 65. Does Learning to Be a Good Writer Still Matter in the Age of A.I.? 66. Is Online Learning Effective? 67. Should Students Be Monitored When Taking Online Tests? 68. Should Schools Be Able to Discipline Students for What They Say on Social Media? 69. Can Social Media Be a Tool for Learning and Growth in Schools? 70. Should Facial Recognition Technology Be Used in Schools? 71. Is Live-Streaming Classrooms a Good Idea? 72. Should Teachers and Professors Ban Student Use of Laptops in Class? 73. Are the Web Filters at Your School Too Restrictive?

Education Politics

74. Do You Feel Your School and Teachers Welcome Both Conservative and Liberal Points of View? 75. Should Students Learn About Climate Change in School? 76. Should Teachers Provide Trigger Warnings for ‘Traumatic Content’? 77. Should Teachers Be Allowed to Wear Political Symbols? 78. What Do You Think About Efforts to Ban Books From School Libraries? 79. What Is Your Reaction to the Growing Fight Over What Young People Can Read? 80. What Do You Think About the Controversy Surrounding the New A.P. Course on African American Studies? 81. Should Schools or Employers Be Allowed to Tell People How They Should Wear Their Hair? 82. Does Prayer Have Any Place in Public Schools? 83. Should Schools Be Allowed to Censor Student Newspapers?

College Admissions

84. Should Colleges Consider Standardized Tests in Admissions? 85. Should Students Let ChatGPT Help Them Write Their College Essays? 86. What Is Your Reaction to the End of Race-Based Affirmative Action in College Admissions? 87. Are Early-Decision Programs Unfair? Should Colleges Do Away With Them? 88. Is the College Admissions Process Fair? 89. How Much Do You Think It Matters Where You Go to College? 90. Should Everyone Go to College? 91. Should College Be Free? 92. Is Student Debt Worth It? 93. Should High Schools Post Their Annual College Lists?

Campus Life

94. What Should Free Speech Look Like on Campus? 95. Should Greek Life on College Campuses Come to an End? 96. Should Universities Work to Curtail Student Drinking? 97. How Should the Problem of Sexual Assault on Campuses Be Addressed? 98. Are Lavish Amenities on College Campuses Useful or Frivolous? 99. Should ‘Despised Dissenters’ Be Allowed to Speak on College Campuses? 100. Should Emotional Support Animals Be Allowed on College Campuses?

Jobs and Careers

101. Is High School a Good Time to Train for a Career? 102. Is There Such a Thing as a ‘Useless’ College Major? 103. Should All High School Students Have Part-Time Jobs? 104. Should National Service Be Required for All Young Americans? 105. Is It OK to Use Family Connections to Get a Job?

Money and Business

106. Do You Think the American Dream Is Real? 107. Should All Young People Learn How to Invest in the Stock Market? 108. Should We All Go Cashless? 109. When Should You Tip? 110. Should We End the Practice of Tipping? 111. Are You a Crypto Optimist or Skeptic? 112. Do Celebrities and Influencers Make You Want to Buy What They’re Selling? 113. Is $1 Billion Too Much Money for Any One Person to Have? 114. Are C.E.O.s Paid Too Much? 115. Is It Immoral to Increase the Price of Goods During a Crisis? 116. What Should Stores Do With Unsold Goods? 117. Is There a ‘Right Way’ to Be a Tourist? 118. Who Should We Honor on Our Money?

Mental Health

119. Is Teen Mental Health in a State of Crisis? 120. ‘Love-Bombing.’ ‘Gaslighting.’ ‘Victim.’ Is ‘Trauma Talk’ Overused? 121. Does Achieving Success Always Include Being Happy? 122. Is Struggle Essential to Happiness? 123. Should Schools Teach Mindfulness? 124. How Can We Bring an End to the ‘Epidemic of Loneliness’? 125. Does Every Country Need a ‘Loneliness Minister’? 126. What Ideas Do You Have to Bring Your Community Closer Together? 127. Are Emotional-Support Animals a Scam? 128. Is It OK to Laugh During Dark Times?

Dating and Relationships

129. Who Should Pay for Dates? 130. Do Marriage Proposals Still Have a Place in Today’s Society? 131. Should Your Significant Other Be Your Best Friend? 132. How Do You Think Technology Affects Dating?

Physical Health

133. Should Governments Do More to Discourage People From Smoking and Vaping? 134. How Should Adults Talk to Kids About Drugs? 135. Can Laziness Be a Good Thing? 136. Should There Be Requirements for Teens Who Want to Ride E-Bikes? 137. What Advice Should Parents and Counselors Give Teenagers About Sexting? 138. Should All Children Be Vaccinated? 139. Do We Worry Too Much About Germs?

140. Is It Becoming More Acceptable for Men and Boys to Cry? 141. Is It Harder for Men and Boys to Make and Keep Friends? 142. Should Award Shows Eliminate Gendered Categories? 143. Should There Be More Gender Options on Identification Documents? 144. Justice Ginsburg Fought for Gender Equality. How Close Are We to Achieving That Goal? 145. What Should #MeToo Mean for Teenage Boys? 146. What Is Hard About Being a Boy? 147. Should There Be More Boy Dolls? 148. Is Single-Sex Education Still Useful? 149. Are Beauty Pageants Still Relevant? 150. Should Period Products Be Free? 151. What Are Your Thoughts on Last Names? 152. What Rules Should Apply to Transgender Athletes When They Compete? 153. What Is Your Reaction to the Recent Wave of Legislation That Seeks to Regulate the Lives of Transgender Youths? 154. What Do You Wish Lawmakers Knew About How Anti-L.G.B.T.Q. Legislation Affects Teenagers?

Identity, Race and Ethnicity

155. How Should Schools Respond to Racist Jokes? 156. How Should Parents Teach Their Children About Race and Racism? 157. What Is Your Reaction to Efforts to Limit Teaching on Race in Schools? 158. How Should Racial Slurs in Literature Be Handled in the Classroom? 159. Should Confederate Statues Be Removed or Remain in Place? 160. Should We Rename Schools Named for Historical Figures With Ties to Racism, Sexism or Slavery? 161. How Should We Remember the Problematic Actions of the Nation’s Founders? 162. Does the United States Owe Reparations to the Descendants of Enslaved People? 163. What Can History Teach Us About Resilience? 164. Should All Americans Receive Anti-Bias Education? 165. Is Fear of ‘The Other’ Poisoning Public Life? 166. What Stereotypical Characters Make You Cringe? 167. When Talking About Identity, How Much Do Words Matter? 168. How Useful Is It to Be Multilingual?

TV and Movies

169. Is True Crime As a Form of Entertainment Ethical? 170. Should Old TV Shows Be Brought Back? 171. Does Reality TV Deserve Its Bad Rap? 172. How Closely Should Actors’ Identities Reflect the Roles They Play? 173. In the Age of Digital Streaming, Are Movie Theaters Still Relevant? 174. Do We Need More Female Superheroes? 175. Is Hollywood Becoming More Diverse? 176. When Does Lying in Comedy Cross a Line? 177. How Do You Feel About ‘Nepotism Babies’?

Music and Video Games

178. Will A.I. Replace Pop Stars? 179. If Two Songs Sound Alike, Is It Stealing? 180. Should Musicians Be Allowed to Copy or Borrow From Other Artists? 181. How Do You Feel About Censored Music? 182. What Are the Greatest Songs of All Time? 183. Do Video Games Deserve the Bad Rap They Often Get? 184. Should There Be Limits on How Much Time Young People Spend Playing Video Games? 185. Should More Parents Play Video Games With Their Kids?

186. Are A.I.-Generated Pictures Art? 187. What Work of Art Should Your Friends Fall in Love With? 188. If Artwork Offends People, Should It Be Removed? 189. Should Museums Return Looted Artifacts to Their Countries of Origin? 190. Should Art Come With Trigger Warnings? 191. Is the Digital Era Improving or Ruining the Experience of Art? 192. Are Museums Still Important in the Digital Age? 193. Can You Separate Art From the Artist? 194. Are There Subjects That Should Be Off-Limits to Artists, or to Certain Artists in Particular? 195. Should Graffiti Be Protected?

Books and Literature

196. Is Listening to a Book Just as Good as Reading It? 197. Should Classic Children’s Books Be Updated for Today’s Young Readers? 198. Should White Writers Translate a Black Author’s Work? 199. Is There Any Benefit to Reading Books You Hate? 200. Should Libraries Get Rid of Late Fees?

201. What’s the Best — and Worst — Part of Being a Sports Fan? 202. Who Is the GOAT? 203. Do Women’s Sports Deserve More Attention? 204. What Should Be Done About the Gender Pay Gap in Sports? 205. Should Girls and Boys Sports Teams Compete in the Same League? 206. Should More Sports Be Coed? 207. College Athletes Can Now Be Paid. But Not All of Them Are Seeing Money. Is That Fair? 208. Should High School-Age Basketball Players Be Able to Get Paid? 209. Are Some Youth Sports Too Intense? 210. Are Youth Sports Too Competitive? 211. Is It Bad Sportsmanship to Run Up the Score in Youth Sports? 212. Is It Ethical to Be a Football Fan? 213. Does the N.F.L. Have a Race Problem? 214. What New Rules Would Improve Your Favorite Sport? 215. What Sports Deserve More Hype? 216. How Should We Punish Sports Cheaters? 217. Should Technology in Sports Be Limited? 218. Does Better Sports Equipment Unfairly Improve Athletic Ability? 219. Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures? 220. Is It Selfish to Pursue Risky Sports Like Extreme Mountain Climbing? 221. Should Cheerleading Be an Olympic Sport?

Related Writing Prompt

222. Should Parents Ever Be Held Responsible for the Harmful Actions of Their Children? 223. Where Is the Line Between Helping a Child Become More Resilient and Pushing Them Too Hard? 224. Should Parents Give Children More Responsibility at Younger Ages? 225. Should Parents Tell Children the Truth About Santa? 226. Should Parents Weigh in on Their Kids’ Dating Lives? 227. Should Parents Track Their Children? 228. How Should Parents Support a Student Who Has Fallen Behind in School? 229. Do Parents Ever Cross a Line by Helping Too Much With Schoolwork? 230. What’s the Best Way to Discipline Children? 231. What Are Your Thoughts on ‘Snowplow Parents’? 232. Should Stay-at-Home Parents Be Paid? 233. Should Parents Bribe Their Children?

Childhood and Growing Up

234. Is It Harder to Grow Up in the 21st Century Than It Was in the Past? 235. Is Childhood Today Over-Supervised? 236. When Do You Become an Adult? 237. Who Should Decide Whether a Teenager Can Get a Tattoo or Piercing? 238. Do We Give Children Too Many Trophies? 239. What Can Older Generations Learn From Gen Z? 240. What Is the Worst Toy Ever?

Legislation and Policy

241. Should the Death Penalty Be Abolished? 242. Should Marijuana Be Legal? 243. Should the United States Decriminalize the Possession of Drugs? 244. What Is Your Reaction to the State of Abortion Rights? 245. Should the Government Cancel Student Debt? 246. Should Public Transit Be Free? 247. Should There Be More Public Restrooms? 248. Should the U.S. Be Doing More to Prevent Child Poverty? 249. Should the Government Provide a Guaranteed Income for Families With Children? 250. Should Law Enforcement Be Able to Use DNA Data From Genealogy Websites for Criminal Investigations?

Gun Violence

251. Are You Concerned About Violence in America? 252. How Should Americans Deal With the Problem of Gun Violence? 253. What Should Lawmakers Do About Guns and Gun Violence? 254. Should the U.S. Ban Military-Style Semiautomatic Weapons? 255. Should Teachers Be Armed With Guns?

Voting and Elections

256. How Much Faith Do You Have in the U.S. Political System? 257. Is the Electoral College a Problem? Does It Need to Be Fixed? 258. Does Everyone Have a Responsibility to Vote? 259. Should We All Be Able to Vote by Mail? 260. Should There Be a Minimum Voting Age? 261. Should the Voting Age Be Lowered to 16? 262. Should Ex-Felons Have the Right to Vote? 263. Are Presidential Debates Helpful to Voters? Or Should They Be Scrapped?

Freedoms and Rights

264. How Important Is Freedom of the Press? 265. Why Does the Right to Protest Matter? 266. Does the U.S. Constitution Need an Equal Rights Amendment? 267. Do You Care Who Sits on the Supreme Court? Should We Care? 268. Should You Have a Right to Be Rude? 269. Should Prisons Offer Incarcerated People Education Opportunities?

Civic Participation

270. Are You Optimistic About the State of the World? 271. If You Could Take On One Problem Facing Our World, What Would It Be? 272. If You Were Mayor, What Problems Facing Your Community Would You Tackle? 273. Do You Think Teenagers Can Make a Difference in the World? 274. Do You Think It Is Important for Teenagers to Participate in Political Activism? 275. Is Your Generation Doing Its Part to Strengthen Our Democracy? 276. How Is Your Generation Changing Politics? 277. Why Is It Important for People With Different Political Beliefs to Talk to Each Other? 278. Are We Being Bad Citizens If We Don’t Keep Up With the News? 279. Why Do Bystanders Sometimes Fail to Help When They See Someone in Danger? 280. When Is It OK to Be a Snitch? 281. Should Reporters Ever Help the People They Are Covering? 282. Should Celebrities Weigh In on Politics? 283. Should Athletes Speak Out On Social and Political Issues? 284. Should Corporations Take Political Stands? 285. What Do You Think the Role of the First Lady — or First Spouse — Should Be Today?

286. Is Animal Testing Ever Justified? 287. What Is Our Responsibility to Lab Animals? 288. What Are Your Thoughts About Hunting Animals? 289. Should We Be Concerned With Where We Get Our Pets? 290. What Do You Think of Pet Weddings? 291. Is It Wrong to Focus on Animal Welfare When Humans Are Suffering? 292. Should We Bring Back Animals From Extinction? 293. Are Zoos Immoral? 294. Do Bugs Deserve More Respect?

Environment and Science

295. What Role Should Young People Play in the Fight Against Climate Change? 296. Should We Be More Optimistic About Efforts to Combat Climate Change? 297. How Far Is Too Far in the Fight Against Climate Change? 298. Should Plastic Bags Be Banned Everywhere? 299. Is It Ethical to Create Genetically Edited Humans? 300. Should We Still Be Sending Astronauts to Space? 301. Do You Think Pluto Should Be a Planet? 302. Should We Treat Robots Like People?

Time and Seasons

303. What Is the Best Month of the Year? What Is the Worst? 304. Would Life Be Better Without Time Zones? 305. Do You Think It Is Time to Get Rid of Daylight Saving Time? 306. When Do Holiday Decorations Go From Festive to Excessive? 307. Should We Rethink Thanksgiving? 308. When Does a Halloween Costume Cross the Line? 309. Should School Be a Place to Celebrate Halloween? 310. Should the Week Be Four Days Instead of Five?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

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Sharad Chari Published on Borderlines

Reflecting on the historians' craft, Borderlines has published a series of essays as a meditation on presentism, and as a beginning of an ongoing conversation. Professor  Sharad Chari engages with Ajay Skaria's introductory essay in the first response from the viewpoint of a geographer, where he offers a "'ham-fisted' Marxist approach" which "refuses to separate working hands from theoretical elaboration".  Read it here !

• Political Economies topic page
• Racial Geographies topic page