senior college essays

Essays That Worked

The essays are a place to show us who you are and who you’ll be in our community.

It’s a chance to add depth to something that is important to you and tell the admissions committee more about your background or goals. Below you’ll find selected examples of essays that “worked,” as nominated by our admissions committee. In each of these essays, students were able to share stories from their everyday lives to reveal something about their character, values, and life that aligned with the culture and values at Hopkins.

Read essays that worked from Transfer applicants .

Hear from the class of 2027.

These selections represent just a few examples of essays we found impressive and helpful during the past admissions cycle. We hope these essays inspire you as you prepare to compose your own personal statements. The most important thing to remember is to be original as you share your own story, thoughts, and ideas with us.

Ordering the Disorderly

Ellie’s essay skillfully uses the topic of entropy as an extended metaphor. Through it, we see reflections about who they are and who they aspire to be.

Pack Light, But Be Prepared

In Pablo’s essay, the act of packing for a pilgrimage becomes a metaphor for the way humans accumulate experiences in their life’s journey and what we can learn from them. As we join Pablo through the diverse phases of their life, we gain insights into their character and values.

Tikkun Olam

Julieta illustrates how the concept of Tikkun Olam, “a desire to help repair the world,” has shaped their passions and drives them to pursue experiences at Hopkins.

Kashvi’s essay encapsulates a heartfelt journey of self-discovery and the invaluable teachings of Rock, their 10-year-old dog. Through the lens of their companionship, Kashvi walked us through valuable lessons on responsibility, friendship, patience, and unconditional love.

Classical Reflections in Herstory

Maddie’s essay details their intellectual journey using their love of Greek classics. They incorporate details that reveal the roots of their academic interests: storytelling, literary devices, and translation. As their essay progresses, so do Maddie’s intellectual curiosities.

My Spotify Playlist

Alyssa’s essay reflects on special memories through the creative lens of Spotify playlists. They use three examples to highlight their experiences with their tennis team, finding a virtual community during the pandemic, and co-founding a nonprofit to help younger students learn about STEM.

More essays that worked

We share essays from previously admitted students—along with feedback from our admissions committee—so you can understand what made them effective and how to start crafting your own.

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Junior and senior essays.

The senior essay is often the longest and most complex paper a student will write during a Yale career. While the Writing Center supports all student writers, we’re especially eager to help as you plan, develop, and revise your senior essay.

The expectations for a good essay vary by department, because different fields have different standards for evidence, analysis, and argument. Below we offer some general good advice for developing a senior essay, followed by a list of some of the additional resources available to help you complete your essay.

Tip #1: Write about something you’re curious about or don’t quite understand. Although this advice applies to any writing project, it’s especially crucial for a long essay. If you don’t begin with something you’re curious about - something you really care about figuring out - you’ll have trouble sustaining interest in your essay, either for yourself or for your readers. Papers you’ve written for coursework can be a great source for topics, if there are issues that were just starting to excite you when it was time to turn in the initial paper. Think, too, about unanswered questions you’ve had from the courses in your major; your senior essay can be an opportunity to explore more deeply an issue that you feel has been neglected. Most advisors will want to begin discussions of your topic as far in advance as possible. If yours hasn’t initiated that conversation, take the first step and set up an appointment today.

Tip #2: Use writing to help shape your research - not just to record your results. The most productive change most students need to make in working on their essay is to begin writing sooner. We don’t mean by this just avoiding procrastination. Even if you begin researching and meeting with your advisor early in the year, you may still be tempted to delay writing until you have a strong sense of your direction, or even an outline. But research shows that taking time to write all throughout the process will help you develop a richer, more complex thesis. Here are some occasions to write that you may not have thought of on your own:

Write about your ideas as a way to find and explore your initial topic.

Don’t just underline and take notes on our early research; take ten minutes to write at the beginning and end of each research session about what you’ve learned and the new questions you’ve discovered.

Write before and after meeting with your advisor. Even if you have a draft or chapter to show, take an extra ten minutes to write about your sense of the project - where it’s going well and where you need help.

It’s possible that you won’t incorporate this writing directly into your final essay, but doing it will help you reflect more effectively on the progress of your research, which will lead to fuller and more satisfying results.

Tip #3: Develop a bigger network of readers. Ideally, you will have the opportunity to meet with your advisor several times in both terms while working on your essay. This is the person who can help you the most with questions of general direction, with focusing on the most productive parts of your topic, and with finding the most relevant research sources. But most professional writers get feedback from several readers before publication, and so should you. One obvious source for additional readers is the Writing Center, which offers several different kinds of tutoring. But showing your work to friends, roommates, and classmates can also be immensely helpful. If you haven’t shared your work with other writers before, let us give you some advice about how to make these opportunities productive: don’t expect student readers to offer solutions. Instead, get your readers to raise questions that you can talk and think through more deeply. Or ask them just to say what they understand and where they get stuck, then use your own judgment about whether your advisor will have the same kinds of questions. Until you’ve tried it, you have no idea how valuable it is just to show your work in progress to someone. Even before they say anything back, the meeting will allow you to think about your own writing differently. If they also give you helpful advice, well that’s just a bonus.

Departmental Guidelines Many departments publish guidelines for senior essay writers. We’ve compiled a few of these below. If your department is not listed, ask your DUS if any guidelines exist. The Writing Center Director, Alfred Guy, is available to help departments create and post advice for their senior essay writers.

History Senior Essay

Residential College Writing Tutors Every residential college has a dedicated writing tutor, and they have experience with senior essays from a wide range of departments. Students who work with a tutor write better essays, and the sooner you start, the better. Go to the tutoring section of this Web site and contact your tutor today.

Workshops for Senior Essay Writers Many departments offer a senior essay colloquium—the Writing Center directors are available to lead discussions about any topic related to developing your essay, including: setting a timetable, soliciting and using feedback, and structuring a long essay. In the past few years, we’ve worked with colloquia in American Studies, Sociology, and African Studies, and we’d love to meet with your group. Ask the coordinator of your colloquium to contact us to arrange a meeting.

Other Yale Resources

The Mellon Seminars

Each residential college organizes a Mellon seminar for senior essay writers. During these seminars, you’ll have the chance to talk about your work in progress with other seniors. Check with the Master’s office in your college for more details.

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Drop-In Writing Partners

Writing Partners are Yale College or graduate school students selected for both their writing skills and their ability to talk about writing. They have a student’s-eye view of the challenges you’ll face in writing papers.

Reserve a Room

The Poorvu Center for Teaching and Learning partners with departments and groups on-campus throughout the year to share its space. Please review the reservation form and submit a request.

Writing with Turnitin

The Poorvu Center organizes resources to help students use Turnitin to improve their writing - see patterns of source use and misuse, and learn best practices for the revision process.

• Senior Essay

The senior essay for economics majors is optional. However, the senior essay is required for consideration for Distinction in the Major. Most students who write a senior essay find it immensely rewarding and consider it one of their best experiences at Yale.

Senior essays are an opportunity for students to engage in independent, original economic research. Essays are not reviews of the literature, rather they are an examination of an hypothesis using the tools of economics. In particular, the essay must contain original research and/or analysis. They can be theoretical, empirical or computational. The senior essays that receive A’s and are awarded prizes are typically those that use economics tools (and, where appropriate, data) to offer fresh insights on questions. Topics are as diverse as recording and analyzing the behavior of black jack players, the effect of charter schools on student performance, the effect of China’s development on trade, the effect of the Fed on the stock market…. Examples of past essays are available on the department website .

See below for a guide written by thesis writers in the class of 2023.

There are no page requirements or formatting requirements for senior essays in economics. Advice regarding bibliographies, graphs, etc. should be given by your advisor. Generally, essays run about 30 pages.

Senior essay writers may receive a maximum of $500 for legitimate research expenses, provided the student has made a good-faith effort to obtain funding from Yale College. There are many funding opportunities available for research which can be found here: https://funding.yale.edu/find-funding/class-year#toc2 . Funding requests are reviewed on a case-by-case basis and must be approved by the DUS and Chair.

NOTE: Students must take two econometrics courses (or ECON 135 plus one econometrics course) in order to write a senior essay. The second econometrics course can be taken Cr/D/F for the purposes of the senior essay (but in this case it will not count toward the major requirements). The second econometrics course can be taken in the fall of senior year.

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Senior essays can be 1-term or 2-term essays. The difference between a 1-term and a 2-term essay is that the 2-term essay is broader in scope and/or goes in greater depth. Most economics majors do 2-term essays.

Senior essays can be done in one of several ways:

1-Term Essays

• Enroll in Econ 491a in the fall of your senior year.
• Expand a term paper from a fall-term seminar in your senior year ( depends on availability of seminar instructor )
• Please note that a 1-term essay cannot be done in the spring term of your senior year.

2-Term Essays

• Enroll in Econ 491a and Econ 492b
• Expand a term paper from a fall-term seminar in your senior year and enroll in Econ 492b ( depends on availability of seminar instructor for both semesters )

For the class of 2024

• Enroll in Econ 491a ( not necessary if you are doing a senior essay out of a fall seminar)
• Choose an advisor and a topic. You should refer to the Potential Advisors webpage for help finding an advisor who is available and is appropriate for your topic. If you have difficulty finding an advisor, see the ECON 491 instructor or the DUS for suggestions. There are many economics faculty members who may be ideal advisors for your topic.  Students may also choose a campus economist from outside of the department. (Permission of the DUS required to choose a non-economist adviser.) In order to do an essay out of a fall seminar, you need the seminar professor to agree to be your advisor (for both semesters in the case of a 2-term essay).
• Meet with your advisor regularly. It is the student’s responsibility to make sure that these regular meetings occur.
• Submit a “Senior Essay Prospectus” on or before Monday, October 2, 2023 by 4:30 pm. The prospectus must be signed by your advisor. All students planning to write a senior essay must hand in a prospectus at this time. Failure to do so results in your not being permitted to write an essay. A late prospectus will not be accepted without a Dean’s note.
• Students enrolled in a 2-term essay must submit a written progress report to their advisor on Wednesday, November 8, 2023. For essays involving substantial data collection and statistical analysis, a description of the research question and the data that has been gathered for analysis may be appropriate. For others, a portion of the essay itself or a detailed outline describing the thesis question, existing literature, and planned method of analysis is suitable. Based on this report, your advisor will be asked to give you a temporary grade of satisfactory or not satisfactory for the fall term. This temporary grade will be replaced by the final grade on your senior essay in April.
• You are allowed to switch advisor, with DUS permission, but no later than the progress report due date . In this case you need to submit a new prospectus form signed by the new advisor by the progress report due date .
• A student who wishes to change a 1-term essay to a 2-term essay must get permission from the advisor and the DUS prior to the Thanksgiving break. To convert, a student must have made satisfactory progress on the essay by that time. No conversions will be allowed after Thanksgiving.
• 1-term senior essays are due to your advisor on Wednesday, December 6, 2023 by 4:30 pm. For students doing a 1-term essay by enrolling in Econ 491a, the advisor will evaluate and grade the paper, which will be your grade for the course. For students doing a 1-term essay out of a seminar, the advisor will evaluate and grade the paper, but the essay grade will not appear on your transcript. The grade and evaluation will be used for determination of distinction and departmental prizes. A final version of the 1-term senior essay must be submitted on or before Wednesday, April 3, 2024 by 4:30 pm via email to Dan Rehberg, Interim Undergraduate Registrar, at [email protected] for grading by the outside anonymous reader. Late essays will be accepted only with a Dean’s Extension. Essays that are submitted late without a Dean's Extension will receive a grade penalty (which will grow with the length of the delay).
• Note: students doing the 1-term essay may continue to make additional revisions beyond the fall term before the April due date. Please bear in mind, however, that advisors of 1-term essays may have other commitments and are not obligated to advise you beyond the fall term.

Spring 2024

• For students doing 2-term essays, enroll in Econ 492b.
• 2-term senior essays must be submitted on or before Wednesday, April 3, 2024 at 4:30 pm via email to Dan Rehberg, Interim Undergraduate Registrar, at [email protected] . Late essays will be accepted only with a Dean’s Extension. Essays that are submitted after the deadline without a Dean's Extension will receive a grade penalty (which will grow with the length of the delay).
• Advisor’s Reports with grades and comments and Reader’s Reports with grades and comments are usually available by the end of reading week in the Economics Undergraduate Registrar’s Office.

Hi Juniors, If you are reading this guide, this means (we hope) that you’re considering writing a senior essay in economics! Writing an economics thesis is an incredibly fulfilling experience, and we hope that if you feel prepared, you write one! To help clarify the process and give advice, the Economics Peer Mentors from the 2022-2023 academic year have made an updated version of this guide from the Class of 2021 that was created by Alya Ahmed and Lara Varela Gajewski, with responses from the Class of 2023.

Link to Class of 2023 Guide

Best of luck, Sarah Moon ‘23, Economics & Mathematics Ayumi Sudo ‘23, Economics

Some Takeaways: 

Most seniors, including all seniors that responded to our survey, wrote a two-term thesis. 

Seniors wrote essays on topics in:

• Labor economics
• Macroeconomics
• Econometrics
• Behavioral economics
• Public economics 
• Environmental economics
• ...and more 

Advisors were chosen from: 

• Herb Scarf RA and Tobin RA positions
• Classes taken in junior year or in the fall semester senior seminars
• Recommended by other professors/ECON 491 TA's
• Cold emailing

Econ thesis advisors are from:

• Yale Economics Department
• Yale School of Management 
• Yale School of Environment
• ...and more

Topics were inspired by: 

• Personal interests 
• Previously taken classes
• Summer research work
• Interesting data sets

Economics 491 counts as a 400 level, senior requirement course. Economics 492 counts as an elective.

Students writing a one-semester essay out of Economics 491 will receive a letter grade at the end of the fall semester based on the quality of their senior thesis. Students writing a one-semester essay out of a senior seminar will only receive a grade for the seminar on their transcript. They will not see their senior essay grade on their transcript, but it will be recorded by the department for distinction purposes. Students writing a two-semester essay by taking 491 and 492, will receive a temporary 491 grade (Satisfactory/Unsatisfactory) at the end of the fall semester. That grade will be replaced by a letter grade given for 491 and 492 based on the quality of the senior essay. Students who write a two-semester essay by taking a seminar and then 492 will receive a grade based on the requirements of the seminar in the fall. In the spring they will receive a grade for 492 based on the quality of the senior essay. Your senior essay will be graded by your advisor.

To qualify for distinction, a senior must receive a grade of A or A- from their advisor on the senior essay and have 3/4 of their economics grades be A’s or A-’s. For the purpose of distinction economics grades include related course credit, but do not include introductory microeconomics, introductory macroeconomics, the math requirement nor courses taken outside of Yale.

Senior Essay Course Lecturer:

Rebecca Toseland will be the Fall 2023 lecturer for The Senior Essay (Econ 491a) course.

Lecturer and TF office hours are by appointment only. Schedule a time on office hours sign-up sheet below.

Senior Essay TF:

Ken Jung will be the Fall 2023 TF for The Senior Essay (Econ 491a) course.

Office Hours Sign-up Sheet

Lecturer and TF office hours are by appointment only. Schedule a time on this sign-up sheet (must be signed-in with Eli Apps to view and edit).

If you would like to request an appointment at a different time, please email the Lecturer or TF.

Senior Essay Prizes

Essays will also be read by an anonymous economics department faculty member. Only the advisor’s grade will appear on the transcript. However, both the advisor and the anonymous readers must nominate an essay for that essay to move on to the awards committee.

Three or more prizes for outstanding senior essays are awarded each year by the economics undergraduate prize committee. The  Charles Heber Dickerman Memorial Prize  is awarded for the best senior essay; the  Ronald Meltzer/Cornelia Awdziewicz Economic Award  is awarded for one or two more outstanding senior essays and the  Ellington Prize  is awarded for one or more outstanding essays in the field of finance.

Senior Essays Nominated for Prizes

Women in Economics 2021 Senior Thesis Spotlight

Choose Your Test

Sat / act prep online guides and tips, the 13 best college essay tips to craft a stellar application.

College Essays

In many ways, the most labor-intensive part of your college application process is the essay. It’s not just about forwarding transcripts or entering a list of extracurricular activities—you have to craft something personal and compelling to show the admissions committee who you are beyond your resume.

In this article, we’ll go over our 13 best tips for writing college essays. We’ll give tips for every step of the process including planning, writing, and editing your essay, as well as some quick and easy tips to boost any essays you already have written! With these college essay tips, you’ll be that much closer to the best admissions essay ever!

5 Tips for College Essay Planning

Doing a good job planning makes the college essay process that much easier. These five college essay tips will help you get started and pave the way for a great final product.

#1: Make a Plan of Attack for Your Essays

The first thing you’ll need to do is identify all the essays you’ll need to write and their deadlines. It may help you to make a spreadsheet with the essay guidelines for each school, the word count, the prompts, the due date, and any special instructions. This will help you figure out:

How many essays you’ll need to write, and how long those essays need to be.

Whether you can reuse any essays: In general, you can reuse essays for prompts that are about your life, broadly similar in theme, and have a similar word count. You probably can’t reuse essays that are very specific to the college, like “Why This College” essays .

Which essay you should write first: You’ll probably want to start first on the essay with the earliest application deadline. Alternatively, if you have plenty of time or the deadlines are close together, you could start with the longest essay (which will take the most time) or the essay that will be used for the most schools (like a Common Application essay). Do what you feel most comfortable with.

With all this information gathered, you’ll be able to make a plan of attack for your essays and make sure nothing gets lost in the application shuffle. (In fact, I actually advise keeping track of all necessary components of your application in a spreadsheet for the same reason).

#2: Start Early

You want to start writing way before the deadline. If possible, give yourself at least two months, and maybe even more time if you can. This will make sure that you have enough time to adequately plan your essay, draft it, and edit it.  

And, of course, the more essays you have to write, the earlier you should start!

#3: Choose the Right Topic

Choosing the right topic has two facets: first, choosing the right prompt (if there’s a choice) and second, choosing the right topic to write about for that prompt.

The Right Prompt

If there’s a choice of prompts, you may want to actually start by brainstorming the specific topic or thing in your life that you want to write about, and then reverse-engineer back to the most appropriate prompt. Most college essay prompts are pretty vague, so a broad range of topics and issues can be applied.

You can also use prompts to help you brainstorm if you’re having a hard time figuring out what to write about. Think about the prompt that seems most appealing to you at first. What intrigues you about it? What do you think you could communicate about yourself through that question?

Here’s some tailored guidance on some of the most common college essay prompt types . And if you’re writing a Common Application essay, here’s advice on how to choose the right Common App prompt for you .

The Right Topic

When you’re trying to choose something about your life to write about, consider the following:

What are you excited to write about? A good college essay can be about a wide variety of topics, but it should show that you’re passionate about something. This could be anything from a hobby you have to your favorite book or even your most beloved stuffed animal, just so long as you can make it memorable and positive. Also, your writing will be a lot better if you are writing about something you care about and are interested in!

Whatever you write about should be primarily about you. You should be the focal point. Even if you’re writing about someone who has influenced you, for example, you need to relate it back to yourself. What does this tell admission officers about you?

What makes you stand out? This should be something that goes beyond what’s in the rest of your application. Your test scores and GPA are already there. What really shows something unique about you?

Choose a topic you can be honest about . If you’re not being genuine, it will end up coming through in your writing. So don’t write about how much your membership in Youth Group meant to you if you only went to make your mom happy and you actually didn’t care that much.

In general, you should avoid topics that are overly controversial, like things that are politically charged, doing things that are illegal, or anything involving graphic descriptions of any bodily function. So if you’re going to write about recovering from hip surgery, probably leave out the gory details of you being constipated and your oozy scars.

Check out our 35 brainstorming techniques for college essays for even more help coming up with a topic!

If you’re really stumped, consider asking your friends and family what they think could be good topics. They may help you figure out something memorable and interesting. But also, don’t feel like you have to write about a topic just because someone else thinks it would be great. You need to be genuinely interested in what you’re writing about to write an engaging essay!

#4: Decide on Your Approach

In general, there are two main approaches you might take to write your essay. It might primarily take a narrative format, or it might take a thematic format.

In a narrative format, you’ll be relating a particular anecdote or experience and what it means to you. In a thematic format, you’ll present a particular theme—say, your love of parakeets or your secret talent for balancing books on your head—and expound on that theme in a descriptive way to reveal more about you and your personality.

Sometimes your approach will be determined by the prompt or topic that you choose. For example, if a prompt says to relate a particular event or anecdote, you’ll probably use a narrative approach. By contrast, if you want to write about how your favorite book changed your life, that will probably be a thematic essay.

#5: Write an Outline

Doing a little bit of outlining before you put fingertips to keyboard to write your essay is always a good idea. You don’t necessarily need to make a super-detailed plan before you starting writing, but a general idea of where you are going and the points you want to make will be very helpful when you start drafting. Otherwise, you may find yourself spending a lot of time staring at a blank Word document.

Yes, good, very detailed essay plan. 

4 Top College Essay Writing Tips

Here are four tips for writing college essays and making sure your work  stands out in a good way:

#6: Use Specific Details

The more details you use, the more your writing will come alive. Try to use words that are vivid and specific, instead of ones that are vague like “nice,” “good,” and so on. This will really flesh out the scene and help the reader picture what’s going on.

So take something like this:

One of my biggest accomplishments in life was teaching my little brother to ride a bicycle. I encouraged him to keep going when he fell down. Now he’s a great cyclist!

To something more like this:

One of my biggest accomplishments in life was teaching my eight-year-old brother to ride the racy red bicycle he got for his birthday. He wanted to give up when he took a tumble and skidded across the sidewalk. But while I bandaged up his knees with Batman band-aids, I convinced him to give it another try. I told him to think about how he would be able to bike all around the neighborhood exploring. Now I smile whenever I see him zooming down our street—wearing his helmet, of course!

See the difference? Wouldn’t you rather read the second one?

#7: Be Genuine

It’s important to get beyond the superficial in your personal statement. You should be writing about something that’s genuinely important or significant to you, so try to get beyond the surface. Instead of writing vague platitudes about how you really like the violin but it’s hard, really get at the meat: did you ever think about quitting? What’s frustrated you the most? What really keeps you going?

This means you shouldn’t try to write about things where it’s too painful to be honest. So if your parents got a divorce last year, it may be too raw to write about, which is perfectly fine. If, however, they got divorced when you were 5 and you can honestly reflect on how it changed your life, go for it.

Of course, you want to be honest in a reasonable and appropriate way. If you overshare, it will make it seem like you have bad judgment or don’t understand social norms—not good impressions to give the admissions committee. So probably don’t write about how much you despise your mother and think she is evil since she had an affair with your school librarian. It’s fine to feel how you feel, but there are some things that are a little too charged to write in your college essay.

#8: Be Unique, but Not Bizarre

You definitely want your writing to set you apart—but you want it to set you apart in a good way. This means you want high-quality writing about unique experiences and qualities you bring to the table that aren’t covered elsewhere in your application.

This does not mean you should get really avant-garde with your essay formatting. Don’t send in a piece of art instead of an essay, or make a video, or write a poem instead of an essay, unless those things are explicitly allowed.

Similarly, while your essay doesn’t have to be 100% deadly serious in tone, you should be careful with humor. This doesn’t mean absolutely no jokes or tongue-in-cheek moments or that your essay should read like an 18th-century book of sermons. But if your essay relies too much on humor, you’ve got a lot riding on whether or not the person reading your essay “gets” it. They may well be annoyed. So deploy humor carefully and selectively.

#9: Avoid Cliches and Platitudes

The more cliches you use in your writing, the more boring and less insightful your essay will be. Cliches are phrases that are so overused that they are essentially meaningless, and they are likely to make any reader roll their eyes. Phrases like “a dime a dozen,” “outside the box,” “cold as ice,” “dirt cheap,” “flash in the pan,” and so on are frequently deployed in conversation because they convey a common idea quickly. But you don’t want your essay to be common, so avoid cliches. Try to think about how you can communicate the same idea in a more specific and interesting way.

Here’s a list of over 600 cliches . But for the most part, you won’t need a list; you’ll know something is a cliche because you will have heard it a million times already.

You should also avoid platitudes or sweeping generalizations about life. These are statements that are so broad and far-reaching as to be both obvious and completely uninsightful.

So avoid making statements like “And that’s how I learned that hard work pays off,” or “There’s no ‘I’ in team.” You may think you sound sage or wise, but the truth is, platitudes are going to sound immature and poorly-formed to the reader. Similarly, don’t say things that sound like they could come from an inspirational quote account on Instagram. (See, ahem, “You miss 100% of the shots you never take,” “Shoot for the moon,” and so on.)

How do you avoid the platitude problem? Try to keep what you’re saying specific to you. So instead of saying “And that’s how I learned that hard work pays off,” try, “This experience helped me to realize that when I put concentrated effort into something that’s important to me, I can accomplish it even when there are roadblocks.” Keep the focus on what you can and will do in your own life.

Avoid  trite sayings like this one.

2 Tips for Editing Your College Essay

You may think that once you’ve gotten a draft done that you’re good to go. Not so! Editing is one of the most important parts of writing the best college essay possible, and here are two essential college essay tips for editing.

Tip #10: Ask for Help

It’s always wise to get another set of eyes on your college essays. In fact, several sets of eyes is even better! Other people can help you make sure your essay flows, you have enough detail, that everything is relevant, and that you sound as engaging and interesting as you really are! They can also help you catch typos and other minor errors—although you’ll want to double and triple-check for that yourself before submitting.

Here’s advice on how to ask for help with all parts of the college essay process , including editing.

Tip #11: Be Prepared to Cut a Lot

Brace yourself for cutting up your initial draft into tiny little ribbons and rearranging the remaining pieces Frankenstein-style. A first draft is really just a starting place to get your ideas down before you revamp the entire thing into a more streamlined, better organized, highly polished version. So you have to be ready to let go of pieces of your essay, no matter how much you love a particular turn of phrase or analogy. The ultimate goal is to turn the rough stone of your first draft into a polished and clear piece of writing—and that’s going to take a lot of chipping and sanding!

2 Final Tips for College Essay Success

Here are two quick but essential college essay tips you can implement easily.

Tip #12: Have a Standout First Sentence

One thing you can do to give any essay a boost is to make sure that your first sentence is attention-grabbing. If you can pique the interest of the admissions counselor right away, you’ll help keep their attention throughout your essay.

Here’s our guide to getting that perfect first sentence!

Tip #13: Triple-check for Typos and Errors

The most important quick thing you can do for your essay is to make sure there are no typos or grammatical errors. It will make your essay look sloppy and unfinished, and that’s the last thing you want! College admissions officers expect a polished product, and there’s nothing less polished than misspelled words and comma splices.

13 College Essay Tips: Key Takeaways for a Great College Essay

To recap, here’s our 13 tips for the best college essay ever:

College Essay Planning Tips:

• Create a plan of attack for all of your essays so you can keep track of everything.
• Start early—at least two months before the due date, if not more.
• Choose the right prompt and topic for you.
• Decide between a narrative or a thematic approach to the topic.
• Outline before you start writing!

College Essay Writing Tips:

• Use vivid, specific details.
• Be genuine—get beyond the superficial.
• Be unique, but not bizarre.
• Avoid cliches and platitudes; they are boring and unimaginative.

College Essay Editing Tips:

• Get other people to look at your essay.
• Be prepared to change, cut, and rearrange a lot!

Final Tips for College Essays:

• Make sure your first sentence is stellar.
• Triple check for typos and grammatical errors!

What’s Next?

You’ve read our tips for success—now see 10 college essay mistakes to avoid .

Looking for some college essay examples? See 133 essay examples and expert analysis here , along with 11 more places to find great college essay examples .  

Check out our complete guides to ApplyTexas essays , UC Personal Insight questions , and the Common Application essay !

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Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

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The senior essay.

The Senior Essay Handbook

Requirements and Guidelines for the Senior Essay

In the English Department, as in other departments, the Senior Essay consists of an extended research and writing project (critical, not creative) undertaken with the guidance of a faculty advisor. The Senior Essay is not a requirement for completing the English major, nor is it required for receiving distinction in the major. It does, however, offer a satisfying way to fulfill one semester of the senior requirement. Writing an essay provides an opportunity for those who are eager to pursue a special interest, who like to write long papers, and who work well independently. Be warned that it entails inexorable deadlines and exacting effort; it can be thrilling to write a senior essay, but only if you are committed to the project. Procrastination has repeatedly proved a grave mistake. Given an essay of this magnitude, you cannot leave reading, writing, and ruminating until the last minute. If you have any doubts, take a Senior Seminar.

In addition to the prospectus and final draft, you will be asked to hand in, at the end of four weeks, five to ten pages of writing or, if appropriate, an annotated bibliography so that you, your advisor, and the department will know how your work is proceeding relatively early in the term.  By the end of the seventh week, an extended piece of writing should be submitted.  And by the end of the tenth week, a rough draft is due (to ensure the essay will be carefully thought through and receives feedback from your advisor before you revise).

You will be expected to consult frequently with your advisor throughout the semester, both about your research and about the substance of your developing argument; we recommend at least four meetings, with bi-weekly meetings as the norm. Typically, finished senior essays range from 30-40 pages. Some drafts are considerably longer (40-50 pages) and require cutting as well as revising; other drafts are shorter (25-30 pages) and require expansion as well as revision of the argument.

Specific requirements are as follows:

1. In the term before you intend to write your essay (see I mportant Dates ), you must hand in to the DUS office a completed proposal form for ENGL 490 or 491 and a prospectus, which includes the following information:

(a) a description of your topic (approximately 2 pages)

(b) a bibliography of the reading and research, both primary and secondary, you intend to undertake (If part of your project will consist in looking for sources, you must still indicate subjects that you will pursue in your research.)

(c) a list of the introductory and advanced courses you have taken that have prepared you to do independent work on your topic

(d) a schedule of meetings with your advisor

(e) your advisor’s signature

If you intend to pursue a two-semester essay (not commonly done, but a possibility for substantial research projects), please conceptualize your project in two parts so that you can submit an essay for evaluation at the end of the fall semester.

Within two weeks after you submit your prospectus, you will receive an email from the senior essay committee, via the Registrar in the DUS’s office, granting approval or asking for clarification. Approval is not automatic, and the Senior Essay committee may stipulate revisions to the project as a condition of approval.

2. By the end of Week 4 of classes, you must hand in five to ten pages of writing, along with an annotated list of at least two secondary sources relevant to your essay;  or , if the project requires a substantial amount of research, an annotated bibliography of the works you have consulted together with an outline of the reading you have still to do. You may decide, in consultation with your advisor, which of these options is the more appropriate for you. This work should be turned in to your advisor.

3. By the end of Week 7 of classes, you must hand in ten to twelve pages of writing (possibly inclusive of your earlier five pages) and, as part of that writing or separately, a brief discussion of your project’s engagement with one or more secondary sources.  This work should be turned in to your advisor.

4. By the end of Week 10, you must hand in a full or almost full draft to your advisor: consult your advisor for details.

Failure to submit the draft on time or the preliminary work described above may affect the final grade received for the essay.

5. The final essay is due by noon on the last day of classes in the fall term and on the Friday before the last day of classes in the spring term (see  I mportant Dates ); it should include a bibliography of works consulted. Submit the essay to the DUS office electronically (pdf preferred) by emailing it to the departmental registrar.

Your essay will be read, graded, and commented upon both by your advisor and by a second reader chosen by the Senior Essay Committee. The two readers’ reports, will be available from the DUS office two to three weeks after you hand in the final draft. The department will keep a copy on file so that students in the future can see what kinds of projects have been undertaken.

St. John's College

Senior Essays

The senior essay is the signature effort of a student’s career at St. John’s College. The essay is a sustained performance in the liberal arts and culmination of the student’s learning. The essay is not a work of specialized research, but the extended pursuit of a difficult question in dialogue with a great author.

In the first semester each senior selects a book, a question, and a faculty advisor. The student and advisor meet periodically in the first semester to discuss the book and define the project. In the first four weeks of the second semester, senior classes are suspended for essay writing. Each completed essay is assigned to a committee of three tutors, who examine the student on the essay in a one-hour, public conversation. Submission of a satisfactory senior essay and completion of the oral are conditions for receiving the degree. 

Learn more about the essay writing process and oral examination for seniors, and read about the student who wrote a prize-winning essay on “The Probability Function in Quantum Mechanics: A Formal Cause Beyond Space and Time.”

See senior essay topics for the St. John’s Class of 2019.

Seniors Talk Essays

Read what students wrote about for their senior essays.

“I wanted to write on a Hispanic author, especially a Latin American author. The book is about how to approach life, and how we need some sort of shared experience with the things that we are taking our learning from. He approaches Machu Picchu, and thinks it’s just this thing that he can grab and mine and take some sort of life from—but it turns out the ruins resist him in a particular way, and they have to change him in order for him to be able to take anything. Especially here, with all that we read, we need to be changed by the things that we read as much as we take from them.”

“Despite its vast dramatic territory, Wagner’s Der Ring des Nibelungen is largely focused on a single character: Wotan, the chief god of oaths and contracts. Without attempting to account for the entire work, I wanted to examine Wotan as Wagner initially presents him. This meant narrowing my essay to the first two operas: Das Rheingold and Die Walküre. I discovered that despite its heavy-handed political allusions, Wagner’s work is ultimately focused on the question of Wotan’s will. What is Wotan’s will? And what does it mean for the will to exist at all? My resulting work was a surprising revelation of both the significance of the will and Wagner’s creative genius. ”

“I wrote about The Lord of the Rings because it’s been a mainstay in my life. I learned how to read from The Hobbit, and have re-read Lord of the Rings every year since. It has helped me through a lot of trying times. In junior year, we learned to separate head and heart, and we have ennui: where everyone is existentially bored. I think fantasy and escapism can be a solution to that. This was a huge culmination of everything I learned here, philosophically.”

“I wrote my senior essay on The Phenomenology of Spirit . Hegel is one of the hardest philosophers in the Program. He expresses that we have a deep spirit in us that needs to be moved. Once that spirit is moved, our self-consciousness develops. But that self-consciousness must go through stages in order to arrive at what he calls ‘the absolute known’ or ‘the absolute spirit.’ If people do believe that we have this spirit in us, it can move and develop and grow to its fullness. I think I’m getting to fullness. I don’t know if I’m halfway there yet. I’m still young.”

“We begin philosophy with Plato, and we end up with Nietzche and Heidegger, where everything seems to be nihilistic. I return to Plato and articulate the theory in which love can really give birth to someone’s self and to being. I tried to extract some kind of life-affirming philosophy from a program that seems to become increasingly nihilistic as it enters the 20th century. I’ve never had this much time to think about a book. I had a month to formulate all of the thoughts that have circled unconsciously for the past four years. I didn’t realize I had this much to say, but it all spilled out. And now there’s a paper, and it’s really exciting.”

“I wrote my essay on Jonathan Swift’s Gulliver’s Travels. I was curious about Gulliver’s account of rationality and whether there is a universal standard or if it is relative to particular societies. By analyzing Gulliver’s infatuation with the Houyhnhnms (the ruling race of horses in the final country he visits) and his growing disdain of his own species, I found that it is impossible to rank rational beings because the facets of human rationality and reason are so intricate. I also found that Gulliver’s proclivity for learning languages and his willingness to assimilate into new societies helps him to understand the merits and value of societies different from his own.”

“I discussed getting to know yourself, and the horror of the darkness that lurks inside everyone — being able to accept that and not descend into self-hatred.”

“Why is it necessary to use straight lines in understanding curves? I am examining why the method for mathematically describing a curve using points and straight lines is fundamentally opposed to the conception of a curve as a continuous object. It was inevitable that I was going to write about math. In all my St. John’s math classes, I have been interested in how geometric objects can be measured through ratio. I considered Euclid or Apollonius, but I took Calculus 2 over the summer and the questions raised in junior math were brought up continuously (ha!), so I decided to focus my questions about ratios in geometry by using curves. ”

On Thucydides

“My senior essay is about the rise and fall of the Athenian empire, inspired by the most recent turn of events in American politics. I decided that the Athenian empire inevitably conquered itself. Though they had met no strong opponents that could do battle with them, they turned on one another and that’s what caused their entire society to collapse. When a city gives in to fear and loathing, that is when things are at their worst and that’s when the situation in the empire is irredeemable. People shouldn’t doubt for a second that we live in an empire, and fear is our greatest enemy.”

“I’ve read it every single year of college, including the year that I took off. Writing the essay was liberating. In the past, on all the other papers I’ve written, I always wished I’d had more time. With this, I finally wrote a paper where I thought, ‘This is where I wanted to end up.’”

On Dostoevsky

“My essay on The Brothers Karamazov focused on some specific irrational actions that Smerdyakov, Ivan, Alyosha, and Dimitri commit. I discussed in detail what motivated these actions if not reason or desire, how these kinds of acts affect our moral judgements (especially the system of judgement that Kant sets up in his second critique), and why Dostoevsky makes the bold decision to have such a deep and cohesive novel dictated by actions devoid of any purpose.”

“I’m writing on The Adventures of Huckleberry Finn by Mark Twain. We read it at the very end of junior year. I got really stuck on food: what Huck eats throughout the novel and how he describes it. It’s a fun thread to follow throughout the Program, from the Lotus-eaters in The Odyssey to Augustine’s pear. In Huck Finn, I was struck by how much he enjoyed the cold meat served to him by the cruel Grangerford family, who are embroiled in a pointless, multi-generational feud. I wanted to know how the kind of food Huck eats speaks to his growth.”

“It’s a novel about the encroaching legal aspect of society amidst the Industrial Revolution of England. It’s a dreary tale about the loss of personal strength and the reliance upon law, especially as large families come to use [law] to crush individuals who are otherwise upstanding members of society. But it has a happy ending, as Dickens is a man of sentimental feelings, and they come out. Good characters get rewarded, bad characters get punished—it’s a fun book.”

Senior Essay Titles

The titles demonstrate how wide-ranging the topics can be for senior essays.

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

When should I start writing my college essay?

Because you'll want to tailor each application to each school, expect to write multiple personal essays. Advisers typically recommend starting these pieces during the summer before your senior year of high school. This will give you ample time to concentrate on writing a college essay before you're hit with schoolwork.

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When Should You Start Writing Your College Essays?

What’s covered:, why are college essays important, types of college essays, when are college essays due, where to get feedback on your college essays.

For many students, summertime means relaxing, spending time with friends, traveling, or hanging out at the beach. But for rising high school seniors, it often feels like the prelude to perhaps the most anxiety-provoking time in life thus far — college application season.

Many students dread the start of the school year because it means they’ll have to complete their applications while continuing their schoolwork, keeping their grades up, and participating in extracurriculars. And there’s no denying it will be stressful.

But there is a way to alleviate some of that stress: start working on your essays — and get a head start on your college applications.

Perhaps you think essays aren’t all that important. But for the most part, you’d be wrong to assume that. At the most competitive colleges and universities, there are usually at least four academically-qualified candidates for every open spot. So, these schools need to go well beyond grades and test scores to assess applicants. In fact, generally speaking, essays account for about 25% of your overall application at the top 250 schools.

Now that many colleges have become test-optional — and still others have become test-blind — in the admissions process, the other components of your application carry even more weight. So, don’t overlook the importance of your essays.

Essays aren’t equally important across the board. Several factors, such as the size of the school and the strength of your academic and extracurricular profiles, play a role in its relative significance. And, truth be told, a stellar essay isn’t going to make up for a very weak profile. But it could be enough to push a borderline candidate into the acceptance (or rejection) pile.

Most colleges and universities accept the Common Application and/or the Coalition Application. When completing these applications, you will be asked to address one of the essay prompts provided (both include a topic of your choice), which you can send to any college that accepts these apps. This significantly reduces the amount of time you will need to spend on your essays.

Many schools also ask you to write one or more supplemental essays. These are generally shorter than Common or Coalition App essays. While the prompts themselves are specific to the schools, you will likely see some common themes emerge, such as the “why us” essay” or short responses asking you to describe your academic and career goals. While you shouldn’t reuse essays in their entirety, you can often apply similar ideas and even full passages to multiple supplements.

Bear in mind that some colleges accept neither the Common App nor the Coalition App and instead have a school-specific application, which will usually require you to write one or more unique essays. In some cases, you may be able to reuse parts of other essays, but make sure you’re actually addressing the prompt and not trying to make a square peg fit into a round hole.

Essays, including supplements, are due at the same time as the rest of your application . Application due dates vary, but most schools have early decision/early action deadlines around October and regular decision deadlines in January or February. Some colleges offer early decision II plans, which usually have deadlines at the same time as their RD deadlines. You can find out exact deadlines for specific institutions via your Common App or Coalition App accounts or via the school’s admissions website.

Other colleges, usually less selective ones, have rolling admission deadlines, meaning they will continue to evaluate applications until they have filled their freshman class. It’s in your best interest to complete your essays and apply earlier rather than later because you never know how many qualified applications they will receive or when they will close off applications.

Ideally, you should start working on your essays as soon as possible, preferably in the summer before application season. This will give you ample time to brainstorm, write, edit, get feedback, and revise.

The Common App opens on August 1st, but the prompts are usually released in February. School supplements, meanwhile, are typically released when the Common App opens.

Feedback is an important part of the college essay and application process. By starting early, you’ll give yourself ample time to get another set — or several sets — of eyes on your work.

And you don’t need to look far. The CollegeVine community is an excellent resource for getting feedback on your essays. We offer both peer and expert review services , so you can feel rest assured you’re submitting your best work.

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60 Senior Project Ideas for High School Students – 2024

May 13, 2024

Many high school students look forward to the exciting moment of choosing a senior project. This makes sense since senior projects provide opportunities for students to direct what they’ve learned into something they care about, and to take their academic interests beyond the classroom. At the same time, deciding what to pursue can be nerve-wracking. After all the anticipation, when it finally comes time to decide on a project, students might ask themselves, now what ? If you find yourself in this dilemma, or if you could just use some further inspiration, continue reading for a list of 60 senior project ideas for high school students. Once you find a senior project idea that catches your eye, you can always put your own spin on it, or use it to inspire projects on topics outside this list.

What is a senior project?

Put simply, a senior project is a semester-long project you take on in your final year of high school. So, what counts as a senior project? This can vary widely. While different schools have different requirements (for example, some high schools expect students to focus specifically on internship experiences), the assignments tend to be pretty flexible. In the senior project ideas listed below, you will find suggestions ranging from assisting a science researcher, to interning at a local museum, to organizing an academic tutoring program, to helping with community voter registration. The final outputs for senior projects may also vary in form, from guidebooks, to plays, to research papers, and apps.

Considerations when choosing a senior project

Because a senior project is often seen as the culmination of your high school experience, you should choose a topic that reflects your passions and interests. At the same time, it’s an opportunity to develop new skills and challenge yourself as you prepare for your next steps after graduation. Whether you have plans to begin a 4-year university program, enroll in a 2-year degree program , take a gap year , or start a new job, a senior project can prepare you with experience that you wouldn’t receive in your high school classes in an ordinary semester.

Here are a few questions you can ask yourself when thinking of a senior project idea:

• What field or career do you wish to pursue? If you’re not sure, what are 2-3 fields that you could possibly see yourself pursuing at this point in your life?
• What world issues do you care most about? Climate change? LGBTQIA+ rights? Accessible healthcare? If thinking about a particular issue sparks a passion, this could be a great place to start.
• Based on your high school coursework experience, could you see yourself spending extra time on an artistic project? A science-based one? A research paper with a political theme?
• What do you enjoy doing in your free time? Volunteering with kids? Hiking and camping? Dancing? Cooking? Perhaps you can orient your senior project to something that you already know brings you joy.

60 senior project ideas

Below you can find 60 high school senior project ideas, divided into some general categories that might help you focus your search. As you read through, feel free to stick to these exact ideas or use them to inspire other ones.

Business – Senior Project Idea

• Write a printed or virtual guidebook to small local businesses in your area, including descriptions, photographs phone numbers and social media accounts.
• Help a local business with an advertising campaign, through local news outlets and social media.
• Develop a mentorship program to help those who are searching for jobs with resumes, interviews, and cover letters.
• Intern at a start-up based in your area.
• Write a research paper about models for sustainable businesses.
• Organize an after-school program that helps students learn financial literacy.

Community service

• Organize a ride service to bring elderly community members to and from doctor’s appointments, or to provide them with groceries and other needs.
• Volunteer at a local soup kitchen.
• Organize a food drive at your school.
• Create a social media campaign for a local animal shelter to raise awareness.
• Collaborate with a local charity or non-profit with a mission you believe in to organize a fundraiser.
• Collect school supplies and art supplies for families in need.

Creative writing – Senior Project Ideas

• Write and illustrate a children’s book.
• Create a handmade poetry book.
• Intern at a small local publisher or magazine.
• Work to translate a short story or poem to another language.
• Write a screenplay for a short film.
• Start a school literary magazine that accepts student submissions of poems, essays, and short stories. Organize a team so that the magazine can continue after you graduate.
• Organize a peer tutoring program at your school for students who need extra help with writing, languages, or math.
• Construct a free library box in your neighborhood so that more people have access to books.
• Volunteer at a local elementary school to help children with their homework after school.
• Work with a local senior center to teach a foreign language to residents.
• Develop a website or app for students to match with language partners for practicing conversation skills.
• Start a visual or performing arts class for children in your community.

Environmentalism- Senior Project Ideas

• Design and build a sustainable garden.
• Organize a community clean-up day, or a series of community clean-up days, at a local park or waterfront.
• Organize an Earth Day festival at your school. This could involve live music and performance, environmental art displays, local vegetarian food, and sustainable clothing swaps.
• Write a research paper on one thing that contributes to climate change, as well as potential solutions.
• Write a guidebook to local parks and hiking trails so that locals and visitors alike can appreciate these outdoor spots.
• Create a fashion line with all reused materials.
• Research historic sites in your neighborhood or town, and write a printed or online guidebook to these points of local history.
• Record a podcast on the history of one of your hobbies (fashion? sports?) Contact an expert on this history to ask if you can interview them on the podcast.
• Write a research paper on the history of a particular protest movement.
• Write and direct a short play with a contemporary take on a historical event that interests you.
• Create a documentary film on the history of your community (school, town, etc.), and organize a community screening.
• Intern at a local history museum.

Performing Arts – Senior Project Ideas

• Write and record an original song.
• Write, direct, and show a one-act play.
• Organize a community dance performance with student choreographers and performers, featuring a range of different styles.
• Volunteer to help with accessibility needs (theater access, live captioning, etc.) at a local theater.
• Organize a school comedy night or talent show that benefits a charity of your choice.
• Research the history of a film genre, and direct a short film that reflects this genre.
• Intern for a local political newspaper or magazine.
• Volunteer on the campaign of a local candidate.
• Create an online blog to write on a political issue you care about, or write a series of op-eds for a local newspaper.
• Write a research paper on a local problem (housing prices, green space, voting access) that discusses possible solutions to this problem.
• Create a Model UN or Mock Trial team at your school if one doesn’t already exist.
• Help teens and other community members register to vote.

Science and medicine – Senior Project Ideas

• Build a Rube Goldberg machine .
• Work in the lab of a STEM professor at a nearby university who works on a topic you’re interested in.
• Research a community health problem (drug safety, air/water quality, nutritional food access) and develop solutions with the help of local politicians and/or medical experts. Create a research paper, blog, or documentary film on your findings.
• Assist at a doctor’s office or hospital by helping to translate for patients who are non-native English speakers.
• Design an architectural structure (for example, a house or bridge) and build a 3D model.
• Organize a technology support group at your school to make technology more accessible and help with easy tech repairs.

Visual arts

• Design a mural for your school to highlight an aspect of the school culture or commemorate an important moment in its history.
• Intern at a local art museum and learn how to give a tour of its current exhibits.
• Organize the collaborative building of a sculpture at your school made of all reused or found objects.
• Offer to take wedding or senior photographs for those who might not be able to afford a professional photographer.
• Study a famous painter, and then create a series of paintings (or art of another medium) based on, or in response to, their works.
• Create a school-wide photography exhibition, with a theme of your choosing.

Senior Project Ideas – Final thoughts

We hope that this list has sparked inspiration for your high school senior project. Remember that while senior projects are important (and hopefully fun) opportunities to culminate your high school experience, you don’t need to do it all in one project! If you’re inspired by more than one of these project ideas, hold onto them for years to come or pursue them as summer internships .

If you’re interested in more project ideas for high school students, we recommend the following articles:

• 100 Examples of Community Service Projects
• 98 Passion Project Ideas
• 100 Best Clubs to Start in High School
• Persuasive Speech Topics
• High School Success

Sarah Mininsohn

With a BA from Wesleyan University and an MFA from the University of Illinois at Urbana-Champaign, Sarah is a writer, educator, and artist. She served as a graduate instructor at the University of Illinois, a tutor at St Peter’s School in Philadelphia, and an academic writing tutor and thesis mentor at Wesleyan’s Writing Workshop.

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Professional and Public Writing Outstanding Senior Award Goes to Three Graduating Seniors

• Post published: May 10, 2024

Three graduating seniors received the 2024 Professional and Public Writing (P2W) Outstanding Senior Award, which is presented each year by the Department of Writing, Rhetoric, and Cultures at Michigan State University to recognize graduating students who demonstrate excellence in the classroom, success in experiential learning, and engagement with the community.

This year’s recipients are Yasmeen Amjad, Emma Losey, and Emily Paterson.

“I’m proud of all our seniors have accomplished in their time at MSU,” said Kate Fedewa , Director of the P2W Program. “Yasmeen, Emma, and Emily exemplify our P2W values of creativity, collaboration, and community engagement.”

Yasmeen Amjad

Yasmeen Amjad is from Bloomfield Hills, Michigan, and graduated in Spring 2024 with a B.S. in Psychology and a B.A. in Professional and Public Writing as well as a minor in Human Behavior and Social Services.

“Nothing I write will be able to accurately describe the deep appreciation I have for this program. Thanks to P2W, I’ve found a space on campus that I feel safe in while challenging me to explore new opportunities,” Amjad said.

During her time at MSU, Amjad held multiple leadership positions within her sorority, Alpha Omicron Pi, including Vice President of Operations, and was Vice President of Risk Management for the Panhellenic Council.

“Nothing I write will be able to accurately describe the deep appreciation I have for this program. Thanks to P2W, I’ve found a space on campus that I feel safe in while challenging me to explore new opportunities.” Yasmeen Amjad

She also held several editorial positions, including working as an Editorial Assistant at Michigan State University Press and for The Current , a student-run publication. She served as an Associate Editorial Assistant at the Journal of Global Literacies, Technologies, and Emerging Pedagogies , and a Copyeditor for The State News . For the College of Social Science, she worked as an Undergraduate Assistant, Peer Assistant Learner, and a Research Assistant. Now that she has earned her undergraduate degree, Amjad plans to attend the Columbia Publishing Course and hopes to break into the publishing industry to put her editorial skills to work.

Emma Losey is from Berkley, Michigan, and graduated in Spring 2024 with a B.A. in Professional and Public Writing (P2W).

“I found my place at MSU with P2W,” she said. “My classes have given me so many skills and I have gained a newfound confidence. Everyone wants to build you up, and it always feels like people want you to succeed.”

During her time at MSU, Losey served as the Recruitment and Outreach Intern for the P2W program, where she produced content for its Instagram and Facebook pages. She also worked in the Department of Writing, Rhetoric, and Cultures office as a student clerical worker and was an Associate Writer and Editor for The Current , a student-run publication.

“I found my place at MSU with P2W. My classes have given me so many skills and I have gained a newfound confidence.” Emma Losey

“My most memorable project was for my writing and multimodality class. It was a series of poems that told my story as a writer,” Losey said. “I made the poems multimodal by creating a collage for each poem. It was very memorable to me because it was early on in my P2W journey, and I finally felt like I fit in to a program at MSU. It was a turning point for me.”

Losey was on the MSU Club Tennis team and competed several times with the travel team. She also worked as a tennis coach in her hometown of Berkley.

Emily Paterson

Emily Paterson is from Warren, Michigan, and graduated in Spring 2024 with a B.A. in Experience Architecture and a B.A. in Professional and Public Writing and minors in Museum Studies and Graphic Design. She also received a 2024 Board of Trustees Award for having maintained a perfect 4.0 grade point average during her undergraduate career at MSU.

“Professional and Public Writing means finding creative and communicative ways to spark connection with the public,” Paterson said. “This past semester, I really enjoyed writing magazine articles for The Current as part of WRA 480. It has been fun for me to exercise my journalistic writing skills to cover topics that I hoped to share with the world.”

“Professional and Public Writing means finding creative and communicative ways to spark connection with the public.” Emily Paterson

While at MSU, Paterson worked at the MSU Museum as a student CoLaborator, facilitating interdisciplinary conversations about climate change and food security with visitors. She also worked on behalf of Teach Access to educate students and faculty about the importance of accessibility and disability inclusion. She served as the voice of their online communications and helped lead training sessions as a Student Ambassador Lead.

This summer, Paterson will be a Junior Fellow at the Library of Congress and will be working remotely to help advance their Year of Digital Accessibility program.

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May 10, 2024

Connections and Careers

August 2020

Joined the “Hamily”

Arrived on College Hill as a first-year student from Bushwood, Md.

ALEX Intern

As one of the first interns with Hamilton’s Advise, Learn, Experience (ALEX) coordinated advising network, collaborates with offices throughout campus to plan and execute programming and events; develops marketing materials to generate student interest.

“ Because I joined the semester before ALEX launched, I had the unique opportunity to be involved with the initial planning and organizing. It was interesting to help provide input into a new, developing program — to get in on the ground floor of something I knew would outlast my time here.”

Sophomore Year

August 2021.

Writing Center Tutor

Works with students in the organization and content of their essays; analyzes grammatical and aesthetic components of written academic work; organized campus-wide microfiction contest and Reading to Write events where tutors work with first-year students to help them prepare for college-level assignments and essay writing.

Spring 2022

Costume Shop Assistant

After taking a theatre class and one on playwriting, I work in the Kennedy Center for Theatre and the Studio Arts costume shop. My responsibilities include designating and cataloging costume pieces, as well as practicing skills in hand and machine sewing to create costumes for theatre productions.

“ At the Writing Center, it’s not just about the work — it’s about the community and how we all learn and work together. Getting to work with students on their papers has taught me so much, not just about writing, but about all types of communication. My fellow tutors are an amazing group of people, and I feel I really had the chance to grow in my position along with my peers.”

Junior Year

Alexander Hamilton Press Club Co-Founder

Along with my roommate Dana Goettler ’24, I co-founded a club for students interested in working with the College’s vintage letterpress. We host weekly meetings and activities, including the annual Valentine’s Day card-making event.

Spring 2023

Academic Year in Spain

Spent the semester in Hamilton’s program in Madrid, enjoying the opportunity to take day trips throughout the country.

“Like my dad, I’m a huge science fiction nerd. I didn’t know what to expect when I first started the internship, but it was a great behind-the-scenes learning experience. When I got my official badge for San Diego Comic Con — that was super exciting.”

Summer 2023-November 2023

Marketing Intern at Paramount

Worked with the Star Trek team to create and distribute executive summaries of events and activations. Assisted in creating and executing marketing campaigns, and monitored press responses to track effectiveness in the marketplace. Contributed to a cross-media experience aimed at exposing the franchise to a younger demographic. Helped manage crowd interactions at San Diego Comic Con Fandom Panel and presented to CBS executive leadership on strategies to appeal to Gen Z.

Senior Year

Elected to Phi Beta Kappa

The honor is a nice bookend to receiving the PBK Book Award after my first year at Hamilton.

Looking for a job in event planning.

“ I came to Hamilton undeclared with little idea of what I wanted to do with my life. I’ve learned so much here and met so many different people. My professors have shaped my intellectual curiosity and encouraged my organizational skills and work ethic. Through the jobs I’ve held, I’ve come to realize that my true passion lies in reaching out and connecting with people by creating experiences that they love.”

Know Thyself

Meet people taking Hamilton’s motto to heart as they discover and explore their passions in an effort to make valuable contributions on College Hill and beyond.

Cassandra Adler ’24: On the Path to ‘Know Thyself’ 

Lauren Reynolds ’02, Behind the News at ESPN 

Meet Eric Seeley ’26: “The Lighting Guy” 

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Here are the gifts college seniors want for their upcoming graduation and post-grad life

• As graduation season approaches, a new wave of hopeful college grads look toward the future.
• Two college seniors share their feelings about graduating and the gifts on their wishlist.
• From gift cards to new laptops, these are the items college seniors want to help them transition into their next chapter.

When Leor H. started university in 2020 during COVID-19, his parents weren't allowed to step foot in his dorm because of safety restrictions. They drove him all the way from Boston to his university in New Brunswick, Canada, dropped him off, and went home. 

"Basically, we said goodbye, and he went into his dorm, and I didn't see his dorm for quite some time," his mom Danya H. said. 

Now, as Leor and his other 2024 classmates get ready to graduate, they eagerly anticipate the in-person experiences they may have missed during their early years of college, like on-site jobs, family time, and travel. Relatives, friends, and colleagues can support these seniors by being there to help them navigate their next steps and by giving gifts that can help them achieve their goals. 

Planning for post-grad life 

Leor, a psychology student preparing to become a behavioral therapist for children with autism, plans to take a gap year to enjoy time with his family and travel solo through Asia before pursuing a master's degree. Useful gifts like a travel backpack, new set of AirPods, or Apple Gift Card for flexible purchases would be great for his upcoming adventures.

Leor is looking forward to celebrating graduation with his parents, siblings, and grandmother who are driving up from Boston to join in on the occasion. While he's excited about the future, he admits he also feels nervous about leaving college. 

"There is some anxiety there, really not knowing what that next stage is going to look like," he said. "But at the end of the day, it's very bittersweet where I'm both excited about what's next but also sad about where I'm leaving."

Feelings of confusion or sadness about graduation are not uncommon, but his mom assures him that it's okay to embrace the unknown. Her advice to her son and other college students is that you don't need an exact plan when you graduate.

"I think most [young adults] have so much wisdom and knowledge, and they don't need to also figure everything out in their early twenties," she said. "I don't think Leor needs all of the answers. I just love that he comes to us with good questions."

Entering the professional world  

Emma Z., a senior at a university in New York City, also has mixed emotions about graduation. She's hoping to take a short break after college before starting a job in the city as a marketing and partnerships coordinator in the fashion industry. Long term, she sees herself becoming a marketing executive or starting her own firm.

Throughout her college years, Emma balanced her studies with marketing and social media internships, gaining experience with fashion and jewelry brands. Working as a freelance stylist, she also created visuals for editorial campaigns.

"I'll definitely miss the flexibility of being a student and having a day-to-day student schedule, but I'm excited to go into a career," Emma said. 

As Emma transitions to professional life, she values the guidance from mentors and colleagues at her current jobs. She said a new purse for the office or an updated MacBook would smooth the switch from student life to the workforce. Apple Gift Card could go toward a new MacBook or give her the freedom to fund whatever she chooses — ranging from stylish accessories to crucial apps to iCloud+ storage — setting her up to start her next life chapter on the right foot.

Shop Apple Gift Card here. Give the gift of everything Apple.

This post was created by Insider Studios with Apple Gift Card . 

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College of Humanities | University of Arizona

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You are here, coh outstanding senior: mason maltbie.

Congratulations to the College of Humanities’ Outstanding Senior for Spring 2024, Mason Maltbie!

Maltbie graduates with a 4.0 GPA, triple majoring in Russian, Religious Studies and Creative Writing.

“Through speaking new languages, forming deeper understandings of others, and visiting places once locked behind the pages of literature, we’ve translated ourselves into the world and come to know people from worlds quite different from ours,” Maltbie told fellow Humanities graduates at Saturday’s convocation. “The true spirit of the Humanities is knowing that the ‘other,’ no matter how seemingly distant, feels and struggles just like you.”

Maltbie served for two years as president of the Slavic and Eurasian Studies Club and received myriad awards over the course of his studies: the SILLC Global Award, the B.G. Thompson, Jr. Study Abroad Award, the Donna Swaim International Award for Religious Studies, the Rombach and Bretall Scholarship, the Donna Dillon Manning and Larry Horner Endowed Humanities Award for Study Abroad and the Fearless Inquiries Abroad Scholarship.

“Mason is one of the finest students—and human beings—that it has been my privilege to teach, and to learn from, over my 16 years of teaching. He is brilliant, but he is humble. As a person, he is thoughtful, caring, collegial, and quick to share. As a budding scholar, he is disciplined, motivated, meticulous, and always curious to probe deeper,” wrote Suzanne Thompson, Assistant Professor of Practice and Undergraduate Advisor in the Department of Russian and Slavic Studies, in nominating him for the award. “I have taught him in many classes—culture, literature, and language—and he has a powerful combination of language aptitude and sophistication in understanding the written word.”

Maltbie’s honors thesis explored how structural forces of poverty and historic discrimination influence gang violence and formation, and how an interdisciplinary approach utilizing psychology, sociology and Religious Studies can help understand the issues and lead to policy reforms.

Maltbie studied abroad in Astana, Kazakhstan in 2023 and will be studying abroad at the School of Russian and Eurasian Studies in Uzbekistan during the summer of 2024.

“Mason's academic journey showcases his exceptional qualities and achievements, and his relentless pursuit of knowledge and his deep-seated desire for immersive cultural experiences,” wrote Assistant Professor Liudmila Klimanova, who led the Kazakhstan program. “The fervor and depth with which he engaged in this program were profoundly inspiring, not only to me but also to our esteemed colleagues at Eurasian National University in Kazakhstan.”

“Mason embodies the qualities of an outstanding senior: academic excellence, leadership, and a deep commitment to embracing the humanities and fostering understanding across cultures and communities.”

Commentary | Opinion: Choosing senior living should be like…

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Commentary | former uconn men’s basketball player rakim lubin dies at 28, commentary | opinion: choosing senior living should be like choosing a college.

After all, every school has classrooms, professors, dorms and a campus. The process of choosing the right one can be exhausting, and thinking a college is the right one for you just at an initial glance is hardly a reasonable expectation. But when done correctly, with exploration and examination, students tend to find the right place.

The same situation exists in the world of senior care. As the global population continues to age and the “silver tsunami” is well upon us, there is an increasing need for reliable, quality senior citizen-based communities, as many people decide it is now time to transition into a new phase of their lives.

But there is an additional challenge to consider. Unlike the idea of college, which for many has always been a glowing aspiration, senior care has been thought of as something negative, less than desirable. Many Baby Boomers, who are now well into their 60s and 70s and many of whom are still able-bodied and independent, grew up picturing “old folks homes” as places where people were warehoused and forgotten about.  This stigma is still very real, even as amazing strides in the quality of senior care have been made over the past 40 years.

With college, no one should ever make a decision on where to attend based on how the parking lot and the Welcome Center looks. And as someone who has worked with older adults in independent living for more than a decade, people should not dismiss senior care communities sight unseen, especially based on a preconceived notion that goes back to a much different time and era.

There is no one answer when it comes to senior living, just as there is no one answer about which college works best. For those who go into the search process with an open mind, finding the right community is not only achievable but could prove to be a tremendous gift as they enter their next phase in life.

First things first? You don’t have to go it alone. Just as few students choose colleges without input from others, seniors should not feel on their own in this process. Talk to family members, consult with senior centers, check with friends and even reach out to aging advocates. Seniors have support and knowing who to ask for help can add a tremendous amount of comfort.

Next, and perhaps most importantly, people should place a priority on what they truly want, and need, for this next chapter. Do they want to live independently, or perhaps with some medical support that comes with assisted living? Do they want to live in a city or a suburb? Do they want to live closer to family? Do they prefer a place by the water or perhaps in the country? What amenities do they desire—a pool, walking trails, recreational facilities, peer-to-peer activities or frequently organized trips? Do they need enough space for grandchildren to visit and sleep over? What are their needs in terms of food and entertainment? Questions abound, but the good news is, the choices are plentiful.

All of these questions are important because no two senior care communities are the same. People should visit different places, ask questions, take tours and get feedback from family and staff members alike. Some communities will even allow prospective residents to stay overnight or even for a few nights, to get a feel for what it may be like as a resident. Again, like all choices we make, the better informed we are, the better the decision that can be ultimately made.

For years I have watched people make these decisions with care and deliberation, and nearly every time they have wound up thrilled with the choice they have made. They may feel out of place at first, just as new college students do, but before too long they make friends, develop new routines, find the right activities and their new apartment becomes something much more valuable to them. It becomes home.

And each time this happens, that old stigma gets chipped away just a little bit. Because people can see for themselves just how amazing these places can be, and just how much they are able to thrive there. The more we can put this stereotype behind us, the better off we will all be, for both this generation and future generations.

Can this new phase of life be a daunting one? Of course. But it gets less so the more you examine what is out there, the more people you bring into this part of the journey with you and the more you think of it not in terms of what works best for others, but for you.

Choosing the right college can be one of the best decisions we make in our lives. The same applies to choosing the right community to live out your older years. There is a place for everyone—that’s been a fact about college for a long time, and it’s high time people know it is also the truth about senior living.

Tracey Messina is executive director at Hoffman SummerWood, an independent and assisted living community in West Hartford.

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