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O/L English Essays Pdfs – O/L Exam English Essay Topics

Model english essays for o/l students.

O/L English Essays PDF and  O/L Exam English model Essay topics for students

Download O/L English Essays PDF and  O/L Exam English model Essay topics for students. We have Uploaded several pdf files that include Model essays and previous O/L exam essays for practice.

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Model O/L exam English essays topics

Study both previous and Model O/L English essays topics. Get ready for exams.

• An Essay on Corona Virus/ Covid 19
• Essay on Environmental pollution
• Let’s keep the public properties without harming them
• .Write an article to a newspaper on “The advantage and disadvantages of internet
• The pros and cons of online education
• Value of reading
• Facing Challenges
• Increasing Road Accidents
• Mobile phone is a useful evil

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English Language 1123 O Level Ebooks

Cambridge O Level English Language (1123) Ebooks

PapaCambridge provides Cambridge O Level English Language (1123) Ebooks and resources which includes all the recommended ebooks of this subject and a many other books related to Cambridge O Level English Language (1123). Latest ebooks of Cambridge O Level English Language (1123) are available along with older versions of the same book. It’s the guarantee of PapaCambridge that you will find the latest ebooks and other resources of Cambridge O Level English Language (1123) like nowhere else. All the content offered here is absolutely for free and is provided in the most convenient way so that you don’t face any issue.

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Not only do you get latest and updated ebooks of Cambridge O Level English Language but there is a lot more at PapaCambridge now Click on the links below to find more stuff of CAIE Cambridge O Level English Language. 

25 October 2019 : Cambridge O Level English Language (1123) ebooks and other quick revision resources are now available. 

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20 August 2021 : Feb / March 2021  and  May / June 2021  O Level English Language (1123) Ebooks are Updated.

Cambridge O Level English Language (1123)

The Cambridge O Level English Language syllabus enables learners to communicate accurately, appropriately and effectively and to understand and respond appropriately and imaginatively to what they read and experience. They will employ different forms of writing to suit a range of purposes and will show that they can understand the content and argument of given texts.

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How to Overcome Common Challenges When Preparing For Your O-Level English: A Comprehensive Guide

• Posted By Randall Chew

Hello everyone! Whether you have just graduated primary school or are in the midst of your secondary school education, I am sure you already know that English is one of the most important subjects to score well in at the O Levels. After all, the grade you achieve for O Level English contributes to your L1R5 or L1R4 score as your first language (L1)—you cannot replace that L1 score with any other subject except for Higher Mother Tongue (and not everyone is skilled enough to excel in Higher MT). Hence, it is definitely essential to prioritise mastering O Level English as you prepare for your second national examination! Today, let’s go through three essential tips on how to overcome common challenges faced when you are preparing for—and later sitting for—your O Level English papers.

1. Be Familiar with the O Level English Syllabus

The O Level English Language paper as a whole can be overwhelming and challenging for most students because of the sheer number of components—as well as the large variety of possible question types that can be tested within each component—that you can end up being tested on. It is thus essential that you are very familiar with the four O Level English papers that you will need to sit for:

As seen from the above table, there are a lot of components you need to prepare for, and master, before sitting for your O Level English paper! In order to effectively master all these components, you must thus first be familiar with each of them, and what could be possibly tested.

In particular, Paper 1 and Paper 2 hold the highest weightage . Both also contain sections which can test you on a large variety of question types which you must be adequately prepared to answer, as it will be impossible to predict which question type will arise. For each of the components, we have listed down the possible question types as well as a link to a blogpost where you can read up more on these question types should you wish to do so:

It can take time to familiarise yourself with these components, so be patient with yourself and remember that consistency is key. Make time to constantly review each of the O Level English components—as well as what the variable question types that you can be tested on are—and you will be one step closer to mastering O Level English! 🙂

If you want some guidance as you try to familiarise yourself with these components, consider checking out our O Level Toolkit here (which offers examples of each component), or our blogpost on the overview of the O Level components here . All the best!

2. Manage Your Time Well — BEFORE and DURING the Exam Period!

It goes without saying that being a secondary school student is not easy. You have to juggle the revision of 7—10 subjects (depending on your subject combination), your extra-curricular responsibilities, making time for family and friends, as well as your own leisure so you do not burn out. This is a lot for anyone to have on their plate, and it is easy to become overwhelmed or experience a lack time for certain aspects of your life if you do not have proper time management.

So before any examination period , make sure you manage your time well. Here are some tips to consider:

• Get yourself a diary or scheduler to write down your existing commitments and plan out each week. You may also jot down what you wish to spend your remaining time on. For instance, I will jot down that I have Swimming CCA on Monday and Wednesday afternoons (3-6pm), and tuition classes on Thursday and Friday afternoons (3-6pm). In the remaining time I have in a week, I can schedule various revision sessions for my different subjects. Perhaps I will schedule an hour of English revision every Thursday night (8-9pm) to make sure I do not lose touch with the O Level English syllabus.
• Be realistic with your time management . It is natural to be ambitious when we are setting goals for ourselves. However, sometimes it is just not feasible that we can squeeze in the revision of the entire English syllabus in 3 hours on a weeknight—and we end up feeling overwhelmed and unable to revise properly as a result. A more realistic goal could be to plan to revise just two components of the English syllabus (e.g. perhaps Editing and Visual Text Comprehension) during that same time period instead!
• Set focused, specific goals as you plan your time . To add on to the previous point, keep your goals focused and specific so that they seem less daunting and more manageable for yourself. For instance, instead of simply jotting down “Revise English” for Tuesday night (8-10pm), jot down “Complete a Narrative Comprehension practise and mark it!” This will make your goals seem more doable and also provide you with a clear task to focus on. I promise you that if you do this, you’ll feel very accomplished every time you complete and tick off each specific goal on your to-do list! 🙂

Now, what should you do to manage your time during examinations ? Do consider the following tips:

• Before every exam , be aware of the time given and plan out how you wish to use the time . For instance, the O Level English Paper 1 (Writing) lasts 1 hour 50minutes and has three sections: Editing, Situational Writing, and Continuous Writing. If I know that I am strong and quick at completing Editing and Situational Writing, but require more planning and thinking time for Continuous Writing, I may plan to spend 10 minutes on Editing, 40 minutes on Situational Writing, 55 minutes on Continuous Writing, and the last 5 minutes on checking. Going in with a plan of how you want to use the given time in examinations will be extremely useful and makes sure you do not run out of time for each component!
• Don’t linger on components or questions which you feel very stuck on . For instance, the O Level English Paper 2 (Comprehension) has a large number of questions you need to tackle. When students feel stumped by a difficult question, they may end up wasting a lot of time on it. As such, they end up with reduced time to complete the other more manageable questions, and losing precious marks they could have easily obtained in the process. This is why some students end up being unable to finish the Comprehension paper at times. So remember to move on quickly if you find yourself stuck—you can always return to the challenging question when you have completed the other questions. A good guide is to move on from a hard question if you have been thinking about it for 5 minutes and are still unable to find an answer. If you are afraid that you might forget about these questions, you may want to circle or put a star next to the question number to remind yourself to come back to these questions when you have completed the rest.

3. Grow a Bank of Exam Strategies to Use!

Given that there are so many components to O Level English, develop a bank of exam strategies to use over your secondary school education. Here is just a list of a few that our english tutors Singapore teach at Lil’ but Mighty’s O Level English Tuition:

• In Paper 1: Writing (Section A: Editing), write down the acronym SPCA W ill S ave T he V ery P oor C ats so you can keep track of the different editing errors that may arise in the text. Have a look at this blogpost for an explanation of how you can use the SPCA acronym and other useful editing tips!
• In Paper 1: Writing (Section B: Situational Writing), always analyse the Situational Writing question, label the task requirements so you can keep track of them, and plan out an outline using these task requirements.
• In Paper 1: Writing (Section C: Continuous Writing), annotate on the essay question so you can identify the essay type and understand the key terms thoroughly. This will prevent you from writing out of point!
• In Paper 2: Comprehension, always label the question types for yourself before you attempt them. This will help you understand the question requirements and ensure you answer them accurately. For instance, a literal question tells you that the answer can be found directly in the passage, while an inferential question tells you that the answer must be deduced (and is not explicitly stated) in the passage. Again, if you are curious about the types of questions in Narrative or Non-Narrative Comprehension, you can read this blogpost and this blogpost respectively.

This list is in no way exhaustive, but just provides an overview of some of the most important exam strategies that can be used to tackle O Level English. If you are curious about any of these strategies that our english tutors singapore tech, why not consider checking out our lessons here ?   There are many more of such tips and strategies that we teach in our classes. Alternatively, if you want a self-paced revision handbook, check out our O Level Toolkit here !

And there you have it. Three essential tips that can help you overcome the challenges all students face while preparing for the O Level. All the very best, and do remember to make time for breaks amidst all the revision!

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O Level Challenging English Essays

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A collection of Essays for students sitting for their ‘O’ Level examinations. The essays have been classified into different types of writing styles to allow for easy reference. This book helps student to get the best out of the essays. Each essay begins with a suggested approach. Further there are short comments on each written essay.

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Past Years O-Level Essay Questions (English) with Essay Outlines

In this blog post, we have compiled the past years’ O-Level English Essay Questions.  However, looking at these questions is not enough for your child’s revision.  Hence, we have included essay outlines to accompany the essay questions from year 2022 to 2018. 

These essay outlines, (almost 2100 words long), are written by the English curriculum team at Writing Samurai and Grade Solution Learning Centre.  When you download the pdf of these essay outlines, you get to learn how to…

• Breakdown and analyse a question
• Generate main points and examples
• How to formulate counter-arguments
• Come up with ideas for personal recount and reflective essays

Use it as a study resource for your child!

Here’s a video preview of our Past Year’s O-level essay outlines:

So before you go on reading… You might want to download a pdf copy of our Essay Outlines from Year 2018 – 2022! 

Click the blue download button, enter your email, and the pdf file will be delivered to your inbox! (Remember to check spam!) 

• Some people enjoy being in a crowded place, while others prefer somewhere quieter with fewer people. Describe your perfect place when you want to relax.
• “I realised that I was much stronger than I had previously thought.” Write about a time when you felt like this.
• “Young people spend so much time thinking about the future that they forget to enjoy the present.” How far do you agree?
• “People today are far too easily persuaded to spend money on things they don’t need.” Do you agree that advertising has made us wasteful? 
• Describe the sights and sounds of a shopping mall. Remember to describe the people too.
• “I felt I was on top of the world.” Write about a time when you felt like this.
• “Young people are making the world a better place.” What is your opinion.
• “A happy person is a healthy person.” How far do you agree?
• Describe ways to relax after you have been busy. Explain why it is enjoyable for you.
• Write about a time when you did something to impress someone and regretted it.
• Learning how to respond to mistakes is essential for success. What is your opinion?
• “There is no place like home.” Is it true to you?
• Which person has the most positive impact on your life? Describe the individual’s personality and in what ways he or she influenced you. 
• “It was the proudest moment.” Write about a time when you felt like this.
• Most young people today are obsessed with fame and imitating celebrities. What are your views?
• “People can only be happy if they feel they are treated fairly.” Do you agree?
• Describe an event that you looked forward to which turned out to be disappointing. Explain why you were excited about it and why it didn’t live up to your expectations.
• “I had never seen my friend laugh so much!” Write about a time when this happened.
• Some people like to stand out from the crowd; others just want to be part of it. Which do you prefer and why?
• Which modern invention is essential for you and your family and which one could you and your family live without? Explain your views.
• Describe a place that means a great deal to you. Why is it so important?
• Write about a time when you caused great disappointment to a person. What did you do about the situation?
• It is often said that people are too concerned with getting things and spending money. What is your opinion?
• People should always tell the truth.’ Do you think there are any situations in which this might not be the best thing to do? Explain your views.
• Describe a childhood toy, or a game you played, which still means a great deal to you. Why is it so important?
• Do you agree that we can learn from the mistakes of others or do we need to learn from our own experiences?
• What are your ambitions for the future? Explain how you plan to achieve them, including any possible difficulties.
• To what extent do you agree with the idea that some teenagers lead an unhealthy lifestyle? Give reasons for your views.
• Describe the possession that matters most to you and explain why you would never be prepared to part with it.
• The world would be a very dull place without music’ What are your views?
• Shoppers have too much choice, from chocolate bars to jeans’ What, in your opinion, are the advantages and disadvantages of having many things to choose from?
• Do electronic devices, such as tablets or smart phones, help or hinder students in their studies?
• Describe how you celebrated an important family occasion. Why will this event always remain in your memory?
• Which features of Singapore and its citizens make it a major tourist attraction for people from all over the world?
• Which person has the greatest influence on your life at the present time, and why?
• The best things in life are free’ Write about some of the occasions when you have found this to be true.
• Parents often believe that it is better to be safe than sorry. Do you consider young people to be too protected?
• Describe some of your experiences in food courts and hawker centers. How important are these places in your life as a teenager in Singapore?
• The way we dress reveals who we are’ What are your views?
• What do you consider to be your greatest achievement? Why does it mean so much to you?
• Write about an incident you still remember from your early childhood. Why do you think it has remained in your mind so clearly?
• People all over the world are living longer. What are the advantages and disadvantages of their increased life expectancy?
• Describe an annual event which you enjoy and explain why it is so important to you.
• The use of motorcars is the greatest threat to the environment’ Do you agree?
• “It is better never to borrow or lend money” What are your views on this advice?
• Write about an amusing incident on a day out with your family, which still makes you laugh whenever you remember it.
• Should boys and girls be given exactly the same type of education?
• Describe how a religious or national event is celebrated in your country.
• What important lessons in life are learned away from school?
• Write about an occasion when it was necessary to tell the truth whatever the consequences.
• Some people say that the internet does more harm than good. What is your view?
• Describe the location and the main features of your ideal home and explain why you think it would be an ideal place to live.
• In the 21st century, how important is it to be able to read, write and speak English in Singapore?
• I’m bored’ is so often the cry of teenagers today. What could be done about this?
• Write about an occasion when an attempt to help led to unexpected consequences for the helper.
• Write about some of your worries and hopes for the future.
• The delights and frustrations of being a teenager
• Write about an occasion when you just could not stop laughing at an inappropriate moment.
• Television, newspapers and the Internet – which of these do young people prefer as a source of information, and why?
• In your opinion, what kind of voluntary work is worth doing, and why?
• If you were drawing up a set of school rules for a new school, what would they be? Explain which of these you think are the most important
• Nowadays, people live longer than ever before. What problems does this present and how can these problems be dealt with?
• Write about someone who failed to live up to his or her reputation.
• Write about some of the things in your country you value the most and would miss greatly, if you had to live in another country
• Write about a time when your late arrival for a particular meeting or event led to serious trouble.
• What do you think secondary schools can do to ensure the health, well-being and safety of their students?
• Given the limited land available in Singapore, is it wise to set aside some areas as nature reserves?
• Do you feel that you need the long school vacation? How do you occupy your time during the December break, when schools are closed?

See more related articles and information on Writing Samurai:

• How to Write Argumentative Essays For Secondary School
• Top Tips on How to Write Discursive Essays
• Benefits of Secondary English Tuition
• Past O-Level Essays and Questions For Secondary English
• Exam Smart Tips For Language Editing
• Top Exam Tips for Secondary English

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Challenging English Essays For ?O? Level

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This book is a collection of essays for students sitting for their ‘O’ Level examinations. The essays have been classified into different type of writing styles to allow for easy reference. The compositions are written by caring individuals who have endeavoured to write at the level of ‘O’ Level students. To help students get the best out of these essays, we begin with ‘Brain-storm’ on how each essay could be tackled. At the end of the essay, we also have an ‘Essay Analysis’ on why the essay is well-written, revealing the techniques and skills of penning good essays. Using this book as a guide, we hope that students will do well to master the art of writing. Once mastered, this skill will serve them throughout their education and beyond as well.

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The O Level Comprehension Paper: Overview, Challenges, and How to Excel

The O Level English comprehension paper stays true to its namesake, in that it’s designed to test students’ understanding of texts, their implied meanings, as well as their analytical skills — in short, comprehension. This is a section that combines critical thinking skills and linguistic ability to accurately rewrite portions of the text in a succinct manner that retains key pieces of information. As a result, the comprehension paper is notorious for being one of the most challenging components in the O Level English examination. If your child is struggling with this section, read on to get an overview of the paper, common challenges faced, and how they can be overcome with the right  O Level English tuition .

What’s in an O Level English Comprehension Paper?

Also known as Paper 2, English Comprehension is a 110-minute paper with 50 marks split into 3 sections — Visual Text (5 marks), Narrative/Recount Text (20 marks), and Non-narrative Text Summary (25 marks). One of the main reasons why students struggle to excel in this paper is because of summary writing, which also happens to carry the highest weightage; half, to be exact. Summary writing is particularly hard to master, as students are essentially tasked with shortening an already tight passage without losing key points. Most  English tuition for Secondary School students in Singapore  pay more attention to summary writing. However, that isn’t the only thing that students tend to struggle with.

Time Management

Time management issues are often experienced in papers with difficult or tedious sections. When it comes to English Paper 2, poor time management comes about when students have a hard time understanding the given text, or when they struggle to connect key points together in a concise manner in summary writing. A general rule of thumb for most papers would be to prioritise questions and sections that carry more marks in order to maximise your eventual score. Students are also encouraged to allocate a fixed amount of time for each question, and to move on if they find themselves going beyond the time limit. This allows them to focus on other questions instead of mulling over a question more than they should. A  good English tuition centre for Secondary  School students doesn’t just focus on imparting linguistic knowledge; it also invests time in nurturing good time management skills in its students.

Understanding Given Texts

Comprehension passages can be quite complex, possessing difficult words, phrases, and topics that students might not be familiar with. With Secondary English tuition, students are exposed to practice papers and by extension, more passages. However, a more organic and impactful approach to this is to encourage your child to read extensively from an early age. This improves three core aspects — vocabulary, understanding of different topics and genres, and familiarity with different writing styles, which would ultimately translate into a more assured and confident state of mind during the paper itself.

Summary Writing

As mentioned above, one of the key areas students struggle with is summary writing, and although it seems challenging from first glance, there are actually certain techniques that students can employ to score more marks. For instance, linking main ideas with simple conjunctions should already give you 4 out of the 6 or 7 marks available. Summary writing also requires proficiency in writing styles and a strong vocabulary to be able to simplify words and sentences. To that end, enrolling your child in an O Level English tuition centre in Singapore allows them to practise summary writing under the guidance of experienced tutors who will equip students with the tool and knowledge to excel in both comprehension and summary writing.

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8 Overcoming Challenges College Essay Examples

The purpose of the Overcoming Challenges essay is for schools to see how you might handle the difficulties of college. They want to know how you grow, evolve, and learn when you face adversity. For this topic, there are many clichés , such as getting a bad grade or losing a sports game, so be sure to steer clear of those and focus on a topic that’s unique to you. (See our full guide on the Overcoming Challenges Essay for more tips).

These overcoming challenges essay examples were all written by real students. Read through them to get a sense of what makes a strong essay. At the end, we’ll present the revision process for the first essay and share some resources for improving your essay.

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

Essay 1: Becoming a Coach

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

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

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

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

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

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

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

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

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

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

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly their dejectedness, at not being able to compete.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. The writer shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.

One area of improvement of this essay would be the “attack” wording. The author likely uses this word as a metaphor for martial arts, but it feels too strong to describe the adults’ doubt of the student’s abilities as a coach, and can even be confusing at first.

Still, we see the student’s resilience as they are able to move past the disbelieving looks to help their team. The essay is kept real and vulnerable, however, as the writer admits having doubts: Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

Essay 2: Starting a Fire

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

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

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

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

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

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

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

This essay is an excellent example because the writer turns an everyday challenge—starting a fire—into an exploration of her identity. The writer was once “a kind of rustic princess, a cradler of spiders and centipedes,” but has since traded her love of the outdoors for a love of music, writing, and reading. 

The story begins in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. One of the essay’s biggest strengths is its use of imagery. We can easily visualize the writer’s childhood and the present day. For instance, she states that she “rubbed and rubbed [the twigs] until shreds of skin flaked from my fingers.”

The writing has an extremely literary quality, particularly with its wordplay. The writer reappropriates words and meanings, and even appeals to the senses: “My face burned long after I left the fire pit. The camp stank of salmon and shame.” She later uses a parallelism to cleverly juxtapose her changed interests: “instead of scaling a white pine, I’d practiced scales on my piano.”

One of the essay’s main areas of improvement is its overemphasis on the “story” and lack of emphasis on the reflection. The second to last paragraph about changing perspective is crucial to the essay, as it ties the anecdote to larger lessons in the writer’s life. She states that she hasn’t changed, but has only shifted perspective. Yet, we don’t get a good sense of where this realization comes from and how it impacts her life going forward. 

The end of the essay offers a satisfying return to the fire imagery, and highlights the writer’s passion—the one thing that has remained constant in her life.

Essay 3: Last-Minute Switch

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, i t now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example because it focuses on a unique challenge and is highly engaging. The writer details their experience reversing their stance in a Model UN trial with only a few hours notice, after having researched and prepared to argue the opposite perspective for a month. 

Their essay is written in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. The student openly shares their internal thoughts with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

From the essay, we learn that the student believes in thorough preparation, but can also adapt to unforeseen obstacles. They’re able to rise to the challenge and put together an impromptu argument, think critically under pressure, and recover after their initial inability to speak. 

Essay 4: Music as a Coping Mechanism

CW: This essay mentions self-harm.

Sobbing uncontrollably, I parked around the corner from my best friend’s house. As I sat in the driver’s seat, I whispered the most earnest prayer I had ever offered.

Minutes before, I had driven to Colin’s house to pick up a prop for our upcoming spring musical. When I got there, his older brother, Tom, came to the door and informed me that no one else was home. “No,” I corrected, “Colin is here. He’s got a migraine.” Tom shook his head and gently told me where Colin actually was: the psychiatric unit of the local hospital. I felt a weight on my chest as I connected the dots; the terrifying picture rocked my safe little world. Tom’s words blurred as he explained Colin’s self-harm, but all I could think of was whether I could have stopped him. Those cuts on his arms had never been accidents. Colin had lied, very convincingly, many times. How could I have ignored the signs in front of me? Somehow, I managed to ask Tom whether I could see him, but he told me that visiting hours for non-family members were over for the day. I would have to move on with my afternoon.

Once my tears had subsided a little, I drove to the theater, trying to pull myself together and warm up to sing. How would I rehearse? I couldn’t sing three notes without bursting into tears. “I can’t do this,” I thought. But then I realized that the question wasn’t whether I could do it. I knew Colin would want me to push through, and something deep inside told me that music was the best way for me to process my grief. I needed to sing.

I practiced the lyrics throughout my whole drive. The first few times, I broke down in sobs. By the time I reached the theater, however, the music had calmed me. While Colin would never be far from my mind, I had to focus on the task ahead: recording vocals and then producing the video trailer that would be shown to my high school classmates. I fought to channel my worry into my recording. If my voice shook during the particularly heartfelt moments, it only added emotion and depth to my performance. I felt Colin’s absence next to me, but even before I listened to that first take, I knew it was a keeper.

With one of my hurdles behind me, I steeled myself again and prepared for the musical’s trailer. In a floor-length black cape and purple dress, I swept regally down the steps to my director, who waited outside. Under a gloomy sky that threatened to turn stormy, I boldly strode across the street, tossed a dainty yellow bouquet, and flashed confident grins at all those staring. My grief lurched inside, but I felt powerful. Despite my sadness, I could still make art.

To my own surprise, I successfully took back the day. I had felt pain, but I had not let it drown me – making music was a productive way to express my feelings than worrying. Since then, I have been learning to take better care of myself in difficult situations. That day before rehearsal, I found myself in the most troubling circumstances of my life thus far, but they did not sink me because I refused to sink. When my aunt developed cancer several months later, I knew that resolution would not come quickly, but that I could rely on music to cope with the agony, even when it would be easier to fall apart. Thankfully, Colin recovered from his injuries and was home within days. The next week, we stood together on stage at our show’s opening night. As our eyes met and our voices joined in song, I knew that music would always be our greatest mechanism for transforming pain into strength.

This essay is well-written, as we can feel the writer’s emotions through the thoughts they share, and visualize the night of the performance through their rich descriptions. Their varied sentence length also makes the essay more engaging.

That said, this essay is not a great example because of the framing of the topic. The writer can come off as insensitive since they make their friend’s struggle about themself and their emotions (and this is only worsened by the mention of their aunt’s cancer and how it was tough on them ). The essay would’ve been stronger if it focused on their guilt of not recognizing their friend’s struggles and spanned a longer period of time to demonstrate gradual relationship building and reflection. Still, this would’ve been difficult to do well.

In general, you should try to choose a challenge that is undeniably your own, and you should get at least one or two people to read your essay to give you candid feedback.

Essay 5: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

While the writer didn’t succeed in getting the track dedicated to Coach Stark, their essay is certainly successful in showing their willingness to push themselves and take initiative.

The essay opens with a quote from Coach Stark that later comes full circle at the end of the essay. We learn about Stark’s impact and the motivation for trying to get the track dedicated to him.

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

The essay goes on to explain how the writer overcame their apprehension of public speaking, and likens the process of submitting an appeal to the school board to running a race. This metaphor makes the writing more engaging and allows us to feel the student’s emotions.

While the student didn’t ultimately succeed in getting the track dedicated, we learn about their resilience and initiative: I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Overall, this essay is well-done. It demonstrates growth despite failing to meet a goal, which is a unique essay structure. The running metaphor and full-circle intro/ending also elevate the writing in this essay.

Essay 6: Body Image

CW: This essay mentions eating disorders.

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

We can see that the writer of this essay has been through a lot, and a strength of their essay is their vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members.

Still, this essay shows us that this student is honest, self-aware, and caring, which are all qualities admissions officer are looking for.

Essay 7: Health Crisis

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This essay feels real and tells readers a lot about the writer. To start at the beginning, the intro is 10/10. It has drama, it has emotions, and it has the reader wanting more.

And, when you keep going, you get to learn a lot about a very resilient and mature student. Through sentences like “I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover” and “Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities,” the reader shows us that they are aware of their resilience and maturity, but are not arrogant about it. It is simply a fact that they have proven through their actions!

This essay makes us want to cheer for the writer, and they certainly seem like someone who would thrive in a more independent college environment.

Essay 8: Turned Tables

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

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

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

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

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

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

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

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

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

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

Where to Get Your Overcoming Challenges Essays Edited

Do you want feedback on your Overcoming Challenges essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

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

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• September 5, 2020
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