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How to Write the Community Essay – Guide with Examples (2023-24)

September 6, 2023

Students applying to college this year will inevitably confront the community essay. In fact, most students will end up responding to several community essay prompts for different schools. For this reason, you should know more than simply how to approach the community essay as a genre. Rather, you will want to learn how to decipher the nuances of each particular prompt, in order to adapt your response appropriately. In this article, we’ll show you how to do just that, through several community essay examples. These examples will also demonstrate how to avoid cliché and make the community essay authentically and convincingly your own.

Emphasis on Community

Do keep in mind that inherent in the word “community” is the idea of multiple people. The personal statement already provides you with a chance to tell the college admissions committee about yourself as an individual. The community essay, however, suggests that you depict yourself among others. You can use this opportunity to your advantage by showing off interpersonal skills, for example. Or, perhaps you wish to relate a moment that forged important relationships. This in turn will indicate what kind of connections you’ll make in the classroom with college peers and professors.

Apart from comprising numerous people, a community can appear in many shapes and sizes. It could be as small as a volleyball team, or as large as a diaspora. It could fill a town soup kitchen, or spread across five boroughs. In fact, due to the internet, certain communities today don’t even require a physical place to congregate. Communities can form around a shared identity, shared place, shared hobby, shared ideology, or shared call to action. They can even arise due to a shared yet unforeseen circumstance.

What is the Community Essay All About?             

In a nutshell, the community essay should exhibit three things:

• An aspect of yourself, 2. in the context of a community you belonged to, and 3. how this experience may shape your contribution to the community you’ll join in college.

It may look like a fairly simple equation: 1 + 2 = 3. However, each college will word their community essay prompt differently, so it’s important to look out for additional variables. One college may use the community essay as a way to glimpse your core values. Another may use the essay to understand how you would add to diversity on campus. Some may let you decide in which direction to take it—and there are many ways to go!

To get a better idea of how the prompts differ, let’s take a look at some real community essay prompts from the current admission cycle.

Sample 2023-2024 Community Essay Prompts

1) brown university.

“Students entering Brown often find that making their home on College Hill naturally invites reflection on where they came from. Share how an aspect of your growing up has inspired or challenged you, and what unique contributions this might allow you to make to the Brown community. (200-250 words)”

A close reading of this prompt shows that Brown puts particular emphasis on place. They do this by using the words “home,” “College Hill,” and “where they came from.” Thus, Brown invites writers to think about community through the prism of place. They also emphasize the idea of personal growth or change, through the words “inspired or challenged you.” Therefore, Brown wishes to see how the place you grew up in has affected you. And, they want to know how you in turn will affect their college community.

“NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world-class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience.

We would like to better understand how your experiences would help us to shape and grow our diverse community. Please respond in 250 words or less.”

Here, NYU places an emphasis on students’ “identity,” “backgrounds,” and “diversity,” rather than any physical place. (For some students, place may be tied up in those ideas.) Furthermore, while NYU doesn’t ask specifically how identity has changed the essay writer, they do ask about your “experience.” Take this to mean that you can still recount a specific moment, or several moments, that work to portray your particular background. You should also try to link your story with NYU’s values of inclusivity and opportunity.

3) University of Washington

“Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words max) Tip: Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values and viewpoints.”

UW ’s community essay prompt may look the most approachable, for they help define the idea of community. You’ll notice that most of their examples (“families,” “cultural group, extended family, religious group, neighborhood”…) place an emphasis on people. This may clue you in on their desire to see the relationships you’ve made. At the same time, UW uses the words “individual” and “richly diverse.” They, like NYU, wish to see how you fit in and stand out, in order to boost campus diversity.

Writing Your First Community Essay

Begin by picking which community essay you’ll write first. (For practical reasons, you’ll probably want to go with whichever one is due earliest.) Spend time doing a close reading of the prompt, as we’ve done above. Underline key words. Try to interpret exactly what the prompt is asking through these keywords.

Next, brainstorm. I recommend doing this on a blank piece of paper with a pencil. Across the top, make a row of headings. These might be the communities you’re a part of, or the components that make up your identity. Then, jot down descriptive words underneath in each column—whatever comes to you. These words may invoke people and experiences you had with them, feelings, moments of growth, lessons learned, values developed, etc. Now, narrow in on the idea that offers the richest material and that corresponds fully with the prompt.

Lastly, write! You’ll definitely want to describe real moments, in vivid detail. This will keep your essay original, and help you avoid cliché. However, you’ll need to summarize the experience and answer the prompt succinctly, so don’t stray too far into storytelling mode.

How To Adapt Your Community Essay

Once your first essay is complete, you’ll need to adapt it to the other colleges involving community essays on your list. Again, you’ll want to turn to the prompt for a close reading, and recognize what makes this prompt different from the last. For example, let’s say you’ve written your essay for UW about belonging to your swim team, and how the sports dynamics shaped you. Adapting that essay to Brown’s prompt could involve more of a focus on place. You may ask yourself, how was my swim team in Alaska different than the swim teams we competed against in other states?

Once you’ve adapted the content, you’ll also want to adapt the wording to mimic the prompt. For example, let’s say your UW essay states, “Thinking back to my years in the pool…” As you adapt this essay to Brown’s prompt, you may notice that Brown uses the word “reflection.” Therefore, you might change this sentence to “Reflecting back on my years in the pool…” While this change is minute, it cleverly signals to the reader that you’ve paid attention to the prompt, and are giving that school your full attention.

What to Avoid When Writing the Community Essay  

• Avoid cliché. Some students worry that their idea is cliché, or worse, that their background or identity is cliché. However, what makes an essay cliché is not the content, but the way the content is conveyed. This is where your voice and your descriptions become essential.
• Avoid giving too many examples. Stick to one community, and one or two anecdotes arising from that community that allow you to answer the prompt fully.
• Don’t exaggerate or twist facts. Sometimes students feel they must make themselves sound more “diverse” than they feel they are. Luckily, diversity is not a feeling. Likewise, diversity does not simply refer to one’s heritage. If the prompt is asking about your identity or background, you can show the originality of your experiences through your actions and your thinking.

Community Essay Examples and Analysis

Brown university community essay example.

I used to hate the NYC subway. I’ve taken it since I was six, going up and down Manhattan, to and from school. By high school, it was a daily nightmare. Spending so much time underground, underneath fluorescent lighting, squashed inside a rickety, rocking train car among strangers, some of whom wanted to talk about conspiracy theories, others who had bedbugs or B.O., or who manspread across two seats, or bickered—it wore me out. The challenge of going anywhere seemed absurd. I dreaded the claustrophobia and disgruntlement.

Yet the subway also inspired my understanding of community. I will never forget the morning I saw a man, several seats away, slide out of his seat and hit the floor. The thump shocked everyone to attention. What we noticed: he appeared drunk, possibly homeless. I was digesting this when a second man got up and, through a sort of awkward embrace, heaved the first man back into his seat. The rest of us had stuck to subway social codes: don’t step out of line. Yet this second man’s silent actions spoke loudly. They said, “I care.”

That day I realized I belong to a group of strangers. What holds us together is our transience, our vulnerabilities, and a willingness to assist. This community is not perfect but one in motion, a perpetual work-in-progress. Now I make it my aim to hold others up. I plan to contribute to the Brown community by helping fellow students and strangers in moments of precariousness.    

Brown University Community Essay Example Analysis

Here the student finds an original way to write about where they come from. The subway is not their home, yet it remains integral to ideas of belonging. The student shows how a community can be built between strangers, in their responsibility toward each other. The student succeeds at incorporating key words from the prompt (“challenge,” “inspired” “Brown community,” “contribute”) into their community essay.

UW Community Essay Example

I grew up in Hawaii, a world bound by water and rich in diversity. In school we learned that this sacred land was invaded, first by Captain Cook, then by missionaries, whalers, traders, plantation owners, and the U.S. government. My parents became part of this problematic takeover when they moved here in the 90s. The first community we knew was our church congregation. At the beginning of mass, we shook hands with our neighbors. We held hands again when we sang the Lord’s Prayer. I didn’t realize our church wasn’t “normal” until our diocese was informed that we had to stop dancing hula and singing Hawaiian hymns. The order came from the Pope himself.

Eventually, I lost faith in God and organized institutions. I thought the banning of hula—an ancient and pure form of expression—seemed medieval, ignorant, and unfair, given that the Hawaiian religion had already been stamped out. I felt a lack of community and a distrust for any place in which I might find one. As a postcolonial inhabitant, I could never belong to the Hawaiian culture, no matter how much I valued it. Then, I was shocked to learn that Queen Ka’ahumanu herself had eliminated the Kapu system, a strict code of conduct in which women were inferior to men. Next went the Hawaiian religion. Queen Ka’ahumanu burned all the temples before turning to Christianity, hoping this religion would offer better opportunities for her people.

Community Essay (Continued)

I’m not sure what to make of this history. Should I view Queen Ka’ahumanu as a feminist hero, or another failure in her islands’ tragedy? Nothing is black and white about her story, but she did what she thought was beneficial to her people, regardless of tradition. From her story, I’ve learned to accept complexity. I can disagree with institutionalized religion while still believing in my neighbors. I am a product of this place and their presence. At UW, I plan to add to campus diversity through my experience, knowing that diversity comes with contradictions and complications, all of which should be approached with an open and informed mind.

UW Community Essay Example Analysis

This student also manages to weave in words from the prompt (“family,” “community,” “world,” “product of it,” “add to the diversity,” etc.). Moreover, the student picks one of the examples of community mentioned in the prompt, (namely, a religious group,) and deepens their answer by addressing the complexity inherent in the community they’ve been involved in. While the student displays an inner turmoil about their identity and participation, they find a way to show how they’d contribute to an open-minded campus through their values and intellectual rigor.

What’s Next

For more on supplemental essays and essay writing guides, check out the following articles:

• How to Write the Why This Major Essay + Example
• How to Write the Overcoming Challenges Essay + Example
• How to Start a College Essay – 12 Techniques and Tips
• College Essay

Kaylen Baker

With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.

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The Community Essay

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

As with every essay you ship off to admissions – think about something you want admissions to know that hasn’t been represented. What can you expand upon to show your versatility, passion and ability to connect with the world around you?

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Category: Admissions , College Admissions , Essay Tips , Essay Writing , Supplemental Essays

Tags: admissions essay , admissions help , application , application supplement , applications , brainstorming , college admissions , college admissions essay , college application , college application help , college applications , college essay , common application , supplemental essays

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The Community Essay for the Common App Supplements

Jared hobson.

• July 24, 2023

How do you write the community essay for the Common App? Many college applications require supplemental essays. A common supplementary question asks you to consider and write about a community to which you belong. 

The definition of community is open to interpretation and can be difficult to pin down. We each belong to a wide variety of communities ranging from our family and friend groups to being members of the global community.  

My Communities 

For example, I belong to a bunch of different communities. I sing in a choir, so I’m part of the community of the Colorado Chorale community (and within that community, I’m a member of the tenor section). I go to see plays a lot, so I’m a member of the “theater-going” community. Birdwatching can be fun, I find, so I belong to the “community of birdwatchers.” I belong to a club or two, so I’m a member or those communities. I belong to a political party, which is a community in a sense. I went to Dartmouth , so I belong to a community of alumni, both locally and globally. Same with my grad school: my friends and I still talk about belonging to the “ Fletcher Community .” 

When I lived in Hong Kong, I was a member of the American community, which was part of the large expatriate community. I speak French and live in Denver. Therefore, I’m part of the community of Denverites who speak French as a second language. I live in a specific neighborhood in the city of Denver in the State of Colorado in the United States. All of those communities define me in one way or another. Finally, at a more intimate level, I also belong to a family community that is very important to me.

Really, when you stop to think about it, we all belong to a large number of overlapping communities. Think of a Venn diagram with lots of overlapping circles—and we are at that tiny dot in the center where each of those circles overlaps. 

Why write the community essay for the Common App?

Why do colleges ask you to write this community essay? In writing about community as it relates to you, you reveal important details at the core of who you are. Colleges are hoping to bring students to their campuses who will contribute in a positive way to campus culture, whether intellectually, socially, or through their extracurricular activities. 

They want students who will be successful in their new community and enrich the college through their varied backgrounds, experiences, accomplishments, activities and behavior. Thus, the way you answer this prompt will help them imagine if you would be a good addition to their campus community.

Here are some examples of the community essay prompt:

• Please complete the following, and have a little fun doing so: “I appreciate my community because …” (up to 300  characters)
• At MIT , we bring people together to better the lives of others. MIT students work to improve their communities in different ways, from tackling the world’s biggest challenges to being good friends. Describe one way in which you have contributed to your community, whether in your family, the classroom, your neighborhood, etc. (200-250 words)
• What have you done to make your school or your community a better place?  (up to 350 words)
• Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it.  (up to 300 words)
• Macalester is a community that includes people from many different backgrounds, some who have lived around the world and others who have lived in one place their entire lives. Please write an essay about how your background, experiences, or outlook might add to the Mac community, academically and personally. (up to 500 words)*

* Note: this last prompt doesn’t ask about a community to which you currently belong, but rather asks you to reflect on what you will bring to the community. This essay is a mix of activities and community essays. However, this essay should emphasize what the applicant would add to the campus community.

The community essay vs. the community service essay

Notice that this essay is not narrowly focused on any service you might provide to your community. Of course, it is entirely possible that your involvement in a community may include some sort of involvement that helps to promote the community and the interests of its members in some way.  

However, the community essay prompts do not specifically ask you to talk about this service. The prompts want you to think about what it means to “belong,” and how you conceive of yourself in the larger world. A sense of community may, indeed, lead you to act in certain ways to advance a cause, donate your time, or exert your energies to meet the needs of your community. Your actions certainly may become part of this community essay as a way to demonstrate the ways in which you identify with—and contribute to—this community. But the focus of this essay is on that sense of belonging. 

Service to your community—or to someone else’s?

To put a finer point to it, it is possible to provide “community service” to communities to which we do not belong. We might donate time to the homeless community—but that does not make us homeless. We might spend time working with refugees, even if we, ourselves, are not refugees. Or while we might enjoy good health, we still might donate time to make meals for the critically ill.

So make sure that when you write the community essay you zero in on a community that defines you, and not on the service you devote to a community that is not your own.  

When preparing for the community essay for the Common App, DO THESE THINGS:

Think carefully about your choice of community.

The community you choose says a lot about you. Think carefully about what message even just the choice of community might convey to your reader. In fact, you may even want to start by asking yourself “What aspects of who I am do I want the reader to know?” and then pick the community that will do that in the best possible way. Think, too, how your choice can help you differentiate yourself and share important insight into who you are. 

Factors for you to consider as you brainstorm the community essay for the Common App:

• Which communities are most important to you and why?
• What do these communities say about you that you haven’t shared with your reader elsewhere in your application?
• What roles have you played in these communities?
• How would you measure the impact of your participation in these communities?
• What does your participation in these communities say about your character, qualities, and how you interact with the world around you?
• What does the overall message say about you as a future college student?

Use this as an opportunity to reveal more about yourself

This prompt isn’t just to elaborate on your community; this is another opportunity to reveal important qualities about yourself. Explain why this community is so important to you. Write about what you learned about yourself and how it has shaped who you are. Reveal how you have made contributions to this community.  

Show, don’t tell

Like every essay, the details show your reader what you want them to know about you. Be specific, but selective, with the details you include. Every word should contribute to the message you want to share with your reader. If you have space, share an anecdote to help the reader visualize the qualities that you are trying to share.

Ensure you answer the prompt fully and directly

Some of these prompts are simple and short, but other schools have long prompts. Don’t get lost in answering the first part of the prompt and forget about the remainder. Re-read the prompt after you have drafted your ideas to make sure you’ve addressed everything. 

In addition, sometimes, if you have multiple applications that ask a “community” question, you may be tempted to simply repurpose the same exact essay from one application to the other. Beware! Each prompt will have different nuances to it, and you will need to ensure that you are actually answering the prompt that is being asked. You can certainly re-use the content from one application to the next, but you should tailor how you express those ideas so that they match the prompt.

When drafting the community essay for the Common App, DON’T DO these things

Don’t be afraid to “think outside of the box”.

Some communities to which we belong are obvious because we participate in them on a daily basis. These would include our families and our friend groups. Others are obvious because they are clearly defined: the football team or student government. But what about those informal communities, occasional communities, or hard-to-define communities to which you might belong? Are you a crafty person who blogs about your creations with an online community?

Do you belong to a book group in your neighborhood? Are you a classic car connoisseur? Even writing about things that might not seem like natural “communities” can work quite well as long as they reveal important aspects of who you are. For example, we’ve read a successful “community” essay about a student who belonged to a community of anonymous subway riders. We read another about a community of students who wear crazy socks to school. 

Don’t share obvious details

The detail about the community is not the most important part of your response, even if the prompt does say to “describe a community to which you belong.” Consider only sharing those details about the community that ties into what you are trying to share about yourself. For example, most drama groups put on performances for the public.

But not all drama groups are community-based and have participants ranging in age from 9 to 99. If part of your story is about this multi-generational community, then this detail plays a part in your story. Include those details that play a role in why the community is important or impactful for you.

Remember these things about the community essay for the Common App

No matter which community you choose to write about, you want to be sure that you reflect deeply about why this community is important to you. If you have a longer word count, you can consider using an anecdote to share with the reader, but for the shorter prompts, keep your writing personal, but just more to the point.

And don’t lose sight of the reason that you are writing this essay. You are applying to be a part of a new community. You want to show that you have a deep appreciation for the sense of satisfaction, dedication, and attachment that comes with being a member of a community. The purpose is to demonstrate that you know how to nurture the community and how you nourish others’ sense of belonging in that circle.  

Colleges want to know that you will keep the flame of that college community alive, even as you graduate and move on with your life. The admissions office wants to know that you will cherish and contribute to the community that they already call their own. Convince them that you deserve to belong.

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Writing a College Essay About Community and Examples

By Eric Eng

Writing a college essay about community is a common requirement in the series of essay prompts most colleges include alongside their Common Application. If you’re applying to multiple universities, you’ll notice that many of these essay topics overlap, although the wording is always different. 

One main reason for this is that all college admissions committees want to learn the same things about you. They’re all interested in learning more about who you are, what you’re interested in, what goals you have in the future, and why you’ve chosen to apply to this university. 

One of these prompts is a college essay about community. While it varies from college to college, the prompt will roughly sound like this:

Tell us a little about a community you consider yourself part of.

Each university will add its own spin or add-on question, but they’re all asking the same thing: what about your background has had a major impact on who you are today?

Here’s an actual example from Brown University to give you some context:

“Tell us about a place or community you call home. How has it shaped your perspective?”

Another example is from the University of Michigan : 

“Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it. ”

From Duke University:

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

At first glance, this college essay about community seems pretty easy. The question in itself is short and colleges typically only request a brief answer of a few hundred words. However, after you read the prompt a few more times, you might realize how open-ended it is. What are the best words to describe community ? 

How you answer this question depends on your perspective. You might choose to describe the literal community where you live, or you could interpret it more metaphorically to mean a group of people you identify with for a specific reason. 

For example, if you are a person of color, your community could be your cultural group. In some diversity essay examples , focusing on the sense of belonging in a foreign country could be an ideal angle to explore. If you are an international student , you might share how you found your community in a new country. Alternatively, you could see your weekly Dungeons & Dragons group in writing your college essay about community. Think about the groups or environments where you feel a sense of belonging and connection.

Regardless of how you interpret community, the primary thrust of the question remains the same. This is the perfect opportunity for you to talk more about who you are and how you interact with your community at large. 

Admissions officers aren’t only interested in how you can benefit from attending the university. They’re also interested to know what you’ll be able to offer students, teachers, and the larger school community. 

How to Write the Community Essay: Complete Guide (plus tips!)

While all college essays are an excellent time to show admissions officers why you’re a great fit for the school, the college essay about community is especially important. If you’re able to knock this essay out of the park, you can successfully convey to colleges how you would contribute to the school. Let’s look at 10 things to know before you write a college essay about the community to help you write the best response possible.

Decide what community you want to write about

Start by brainstorming the communities you are a part of. These can be defined by factors, such as:

The best tip that we could give you is to choose the community where you can share most about yourself. Think about the different “identities” you have and what groups of people you spend time with at school, work, or elsewhere. Don’t limit yourself to the literal definition of “community” if something truly resonates what your definition of “community” pops up.

Start outlining your essay with guide questions

As we’ve mentioned before, this college essay about community is an open-ended question. So take this as an opportunity for you to get creative! Reflect on your experiences and how they have shaped who you are today. Use these guide questions to help structure your thoughts and outline your essay:

• What specific actions did you take in that community? (Hint: use active verbs like “coordinated” and “led” to clearly describe your roles).
• What types of challenges did you address (on a personal, local, or global level)?
• What particular contributions did you make?
• What skills, qualities, or values did you acquire?
• How did you utilize the lessons learned within and beyond that community?

Don’t be afraid to get personal

All college essay prompts are designed to help admissions officers get to know you better. So a college essay about community is one of the best places to accomplish this goal. One advice we can give students is to get personal! Don’t be afraid to show off your quirky side, something unique about you, a little bit about your background, and everything that makes you…well, you !

Although the college essay about community does involve other people, the question is mainly asking what group you identify with. Similarly, in diversity essay examples, the emphasis is on how your unique background, identity, or perspective has influenced your life and how it might contribute to the diversity of the college community. 

While you’ll no doubt mention and even describe other people, don’t forget to talk about yourself and how this community changed or affected you. This should be your primary focus throughout the piece as it’s what the college is most interested in learning more about.

If you feel that the topic you chose is a little too personal for you to really open up, consider switching to another sense of the word “community” about which you’re more comfortable talking.

Toot your horn.

At the heart of it, a college essay about community is asking you to talk about your achievements… at least a little. As a member of a community, you need to be offering something to the group, not just benefitting. Showing this reciprocity means you are contributing to a larger community.

Many students talk about dreaming of changing the world, but not all of them know where to start. If you are actively doing something positive for your community, in a sense, you are changing the world… your own little world. Positive contributions and acts of service to your community may be small, but they are a start, and that still counts as something.

For example, if you’ve been part of a local food bank, you might talk about how you organized a fundraising event that raised thousands of dollars and significantly increased the food bank’s capacity to serve those in need. Or perhaps you volunteered with Habitat for Humanity and led a team of volunteers in building homes for underprivileged families. 

Since there aren’t many college essays on volunteering, this would be a great opportunity to talk about it. While you shouldn’t go overboard, don’t be afraid to earnestly talk about how you’re helping others within your community. 

Still, what makes college community service essay examples genuine is that you’ll need to share how the experience shaped who you are today. If you have read other students’ community service essay examples before, you’d notice that they talk about how the experience led them to a positive change in their lives. Discuss how leading those fundraising efforts teaches you about perseverance and the power of community. Or how did building homes with Habitat for Humanity instill in you a deep sense of empathy and responsibility? Sharing these insights will make your community service essay stand out.

For admissions counselors, this is an important part of deciding whether or not you’ll fit right in at their university. They want to know how you’re going to contribute to their community other than being an academic member.

Choose a format

The basics of writing a college essay about community is to pick how you’re going to tell it. Choosing the right format is the way to effectively convey your experiences and insights. Here are some points to consider:

The Story Structure

The Story Structure is ideal for students who have encountered a challenge within their community. If you opt for this format, consider addressing these three questions in your essay:

• What challenge did you encounter?
• How did you address it?
• What did you learn from the experience?

The Collection Structure

If this doesn’t apply to you, the Collection Structure might be more suitable. When using this format for writing your essay, check out these points:

• Theme or Central Idea: Choose a unifying theme that ties your different experiences together. This could be a value, skill, or passion that permeates your community involvement.
• Vignettes : Share several short stories or snapshots that illustrate your engagement. These can be varied and highlight different roles, projects, or impacts you’ve had.
• Connection : Each vignette connects back to your central theme and demonstrates how each experience contributes to your overall growth and perspective.
• Reflection : Reflect on what these experiences have taught you and how they have shaped you as a person.

For example, in writing your college essay about community, you might write about your involvement in multiple community projects, such as organizing local clean-up events, mentoring younger students in a science club, and participating in cultural festivals. Each of these vignettes would showcase different facets of your character and how you contribute to your community.

You can also combine the narrative and collection structures by discussing a challenge while highlighting a range of values and lessons learned at the same time. This hybrid approach showcases your diverse experiences and insights within your community.

“Describe a Community You Belong to” Essay Examples

East meets west.

I look around my room, dimly lit by an orange light. On my desk, a framed picture of an Asian family beaming their smiles, buried among US history textbooks and The Great Gatsby. A Korean ballad streams from two tiny computer speakers. Pamphlets of American colleges were scattered on the floor. A cold December wind wafts a strange infusion of ramen and leftover pizza. On the wall in the far back, a Korean flag hangs beside a Led Zeppelin poster.

Do I consider myself Korean or American?

A few years back, I would have replied: “Neither.” The frustrating moments of miscommunication, the stifling homesickness, and the impossible dilemma of deciding between the Korean or American table in the dining hall, all fueled my identity crisis.

Standing in the “Foreign Passports” section at JFK, I have always felt out of place. Sure, I held a Korean passport in my hands, and I loved kimchi and Yuna Kim and knew the Korean Anthem by heart. But I also loved macaroni and cheese and LeBron. Deep inside, I feared I’d be labeled by my airport customs category: a foreigner everywhere.

This ambiguity, however, has granted me the opportunity to absorb the best of both worlds. Look at my dorm room. This mélange of cultures in my East-meets-West room embodies the diversity that characterizes my international student life.

I’ve learned to accept my “ambiguity” as “diversity,” as a third-culture student embracing both identities.

Now, I can proudly answer: “Both.”

Let’s unpack this community essay example.

As a reader, what did you notice in the essay? How did it make you feel? Here’s our take:

• The author uses very descriptive language that does an excellent job of setting the scene, making the piece as engaging as a short story.
• Although the subject is potentially generic (i.e. a story about having two different identities due to cultural differences), the author does a wonderful job of keeping it personal, insightful, interesting, and non-cliche.
• The story comes full circle by discussing something different in the past and how the writer’s experiences have changed it for the better today.
• The author openly admits to having an “identity crisis” which captures the reader’s attention even more without being too overbearing.

Let’s look at another example:

The Pumpkin House

I was raised in “The Pumpkin House.” Every Autumn, on the lawn between the sidewalk and the road, grows our pumpkin. Every summer, we procure seeds from giant pumpkins and plant them on this strip of land. Every fall, the pumpkin grows to be a giant. This annual ritual became well-known in the community and became the defining feature of our already quirky house.

The pumpkin was not just a pumpkin, but a catalyst to creating interactions and community. Conversations often start with “Aren’t you the girl in the pumpkin house?” My English teacher knew about our pumpkin and our chickens. His curiosity and weekly updates about the pumpkin helped us connect.

One year, we found our pumpkin splattered across the street. We were devastated; the pumpkin was part of our identity. Word spread and people came to our house to share in our dismay. Clearly, that pumpkin enriched our life and the entire neighborhood’.

The next morning, our patch contained twelve new pumpkins. Anonymous neighbors left these, plus, a truly gigantic 200 lb. pumpkin on our doorstep.

Growing up, the pumpkin challenged me as I wasn’t always comfortable being the center of attention.

But in retrospect, I realize that there’s a bit of magic in growing something from a seed and tending it in public. I witnessed how this act of sharing creates an authentic community spirit. I wouldn’t be surprised if someday I started my own form of quirky pumpkin growing and reap the benefit of true community.

This time around, pause and reflect on this essay. How did the community the author described change their perspective? How did it affect them personally? What action did the author mention going forward? Here’s what we think:

• In this essay, the author expresses the importance of rituals and family which is an excellent topic for a college essay about community.
• The topic of the essay is mentioned within the first two to three sentences of the piece, making use of limited space.
• The word “community” is explicitly used which shows admissions staff you know how to follow directions while also making it easier for them to understand what you’re writing about.
• The topic is unique to the writer and not something that many – if any – other applicants would be able to write about.
• It comes across as very authentic, personal, and genuine while still being engaging and interesting.

Lastly, once the inspiration finally strikes, seize the moment by immediately putting your thoughts on paper. Start drafting your essay about community with sincerity and passion, and let your heart guide your words.

Frequently Asked Questions

1. What are the words to describe community?

A community is a group of people who share something in common. In writing your college essay about community, you can define it by the shared traits of the people in it or by the strength of the connections among them. It’s about finding a group of people who are similar in some way and feel a sense of belonging or connection with one another.

2. Why do colleges ask for a community essay?

Colleges use community essays to understand how you might fit into their school community. These prompts give you the chance to show admissions officers why you’d be a great addition to their campus.

3. How do I write a college essay about community?

When writing your college essay about community, focus on three main points:

• Highlight an aspect of yourself.
• Show this in the context of a community you belong to.
• Explain how this experience might influence your contribution to the college community you’ll join.

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Blog > Essay Advice , Supplementals > How to Write a Community Supplemental Essay (with Examples)

How to Write a Community Supplemental Essay (with Examples)

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Kylie Kistner, MA Former Willamette University Admissions

Key Takeaway

If you're applying to college, there's a good chance you'll be writing a Community Essay for one (or lots) of your supplementals. In this post, we show you how to write one that stands out.

This post is one in a series of posts about the supplemental essays . You can read our core “how-to” supplemental post here .

When schools admit you, they aren’t just admitting you to be a student. They’re also admitting you to be a community member.

Community supplemental essays help universities understand how you would fit into their school community. At their core, Community prompts allow you to explicitly show an admissions officer why you would be the perfect addition to the school’s community.

Let’s get into what a Community supplemental essay is, what strategies you can use to stand out, and which steps you can take to write the best one possible.

What is a Community supplemental essay?

Community supplemental essay prompts come in a number of forms. Some ask you to talk about a community you already belong to, while others ask you to expand on how you would contribute to the school you’re applying to.

Let’s look at a couple of examples.

1: Rice University

Rice is lauded for creating a collaborative atmosphere that enhances the quality of life for all members of our campus community. The Residential College System and undergraduate life is heavily influenced by the unique life experiences and cultural tradition each student brings. What life perspectives would you contribute to the Rice community? 500 word limit.

2: Swarthmore College

Swarthmore students’ worldviews are often forged by their prior experiences and exposure to ideas and values. Our students are often mentored, supported, and developed by their immediate context—in their neighborhoods, communities of faith, families, and classrooms. Reflect on what elements of your home, school, or community have shaped you or positively impacted you. How have you grown or changed because of the influence of your community?

Community Essay Strategy

Your Community essay strategy will likely depend on the kind of Community essay you’re asked to write. As with all supplemental essays, the goal of any community essay should be to write about the strengths that make you a good fit for the school in question.

How to write about a community to which you belong

Most Community essay prompts give you a lot of flexibility in how you define “community.” That means that the community you write about probably isn’t limited to the more formal communities you’re part of like family or school. Your communities can also include friend groups, athletic teams, clubs and organizations, online communities, and more.

There are two things you should consider before you even begin writing your essay.

What school values is the prompt looking for?

Whether they’re listed implicitly or explicitly, Community essay prompts often include values that you can align your essay response with.

To explain, let’s look at this short supplemental prompt from the University of Notre Dame:

If you were given unlimited resources to help solve one problem in your community, what would it be and how would you accomplish it?

Now, this prompt doesn’t outright say anything about values. But the question itself, even being so short, implies a few values:

a) That you should be active in your community

b) That you should be aware of your community’s problems

c) That you know how to problem-solve

d) That you’re able to collaborate with your community

After dissecting the prompt for these values, you can write a Community essay that showcases how you align with them.

What else are admissions officers learning about you through the community you choose?

In addition to showing what a good community member you are, your Community supplemental essays can also let you talk about other parts of your experience. Doing so can help you find the perfect narrative balance among all your essays.

Let’s use a quick example.

If I’m a student applying to computer science programs, then I might choose to write about the community I’ve found in my robotics team. More specifically, I might write about my role as cheerleader and principle problem-solver of my robotics team. Writing about my robotics team allows me to do two things:

Show that I’m a really supportive person in my community, and

Show that I’m on a robotics team that means a lot to me.

Now, it’s important not to co-opt your Community essay and turn it into a secret Extracurricular essay , but it’s important to be thinking about all the information an admissions officer will learn about you based on the community you choose to focus on.

How to write about what you’ll contribute to your new community

The other segment of Community essays are those that ask you to reflect on how your specific experiences will contribute to your new community.

It’s important that you read each prompt carefully so you know what to focus your essay on.

These kinds of Community prompts let you explicitly drive home why you belong at the school you’re applying to.

Here are two suggestions to get you started.

Draw out the values.

This kind of Community prompt also typically contains some kind of reference to values. The Rice prompt is a perfect example of this:

Rice is lauded for creating a collaborative atmosphere that enhances the quality of life for all members of our campus community . The Residential College System and undergraduate life is heavily influenced by the unique life experiences and cultural tradition each student brings. What life perspectives would you contribute to the Rice community? 500 word limit.

There are several values here:

a) Collaboration

b) Enhancing quality of life

c) For all members of the community

d) Residential system (AKA not just in the classroom)

e) Sharing unique life experiences and cultural traditions with other students

Note that the actual question of the prompt is “What life perspectives would you contribute to the Rice community?” If you skimmed the beginning of the prompt to get to the question, you’d miss all these juicy details about what a Rice student looks like.

But with them in mind, you can choose to write about a life perspective that you hold that aligns with these five values.

Find detailed connections to the school.

Since these kinds of Community prompts ask you what you would contribute to the school community, this is your chance to find the most logical and specific connections you can. Browse the school website and social media to find groups, clubs, activities, communities, or support systems that are related to your personal background and experiences. When appropriate based on the prompt, these kinds of connections can help you show how good a fit you are for the school and community.

How to do Community Essay school research

Looking at school values means doing research on the school’s motto, mission statement, and strategic plans. This information is all carefully curated by a university to reflect the core values, initiatives, and goals of an institution. They can guide your Community essay by giving you more values options to include.

We’ll use the Rice mission statement as an example. It says,

As a leading research university with a distinctive commitment to undergraduate education, Rice University aspires to pathbreaking research , unsurpassed teaching , and contribution to the betterment of our world . It seeks to fulfill this mission by cultivating a diverse community of learning and discovery that produces leaders across the spectrum of human endeavor.

I’ve bolded just a few of the most important values we can draw out.

As we’ll see in the next section, I can use these values to brainstorm my Community essay.

How to write a Community Supplemental Essay

Step 1: Read the prompt closely & identify any relevant values.

When writing any supplemental essay, your first step should always be to closely read the prompt. You can even annotate it. It’s important to do this so you know exactly what is being asked of you.

With Community essays specifically, you can also highlight any values you think the prompt is asking you to elaborate on.

Keeping track of the prompt will make sure that you’re not missing anything an admissions officer will be on the lookout for.

Step 2: Brainstorm communities you’re involved in.

If you’re writing a Community essay that asks you to discuss a community you belong to, then your next step will be brainstorming all of your options.

As you brainstorm, keep a running list. Your list can include all kinds of communities you’re involved in.

Communities:

• Model United Nations
• Youth group
• Instagram book club
• My Discord group

Step 3: Think about the role(s) you play in your selected community.

Narrow down your community list to a couple of options. For each remaining option, identify the roles you played, actions you took, and significance you’ve drawn from being part of that group.

Community: Orchestra

These three columns help you get at the most important details you need to include in your community essay.

Step 4: Identify any relevant connections to the school.

Depending on the question the prompt asks of you, your last step may be to do some school research.

Let’s return to the Rice example.

After researching the Rice mission statement, we know that Rice values community members who want to contribute to the “betterment of our world.”

Ah ha! Now we have something solid to work from.

With this value in mind, I can choose to write about a perspective that shows my investment in creating a better world. Maybe that perspective is a specific kind of fundraising tenacity. Maybe it’s always looking for those small improvements that have a big impact. Maybe it’s some combination of both. Whatever it is, I can write a supplemental essay that reflects the values of the university.

Community Essay Mistakes

While writing Community essays may seem fairly straightforward, there are actually a number of ways they can go awry. Specifically, there are three common mistakes students make that you should be on the lookout for.

They don’t address the specific requests of the prompt.

As with all supplemental essays, your Community essay needs to address what the prompt is asking you to do. In Community essays especially, you’ll need to assess whether you’re being asked to talk about a community you’re already part of or the community you hope to join.

Neglecting to read the prompt also means neglecting any help the prompt gives you in terms of values. Remember that you can get clues as to what the school is looking for by analyzing the prompt’s underlying values.

They’re too vague.

Community essays can also go awry when they’re too vague. Your Community essay should reflect on specific, concrete details about your experience. This is especially the case when a Community prompt asks you to talk about a specific moment, challenge, or sequence of events.

Don’t shy away from details. Instead, use them to tell a compelling story.

They don’t make any connections to the school.

Finally, Community essays that don’t make any connections to the school in question miss out on a valuable opportunity to show school fit. Recall from our supplemental essay guide that you should always write supplemental essays with an eye toward showing how well you fit into a particular community.

Community essays are the perfect chance to do that, so try to find relevant and logical school connections to include.

Community Supplemental Essay Example

Example essay: robotics community.

University of Michigan: Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it. (Required for all applicants; minimum 100 words/maximum 300 words)

From Blendtec’s “Will it Blend?” videos to ZirconTV’s “How to Use a Stud Finder,” I’m a YouTube how-to fiend. This propensity for fix-it knowledge has not only served me well, but it’s also been a lifesaver for my favorite community: my robotics team(( The writer explicitly states the community they’ll be focusing on.)) . While some students spend their after-school hours playing sports or video games, I spend mine tinkering in my garage with three friends, one of whom is made of metal.

Last year, I Googled more fixes than I can count. Faulty wires, misaligned soldering, and failed code were no match for me. My friends watched in awe as I used Boolean Operators to find exactly the information I sought.(( The writer clearly articulates their place in the community.)) But as I agonized over chassis reviews, other unsearchable problems arose.

First((This entire paragraph fulfills the “describe that community” direction in the prompt.)) , there was the matter of registering for our first robotics competition. None of us familiar with bureaucracy, David stepped up and made some calls. His maturity and social skills helped us immediately land a spot. The next issue was branding. Our robot needed a name and a logo, and Connor took it upon himself to learn graphic design. We all voted on Archie’s name and logo design to find the perfect match. And finally, someone needed to enter the ring. Archie took it from there, winning us first place.

The best part about being in this robotics community is the collaboration and exchange of knowledge.((The writer emphasizes a clear strength: collaboration within their community. It’s clear that the writer values all contributions to the team.))  Although I can figure out how to fix anything, it’s impossible to google social skills, creativity, or courage. For that information, only friends will do. I can only imagine the fixes I’ll bring to the University of Michigan and the skills I’ll learn in return at part of the Manufacturing Robotics community((The writer ends with a forward-looking connection to the school in question.)) .

Want to see even more supplemental essay examples? Check out our college essay examples post . 

Liked that? Try this next.

How to Write Supplemental Essays that Will Impress Admissions Officers

How to Write a College Essay (Exercises + Examples)

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Getting In > Essay Guide: What is a Community Essay?

Essay Guide: What is a Community Essay?

Does your college application have a question for the essay that looks like this: Tell us about a community you’re a part of ?

This is an open-ended question that stumps quite a few students! Some even think the question is asking about the community they’re in – such as their hometown – and don’t consider the other possibilities. While your hometown can definitely be the answer, you’re not at all restricted to that topic. 

Here’s what you need to know about the Community Essay and some tips that will help your application stand out!

What is a Community Essay?

A community essay refers to a college application essay that answers a question similar to “Tell us about a community you’re a part of.” Length can vary but may be dictated by the college you’re applying to. The topic of your piece, however, should be about a community you’re a part of, how you’re a part of it, and/or how it has impacted your life.

What are Examples of Communities?

While your mind may immediately go to your hometown or subdivision when you think of “community,” the word actually encompasses so much more. It can refer to a club, a team you play sports with, your school, your interests, and more! 

Making a list of all the different communities you’re a part of will help you determine which you want to write about.

Your Student Loan, Your Way.

Tips for writing the community essay, 1. brainstorm.

Before any college essay, you should take time to brainstorm what you’re going to write about. What points are you going to try to make in your piece? What is the overarching community you’re going to talk about?

For a good starting point, write down the various communities you’re a part of. Then, under each, list examples of what you can write about. These can be overarching ideas and impacts, specific stories, and more.

2. Stick to One Community

While you may be a part of several different communities depending on your interests, passions, and life in general, your community essay should stick to one of these. Writing about too many, especially under a word limit, can cause your piece to become jumbled and never really reach the point you’re trying to make. And the prompt is really asking you to write about “ a community” anyway!

3. Talk About Your Role in the Community

While you can probably talk about what your community does for days, your essay should actually focus on your specific role within it. How does it impact you? How do you impact the group? This is the time to get personal, as the Admissions Department wants to get to know you as a person. You want your essay to highlight your achievements within a specific community or talk about how you overcame a struggle. Build yourself up!

4. Pick a Structure

Of course, you also need to think about how you want to write your essay. Skipping this step could result in several disjointed paragraphs that don’t work well together. Aiming for flow is essential. 

One way to do this is to pick a structure for your community essay. You may want to tell one specific story or event within the community that involved you specifically. Or you may want to take an overarching approach and talk about the community as a whole and your role within it. 

Brainstorm a bit on how you will structure and format your essay so you can make solid points within it!

5. Extra Tip: Consider Not Writing About Sports

While athletics may be a major part of your life, you might want to consider writing about something else. The thing is: a lot of students write about sports and their teams. It’s well known that college admissions departments get tired of reading about the same stories over and over. 

Unless you have an extremely unique sports story, you should write about something else. And even if you think your story is unique, you might want to brainstorm some other ideas before settling on athletics.

A community essay is really an open invitation to write about any group that matters to you! It can be a club, your cultural community, your hometown, your school, or even your family. Brainstorming before you get started will help you find the perfect community to write about!

Want to be sure you have a good chance of getting into your dream school? Our College Match tool will help you identify your admission chances of getting into particular colleges and show you where improvement is needed. An essay is only part of your application! Having a well-rounded career in high school is a must, too. Start here for completely free with College Raptor’s College Match tool. 

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How to write a college supplement about community

You do not exist in a vacuum and colleges know this! The very common “community essay” is an opportunity for you to tell a story about one community that matters to you and what you have gained from its membership. This is your chance to talk about people you care about (and why!) in a much tighter and more focused way than you can in your Common App Personal Essay.   This is an important supplement because it shows you as you exist in connection to other people. Remember, college is an exercise in community – and schools want to admit students who understand our greater social responsibility toward the welfare of others.

Note: This essay will range in length but is often “mid-sized” and about 250 words.

Example Community Questions:

• The University of Michigan: Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it.
• Duke: We seek a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you'd like to share a perspective you bring or experiences you've had to help us understand you better—perhaps related to a community you belong to, your sexual orientation or gender identity, or your family or cultural background—we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying.  
• MIT: Describe the world you come from; for example, your family, clubs, school, community, city, or town. How has that world shaped your dreams and aspirations?
• Tufts: How have the environments or experiences of your upbringing – your family, home, neighborhood, or community – shaped the person you are today?
• Yale: Reflect on a community to which you feel connected. Why is it meaningful to you?   You may define community however you like.
• Columbia: Columbia students take an active role in improving their community, whether in their residence hall, classes, or throughout New York City. Their actions, small or large, work to positively impact the lives of others. Share one contribution that you have made to your family, school, friend group, or another community that surrounds you.

LET'S BREAK DOWN THE ESSENTIAL POINTS YOU NEED TO HIT WHEN RESPONDING TO THIS SUPPLEMENT:

Be honest and authentic. Select and discuss a community that matters to you without being swayed by something you believe makes you “look good” in the eyes of an admissions officer. If you want to write about your soccer team, do that.

If the question asks you to reflect on how that community has “shaped” you, be sure to consider these lessons carefully and articulate them well here. Don’t bypass these essential parts of the question to focus only on defining your community.

Don’t think of yourself as a passive recipient of the benefits of community but rather consider communities where you are an active participant. If you are struggling to think about what community to discuss, consider communities where you have BOTH had an impact on others and been impacted by them.

It is sometimes better to dive into the unexpected! There are millions of essays about the sports team that came together after winning (or more often, losing) the big game. It’s fine to write about your team, but take it to another place! Find your own angle.

THINGS TO AVOID:

This is not a moment to traffic in stereotypes or judgments, either your own or those you might presume belong to others (including the admissions officer who reads your essay). When in doubt, ask a friend to read this essay and give you honest feedback on this metric!

More than many essays, it can be easy for a community essay to delve quickly into cliche and platitudes. Work hard to keep these phrases and concepts out of your essay. Keep it authentically in your voice.

It might be tempting to put yourself in a community whose boundaries you don’t know (example: “I belong to the community of makers/problem solvers/doers/etc…”), it is better to consider communities whose boundaries and members are clear and tangible. 

ADDITIONAL TIPS AND TRICKS:

As long as you are mindful of the word count, this is actually an essay that you can pretty easily reuse for multiple applications without any hesitation.

Do you have an activity on your Activities List that you felt you couldn’t adequately describe with the limited activity character count but that is really meaningful for you? Take this opportunity to tell the admissions committee more about this activity and use it as the highlight for your community.

Do you go to a unique high school? This is a wonderful opportunity to tell an admissions committee more about your school and what makes it such a special place. Don’t be afraid to brag a bit about your school and what you love about it.

When in doubt, consider writing about the communities that further the narrative your application is building and write about these. Are you telling a story about yourself as an aspiring cancer-researcher? Then use a community in your science lab to further illustrate this point. Don’t just pull something fully random out of a hat here!

Elise holds a BA in Political Philosophy from Williams College and an MEd in Administration & Social Policy from Harvard. She has spent the past twenty years working in top-tier independent schools.

Related Content

Community Service on College Applications: Dos and Don’ts

In this article,  CollegeAdvisor.com  Admissions Expert Michael gives best practices for doing community service and including it in your college applications. For more guidance on the college applications process in general,  sign up for a monthly plan to work with an admissions coach 1-on-1.

As you look for ways to strengthen your extracurricular profile, you may find yourself interested in community service.

Community service can be incredibly meaningful for young people during the college process and beyond. However, many students engage in community service just to pad their résumés, gain references and recommendations, or have an easy topic for their college essays.

In this article, we’ll examine the ways that community service can be both helpful and harmful to you in the admissions process.

The Dos of Meaningful Community Service

If you choose to participate in community service, it should not just be for your college applications. It should be because you care about your community and the work you choose to do.

That being said, meaningful community service can strengthen your college applications. You just have to make sure that you choose the right projects and address them in the right ways.

Here are some tips to ensure that your involvement strengthens—rather than undermines—your college applications.

Find service opportunities that support your interests

When applying to colleges, you’ll create what we call your candidate profile: a cohesive application theme that showcases your academic, extracurricular, and personal interests and how they overlap. Your community service experiences should align with this profile.

Say you have an incredible passion for education and you want to become a teacher. You might find ways of tutoring your peers, or you could work with a company that provides educational resources to underserved communities. If you want to become a healthcare professional, you might volunteer at the Red Cross or your local hospital. And if you’re interested in environmental science, you could organize local gardening initiatives or participate in cleanups. No matter where your interests lie, the possibilities are endless!

Make an active effort to contribute to your community

Maybe you’re not thrilled with the service opportunities available in your community, but you still want to give back. In that case, consider creating your own club, organization, or initiative!

Admissions Officers love when students take their extracurriculars into their own hands and create their own opportunities. And this doesn’t have to be too official—grab some friends, brainstorm some ideas, and get to work.

Remember, of course, that no matter what you do, you should be passionate about your contributions to your community. You should also be able to clearly explain why you chose to pursue this specific service project.

Show a demonstrated interest in service

Maybe you’re just passionate about community service and contributing to social good overall! This might mean that you’d rather participate in many smaller projects than commit to larger, more specific initiatives. That’s all right, too! You can likely find many clubs—perhaps your school’s Key Club or National Honor Society—with this exact purpose.

If this is your speed, make sure that you display a demonstrated commitment to these clubs or service projects. Participate in as many projects as possible, and help in any way you can. You may even look for leadership roles within these clubs to maximize your involvement.

Highlight your specific impact

When you write about your community service experience in your applications, be sure to highlight your specific contributions.

Let’s say you participated in a fundraising event that raised $5,000, and you personally brought in $2,000 of that through cold-calling potential donors. You would definitely want to highlight that achievement! This shows Admissions Officers your passion for your projects as well as your drive to make a tangible difference.

The Don’ts: Wrong Strategies for Approaching Community Service

While community service can strengthen an application, you want to be careful that it doesn’t seem like you’re doing it just to impress colleges. Here are some of the ways that community service can hurt you in the admissions process.

Participate in just a little of it

If you want to use community service as a part of your candidate profile, truly commit to it! Too often, applicants will focus on a community service experience where they went away for a week or so (Habitat for Humanity and Doctors Without Borders are great examples of this) and never thought about it again. While these organizations do meaningful work, a week-long service trip will not add to your profile or illustrate your passions.

If you choose to participate in a short-term service opportunity, brainstorm how you can supplement that experience once it has finished. Ask yourself what you liked about that experience and how you might continue doing similar work. See if there are other ways you can become involved in the organization, even if you can’t return to the “front lines.”

Additionally, be wary of entering other people’s communities. If you choose to go on a service trip to another country, do so with respect and self-awareness.

Write about how community service made you grateful

The whole point behind community service is to serve the community, and the whole point of your college essays is to show how your experiences have made you the person that you are. However, Admissions Officers have seen too many essays where students write about their gratitude after helping others in need. While this is a great takeaway, it is one that almost everybody who has done community service experiences!

When writing an essay about service, focus on how it has impacted your life and future. Did a project inspire you to continue doing similar work on your own? Did an initiative reveal to you your desired academic and professional path? Or did you make an active effort to recruit your family and friends because you felt so passionate about the cause?

Rely on passive actions

Passive actions (such as donations) can be deeply impactful for service organizations. However, in the admissions process, these passive actions do not add to your candidate profile. As with any extracurricular, you should be actively involved in your community service experiences.

For example, a monetary donation of any amount is a stellar way to support a cause, but someone can give money with a simple click of a button. It doesn’t take much thought, time, or real action. We’ll want to be sure to stay away from mentioning any actions that didn’t require you to specifically give your time and energy.

Additionally, some students will sign up to participate in community service clubs just to be a member. They’ll show up to a couple of meetings, but they’ll never actually go to any events or contribute in any meaningful way. If this sounds like you, you definitely don’t want to mention it in your applications.

Final Thoughts

As you can tell, community service can improve your college applications quite a bit—but only if you’re smart about it! Ultimately, Admissions Officers are looking to see that your extracurriculars support your candidate profile: that they make sense in relation to the interests that you have and the values that you hold.

Conduct some research to see what service opportunities are available to you, both in your school and in the community. Make sure that no matter what you decide to do, that you are making a demonstrated effort to positively and actively impact your cause.

This article on community service was written by Michael Miller, University of Pennsylvania ‘18. If you want to get help with your college applications from CollegeAdvisor.com  Admissions Experts ,  register with CollegeAdvisor.com today.

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28 August 2024

Common App Schools That Don't Require Extra Essays (2024-25)

Posted in Your College List , Class of 2029

The list includes schools that simply require the base essay (e.g. personal statement). Keep in mind that many of these schools may have "optional" prompts which you might want to complete anyway to strengthen your application.  

If you're a student or parent with a College Kickstart Plus or Premium subscription, this information is already available to you as part of our key application requirements view.

Click on Continue Reading for the list.

Common App Schools with No Extra Essays (Class of 2029 Edition)

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• Tags: Appalachian State , Bates , Bentley , Birmingham-Southern , Butler , Canisius , Case Western , Catholic University of America , Centre College , Christopher Newport , Clark , Clarkson , Colby , College Lists , College of St Benedict , Colorado State , Common App , Concordia - Irvine , Connecticut College , Cornell College , Denison , DePaul , DePauw , Detroit Mercy , Dominican University of California , Drake , Drew , Drexel , Eckerd , Elmira , Fairfield , Florida Institute of Technology , Fordham , George Mason , Gettysburg , Grinnell , Guilford , Gustavus Adolphus , Hampden-Sydney , Hobart and William Smith , Holy Cross , John Carroll , Juniata , Kenyon , La Verne , Loyola New Orleans , Luther , Manhattan College , Marquette , Mary Washington , Marymount Manhattan , McDaniel , Menlo , Merrimack , Miami University - Oxford , Middlebury , Millsaps , Morehouse , Muhlenberg , New College of Florida , NJIT , Northeastern , Ohio Northern , Ohio State , Ohio University , Ohio Wesleyan , Pace , Providence , Puget Sound , Quinnipiac , Regis , Rhodes , Rider University , Rochester Institute of Technology , Roger Williams , Rollins , Sacred Heart , Saint John's - MN , Saint Joseph's University , Saint Lawrence , Saint Louis University , Salve Regina , Seton Hall , Sewanee , Simmons , Skidmore , Southwestern , Spelman , Spring Hill , Stetson , Stevens Tech , Stonehill , Suffolk , SUNY - Binghamton , SUNY - Buffalo , SUNY - Geneseo , SUNY - Potsdam , SUNY - Stony Brook , Temple , Trinity College , Trinity University , UConn , UMass Lowell , UNC Asheville , Union College , University of Central Florida , University of Dayton , University of Delaware , University of Denver , University of Maine , University of Maryland - Baltimore County , University of New Hampshire , University of Rhode Island , University of Scranton , University of Tampa , University of the Pacific , University of Tulsa , University of Vermont , Ursinus , Virginia Commonwealth , Wabash , Washington and Lee , Washington College , Wesleyan , Western Michigan , Wheaton - MA , Wheeling Jesuit , Whitman , Whittier , Whitworth , Willamette , Wittenberg , Wofford , Woodbury , Xavier

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21 Stellar Common App Essay Examples to Inspire Your College Essay

What’s covered:, what makes a good common app essay, is your common app essay strong enough.

When you begin writing your Common App essay, having an example to look at can help you understand how to effectively write your college essay so that it stands apart from others. 

These Common App essay examples demonstrate a strong writing ability and answer the prompt in a way that shows admissions officers something unique about the student. Once you’ve read some examples and are ready to get started, read our step-by-step guide for how to write a strong Common App 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. 

Read our Common App essay breakdown to get a comprehensive overview of this year’s supplemental prompts.

It’s Personal

The point of the Common App essay is to humanize yourself to a college admissions committee. The ultimate goal is to get them to choose you over someone else! You will have a better chance of achieving this goal if the admissions committee feels personally connected to you or invested in your story. When writing your Common App essay, you should explore your feelings, worldview, values, desires, and anything else that makes you uniquely you.

It’s Not Cliché

It is pretty easy to resort to clichés in college essays. This should be actively avoided! CollegeVine has identified the immigrant’s journey, sports injuries, and overcoming a challenging course as cliché topics . If you write about one of these topics, you have to work harder to stand out, so working with a more nuanced topic is often safer and easier.

It’s Well-Done

Colleges want good writers. They want students who can articulate their thoughts clearly and concisely (and creatively!). You should be writing and rewriting your essays, perfecting them as you go. Of course, make sure that your grammar and spelling are impeccable, but also put in time crafting your tone and finding your voice. This will also make your essay more personal and will make your reader feel more connected to you!

It’s Cohesive

Compelling Common App essays tell a cohesive story. Cohesion is primarily achieved through effective introductions and conclusions , which often contribute to the establishment of a clear theme or topic. Make sure that it is clear what you are getting at, but also don’t explicitly state what you are getting at—a successful essay speaks for itself.

Common App Essay Examples

Here are the current Common App prompts. Click the links to jump to the examples for a specific prompt, or keep reading to review the examples for all the prompts.

Prompt #1 :  Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

Prompt #2 :  The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Prompt #3 :  Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Prompt #4 : Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? (NOTE: We only have an example for the old prompt #4 about solving a problem, not this current one)

Prompt #5 :  Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Prompt #6 :  Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Prompt #7 :  Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Note: Names have been changed to protect the identity of the author and subjects.

Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

Prompt #1, example #1.

The room was silent except for the thoughts racing through my head. I led a spade from my hand and my opponent paused for a second, then played a heart. The numbers ran through my mind as I tried to consider every combination, calculating my next move. Finally, I played the ace of spades from the dummy and the rest of my clubs, securing the contract and 620 points when my partner ruffed at trick five. Next board.

It was the final of the 2015 United States Bridge Federation Under-26 Women’s Championship. The winning team would be selected to represent the United States in the world championship and my team was still in the running.

Contract bridge is a strategic and stochastic card game. Players from around the world gather at local clubs, regional events, and, in this case, national tournaments.

Going into the tournament, my team was excited; all the hours we had put into the game, from the lengthy midnight Skype sessions spent discussing boards to the coffee shop meetings spent memorizing conventions together, were about to pay off.

Halfway through, our spirits were still high, as we were only down by fourteen international match points which, out of the final total of about four hundred points, was virtually nothing and it was very feasible to catch up. Our excitement was short-lived, however, as sixty boards later, we found that we had lost the match and would not be chosen as the national team.

Initially, we were devastated. We had come so close and it seemed as if all the hours we had devoted to training had been utterly wasted. Yet as our team spent some time together reflecting upon the results, we gradually realized that the true value that we had gained wasn’t only the prospect of winning the national title, but also the time we had spent together exploring our shared passion. I chatted with the winning team and even befriended a few of them who offered us encouragement and advice.

Throughout my bridge career, although I’ve gained a respectable amount of masterpoints and awards, I’ve realized that the real reward comes from the extraordinary people I have met. I don’t need to travel cross-country to learn; every time I sit down at a table whether it be during a simple club game, a regional tournament or a national event, I find I’m always learning. 

I nod at the pair that’s always yelling at each other. They teach me the importance of sportsmanship and forgiveness.

I greet the legally blind man who can defeat most of the seeing players. He reminds me not to make excuses.

I chat with the friendly, elderly couple who, at ages ninety and ninety-two, have just gotten married two weeks ago. They teach me that it’s never too late to start anything.

I talk to the boy who’s attending Harvard and the girl who forewent college to start her own company. They show me that there is more than one path to success.

I congratulate the little kid running to his dad, excited to have won his very first masterpoints. He reminds me of the thrill of every first time and to never stop trying new things.

Just as much as I have benefitted from these life lessons, I aspire to give back to my bridge community as much as it has given me. I aspire to teach people how to play this complicated yet equally as exciting game. I aspire to never stop improving myself, both at and away from the bridge table.

Bridge has given me my roots and dared me to dream. What started as merely a hobby has become a community, a passion, a part of my identity. I aspire to live selflessly and help others reach their goals. I seek to take risks, embrace all results, even failure, and live unfettered from my own doubt.

This student draws readers in with a strong introduction. The essay starts ambiguous—“I led with a spade”—then intrigues readers by gradually revealing more information and details. This makes the reader want to keep reading (which is super important!) As the writer continues, there is a rather abrupt tone shift from suspenseful to explanatory with statements like “It was the final of the 2015 United States Bridge Federation Under-26 Women’s Championship” and “Contract bridge is a strategic and stochastic card game.” If you plan to start with an imagery-heavy, emotional, suspenseful, or dramatic introduction, you will need to transition to the content of your essay in a way that does not feel abrupt. 

You will often hear that essays need to “show, not tell.” This essay actually does both. First, the student tells readers the importance of bridge, saying “we gradually realized that the true value that we had gained wasn’t only the prospect of winning the national title, but also the time we had spent together exploring our shared passion” and “I’ve realized that the real reward comes from the extraordinary people I have met.” Then, the student shows the lessons they have learned from bridge through a series of parallel sentences: “I nod… sportsmanship and forgiveness” “I greet… not to make excuses” “I chat… it’s never too late to start anything” and so on. This latter strategy is much more effective than the former and is watered down because the student has already told us what we are supposed to get out of these sentences. Remember that your readers are intelligent and can draw their own conclusions. Avoid summarizing the moral of your story for them!

Overall, this essay is interesting and answers the prompt. We learn the importance of bridge to this student. The student has a solid grasp of language, a high-level vocabulary, and a valuable message, though they would be better off if they avoided summarizing their point and created more seamless transitions. 

Prompt #1, Example #2

Growing up, I always wanted to eat, play, visit, watch, and be it all: sloppy joes and spaetzle, Beanie Babies and Steiff, Cape Cod and the Baltic Sea, football and fussball, American and German.

My American parents relocated our young family to Berlin when I was three years old. My exposure to America was limited to holidays spent stateside and awfully dubbed Disney Channel broadcasts. As the few memories I had of living in the US faded, my affinity for Germany grew. I began to identify as “Germerican,” an ideal marriage of the two cultures. As a child, I viewed my biculturalism as a blessing. I possessed a native fluency in “Denglisch” and my family’s Halloween parties were legendary at a time when the holiday was just starting to gain popularity outside of the American Sector.

Insidiously, the magic I once felt in loving two homes was replaced by a deep-­rooted sense of rootlessness. I stopped feeling American when, while discussing World War II with my grandmother, I said “the US won.” She corrected me, insisting I use “we” when referring to the US’s actions. Before then, I hadn’t realized how directly people associated themselves with their countries. I stopped feeling German during the World Cup when my friends labeled me a “bandwagon fan” for rooting for Germany. Until that moment, my cheers had felt sincere. I wasn’t part of the “we” who won World Wars or World Cups. Caught in a twilight of foreign and familiar, I felt emotionally and psychologically disconnected from the two cultures most familiar to me.

After moving from Berlin to New York at age fifteen, my feelings of cultural homelessness thrived in my new environment. Looking and sounding American furthered my feelings of dislocation. Border patrol agents, teachers, classmates, neighbors, and relatives all “welcomed me home” to a land they could not understand was foreign to me. Americans confused me as I relied on Urban Dictionary to understand my peers, the Pledge of Allegiance seemed nationalistic, and the only thing familiar about Fahrenheit was the German after whom it was named. Too German for America and too American for Germany, I felt alienated from both. I wanted desperately to be a member of one, if not both, cultures.

During my first weeks in Scarsdale, I spent my free time googling “Berlin Family Seeks Teen” and “New Americans in Scarsdale.” The latter search proved most fruitful: I discovered Horizons, a nonprofit that empowers resettled refugees, or “New Americans,” to thrive. I started volunteering with Horizon’s children’s programs, playing with and tutoring young refugees.

It was there that I met Emily, a twelve­-year-­old Iraqi girl who lived next to Horizons. In between games and snacks, Emily would ask me questions about American life, touching on everything from Halloween to President Obama. Gradually, my confidence in my American identity grew as I recognized my ability to answer most of her questions. American culture was no longer completely foreign to me. I found myself especially qualified to work with young refugees; my experience growing up in a country other than that of my parents’ was similar enough to that of the refugee children Horizons served that I could empathize with them and offer advice. Together, we worked through conflicting allegiances, homesickness, and stretched belonging.

Forging a special, personal bond with young refugees proved a cathartic outlet for my insecurities as it taught me to value my past. My transculturalism allowed me to help young refugees integrate into American life, and, in doing so, I was able to adjust myself. Now, I have an appreciation of myself that I never felt before. “Home” isn’t the digits in a passport or ZIP code but a sense of contentedness. By helping a young refugee find comfort, happiness, and home in America, I was finally able to find those same things for myself.

Due to their endearing (and creative) use of language—with early phrases like “sloppy joes and spaetzle” as well as  “Germerican” and “Denglisch”—readers are inclined to like this writer from the get-go. Though the essay shifts from this lighthearted introduction to more serious subject matter around the third paragraph, the shift is not abrupt or jarring. This is because the student invites readers to feel the transition with them through their inclusion of various anecdotes that inspired their “feelings of cultural homelessness.” And our journey does not end there—we go back to America with the student and see how their former struggles become strengths.

Ultimately, this essay is successful due to its satisfying ending. Because readers experience the student’s struggles with them, we also feel the resolution. The conclusion of this essay is a prime example of the “Same, but Different” technique described in our article on How to End Your College Essay . As the student describes how, in the end, their complicated cultural identity still exists but transitions to a source of strength, readers are left feeling happy for the student. This means that they have formed a connection with the student, which is the ultimate goal!

Prompt #1, Example #3

“1…2…3…4 pirouettes ! New record!” My friends cheered as I landed my turns. Pleased with my progress, I gazed down at my worn-out pointe shoes. The sweltering blisters, numbing ice-baths, and draining late-night practices did not seem so bad after all. Next goal: five turns.

For as long as I can remember, ballet, in all its finesse and glamor, had kept me driven day to day. As a child, the lithe ballerinas, donning ethereal costumes as they floated across the stage, were my motivation. While others admired Messi and Adele, I idolized Carlos Acosta, principal dancer of the Royal Ballet. 

As I devoted more time and energy towards my craft, I became obsessed with improving my technique. I would stretch for hours after class, forcing my leg one inch higher in an effort to mirror the Dance Magazine cover girls . I injured my feet and ruined pair after pair of pointe shoes, turning on wood, cement, and even grass to improve my balance as I spun. At competitions, the dancers with the 180-degree leg extensions, endless turns, and soaring leaps—the ones who received “Bravos!” from the roaring audience—further pushed me to refine my skills and perfect my form. I believed that, with enough determination, I would one day attain their level of perfection. Reaching the quadruple- pirouette milestone only intensified my desire to accomplish even more. 

My efforts seemed to have come to fruition two summers ago when I was accepted to dance with Moscow’s Bolshoi Ballet at their renowned New York City summer intensive. I walked into my first session eager to learn from distinguished ballet masters and worldly dancers, already anticipating my improvement. Yet, as I danced alongside the accomplished ballerinas, I felt out of place. Despite their clean technique and professional training, they did not aim for glorious leg extensions or prodigious leaps. When they performed their turn combinations, most of them only executed two turns as I attempted four. 

“Dancers, double- pirouettes only.” 

Taken aback and confused, I wondered why our teacher expected so little from us. The other ballerinas seemed content, gracing the studio with their simple movements. 

As I grew closer with my Moscow roommates, I gradually learned that their training emphasized the history of the art form instead of stylistic tricks. Rather than show off their physical ability, their performances aimed to convey a story, one that embodied the rich culture of ballet and captured both the legacy of the dancers before them and their own artistry. As I observed my friends more intently in repertoire class, I felt the pain of the grief-stricken white swan from Swan Lake , the sass of the flirtatious Kitri from Don Quijote, and I gradually saw what I had overlooked before. My definition of talent had been molded by crowd-pleasing elements—whirring pirouettes , gravity-defying leaps, and mind-blowing leg extensions. This mindset slowly stripped me from the roots of my passion and my personal connection with ballet. 

With the Bolshoi, I learned to step back and explore the meaning behind each step and the people behind the scenes. Ballet carries history in its movements, from the societal values of the era to each choreographer’s unique flair. As I uncovered the messages behind each pirouette, kick, and jump, my appreciation for ballet grew beyond my obsession with raw athleticism and developed into a love for the art form’s emotive abilities in bridging the dancers with the audience. My journey as an artist has allowed me to see how technical execution is only the means to a greater understanding between dancer and spectator, between storyteller and listener. The elegance and complexity of ballet does not revolve around astonishing stunts but rather the evocative strength and artistry manifested in the dancer, in me. It is the combination of sentiments, history, tradition, and passion that has allowed ballet and its lessons of human connection to become my lifestyle both on and off stage.

The primary strength of this essay is the honesty and authenticity of the student’s writing. It is purposefully reflective. Intentional language creates a clear character arc that begins with an eager young ballerina and ends with the student reflecting on their past. 

Readers are easily able to picture the passion and intensity of the young dancer through the writer’s engagement with words like “obsessed,” “forcing,” and “ruined” in the second paragraph. Then, we see how intensity becomes pride as they “wondered why our teacher expected so little from us.” And ultimately, we see the writer humbled as they are exposed to the deeper meaning behind what they have worked so hard for. This arc is outstanding, and the student’s musings about ballet in the concl usion position them as vulnerable and reflective (and thus, appealing to admissions officers!)

The main weakness of this essay (though this is a stellar essay) is its formulaic beginning. While dialogue can be an effective tool for starting your essay, this student’s introduction feels a bit stilted as the dialogue does not match the overall reflective tone of the essay. Perhaps, in place of “Next goal: five turns,” the student could have posed a question or foreshadowed the growth they ultimately describe.

Prompt #1, Example #4

My paintbrush dragged a flurry of acrylic, the rich colors attaching to each groove in my canvas’s texture. The feeling was euphoric.

From a young age, painting has been my solace. Between the stress of my packed high school days filled with classes and extracurriculars, the glide of my paintbrush was my emotional outlet.

I opened a fresh canvas and began. The amalgamation of assorted colors in my palette melded harmoniously: dark and light, cool and warm, brilliant and dull. They conjoined, forming shades and surfaces sharp, smooth, and ridged. The textures of my paint strokes — powdery, glossy, jagged — gave my painting a tone, as if it had a voice of its own, sometimes shrieking, sometimes whispering.

Rough indigo blue. The repetitive upward pulls of my brush formed layers on my canvas. Staring into the deep blue, I felt transported to the bottom of the pool I swim in daily. I looked upward to see a layer of dense water between myself and the person I aspire to be, an ideal blurred by filmy ripples. Rough blue encapsulates my amorphous, conflicting identity, catalyzed by words spewed by my peers about my “oily hair” and “smelly food”. They caused my ever present disdain toward cultural assemblies; the lehenga I wore felt burdensome. My identity quivers like the indigo storm I painted — a duel between my self-deprecating, validation-seeking self, and the proud self I desire to be. My haphazard paint strokes released my internal turbulence.

Smooth orange-hued green. I laid the color in melodious strokes, forming my figure. The warmer green transitions from the rough blue — while they share elements, they also diverge. My firm brushstrokes felt like the way I felt on my first day as a media intern at KBOO, my local volunteer-driven radio station, committed to the voices of the marginalized. As a naturally introverted speaker, I was forced out of my comfort zone when tasked with documenting a KBOO art exhibition for social media, speaking with hosts to share their diverse, underrepresented backgrounds and inspirations. A rhythmic green strength soon shoved me past internal blue turbulence. My communication skills which were built by two years of Speech and Debate unleashed — I recognized that making a social change through media required amplifying unique voices and perspectives, both my own and others. The powerful green strokes that fill my canvas entrench my growth.

Bright, voluminous coral, hinted with magenta and yellow. I dabbed the color over my figure, giving my painting dimension. The paint, speckled, added depth on every inch it coated. As I moved the color in random but purposeful movements, the vitality ushered into my painting brought a smile across my face. It reminded me of the encounters I had with my cubicle-mate in my sophomore year academic autism research internship, seemingly insignificant moments in my lifelong journey that, in retrospect, wove unique threads into my tapestry. The kindness she brought into work inspired my compassion, while her stories of struggling with ADHD in the workplace bolstered my empathy towards different experiences. Our conversations added blobs of a nonuniform bright color in my painting, binding a new perspective in me.

I added in my final strokes, each contributing an element to my piece. As I scanned my canvas, I observed these elements. Detail added nuance into smaller pictures; they embodied complexities within color, texture, and hue, each individually delivering a narrative. But together, they formed a piece of art— art that could be interpreted as a whole or broken apart but still delivering as a means of communication.

I find beauty in media because of this. I can adapt a complex narrative to be deliverable, each component telling a story. Appreciating these nuances — the light, dark, smooth, and rough — has cultivated my growth mindset. My life-long painting never finishes. It is ever-expanding, absorbing the novel textures and colors I encounter daily.

This essay is distinct from others due to its melodic, lyrical form. This is primarily achieved because the student’s form follows the movements of the paintbrush that they use to scaffold their essay. As readers, we simply flow through the essay, occasionally picking up bits of information about its creator. Without even realizing it, by the end of the essay, admissions officers will know that this student is a swimmer, was in Speech and Debate, is Indian, and has had multiple internships.

A major strength of this essay is the command of language that the student demonstrates. This essay was not simply written, it was crafted. Universities are, of course, interested in the talents, goals, and interests of applicants, but an essay being well-written can be equally important. Writing skills are important because your reader will not learn about your talents, goals, and interests if they aren’t engaged in your essay, but they are also important because admissions officers know that being able to articulate your thoughts is important for success in all future careers.

While this essay is well-written, there are a few moments where it falls out of the flow and feels more like a student advertising their successes. For example, the phrases “media intern at KBOO” and “autism research internship” work better on a resume than they do in this essay. Admissions officers have a copy of your resume and can check your internship experiences after reading your essay! If you are going to use a unique writing style or narrative form, lean into it; don’t try to hybridize it with the standard college essay form. Your boldness will be attractive to admissions officers.

Readers are easily able to picture the passion and intensity of the young dancer through the writer’s engagement with words like “obsessed,” “forcing,” and “ruined” in the second paragraph. Then, we see how intensity becomes pride as they “wondered why our teacher expected so little from us.” And ultimately, we see the writer humbled as they are exposed to the deeper meaning behind what they have worked so hard for. This arc is outstanding, and the student’s musings about ballet in the conclusion position them as vulnerable and reflective (and thus, appealing to admissions officers!)

Prompt #2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Prompt #2, example #1.

“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 is a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful Common App 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.

The only part of this essay that could use a bit of work is the introduction. A short introduction can be effective, but this short first paragraph feels thrown in at the last minute and like it is missing its second half. If you are keeping your introduction short, make it matter.

Prompt #2, Example #2

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

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

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

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

Prompt #2, Example #3

The muffled voices behind thin walls heralded trouble.

They were fighting about money.

It wasn’t the first time this had happened and it wasn’t going to be the last. It was one of those countless nights I had to spend curled up under the blanket while pretending to be asleep. My father had been unemployed for five years now, and my mother, a local kindergarten teacher, was struggling to support the family alone. Our situation was bleak: Savings had run out and my parents could no longer hide our lack of money from me. To make matters worse, I was a few weeks away from starting high school, which would inevitably lead to college, yet another financial stressor for my family.

The argument didn’t sound like it would end soon.

“Why did you spend money on that?” my mother said, with an elongated sigh.

“I had to,” my father said, decidedly.

Every fight over the years had left me in despair and the idea of going through another fight daunted me. I had looked forward to my teen years all my life, an age that allows, for the first time, more responsibility. Indeed, after this fateful night, after my fourteenth birthday, I felt a mounting responsibility to help my family, and started brainstorming.

Always being fascinated by computers, I spent my childhood burying myself under computer cabinets, experimenting with computer parts. Naturally, I wondered if my skills in this area might be marketable.

The next morning, my friend, Naba, mentioned that her computer wasn’t working. A tuk-tuk ride later, and I was at her doorstep, and her mother was leading me to her room. I was off to work: I began examining her computer, like a surgeon carefully manages his scalpels and tools. A proper diagnosis was not far from reach, as I realized a broken pin in her computer’s SATA slot. After an hour of work, and a short trip to the hardware store, I successfully fixed the computer. To my pleasant surprise, Naba’s mother drew out two fresh 500 Rupee notes. One covered the cost of the parts I bought and the other was a token of appreciation. Bidding her goodbye, I went straight back home and put one of the 500 Rupee notes inside my family’s “savings-jar.”

Later that day, I devised a plan. I told my friends to spread the word that I was available to fix computers. At first, I got only one or two calls per week. I would pick up the computer from my client’s home, fix it quickly, and return it, thus earning myself a commission. While I couldn’t market my services at a competitive price, because I wasn’t able to buy the parts wholesale, I compensated by providing convenience. All my clients had to do was call me once and the rest was taken care of. Thus, my business had the best customer service in town.

At the beginning of my junior year, after two years of expanding my business through various avenues, I started buying computer parts from hardware suppliers in bulk at a cheaper rate. My business grew exponentially after that. 

Before long, I was my town’s go-to tech person. In this journey throughout high school, I started realizing that I had to create my own opportunities and not just curl up under a blanket, seeking only comfort, as I used to. Interacting with people from all walks of life became my forte and a sense of work ethic developed in me. My business required me to be an all-rounder– have the technical skills, be an easily approachable person, and manage cash flow. Slowly becoming better at this, I even managed to sway admins of a local institution to outsource their computer hardware purchases and repairs through me. As my business upsized throughout the years, I went from being helpless to autonomous – the teenager I always aspired to be.

This essay truly feels like a story—almost making you forget you are reading a college essay. The student’s voice is strong throughout the entire essay and they are able to give us insight into their thoughts, feelings, and motivations at every step of the story. Letting the reader into personal challenges like financial struggles can be daunting in a college essay, but the way this student used that setback to establish an emotional ethos to their narrative was well done.

Because the essay is essentially just telling a story, there’s a very natural flow that makes it enjoyable and easy to read. The student establishes the conflict at the beginning, then describes their solution and how they implemented it, and finally concludes with the lessons they took away from this experience. Transitions at the beginning of paragraphs effortlessly show the passage of time and how the student has progressed through the story.

Another reason this essay is so successful is because of the abundance of details. The reader truly feels like they are hiding in the room with the student as their parents yell because of the inclusion of quotes from the argument. We understand the precision and care they have for fixing computers because of the allusion to a surgeon with their scalpel. Not only does this imagery make the story more enticing, it also helps the reader gain a deeper appreciation for the type of person this student is and the adversity they have overcome.

If there were one thing this essay could do to improve, it would be to include a resolution to the conflict from the beginning. The student tells us how this business helped them grow as a person, but we don’t ever get to find out if they were able to lessen the financial burden on their parents or if they continued to struggle despite the student working hard. It doesn’t have to be a happy ending, but it would be nice to return to the conflict and acknowledge the effect they had on it, especially since this prompt is all about facing challenges.

Prompt #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Prompt #3, example #1.

When I was younger, I was adamant that no two foods on my plate touch. As a result, I often used a second plate to prevent such an atrocity. In many ways, I learned to separate different things this way from my older brothers, Nate and Rob. Growing up, I idolized both of them. Nate was a performer, and I insisted on arriving early to his shows to secure front row seats, refusing to budge during intermission for fear of missing anything. Rob was a three-sport athlete, and I attended his games religiously, waving worn-out foam cougar paws and cheering until my voice was hoarse. My brothers were my role models. However, while each was talented, neither was interested in the other’s passion. To me, they represented two contrasting ideals of what I could become: artist or athlete. I believed I had to choose.

And for a long time, I chose athlete. I played soccer, basketball, and lacrosse and viewed myself exclusively as an athlete, believing the arts were not for me. I conveniently overlooked that since the age of five, I had been composing stories for my family for Christmas, gifts that were as much for me as them, as I loved writing. So when in tenth grade, I had the option of taking a creative writing class, I was faced with a question: could I be an athlete and a writer? After much debate, I enrolled in the class, feeling both apprehensive and excited. When I arrived on the first day of school, my teacher, Ms. Jenkins, asked us to write down our expectations for the class. After a few minutes, eraser shavings stubbornly sunbathing on my now-smudged paper, I finally wrote, “I do not expect to become a published writer from this class. I just want this to be a place where I can write freely.”

Although the purpose of the class never changed for me, on the third “submission day,” – our time to submit writing to upcoming contests and literary magazines – I faced a predicament. For the first two submission days, I had passed the time editing earlier pieces, eventually (pretty quickly) resorting to screen snake when hopelessness made the words look like hieroglyphics. I must not have been as subtle as I thought, as on the third of these days, Ms. Jenkins approached me. After shifting from excuse to excuse as to why I did not submit my writing, I finally recognized the real reason I had withheld my work: I was scared. I did not want to be different, and I did not want to challenge not only others’ perceptions of me, but also my own. I yielded to Ms. Jenkin’s pleas and sent one of my pieces to an upcoming contest.

By the time the letter came, I had already forgotten about the contest. When the flimsy white envelope arrived in the mail, I was shocked and ecstatic to learn that I had received 2nd place in a nationwide writing competition. The next morning, however, I discovered Ms. Jenkins would make an announcement to the whole school exposing me as a poet. I decided to own this identity and embrace my friends’ jokes and playful digs, and over time, they have learned to accept and respect this part of me. I have since seen more boys at my school identifying themselves as writers or artists.

I no longer see myself as an athlete and a poet independently, but rather I see these two aspects forming a single inseparable identity – me. Despite their apparent differences, these two disciplines are quite similar, as each requires creativity and devotion. I am still a poet when I am lacing up my cleats for soccer practice and still an athlete when I am building metaphors in the back of my mind – and I have realized ice cream and gummy bears taste pretty good together.

This essay is cohesive as it centers around the theme of identity and the ability for two identities to coexist simultaneously (an interesting theme!). It uses the Full Circle ending strategy as it starts with a metaphor about food touching and ends with “I have realized ice cream and gummy bears taste pretty good together.”

The main issue with this essay is that it could come off as cliché, which could be irritating for admissions officers. The story described is notably similar to High School Musical (“I decided to own this identity and embrace my friends’ jokes and playful digs, and over time, they have learned to accept and respect this part of me”) and feels slightly overstated. 

At times, this essay is also confusing. In the first paragraph, it feels like the narrative is actually going to be about separating your food (and is somehow going to relate to the older brothers?). It is not entirely clear that this is a metaphor. Also, when the writer references the third submission day and then works backward to explain what a submission day is and that there are multiple throughout the semester, the timeline gets unnecessarily confusing. Reworking the way this paragraph unfolded would have been more compelling and less distracting.

Overall, this essay was interesting but could have been more polished to be more effective.

Prompt #3, Example #2

I walked into my middle school English class, and noticed a stranger behind my teacher’s desk. “Hello,” she said. “Today I will be your substitute teacher.” I groaned internally. “Let me start off by calling roll. Ally?” “Here!” exclaimed Ally. “Jack?” “Here.” “Rachel?” “Here.” “Freddie?” “Present.” And then– “…?” The awkward pause was my cue. “It’s Jasina,” I started. “You can just call me Jas. Here.” “Oh, Jasina. That’s unique.” The word “unique” made me cringe. I slumped back in my seat. The substitute continued calling roll, and class continued as if nothing had happened. Nothing had happened. Just a typical moment in a middle school, but I hated every second of it.

My name is not impossible to pronounce. It appears challenging initially, but once you hear it, “Jas-een-a”, then you can manage it. My nickname, Jas (pronounced “Jazz”), is what most people call me anyway, so I don’t have to deal with mispronunciation often. I am thankful that my parents named me Jasina (a Hebrew name), but whenever someone hears my name for the first time, they comment, and I assume they’re making assumptions about me. “Wow, Jas is a cool name.” She must be pretty cool.“I’ve never heard the name Jasina before.” She must be from somewhere exotic. “Jas, like Jazz?” She must be musical and artsy. None of these assumptions are bad, but they all add up to the same thing: She must be unique. 

When I was little, these sentiments felt more like commands than assumptions. I thought I had to be the most unique child of all time, which was a daunting task, but I tried. I was the only kid in the second grade to color the sun red. I knew it was really yellow, but you could always tell which drawings were mine. During snack time, we could choose between apple juice and grape juice. I liked apple juice more, but if everyone else was choosing apple, then I had to choose grape. This was how I lived my life, and it was exhausting. I tried to continue this habit into middle school, but it backfired. When everyone became obsessed with things like skinny jeans and Justin Bieber and blue mascara (that was a weird trend), my resistance of the norm made me socially awkward. I couldn’t talk to people about anything because we had nothing in common. I was too different. 

After 8th grade, I moved to Georgia, and I was dreading being the odd one out among kids who had grown up together. Then I discovered that my freshman year would be Cambridge High School’s inaugural year. Since there were students coming in from 5 different schools, there was no real sense of “normal”. I panicked. If there was no normal, then how could I be unique? That’s when I realized that I had spent so much energy going against the grain that I had no idea what my true interests were or what I really cared about. 

It was time to find out. I stopped concentrating on what everyone else was doing and started to focus on myself. I joined the basketball team, I performed in the school musical, and I enrolled in Chorus, all of which were firsts for me. I took art classes, joined clubs, and did whatever I thought would make me happy. And it paid off. I was no longer socially awkward. In fact, because I was involved in so many unrelated activities, I was socially flexible. My friends and I had things in common, but there was no one who could say that I was exactly like anyone else. I had finally become my own person.

My father named me Jasina because he wanted my nickname to be “Jazz.” According to Webster, “jazz” is “music characterized by syncopated rhythms, improvisation, and deliberate distortions of pitch.” Basically, jazz is music that is off-beat and unpredictable. It cannot be strictly defined. 

That sounds about right. 

Right off the bat, this essay starts extremely strong. The description of attendance in a class with ample quotes, awkward pauses, and the student’s internal dialogue immediately puts us in the middle of the action and establishes a lot of sympathy for this student before we’ve learned anything else. 

The strength of this essay continues into the second paragraph where the use of quotes, italics, and interjections from the student continues. All of these literary tools help the student express her voice and allow the reader to understand what this student goes through on a daily basis. Rather than just telling the reader people make assumptions about her name, she shows us what these assumptions look and sound like, and exactly how they make her feel.

The essay further shows us how the student approached her name by providing concrete examples of times she’s been intentionally unique throughout her life. Describing her drawing red suns and choosing grape juice bring her personality to life and allow her to express her deviance from the “norm” in a much more engaging and visual way than simply telling the reader she would go against the grain to be different on purpose.

One part of the essay that was a bit weaker than the others was the paragraph about her in high school. Although it was still well written and did a nice job of demonstrating how she got involved in multiple groups to find her new identity, it lacked the same level of showing employed in previous paragraphs. It would have been nice to see what “socially flexible” means either through a conversation she had with her friends or an example of a time she combined her interests from different groups in a way that was uniquely her.

The essay finishes off how it started: extremely strong. Taking a step back to fully explain the origin of her name neatly brings together everything mentioned in this essay. This ending is especially successful because she never explicitly states that her personality aligns with the definition of jazz. Instead, she relies on the points she has made throughout the essay to stick in the reader’s memory so they are able to draw the connection themselves, making for a much more satisfying ending for the reader.

Prompt #4 (OLD PROMPT; NOT THE CURRENT PROMPT): Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

Prompt #4, example #1.

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” 

Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation. 

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

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

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

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

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

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

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

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

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

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

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

The main weakness of this essay is that it is slightly confusing at times—how the other students found coaches feels unintentionally under-explained (a simple phrase like “through pleading and attracting sympathy” in the fourth paragraph could have served the writer well) and a dojang is never defined. Additionally, the turn of the essay or “volta” could’ve packed a bigger punch. It is put quite simply with “I soon realized that I would have become the coach myself.” A more suspenseful reveal could’ve served the author well because more drama did come later.

Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Prompt #5, example #1.

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!

Sometimes writing about adversity can feel exploitative or oddly braggy. This student backs up everything they say with anecdotes that prove and show their strength and resilience, rather than just claiming their strengths. When I read this essay, I want to cheer for its writer! And I want to be able to continue cheering for them (perhaps, if I were an admissions officer, that would make me want them at my school!).

Prompt #5, Example #2

Armed with a red pen, I slowly walked across the room to a small, isolated table with pink stools. Swinging her legs, my young student beamed and giggled at me, slamming her pencil bag on the table and bending over to pick up one of her toys. Natalie always brought some new toy with her to lessons—toys which I would sternly take away from her and place under the table until she finished her work. At the tutoring center where I work, a strict emphasis on discipline leaves no room for paper crowns or rubber chickens. 

Today, she had with her a large stuffed eagle from a museum. As she pulled out her papers, I slid the eagle to the other side of the table. She looked eagerly around, attempting to chat with other students as I impatiently called her attention to her papers. “I should name my eagle,” she chimed, waving her pencil in the air. I cringed—there was no wondering why Natalie always had to sit by herself. She was the antithesis of my academic values, and undoubtedly the greatest adversary of my teaching style.  

As the lesson progressed, Natalie became more fitful; she refused to release her feathered friend, and kept addressing the bird for help with difficult problems. We both grew increasingly more frustrated. Determined to tame this wryly, wiggling student, I stood my ground, set on converting this disobedient child to my calm, measured ways of study.  

As time slowly crept by, I noticed that despite Natalie’s cheerful tone and bright smile, the stuffed eagle was troublesomely quiet and stern-faced. Much like myself. Both the eagle and I were getting nowhere in this lesson—so we hatched a quick plan. Lifting the eagle up in the air, I started reading in my best impersonation of an eagle, squawking my way through a spelling packet. The result provided a sense of instant gratification I never knew I needed. She sang out every letter, clapped her hands at every page, and followed along with the eagle, stopping at every few letters to declare that “E is for eagle” and pet her teacher fondly on the beak.  

Despite my ostensibly dissatisfied attitude toward my students, I did not join the tutoring center simply to earn money. I had always aspired to help others achieve their fullest potential. As a young adult, I felt that it was time for me to step out of the role of a pupil and into the influential role of a teacher, naively believing that I had the maturity and skill to adapt to any situation and help these students reach their highest achievements academically. For the most part, the role of a stern-faced, strict instructor helped me get by in the workplace, and while my students never truly looked happy, I felt that it was part of the process of conditioning a child to learn. 

Ironically, my transition to adulthood was the result of a stuffed animal. It was indisputable that I always had the skill to instruct others; the only thing needed to instruct someone is knowledge of the subject. However, it was only upon being introduced to a stuffed bird in which I realized that students receive the most help not from instructors, but teachers. While almost anyone can learn material and spit it back out for someone, it takes the maturity and passion of a teacher not only to help students improve in their students, but also to motivate them and develop them into better citizens. From my young pupil and her little bird, I have undergone a change in attitude which reflects a growth in maturity and ability to improve the lives of others that I hope to implement in my future role as a student, activist, and physician. My newfound maturity taught me that the letter “e” stands for many things: empathy, experience, enthusiasm, and eagle.

In this essay, the student effectively explores their values (and how they learned them!) then identifies these values through a reflective conclusion. While the writer humbly recognizes the initial faults in their teaching style, they do not position their initial discipline or rigidity as mean or poorly intentioned—simply ineffective. This is important because, when you are discussing a transition like this, you don’t want admissions officers to think of you as having been a bad person. 

My favorite part about this essay is its subtlety. The major shift in the essay comes through the simple sentence “The result provided a sense of instant gratification I never knew I needed.” The facts of this narrative are not too complicated. Simply put, the writer was strict then learned that it’s sometimes more effective not to be strict. The complexity of this narrative comes through reflection. Notably, through the ending, the student identifies their values (which they hadn’t given a name to before): “it takes the maturity and passion of a teacher not only to help students improve in their students, but also to motivate them and develop them into better citizens.” 

The final sentence of this essay ties things up very nicely. Readers are left satisfied with the essay and convinced that its writer is a kind human with a large capacity for reflection and consideration. That is a great image to paint of yourself!

Prompt #5, Example #3

When it’s quiet, I can still hear the Friday night gossip and giggles of my friends. It’s a stark contrast from the environment I’ve known all my life, my home. My family has always been one to keep to themselves; introverts with a hard-working mentality—my father especially. He spent most of his time at work and growing up without him around, I came to be at peace with the fact that I’d probably never really get to know him. The thought didn’t bother me at the time because I felt that we were very different. He was stoic and traditional; I was trying to figure out who I was and explore my interests. His disapproval of the American music I listened to and my penchant for wearing hand-me-downs made me see him as someone who wanted to restrain my individuality. That explains why I relied heavily on my friends throughout middle and high school; they liked me for who I was. I figured I would get lonely without my friends during quarantine, but these last few months stuck at home gave me the time to make a new friend: my father. 

It was June. I had the habit of sleeping with my windows open so I wouldn’t need to set an alarm; the warmth of the sun and the sounds of the neighborhood children playing outside would wake me. One morning, however, it was not the chirping of birds or the laughter of children I awoke to, but the shrill of a saw. Through the window screen, on the grass below, my father stood cutting planks of wood. I was confused but didn’t question him—what he did with his time was none of my business. It was not until the next day, when I was attempting to work on a sculpture for an art class, that the sounds of hammering and drills became too much to ignore. Seeking answers, I trudged across my backyard towards the corner he was in. On that day, all there was to see was the foundation of what he was building; a shed. My intrigue was replaced with awe; I was impressed by the precision of his craft. Sharp corners, leveled and sturdy, I could imagine what it would look like when the walls were up and the inside filled with the tools he had spread around the yard. 

Throughout the week, when I was trying to finish my sculpture for art class—thinking about its shape and composition—I could not help but think of my father. Art has always been a creative outlet for me, an opportunity to express myself at home. For my dad, his craftsmanship was his art. I realized we were not as different as I had thought; he was an artist like me. My glue and paper were his wood and nails.

That summer, I tried to spend more time with my dad than I have in all my 18 years of life. Waking up earlier than usual so we could have our morning coffees together and pretending to like his favorite band so he’d talk to me about it, I took advantage of every opportunity I had to speak with him. In getting to know him, I’ve recognized that I get my artistry from him. 

Reflecting on past relationships, I feel I am now more open to reconnecting with people I’ve perhaps misjudged. In reconciling, I’ve realized I held some bitterness towards him all these years, and in letting that go, my heart is lighter. Our reunion has changed my perspective; instead of vilifying him for spending so much time at work, I can appreciate how hard he works to provide for our family. When I hear him tinkering away at another home project, I can smile and look forward to asking him about it later.

This is an outstanding example of the great things that can be articulated through a reflective essay. As we read the essay, we are simply thinking alongside its author—thinking about their past relationship with their father, about their time in quarantine, about aspects of themselves they think could use attention and growth. 

While we reflect, we are also centered by the student’s anecdote about the sculpture and the shed during quarantine. By centering us in real-time, the student keeps us engaged in the reflection.

The main strength here is the maturity we see on the part of its writer. The student doesn’t say “and I realized my father was the best dad in the world;” they say “and I realized my father didn’t have to be the best dad in the world for me to give him a chance.” Lots of students show themselves as motivated, curious, or compassionate in their college essays, but a reflective essay that ends with a discussion of resentment and forgiveness shows true maturity.

Prompt #5, Example #4

As a wide-eyed, naive seven-year-old, I watched my grandmother’s rough, wrinkled hands pull and knead mercilessly at white dough until the countertop was dusted in flour. She steamed small buns in bamboo baskets, and a light sweetness lingered in the air. Although the mantou looked delicious, their papery, flat taste was always an unpleasant surprise. My grandmother scolded me for failing to finish even one, and when I complained about the lack of flavor she would simply say that I would find it as I grew older. How did my adult relatives seem to enjoy this Taiwanese culinary delight while I found it so plain?

During my journey to discover the essence of mantou, I began to see myself the same way I saw the steamed bun. I believed that my writing would never evolve beyond a hobby and that my quiet nature crippled my ambitions. Ultimately, I thought I had little to offer the world. In middle school, it was easy for me to hide behind the large personalities of my friends, blending into the background and keeping my thoughts company. Although writing had become my emotional outlet, no matter how well I wrote essays, poetry, or fiction, I could not stand out in a sea of talented students. When I finally gained the confidence to submit my poetry to literary journals but was promptly rejected, I stepped back from my work to begin reading from Whitman to Dickinson, Li-Young Lee to Ocean Vuong. It was then that I realized I had been holding back a crucial ingredient–my distinct voice. 

Over time, my taste buds began to mature, as did I. Mantou can be flavored with pork and eggplant, sweetened in condensed milk, and moistened or dried by the steam’s temperature. After I ate the mantou with each of these factors in mind, I noticed its environment enhanced a delicately woven strand of sweetness beneath the taste of side dishes: the sugar I had often watched my grandmother sift into the flour. The taste was nearly untraceable, but once I grasped it I could truly begin to cherish mantou. In the same way the taste had been lost to me for years, my writer’s voice had struggled to shine through because of my self-doubt and fear of vulnerability.

As I acquired a taste for mantou, I also began to strengthen my voice through my surrounding environment. With the support of my parents, peer poets, and the guidance of Amy Tan and the Brontё sisters, I worked tirelessly to uncover my voice: a subtle strand of sweetness. Once I stopped trying to fit into a publishing material mold and infused my uninhibited passion for my Taiwanese heritage into my writing, my poem was published in a literary journal. I wrote about the blatant racism Asians endured during coronavirus, and the editor of Skipping Stones Magazine was touched by both my poem and my heartfelt letter. I opened up about being ridiculed for bringing Asian food to school at Youth Leadership Forum, providing support to younger Asian-American students who reached out with the relief of finding someone they could relate to. I embraced writing as a way to convey my struggle with cultural identity. I joined the school’s creative writing club and read my pieces in front of an audience, honing my voice into one that flourishes out loud as well.

Now, I write and speak unapologetically, falling in love with a voice that I never knew I had. It inspires passion within my communities and imparts tenacity to Asian-American youth, rooting itself deeply into everything I write. Today, my grandmother would say that I have finally unearthed the taste of mantou as I savor every bite with a newfound appreciation. I can imagine her hands shaping the dough that has become my voice, and I am eager to share it with the world.

This essay is structurally-sound, with the student’s journey learning to savor mantou and their journey trying to find their voice serving as outstanding parallels. Additionally, as they describe the journey to find a voice in their writing, they definitely show off their voice! The clear introduction provides a great image and draws us in with an intriguing question. Additionally, their little inserts like “a strand of sweetness” and “falling in love with a voice that I never knew I had” work very well.

When the student describes their first published poem, however, their writing gets a little more stilted. This is a common error students make when writing about their achievements. If this student is writing about the craft that goes into writing, we should hear the details of the craft that went into the poem, instead of simply learning that they “opened up about being ridiculed for bringing Asian food to school at Youth Leadership Forum.” This is interesting information but would be stronger if it were supplemented by descriptions of the voice they created, comparisons to the styles of other poets, and analysis of their stylistic choices. This would make the essay feel more cohesive, centering entirely around concepts of voice and style.

Prompt #6: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Note: We don’t have a stellar example for this prompt, so instead, we’re sharing a couple examples that need improvement, and what can be done to make the essays more engaging. 

Prompt #6, Example #1

What factors shape the depth and allure of a literary character? This is the exact question I asked myself as my eyes riveted on the white pages covered with little black letters.

I was reading my old novels. I’ve written three novels and many short stories. Each of them repetitively portrayed the hero as intelligent and funny, and the antagonists as cold and manipulative. I came to the appalling realization that my characters were flat, neither exciting nor original. They just didn’t stand out! 

As Oscar Wilde said, ‘Vice and virtue are to the artist material to an art.’ Their mixing makes a novel addictive because its plot is rich with turnarounds and its characters more engaging. In his famous work The Picture of Dorian Gray , Wilde deconstructs the psyche of his characters. He brilliantly plays with the protagonist’s youthful appearance and the decaying portrait to build a truly unique idiosyncratic identity. The persona of Dorian Gray is so complicated a psychologist could analyze it for hours on end!

Inspired by this character, It was my turn to explore good and evil into characters to make my stories more enthralling. I skillfully played with vice and virtue, separating, merging them… My latest novel is the fruit of this exercise. I chose to set it in 20th century London. Its opium dens and exclusive salons; middle-class workers, peasants and politicians breathed the same newly industrialized air; modernity in Blackfriars bridge and tradition in St Paul’s Cathedral; all of these contrasts set the perfect environment for my characters to grow. Following Laclos’ Valmont, Maupassant’s Georges Duroy and Duffy’s Myra Hindley, I played with those contrasts to present an intricate character, truly creative – unlike my previous ones. Insanity, religion, depravity and love are merged into each character, reflecting Edwardian London. As I reflected on my work, I realized vice and virtue altogether made them more human and credible. These characters stood out, they were interesting, I even wanted to know more about them! 

After rewriting, erasing, typing, and thinking countless times, I realized writing is a unique exercise. Nothing is definite when you are holding a fountain pen, hearing its screeching sound on the white paper and watching the ebony ink forming letters. When I wasn’t too happy about a change I made in my story, I simply erased and rewrote it. Everything I imagined could happen: white pages are the only place the mouse eats the cat or the world is taken by a zombie attack! 

This exact exercise of diversifying my characters satisfied my relentless curiosity. Asking myself ‘how could this character be if she had lost her parents in a maritime tragedy?’ allowed me to view the world from different perspectives (some very dissimilar to my own) and considering how each character would react to different situations brought them to life. As I was writing, I was aiming to change the usual narratives I had previously traversed. I loved experimenting with countless personality traits in my characters – minutes flowing, my hand dancing on the paper as my mind was singing words coming alive….

There were times where my hand just stopped writing and my mind stopped raging. I tried thinking differently, changing a character’s background, the story, the setting. I was inspired by Zola, A.Carter, Fitzgerald, the Brontë sisters… I could observe the different reactions of their characters, and reflect on mine theoretically. But it was only part one of the work: I then had to write, sometimes aimlessly, sometimes frantically, always leading to fresh ideas – I was exploring the practical, trying, erasing and rewriting. Both theory and practice are required to gain intellectual independence and experience, in writing and more globally: before I can change a character, I have to understand it. Before we can change the world, we have to understand it.

The main strength of this essay is the authenticity of the topic the student chose. They aren’t making anything up or stretching the truth. Writing is something that captivates them, and that captivation shines through—particularly through their fourth paragraph (where they geek out over specific plots and characters) and their fifth paragraph (where they joyfully describe how writing has no limitations). Admissions officers want to see this passion and intensity in applicants! The fact that this student has already written three novels also shows dedication and is impressive.

The main weakness of this essay is its structure. Ironically, it is not super captivating. The essay would have been more compelling if the student utilized a “anecdote – answer – reflection” structure. This student’s current introduction involves a reflective question, citations about their past writing experience, then their thoughts on Oscar Wilde’s Dorian Gray. Instead, this student could’ve provided one cohesive (and powerful!) image of them being frustrated with their own writing then being inspired by Dorian Gray. This would look something like:

“I stayed up three nights in a row studying my own writing—bored by my own writing. The only thing more painful than seeing failure in the fruits of your labor is not seeing a path for improvement. I had written three novels and numerous short stories, and all I could come up with was funny and intelligent heroes going up against cold and manipulative villains. What kind of writer was so consistently cliche? On the third night, I wandered over to my bookshelf. Mrs. Dalloway caught my eye (it has such a beautiful cover). I flipped through. Then, I grabbed Giovanni’s Room . I was so obsessed with my shortcomings that I couldn’t even focus long enough to see what these authors were doing right. I picked up The Picture of Dorian Gray and decided to just start reading. By the end of the night, I was captivated.”

An introduction like this would flow nicely into the student describing their experience with Dorian Gray then, because of that experience, describing how they have altered their approach to writing. The conclusion of this essay would then be this student’s time for reflection. Instead of repeating content about their passion—“I then had to write, sometimes aimlessly, sometimes frantically” and “I was exploring the practical, trying, erasing and rewriting”—, the student could dedicate their conclusion to reflecting on the reasons that writing is so captivating or the ways that (until the day they die) writers will always be perfecting their craft.

This essay is a great example of how important it is to pick a topic that truly excites you. It also illustrates how important it is to effectively structure that excitement.

Prompt #6, Example #2

Astonished by the crashing sound of waves in my ear, I was convinced this magical shell actually held the sound of the big blue sea — my six-year-old self was heartbroken when I couldn’t take the thirty-dollar artificial shell from SeaWorld’s gift shop . It distinctly reminded me of the awestruck feeling I had when I witnessed the churning waves of a windy night by the ocean the previous weekend; I lost track of time gazing at the distant moonlit border dividing our world from the ever-growing black void. Turning to my mom, I inquired curiously, “Can we go to the place where the water ends one day?”

She explained to me I could never reach the end of the ocean because the harsh line I had seen was actually an illusion called the horizon —  there was no material end to the ocean. For a mind as young as mine was, the idea of infinity was incomprehensible. As my infatuation with the ocean continued to grow, I finally understood that regardless of how far I travel, the horizon is unattainable because it’s not a physical limit. This idea is why the ocean captivates me — no matter how much you discover, there is always more to explore. 

Learning about and exploring the ocean provided an escape from one reality into another; though we are on the same planet, it’s an entirely separate world. Through elementary and middle school, I devoted vast amounts of my free time to learning about simpler concepts like a dolphin’s ability to echolocate and coral reef ecosystems. I rented countless documentaries and constantly checked out books from my local library — my all-time favorite was an episode of the television series Cosmos: A Spacetime Odyssey titled “The Lost Worlds of Planet Earth.” This episode remained memorable because it was centered around the impacts of fossil fuels on marine animals; it was the first time I’d learned about the impending crisis we are faced with due to the human mistreatment of our planet.

Prior to viewing that episode, I relied on the ocean as an outlet — I fueled all of my emotions into studying marine organisms. Once I learned of its grave future, I delved into the world of environmental activism. This path was much more disheartening than studying echolocation — inevitable death due to climate change took a toll on my mental health. I attended two climate strikes in November of my sophomore year. Following the strikes, I joined Sunrise Movement Sacramento, a youth-led climate justice organization advocating for the Green New Deal. While analyzing legislation and organizing protests were significant takeaways from my experience with climate activism, they were not the most important. I became an organizer because of my love for the ocean and I remain an organizer because of my passion for dissolving the disproportionalities marginalized groups face due to the sacrificing of people’s livelihood for the sake of profit. The more I learned about our modern society, the more hopeless I grew that I could see any significant change within my lifetime.

However, this hopelessness comes in waves; every day, I remind myself of the moment I discovered the horizon. Or the moment I first dove into the beautiful waters of the Hawaiian coast and immediately was surrounded by breathtaking seas of magnificent creatures and coral gardens — life felt ethereal and beautiful. I remind myself that like the ocean, the vast majority of the universe has yet to be discovered; that distant border holds infinite opportunity to learn. In a universe as vast as ours, and life as rare as ours, individuals still choose to prioritize avarice over our planet. Despite this grave individualism, the ocean reminds me every day there is hope in the fight for a better world. Though I will never discover every inch of the ocean’s floor, I will forever envision and reach for new horizons.

Sometimes the path to a great essay is taking something normal and using it to show admissions officers who you are and what you value—that is precisely this student’s approach! Finding the ocean fascinating is not unique to this student. Tons of kids (and adults, too!) are obsessed with the ocean. What this student does is take things a step further as they explain their curiosity about the ocean in relation to their pain about the destruction of the environment. This capacity for reflection is great!

This student shows a good control of language through their thematic centering on ocean and horizons that carries through their essay—with ”this hopelessness comes in waves” and “I will forever envision and reach for new horizons.” The details provided throughout are also effective at keeping readers engaged—things like “ my six-year-old self was heartbroken when I couldn’t take the thirty-dollar artificial shell from SeaWorld’s gift shop” and “ my all-time favorite was an episode of the television series Cosmos: A Spacetime Odyssey titled “The Lost Worlds of Planet Earth.”

The main weakness of this essay is the lack of reflection when the student discusses environmental activism. There’s reflection on the student’s connection to the ocean and horizons at the beginning and at the end, but when the student discusses activism, the tone shifts from focusing on their internal thoughts to their external actions. Remember, a lot of students write about environmental activism, but not a lot of students write about an emotional connection to the ocean as an impetus for environmental activism. This student would stand out more to admissions officers if they had dug into questions of what the ocean means to them (and says about them) in the paragraphs beginning “Learning about and exploring the ocean…” and “Prior to viewing that episode.”

Prompt #7: Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Prompt #7, example #1.

Scalding hot water cascades over me, crashing to the ground in a familiar, soothing rhythm. Steam rises to the ceiling as dried sweat and soap suds swirl down the drain. The water hisses as it hits my skin, far above the safe temperature for a shower. The pressure is perfect on my tired muscles, easing the aches and bruises from a rough bout of sparring and the tension from a long, stressful day. The noise from my overactive mind dies away, fading into music, lyrics floating through my head. Black streaks stripe the inside of my left arm, remnants of the penned reminders of homework, money owed and forms due. 

It lacks the same dynamism and controlled intensity of sparring on the mat at taekwondo or the warm tenderness of a tight hug from my father, but it’s still a cocoon of safety as the water washes away the day’s burdens. As long as the hot water is running, the rest of the world ceases to exist, shrinking to me, myself and I. The shower curtain closes me off from the hectic world spinning around me. 

Much like the baths of Blanche DuBois, my hot showers are a means of cleansing and purifying (though I’m mostly just ridding myself of the germs from children at work sneezing on me). In the midst of a hot shower, there is no impending exam to study for, no newspaper deadline to meet, no paycheck to deposit. It is simply complete and utter peace, a safe haven. The steam clears my mind even as it clouds my mirror. 

Creativity thrives in the tub, breathing life into tales of dragons and warrior princesses that evolve only in my head, never making their way to paper but appeasing the childlike dreamer and wannabe author in me all the same. That one calculus problem that has seemed unsolvable since second period clicks into place as I realize the obvious solution. The perfect concluding sentence to my literary analysis essay writes itself (causing me to abruptly end my shower in a mad dash to the computer before I forget it entirely).  

Ever since I was old enough to start taking showers unaided, I began hogging all the hot water in the house, a source of great frustration to my parents. Many of my early showers were rudely cut short by an unholy banging on the bathroom door and an order to “stop wasting water and come eat dinner before it gets cold.” After a decade of trudging up the stairs every evening to put an end to my water-wasting, my parents finally gave in, leaving me to my (expensive) showers. I imagine someday, when paying the water bill is in my hands, my showers will be shorter, but today is not that day (nor, hopefully, will the next four years be that day). 

Showers are better than any ibuprofen, the perfect panacea for life’s daily ailments. Headaches magically disappear as long as the water runs, though they typically return in full force afterward. The runny nose and itchy eyes courtesy of summertime allergies recede. Showers alleviate even the stomachache from a guacamole-induced lack of self-control. 

Honestly though, the best part about a hot shower is neither its medicinal abilities nor its blissful temporary isolation or even the heavenly warmth seeped deep into my bones. The best part is that these little moments of pure, uninhibited contentedness are a daily occurrence. No matter how stressful the day, showers ensure I always have something to look forward to. They are small moments, true, but important nonetheless, because it is the little things in life that matter; the big moments are too rare, too fleeting to make anyone truly happy. Wherever I am in the world, whatever fate chooses to throw at me, I know I can always find my peace at the end of the day behind the shower curtain.

This essay is relatable yet personal! The writer makes themself supremely human through discussing the universal subject of showering. That being said, an essay about showering could easily turn boring while still being relatable. This writer keeps its relatable moments interesting and fun through vivid descriptions of common feelings including “causing me to abruptly end my shower in a mad dash to the computer before I forget it entirely” and “the stomachache from a guacamole-induced lack of self-control.”

While describing a universal feeling, this student also cleverly and intentionally mentions small facts about their life through simple phrases like “I’m mostly just ridding myself of the germs from children at work sneezing on me” and “the childlike dreamer and wannabe author in me.” To put it simply, though we are talking about a shower, we learn about so much more!

And, at the end, the student lets us know that that is exactly why they love showers. Showers are more than meets the eye! With this insightful and reflective ending (“the big moments are too rare, too fleeting to make anyone truly happy”), readers learn about this student’s capacity for reflection, which is an important capacity as you enter college.

The one major error that this writer commits is that of using a trite transition. The inclusion of “Honestly though” at the beginning of this student’s ending detracts from what they are trying to say and sticks out in their writing.

Prompt #7, Example #2

Steam whooshed from the pot as I unveiled my newest creation: duck-peppercorn-chestnut dumplings. The spicy, hearty aroma swirled into the kitchen, mingling with the smell of fresh dough. Grinning, I grabbed a plump dumpling with chopsticks, blew carefully, and fed it into the waiting mouth of my little sister. Her eyes widening, she vigorously nodded and held up five stubby fingers. I did a little happy dance in celebration and pulled my notebook out of my apron pocket. Duck-peppercorn-chestnut: five stars.

In my household, dumplings are a far cry from the classic pork and cabbage. Our menu boasts everything from the savory lamb-bamboo shoot-watercress to the sweet and crispy apple-cinnamon-date. A few years ago, my sister claimed she was sick of eating the same flavors over and over. Refusing to let her disavow our family staple, I took her complaint as a challenge to make the tastiest and most unconventional dumplings to satisfy her. With her as my taste tester and Mum in charge of dough, I spent months experimenting with dozens of odd ingredient combinations. 

During those days spent covered in flour, my dumplings often reminded me of myself—a hybrid of ingredients that don’t usually go together. I am the product of three distinct worlds: the suburbs of Boston, the rural Chinese village of [location removed], and the coastal city of [location removed]. At school, I am both the STEM nerd with lightning-fast mental math and the artistic plant mom obsessed with funky earrings. I love all that is elegant, from Chinese calligraphy to the rolling notes of the Gourd flute, yet I can be very not elegant, like when my sister and I make homemade slime. When I’m on the streets, marching for women’s rights and climate action, I’m loud, bellowing from the bottom of my gut. In the painting studio, though, I don’t speak unless spoken to, and hours can slip by like minutes. I’m loud and quiet. Elegant and messy. Nerdy and artistic. Suburban, rustic, and metropolitan.

While I’m full of odd combinations, they are only seemingly contradictory. Just as barbeque pork and pineapple can combine beautifully in a dumpling wrapper, different facets of my identity also converge. After my tenth-grade summer, when I spent six weeks studying design at art school and another three researching the brain at Harvard Med, I began asking myself: What if I mixed art and neuroscience together? That fall, I collaborated with my school’s art museum for an independent research project, exploring two questions: How are aesthetic experiences processed in the brain? And how can neuroscience help museums design exhibits that maximize visitor engagement? I combed through studies with results from tightly controlled experiments, and I spent days gathering my own qualitative data by observing museum visitors and asking them questions. With the help of my artistic skills, I could identify the visual and spatial elements of the exhibits that best held visitors’ attention. 

By synergizing two of the ingredients that make me who I am—art and neuroscience—I realized I shouldn’t see the different sides of myself as separate. I learned to instead seek the intersections between aspects of my identity. Since then, I have mixed art with activism to voice my opinions nonverbally, created Spotify playlists with both Chinese and western pop, and written flute compositions using music theory and math. In the future, by continuing to combine my interests, I want to find my niche in the world. I can make a positive impact on society without having to choose just one passion. As of now, my dream is to be a neuroscientist who designs art therapy treatments for mental health patients. Who knows though? Maybe my calling is to be a dim sum chef who teaches pottery on the side. I don’t know where I’ll go, but one thing’s for sure—being a standard pork and cabbage dumpling is definitely not my style.

This essay is outstanding because the student seems likable and authentic. With the first image of the student’s little sister vigorously nodding and holding up “five stubby fingers,” we find ourselves intrigued by the student’s daily life. They additionally show the importance of family, culture, and creativity in their life—these are great things to highlight in your essay!

After the introduction, the student uses their weird dumpling anecdote to transition to a discussion of their unique intersections. This is achieved smoothly because weirdness/uniqueness is the focus of both of these topics. Additionally, the comparison is not awkward because dumplings are used as more than just a transition, but rather are the through-line of the essay—the student weaves in little phrases like “Just as barbeque pork and pineapple can combine beautifully in a dumpling wrapper,” “By synergizing two of the ingredients that make me who I am,” and “being a standard pork and cabbage dumpling is definitely not my style.” This gives the essay its cohesive feel.

Authenticity comes through in this essay as the student recognizes that they don’t know what the future holds. They just know what kind of a person they are—a passionate one! 

One change that would improve this student’s essay would be focusing on fewer intersections in their third and last paragraph. The student mentions STEM, music, family activities, activism, and painting, which makes it feel like a distraction in middle of the essay. Focus on the most important things you want to show admissions officers—you can sit at intersections, but you can’t be interested in everything.

Prompt #7, Example #3

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

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

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

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

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

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

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

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

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

Prompt #7, Example #4

Flipping past dozens of colorful entries in my journal, I arrive at the final blank sheet. I press my pen lightly to the page, barely scratching its surface to create a series of loops stringing together into sentences. Emotions spill out, and with their release, I feel lightness in my chest. The stream of thoughts slows as I reach the bottom of the page, and I gently close the cover of the worn book: another journal finished.

I add the journal to the stack of eleven books on my nightstand. Struck by the bittersweet sensation of closing a chapter of my life, I grab the notebook at the bottom of the pile to reminisce.

“I want to make a flying mushen to fly in space and your in it” – October 2008

Pulling back the cover of my first Tinkerbell-themed diary, the prompt “My Hopes and Dreams” captures my attention. Though “machine” is misspelled in my scribbled response, I see the beginnings of my past obsession with outer space. At the age of five, I tore through novels about the solar system, experimented with rockets built from plastic straws, and rented Space Shuttle films from Blockbuster to satisfy my curiosities. While I chased down answers to questions as limitless as the universe, I fell in love with learning. Eight journals later, the same relentless curiosity brought me to an airplane descending on San Francisco Bay.

“I wish I had infinite sunsets” – July 2019

I reach for the charcoal notepad near the top of the pile and open to the first page: my flight to the Stanford Pre-Collegiate Summer Institutes. While I was excited to explore bioengineering, anxiety twisted in my stomach as I imagined my destination, unsure of whether I could overcome my shyness and connect with others.

With each new conversation, the sweat on my palms became less noticeable, and I met students from 23 different countries. Many of the moments where I challenged myself socially revolved around the third story deck of the Jerry house. A strange medley of English, Arabic, and Mandarin filled the summer air as my friends and I gathered there every evening, and dialogues at sunset soon became moments of bliss. In our conversations about cultural differences, the possibility of an afterlife, and the plausibility of far-fetched conspiracy theories, I learned to voice my opinion. As I was introduced to different viewpoints, these moments challenged my understanding of the world around me. In my final entries from California, I find excitement to learn from others and increased confidence, a tool that would later allow me to impact my community.

“The beauty in a tower of cans” – June 2020

Returning my gaze to the stack of journals, I stretch to take the floral-patterned book sitting on top. I flip through, eventually finding the beginnings of the organization I created during the outbreak of COVID-19. Since then, Door-to-Door Deliveries has woven its way through my entries and into reality, allowing me to aid high-risk populations through free grocery delivery.

With the confidence I gained the summer before, I took action when seeing others in need rather than letting my shyness hold me back. I reached out to local churches and senior centers to spread word of our services and interacted with customers through our website and social media pages. To further expand our impact, we held two food drives, and I mustered the courage to ask for donations door-to-door. In a tower of canned donations, I saw the value of reaching out to help others and realized my own potential to impact the world around me.

I delicately close the journal in my hands, smiling softly as the memories reappear, one after another. Reaching under my bed, I pull out a fresh notebook and open to its first sheet. I lightly press my pen to the page, “And so begins the next chapter…”

The structuring of this essay makes it easy and enjoyable to read. The student effectively organizes their various life experiences around their tower of journals, which centers the reader and makes the different stories easy to follow. Additionally, the student engages quotes from their journals—and unique formatting of the quotes—to signal that they are moving in time and show us which memory we should follow them to.

Thematically, the student uses the idea of shyness to connect the different memories they draw out of their journals. As the student describes their experiences overcoming shyness at the Stanford Pre-Collegiate Summer Institutes and Door-to-Door Deliveries, this essay can be read as an Overcoming Obstacles essay.

At the end of this essay, readers are fully convinced that this student is dedicated (they have committed to journaling every day), thoughtful (journaling is a thoughtful process and, in the essay, the student reflects thoughtfully on the past), and motivated (they flew across the country for a summer program and started a business). These are definitely qualities admissions officers are looking for in applicants!

Prompt #7, Example #5

“We’re ready for take-off!” 

The tires hit the tarmac and began to accelerate, and I just realized what I had signed up for. For 24 hours straight, I strapped myself into a broken-down SUV whereas others chose the luxury of soaring through the skies for a mere two hours. Especially with my motion sickness and driving anxiety, I would call myself crazy too.

To say I have always remained in my comfort zone is an understatement. Did I always order chicken fingers and fries at a restaurant? Yup! Sounds like me. Did I always create a color-coded itinerary just for a day trip? Guilty as charged. Did I always carry a first-aid kit at all times? Of course! I would make even an ambulance look unprepared. And yet here I was, choosing 1,000 miles of misery from Las Vegas to Seattle despite every bone in my body telling me not to.

The sunlight blinded my eyes and a wave of nausea swept over me. Was it too late to say I forgot my calculator? It was only ten minutes in, and I was certain that the trip was going to be a disaster. I simply hoped that our pre-drive prayer was not stuck in God’s voicemail box. 

All of a sudden, I noticed brightly colored rocks in the distance, ones I had been dying to see for years. Their fluorescence popped amongst the magnificent winding hills as the sunset became romantic in hue. The desert glistened with mirages of deep blue water unlike anything I had ever seen. Nevada was home, but home always seemed to be just desert and casinos. For once, I looked forward to endless desert outside my window rather than a sea of clouds.

I never realized how little I discovered of the world beyond home. For years I complained about how there was nothing to do or discover outside. Not once did I set out to prove myself wrong. Instead, I chose a daily routine of homework at the kitchen table and late-night TV. However, as summer vacation ended, I decided to set my stubbornness aside and finally give this drive back home a chance. Little did I know that it would turn out to be my favorite trip of all time. 

As we drove along, the world chose to prove me wrong when I discovered Heaven on Earth along Shasta Lake. I stood out of the sunroof, surrounded by lush green mountains and fog. I extended my arms out and felt a sense of flight that no plane could ever take me on. As the water vapor kissed my face, I floated into a dreamland I never wanted to leave. I didn’t have to go to great lengths to discover the beauty of the world; it was right in front of me.  From this moment on, comfort and convenience would no longer be my best friends. Rather than only looking for famous travel destinations or following carefully mapped-out routes, I would let curiosity lead the way. 

Since then, my daily life has been anything but routine. I’m proud to boast of my family’s homemade kombucha attempts, of flights purchased and taken in one day, and of a home flooded with knick-knacks from thrifting trips. Every day I set out to try something new, see a different perspective, and go beyond normal. Whether it is by trying a new recipe using taro, making a risky fashion choice with wide-legged pants, or listening to a new music genre in Spanish, I always act with curiosity first.

Over the years, I have devoted my time towards learning Swedish, building computers, and swimming. Although my accent is horrid, some computers almost broke, and even a starfish would outswim me, I continue to enjoy activities I once criticized. For me, there is no enjoyment without some risk. Nobody I know is a kazoo-playing, boogie-board loving, boba connoisseur like me.

This essay is an Overcoming Challenges story that centers around a single anecdote. The structure works nicely as the student describes what they were like before their road trip, what happened on the road trip, and what they were like after. 

The most major improvement that this essay needs is better-communicated authenticity. At the beginning, it feels a bit gimmicky. The student describes their preparedness, particularly the fact that they always carry a first aid kit, and it’s not super believable. Then, when they write “Was it too late to say I forgot my calculator?” it feels like we are in a sitcom and the student is that funny obsessive kid. Sitcom characters don’t feel real and you want to make yourself appear profoundly real.

On a similar note, the narrative arc of this essay isn’t entirely believable. The student describes a large personality and value shift but doesn’t describe any struggles that accompany the shift. A quick shift like that is far from easy. On the other hand, if the immediacy of the shift was easy, they could write about moments after their shift in mindset when they have felt troubled by residual desires to stay in their comfort zone, instead of writing “I always act with curiosity first.”

The greatest strength of this essay is the paragraphs beginning “I never realized how little…” and “As we drove along…” The fixation on comfort seems much more believable when it involves “homework at the kitchen table and late-night TV.” The descriptions of the drive provide beautiful, evocative imagery. And it’s topped off with some nice reflection! Digging into this great portion of the essay would make this an even stronger essay!

Want to see more examples? Check out this post with 16 strong essay examples from top schools , including common supplemental essay questions.

At selective schools, your essays account for around 25% of your admissions decision. That’s more than grades (20%) and test scores (15%), and almost as much as extracurriculars (30%). Why is this? Most students applying to top schools will have stellar academics and extracurriculars. Your essays are your chance to stand out and humanize your application.

That’s why it’s vital that your essays are engaging, and present you as someone who would enrich the campus community.

Before submitting your application, you should have someone else review your essays. It’s even better if that person doesn’t know you personally, as they can best tell whether your personality shines through your essay. 

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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Common App: Everything you need to know

Discover everything you need to know about the Common App and get one step closer to your dream school!

• Applying to Study Abroad

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✨ 5-second summary.

• The Common App is a widely used platform where you can apply to over 1,000 colleges with a single application.
• To apply, you need to create an account, complete personal details, write a personal essay, and request recommendations.
• The applications usually open on August 1st and close on January 1st.

Applying to college is a big milestone with many steps, which can be overwhelming. However, there's a tool designed to simplify it all. Whether you're a high school student navigating this process for the first time or a parent helping your child, the Common App can help you throughout the application process.

In this guide, we'll dive into everything you need to know about the Common App: from what it is and how to use it to key dates you can't miss.

Ready to start applying for college?

Browse thousands of bachelor's programs and choose yours, what is the common app.

The Common Application, often simply called the "Common App," is an online college application platform used by over 1,000 colleges and universities in several countries:

• US (95% of all colleges on the platform)
• Switzerland
• South Korea

Introduced in 1975 by a consortium of 15 private colleges, the Common App was created to streamline the college application process. If before, students had to fill out a separate application for each school they wanted to apply to, often repeating the same information over and over again, now they can complete 1 general application and submit it to multiple schools .

Coalition vs Common App

When applying to college, you may come across another application platform called the Coalition. While both the Coalition App and the Common App serve a similar purpose, there are some differences:

• The Common App has been around for much longer and is more widely accepted .
• The Coalition only works with around 150 colleges . However, it has a few well-known schools that don't accept the Common App.
• The Coalition has no limit to the number of schools you can apply to .
• The Common App has more essay prompts .
• The Coalition aims to increase college access and affordability . Therefore, all colleges that use the Coalition must provide substantial support and financial need.
• The Coalition features a unique "Locker" tool where students can store documents, essays, and other materials throughout high school.

How to use the Common App

The Common App may seem like a lot at first, but it's quite manageable once you break it down into steps:

Step 1: Create an account

Start by visiting the Common App website and creating an account (you can also download the mobile app). You'll need to provide some basic information :

• Email address
• Home address
• Phone number
• Date of birth

Make sure to use an email address you check regularly as this is where all your application-related communication will be sent.

Step 2: Browse colleges

Once your account is set up, you can start exploring the list of participating colleges and universities. You can filter schools by location, size, and other criteria that are important to you. This is also where you'll add schools to your "My Colleges" list , which will help you keep track of the specific application requirements for each school.

Step 3: Complete the profile

The next step is filling out your profile, which includes:

• Personal information
• Educational background and transcripts
• Standardized test scores (if applicable)
• Family information
• Academic honors and achievements

This is a critical part of your application, as it provides colleges with a comprehensive overview of who you are .

Step 4: Add your extracurriculars

In the "Activities" section, you should list any extracurricular activities, work experiences, or volunteer work you've been involved in. This is the opportunity to showcase how you've spent your time outside of the classroom and highlight your leadership skills, passions, and commitments.

Step 5: Write your personal essay

The Common App requires a personal essay, which allows you to share your story and give colleges insight into who you are beyond your grades and test scores. There's a selection of essay prompts each year, and you'll have to choose one to respond to. For example, here's one of the 2024-2025 prompts :

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

This essay is often the most time-consuming part of the application, so start early and give yourself plenty of time to revise. You can also use our tips on Crafting the Perfect Essay .

Step 6: Request recommendation letters

Most colleges will ask for letters of recommendation from teachers, counselors, or other mentors who know you well. Through the Common App, you can invite your recommenders to submit their letters online so that they can upload their recommendations directly to your application.

Step 7: Complete any additional questions

Some schools require additional essays or short-answer questions specific to their application. You'll find these in the "My Colleges" section. Be sure to give these extra questions the same attention as your main essay, as they can be a deciding point of your application.

Step 8: Review your application, submit it, and pay the application fee

Before submitting, take the time to carefully review your application . Scan for any typos or errors, make sure that all sections are complete, and double-check that your documents (like your essay and recommendations) have been uploaded correctly. Once you confirm everything is as it should be, go ahead and click the submit button.

At this step, you'll also have to pay the application fee . However, this is not the case for all colleges , and many schools offer fee waivers to students who qualify.

Step 9: Track your application and wait

After you've submitted your application, you can track its status through the Common App dashboard . This is where you'll see if all your materials have been received and if any additional information is needed.

💡 Keep in mind that you can only apply to up to 20 colleges with the Common App, so choose wisely.

When does the Common App open?

The Common App typically opens on August 1st each year for students applying to colleges for the following fall. This means if you're planning to start college in the fall of 2025, you'll begin your Common App in August 2024. While this might seem early, starting your application process in August gives you plenty of time to gather your materials, write your essays, and complete any additional requirements without feeling rushed.

Even though the application opens in August, you can start preparing before that date . For example, you can begin drafting your personal essay, researching colleges, and gathering recommendation letters before the Common App officially opens. This way, you'll be ready to go as soon as the application becomes available.

Common App deadline

The most common deadline for the Common App is January 1st . This is the regular decision deadline for many schools, meaning you need to submit your application by this date to be considered for admission. However, some schools may have deadlines that are a bit earlier or later, typically ranging from December 15th to January 15th.

If you want to submit your application early, consider applying through early action or early decision , which usually close in November .

Learn more about college application deadlines and timeline: When Are College Applications Due?

Financial aid and scholarships

In addition to your application deadlines, don't forget about deadlines for financial aid and scholarships. For US students, this typically involves submitting the Free Application for Federal Student Aid (FAFSA), which opens on October 1st . Many colleges also have separate scholarship applications with their own deadlines, so be sure to check each school's requirements.

The Common App is an incredibly useful tool that can simplify the college application process. It provides a streamlined platform, allowing you to apply to multiple schools with just one application. Remember to start early, give yourself plenty of time to complete each section, and stay on top of your deadlines.

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Tetiana Sokolova Author

With a Bachelor's degree in System Analysis and Applied Statistics, Tetiana brings a strong analytical foundation to her role as a Content Editor at Keystone Education Group. She is dedicated to researching, producing, and refining content to support students worldwide in their education journey, applying her technical expertise and analytical skills to ensure accuracy and relevance.

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How to Write a Successful Common App Activities List

The Common App activities section is an opportunity to demonstrate to the Common App colleges your talents, skills, and specific examples of extracurricular activities you’ve participated in over the last few years.

I think one of the best ways to write a great activities list is to look at some really solid Common App activities section examples (which I’ll share in this guide). In this post, you’ll also find some great tips and exercises to help you draft and then up-level a successful Common App activities section that highlights all of your awesome-ness, as well as the impact you’ve had in your activities, beyond what you’re sharing in your response to the Common App essay prompts.

TABLE OF CONTENTS

• 1. The Epic List of Activities List Verbs

2. The BEABIES Exercise

3. the values scan, 10 tips for making your activities list awesome.

• Activities List FAQs
• 10 More Great Activities List Examples

The Honors and Awards Section

You only get 150 characters on the activities list for the Common Application. How do you make the most of them?  Here are some tips with accompanying college activities list examples.  

Applying through the Coalition Application, ApplyTexas, UC Application, or another application system? These tips still apply.

In this guide I’ll cover: 

Why it’s worth spending half an hour up-leveling your activities list

How to develop more and better content for your activities list

How values can help you bring much more variety to your activities list

Whether you should “show” or “tell”

Why you should never stretch the truth on your activities list

Answers to commonly asked questions

Tips for the Honors and Awards section

Tons of examples

What’s the activities list again? It’s the space on the application where you name and briefly describe your non-academic pursuits.

What’s its purpose? “Extracurricular activities can be a great opportunity to see how an applicant has self-directed their passions and interests,” says Jorge Delgado, Associate Director of International Admissions at Brandeis. “There are only so many hours in the day so seeing how a student has involved themselves outside the academic arena is a great way of understanding their potential fit for a university campus.”

Why should you spend 30 minutes up-leveling it?

Your activities list can make a big difference in your application. 

Want proof? Compare these two:

Art Created art and organized club.

Founder, Art Honors Society Organized and ran meetings, set up field trips, brainstormed and created group art activities, wrote and sent newsletter to members.

Most students write a pretty good activities list description and then they stop there. But it doesn’t take long to up-level an activities list from pretty good to great .

Here are three tips for doing that:

Use stronger verbs . I’ll define “stronger” in a moment, but in short: Are you describing your activity in the most dynamic way possible? Most students aren’t. Why? Because they’re using just-okay verbs. 

Develop better (and perhaps a bit more) content . Have you included a wide range of responsibilities? Most students forget to include solving problems, gaining skills, and making tangible (and even quantifiable!) impact.

Demonstrate skills & values . Are you communicating what you learned or how an activity changed you? If not, you may be leaving money on the table.

Here’s how to make it happen.

…Or you can watch me break down the activities list here. 😏

Three Tools for Up-Leveling Your Activities List

1. the epic list of activities list verbs..

You probably need stronger verbs. How do I know? I’ve seen hundreds of Activities Lists and most need stronger verbs.

Compare this typical description of debate: 

Member, Debate Debated topics, attended tournaments, researched topics.

Shall we break that down right quick?

Debated topics (um, redundant)

Attended tournaments (we assumed?)

Researched topics (I hope so!)

BTW I am so much nicer and less sarcastic in real life—just employing it here to make a point.

Here’s a much clearer, more interesting, and more varied description: 

I lead research and case writing, mentor younger debate students, organize mock debates, host an annual debate tournament. See Add’l Info for Awards.

FRIENDS, LOOK AT THOSE VERBS: 

“lead” (BOOM)

“mentor” (YES)

“organize” (SIZZLE)

“host” (POP)

That’s what I’m talking about. I’m like, “Oh, now I get what debate looks like to you.” But wait, what makes a verb stronger ? 

A stronger verb … is more specific. 

Example: “taught” is fine, but did you coach, mentor, train, or demystify ?

A stronger verb … often provides more information. 

Example: “organize” is fine, but did you arrange, catalog, compile, or systematize ?

A stronger verb … just sounds better.

A few examples I like: mediate, publicize, administer, or plagiarize (I’m kidding about plagiarize, please don’t).

I know, some of you are probably wondering: “But Ethan, which verbs should I use?”

College Essay Guy's Epic List of Activities List Verbs

Heads up: Using this list for ten minutes will up-level your activities list verbs, and thereby your descriptions. 

But wait. We’re not done yet. Here’s the second tool for up-leveling your activities list:

What’s the BEABIES exercise? Simply the B est E xtracurricular A ctivity B rainstorm I ’ve E ver S een.  

It’s great for developing better content for your activities list.

Instructions : Spend 5-8 minutes filling out a BEABIES chart per activity on your list to generate plenty of content for your activities list descriptions. Use the 25 questions below the chart for ideas.

After a few minutes, your chart may look something like this:

25 Questions to Help You Brainstorm More Content for Your Activities List 

What I Did (Day-to-Day): 

Did I list all my tasks, or just a few? What’d I forget? Go back and check. 

Did I list tasks I completed that fell slightly outside the scope of my responsibilities?

Did I leave off any awards? Any uncommon achievements?

Problems I Solved: 

Did I consider the internal problems I solved—any personal challenges?

Did I name the external problems I solved—for my friends or family? School? Community?

Was I tackling a much larger (perhaps global) problem?

Lessons I learned & Values/Skills I Developed:

What were some of the soft skills I learned (patience, communication, etc.)?

Did I learn any specific software (Photoshop, Final Cut Pro)? Languages (Spanish, C++)? Survival skills (how to start a fire or clean a fish)?

What am I better at now than I was before?

What would I have done differently?

Impact I Had (On Self, School, Community and/or Society)

Did I consider the impact this had on my family? Friends? School? Who else benefited?

What impact did this have on me personally? Did this change my life/perspective? How?

Applications to Other Parts of School/Life: 

What skills did I develop and lessons did I learn that will make me a better X (tutor, debater, advocate, volunteer, programmer, fill in the blank)? How so?

What did I do to build on and take what I learned to the next level?

What surprised me about this experience?

How might I continue this activity during college and beyond?

FYI: Spend 10-15 minutes filling out a BEABIES chart using these 25 questions and (bonus) you’ll have enough content for pretty much any extracurricular activity essay, too.

Here’s the third tool for up-leveling your Activities List:

The Values Scan is a great way to make sure your core values are apparent throughout your application.  If you haven’t completed the values exercise, you can do that here. It’s an awesome (and quick) way to figure out what your top 3-5 core values are.

You’re about to use it to make your activities list EXPLODE with depth and variety. How? Like this:

Pick one of the activities list descriptions you’ve written and ask of it these three questions: 

Which values are clearly being revealed in the description? 

Which values are kind of being revealed, but could probably be revealed more clearly in the description?

Which values are not in the description at all yet, but perhaps could be included?

Take this description as an example, written by a student who was secretary of her Red Cross Club:

Responsible for taking minutes, updating calendar and active member list, communicating with advisors, acting as a liaison to our local chapter.  

Okay, now ask those three questions:

1. Which values is this description clearly revealing?  

I see the author is: 

Organized: “taking minutes” and “updating calendar”

Responsible and collaborative: “communicating with advisors” and “acting as liaison”

Do you see others? Maybe! But this is a good start. Okay, next ask...

2. Which values could be revealed more clearly in the description?

Reading the example above, I’m curious if the author might demonstrate leadership more clearly. She hints at some responsibilities, but I wonder if she could delete “updating calendar and active member list” in favor of a detail more clearly demonstrating leadership skills. 

I might ask the student if she can think of something she did that might demonstrate leadership. (If not, that’s okay! This is a process of asking questions and seeing what variety might be possible. But we’re not in the business of making stuff up—see warning note below.) I’d also wonder if the description could more clearly demonstrate the author’s commitment to health—this is the Red Cross, after all—or perhaps social change. 

Finally, ask: 

3. Which values are not in the description at all yet, but perhaps could be?

To determine the answer for this student, it helps to know the author. I happen to know one of this author’s core values was adaptability . So I asked her: Did working with the Red Cross help you become more adaptable? If so, how? What detail might show this? 

Once you’ve written a new draft, hand your activities and awards list to a trusted editor. They should have your Values Exercise nearby for reference so they can assess how well you’re demonstrating your values. Here’s an example:

Indian Tabla Self-taught via YouTube videos; played drums at community meetings for worker rights awareness; helped my sister become proficient.

I see these values:

Ambition: “Self-taught…”

Social change: “Played drums at community meetings for worker rights awareness”

Family, helping others: “helped sister become more proficient”

See how that works? 

Goal: Include 2-3 values per activity. If you can achieve this, just think: your list could demonstrate 20 or 30 values! That’s rad. But don’t drive yourself crazy with this . If your Activities List shows a nice variety of 10 or so values, that’s enough. Really. 

Once you’ve got some great verbs and some great content, here are:

1. Aim for variety, making sure your verbs aren’t redundant.

Instead of: Instructed, helped, taught children tennis (how are these three different?) Try: Instructed in proper technique, while imparting lessons in sportsmanship, health and integrity.

2. Use the present tense if it’s something you still do.

Instead of: I gave tour campus tours and provided info on school history, student activities, and boarding life. Try: I give campus tours and provide info on school history, student activities, boarding life.

3. Trim ruthlessly.

Because the space you’re using is so limited, the words you choose are incredibly important. 

Actually, let me rephrase: Because your space is limited, your word choice is important. 

One more time: Limited space demands precise wording. 

See what I did there? Cut my character count from 92, to 61, to 37. 

4. State role, leadership description, and the organization name in the top two sections so you don’t waste characters in the 150-character description section.

So instead of: 

Position/Leadership description: Editor Organization Name: School newspaper Description: I am the editor for the school newspaper

...which wastes space, try instead:

Position/Leadership Description: Editor of International Column Organization Name: Daily Herald, Ridgewood High SchoolDescription: Responsible for brainstorming and copy-editing articles by underclassmen; managed deadlines; offered layout & design input; liaised w/faculty sponsor.”

And are you still using complete sentences? If so, stop. No need here.

So instead of: I raised money to donate to a school in India by selling t-shirts and bracelets. You might end up with: Arranged advertising events, organized fundraisers, and presented to student body at assemblies (400+ students).

5. Emphasize tangible, measurable impact. 

Notice for example the “400 students” inclusion above. This comes as a result of asking questions like “Whom did your activity help? How many people? How much money did you raise?”

Instead of: Raised money for children in Africa . Try: Raised $3,000 to provide three uniforms and scholarships for students attending the Joseph Waweru Home School in Kenya .

6. Include any responsibilities that demonstrate leadership skills.

Instead of: I swim on the swim team . Try: Responsible for leading swim practices, planning fundraising events, assisting in recruiting process .

7. What if there isn’t much to say or it was a one-time event?

Instead of: Tutored students . Try: Provided support to fourth graders with particularly difficult math concepts . (This works because you’ve explained the significance of the activity: why the event mattered and to whom). 

Or you can…

8. Describe selectivity. This is key if the reader might not understand the achievement your activity represents.

Example: 1 of 2 student leaders elected by my peers to represent our class of 450 . Another example: Received 1st place out of 300 competing teams .

9. Avoid extreme language. 

Instead of: ... to help all those in need (or) to end poverty in the world Try: ... to help those in need (or) ...to fight against global poverty

10. If your role was simply “member” or “participant,” it’s okay to just list the activity. 

In other words, instead of writing Participant, MLK Day of Service You can just write MLK Day of Service

Activities List FAQ

Q: What if I didn’t do much for the activity and I don’t have much to say? 

A: If you aren't participating in many or any extracurriculars, ask yourself: why? And I’m not assuming you should be, I’m really asking… why? Perhaps a better, less confronting way of asking this is: What values have become more important to you than extracurricular activities? 

Do you have to work and provide childcare for your family, for example? Do you have and enjoy an intense academic load? Or maybe you practice gymnastics eight hours a day? If so, mention this in your Additional Info section , as that will help admission officers see your Activities List within the context of your life experiences. 

Q: What if I feel like I haven’t done “enough”?

First, stop comparing! It’ll drive you crazy. Next, some questions to ask:

1. Have you remembered everything you’ve done? Try sitting down with a parent or friend who can help you remember stuff you might’ve forgotten you did.

2. How could you explore some things that are important to you, gain some experiences, or learn some new skills in the time left before your application is due? Heads-up: admission officers can usually spot it when a student is loading up activities in 12th grade just to pad their activities lists. That’s not quite what I’m talking about doing. If you have a few months before it’s time to apply, however, ask yourself, “What can I do that I’d enjoy doing?” But if you’ve remembered everything and you’re submitting your application soon...

3. Focus on what you can control. Use the resources above—the Epic Verbs List, BEABIES and questions, and Values Scan—to describe what you did in a way that’s clear and varied. 

Q: Is it better to have a few really strong activities (less is more) or should I list everything I’ve done (more is more)?

A: I find counselors are divided into two camps on this: “less is more” and “more is more.” Here’s a quick comparison chart:

When I asked Brian Liechti of Warren Wilson College what he prefers, he said, “It depends! I would rather see meaningful, current activities that also show up elsewhere in an essay or a letter of recommendation. This adds weight and validation to what a student includes as an activity and I know it was a more impactful experience. But uncommon activities can add flair and character, especially if those activities are also represented on campus.” 

In short, the choice is yours.

Q: What if a multi-dimensional activity is impossible to describe in 150 characters?

A: Write a short description in the Activities List, then put additional information into the... Additional Information section (that redundancy was on purpose). Here’s an example of such an activity:

Creator, AquaVR Researched, brainstormed, created 3 prototypes for virtual reality scuba gear. Recognized statewide. Developing app with Siemens. (See add’l info.) 

That little note at the end signals the activity’s richness while directing the reader to find out more in the additional information section.

Common App Activities List Examples:

Member, (9th,10th) Treasurer (11th, 12th) National Honors Society, Ridgefield High School Chapter We are amongst the highest academically achieving students at our school, who collectively and consistently participate in community service projects.

Student, Class TA Robotics Fundamentals, Online Course at Carnegie Mellon University Learned the fundamentals of computer programming, robot assembly, and worked as a team in competitions.

Intern Center for Advanced Head & Neck Surgery, Duluth, MN Learned how to operate various screening & diagnostic technologies under Dr. Yang; assisted in patient care & diagnosis procedures in Otolaryngology & Oncology.

Leader/Concertmaster AMAC Youth Chamber Ensemble (AYCE)  Lead ensemble in rehearsal and performance, coordinate rehearsal times, aid younger members in learning music, present free community concerts yearly.

Volunteer (June 2012 - August 2012) Boys & Girls Club of Santa Monica Supervised and served as mentor for K-8 grade kids; Helped prepare lunch, entertained, and tutored students in math and science. 

Number 3 Starter (August 30th, 2013 - November 11th, 2015) Varsity Girls Tennis, Robinson Crusoe High School Practiced and conditioned daily, led daily stretches, competed in district and regional matches against other schools. 

Starter JV/V Beverly Hills High School Tennis Team Three-year League Champions; planned and hosted team banquet; Coach's Award Recipient. Led practices and motivated teammates to perform at high level.

Local Violin Tutor Gupta Violin Lesson & Training Provide aspiring middle school students a foundation on music and basics of violin, demonstrate proper technique, develop strong cognitive and musical skills. 

Full-time volunteer EMT (11th - 12th) Virginia Paramedic Association Responded to emergency calls, performed BLS protocols, interacted with patients and families, assisted paramedics, organized ambulance rigs. 24 hr/wk for every week.

Volunteer (9th), Summer Intern (10th) Red Cross of San Fernando Valley Assisted supervisors, filed paperwork, made phone calls to donors, prepared facilities for training programs by helping with class planning.

If it wasn’t obvious from the title, this is the place on your application where you list awards you’ve won and honors you’ve received.

Here’s what Common App says:

Do you wish to report any honors related to your academic achievements?

So while the focus of this section will be on academic honors and awards, based on a few conversations with folks who work in admission, it’s OK to list other significant awards and honors that you’d like to highlight here.

What if I haven’t won any awards? Don’t worry. Many schools don’t offer academic awards, many activities are not competitive, and some students don’t have the time, money, or resources to compete. Admission officers understand this based on the context of the applicant (what’s shared in your school report or what you’ve shared in the Additional Information) and won’t use it against you.

If you do have awards to list, here are...

Seven Tips for the Honors and Awards Section

1. List your awards in order of importance. Start with those that mean the most to you. If you’re unclear on your awards’ personal meaning, start with international. Work down from there to national, state, regional, school-wide, club, then team-wide.

2. Specify what the award means. Congrats on winning the “Beacon Award”... but I have no idea what that means. Did you win a beacon? Were you the beacon? Say so! Similarly, an “academic excellence” award could mean so many things. Define the bar of excellence in the context of the award.

3. Emphasize selectivity. Were you the best team out of four teams, or 400? We won’t know unless you tell us.

4. Explain acronyms. Speaking of things we won’t know unless you tell us. Some acronyms (like TEDx and AP) will be familiar to readers, while others (like Future Business Leaders of America or regional designations like California Scholarship Federation) may be less familiar. When in doubt, spell it out. (Totally didn’t mean to rhyme there.)

5. Want to pack multiple awards into one slot?  Go for it. Just make sure they’re somehow connected. Example: SkillsUSA, Best of Show (1st) Interior Design; (1st) Employment Portfolio; (2nd) Web Design Technical

6. Did your honor/award include money?  Throw it in there! Example: TEDx NYC Student Startup Competition Winner: granted $1,500 in seed funding

7. Did they fly you out?  Mention that too! Example: 

Google “Young Changemaker” Winner: all-expenses-paid trip + mentoring @ Google HQ 

10 Examples of Honors and Awards That Could Have  Been Improved — And Then Were!

The examples below were revised to add context and specifics. 

1. “FBLA Award” Revised version: “Won 3rd in nation, Desktop Application Programming (Future Business Leaders of America)” 

2. “Congressional Award” Revised version: “Gold Medalist, The Congressional Award, for 400+ hours public volunteer service”

3. “Student of the Month”  Revised version: Student of the Month (1 of 350 students chosen) for “positive impact on school culture.” Won twice. 

4. “Journalism Award” Revised version: “Silver Knight Award, Journalism. Given to 1 in entire county, included $2,000 prize.”

5. “Science Olympiad” Revised version: “1st in state, Analytical Lab, PA Chemistry Olympics”

6. “Debate Awards” Revised version: “Debate: (4) 1st place finishes, Dade County Forensic League, 19-3 career policy debate record”

7. “Boy Scouts: Various Awards” Revised version: “Boy Scouts: 36 merit badges, Silver Buffalo Award (10th) & Distinguished Service Award (11th)”

8. “DECA Champion” Revised version: “DECA 2x Regional & State Champion and Int’l Finalist out of over 200K members worldwide”

9. “Chess Champion” Revised version: “1st place @ Pan American Intercollegiate Team Chess Championship”

10. “Dog Breeding Award” Revised version: “4-H Best in Show Project on Dog Breeding”

What to see more example activities list descriptions? Here’s 80+ more descriptions that might get you inspired.

Applying to the UC schools? You get a bit more space. Check out my How to Create the University of California (UC) Activities List guide here.

Sverdlovsk Oblast

Natural resources

Early history, medieval history and russian expansion, rise of the mining-metallurgical era, soviet ural, post-soviet transition, administrative divisions, demographics, settlements, ethnic groups, chairmen of the oblast duma, chairmen of the house of representatives of the legislative assembly, economy and transportation, sister relationships, notable people, external links.

Most of the oblast is spread over the eastern slopes of the Middle and North Urals and the Western Siberian Plain . Only in the southwest does the oblast stretch onto the western slopes of the Ural Mountains .

The highest mountains all rise in the North Urals, Konzhakovsky Kamen at 1,569 metres (5,148   ft) and Denezhkin Kamen at 1,492 metres (4,895   ft) . The Middle Urals is mostly hilly country with no discernible peaks; the mean elevation is closer to 300 to 500 metres (980 to 1,640   ft) above sea level. [9] Principal rivers include the Tavda , the Tura , the Chusovaya , and the Ufa , the latter two being tributaries of the Kama .

Sverdlovsk Oblast borders with, clockwise from the west, Perm Krai , the Komi Republic , Khanty–Mansi Autonomous Okrug , Tyumen Oblast , Kurgan , and Chelyabinsk Oblasts , and the Republic of Bashkortostan .

The area is traversed by the northeasterly line of equal latitude and longitude.

Rich in natural resources, the oblast is especially famous for metals ( iron , copper , gold , platinum ), minerals ( asbestos , gemstones , talcum ), marble and coal . It is mostly here that the bulk of Russian industry was concentrated in the 18th and 19th centuries.

The area has continental climate patterns, with long cold winters (average temperatures reaching −15   °C (5   °F) to −25   °C (−13   °F) on the Western Siberian Plain) and short warm summers. Only in the southeast of the oblast do temperatures reach +30   °C (86   °F) in July.

• You can help expand this section with text translated from the corresponding article in Russian . (November 2020) Click [show] for important translation instructions. View a machine-translated version of the Russian article.

The territory of the region has been inhabited since ancient times. Numerous sites of ancient people were discovered, dating from the Paleolithic to the Iron Age. The Upper Paleolithic includes the Garinsky site on the right bank of the Sosva river near the village of Gari , the site in the Shaitansky grotto, and the site in the Bezymyanny cave (X millennium BC). [10] [11] In 1890, the 11 thousand years old (Mesolithic) Shigir idol was discovered. [12]

A settlement and a burial ground in the Kalmatsky Brod tract are located on the right bank of the Iset river and date back to the Sarmatian time (from the 3rd century BC to the 2nd century AD). They belong to the Kalmak archaeological culture. In the Kalmatsky Brod burial ground, the skeletal skulls were strongly deformed by tight bandaging in early childhood, which indicates the penetration of steppe ethnic elements to the north. [13]

There are numerous pictograms on the Koptelovsky stone, on the Oblique stone, on the Two-eyed stone, Starichnaya, Serginskaya, the rock paintings of the Bronze Age on the Neyva River, Tagil River (villages Brekhovaya, Gaevaya, Komelskaya), rock carvings on Shaitan-Kamen on the right bank of the Rezh river tied to indigenous Ural population, possibly speakers of a Ugric language . [14] [15] The Gostkovskaya Pisanitsa refers to the Middle Ages. [12]

Before the first Russian colonists arrived to the region, it was populated by various Turkic and Ugrian tribes. By the 16th century, when the Middle Urals were under influence of various Tatar khanates, the strongest local state was the Vogul Pelym principality with its center in Pelym .

The Russian conquest of the Khanate of Kazan in the 1550s paved the way further east, which was now free from Tatar depredations (see Yermak Timofeyevich ). The first surviving Russian settlements in the area date back to the late 16th   – early 17th centuries ( Verkhoturye , 1598; Turinsk , 1600; Irbit , 1633; Alapayevsk , 1639). At that time, those small trading posts were governed under Siberian administration in Tobolsk . After the 1708 administrative reform, Verkhoturye, Pelym and Turinsk became a part of the new Siberian Governorate , in 1737 their territories were assigned to the Kazan Governorate .

During the 18th century, rich resources of iron and coal made Ural an industrial heartland of Russia. After getting control over Ural mines, the Demidov family put the region in the forefront of Russian industrialization. Yekaterinburg , Nevyansk and Tagil ironworks, founded in the 1700s to 1720s, soon joined the ranks of the major producers in Europe. Throughout the 18th and 19th century those newly founded factory towns enjoyed a status of special mining-metallurgical districts allowed to have a certain rate of financial and proprietary autonomy. During the 1781 reform middle Ural finally got its own regional administration in the form of the Perm Governorate .

When in 1812 the Russian government legalized gold digging for its citizens, Middle Ural became a center of gold mining. Entrepreneurs of the Perm Governorate also started the gold rush in West Siberia, soon Yekaterinburgers began to dominate the Russian market of precious metals and gemstones.

After the emancipation reform of 1861 , major Middle Uralian industries that were heavily dependent on serf labor entered decline, although it also allowed light industry to thrive. In 1878, Perm and Yekaterinburg were connected with a railroad, in 1888, railroads reached Tyumen , and ultimately, in 1897, Yekaterinburg joined the Trans-Siberian network . Emergence of railroad transportation helped to revitalize economy of Ural.

The Bolsheviks established their power in Yekaterinburg and Perm during the first days of the October Revolution of 1917. In early 1918 the dethroned Czar Nicholas II and his family were transferred under custody to Yekaterinburg. Local Bolsheviks decided autonomously to execute the royal family on July 17, 1918, to prevent its rescue of by the approaching White Army forces. Ten days later Yekaterinburg was captured by the Czechoslovak troops of Sergei Wojciechowski . For the next year the Anti-bolshevik forces took control over the region. On 19 August 1918, Provisional Government of Ural was formed in Yekaterinburg by a coalition of liberal and democratic socialist parties, it was supposed to serve as a buffer between the Komuch and Provisional Siberian governments. After the Kolchak coup d'état in Omsk in November 1918, the Government of Ural was disbanded.

In July 1919, in the course of the Yekaterinburg offense, Yekaterinburg and the surrounding areas were recaptured by the Red Army forces under command of Vasily Shorin . On the July 15th, the Perm Governorate was split by the Soviets and the east, for the first time in history, became a separate region, the Yekaterinburg Governorate. It was soon abolished and replaced by the Ural Oblast (1923-1934).

In the 1930s many industrial enterprises were established and built with the help of forced labour. [16] Local industry received another impetus during World War II, when important producing facilities were relocated here from the European part of Russia to safeguard them from the advancing Germans (for example, IMZ-Ural , Kamensk-Uralsky Metallurgical Works ). In the postwar period much of the region was off-limits to foreigners. It was over Sverdlovsk that the American U-2 spy plane pilot Gary Powers was shot down on May 1, 1960, while on a reconnaissance mission.

In 1979, there was an anthrax outbreak caused by an accident in a facility to develop biological weapons.

In 1993, Governor Eduard Rossel responded to perceived economic inequality by attempting to create a " Ural Republic ." Sverdlovsk led the "Urals Five" ( Kurgan Oblast , Orenburg Oblast , Perm Krai , Chelyabinsk Oblast and Sverdlovsk) in a call for greater regional power. They argued that the oblasts deserved as much power as the ethnic homeland republics . The Urals Republic Constitution went into effect on October 27, 1993. Then Russian President Boris Yeltsin dissolved the Urals Republic and the Sverdlovsk Parliament 10 days later (on November 9).

Population : 4,268,998   ( 2021 Census ) ; [5] 4,297,747   ( 2010 Russian census ) ; [17] 4,486,214   ( 2002 Census ) ; [18] 4,716,768   ( 1989 Soviet census ) . [19]

Vital statistics for 2022: [20] [21]

• Births: 39,958 (9.4 per 1,000)
• Deaths: 59,316 (13.9 per 1,000)

Total fertility rate (2022): [22] 1.56 children per woman

Life expectancy (2021): [23] Total — 68.79 years (male   — 63.72, female   — 73.80)

There were twenty-one recognized ethnic groups of more than two thousand persons each in the oblast. Residents identified themselves as belonging to a total of 148 different ethnic groups, including: [17]

• 3,684,843 Russians (90.6%);
• 143,803 Tatars (3.5%);
• 35,563 Ukrainians (0.9%);
• 31,183 Bashkirs (0.8%);
• 23,801 Mari (0.6%);
• 14,914 Germans (0.4%);
• 14,215 Azerbaijanis (0.3%);
• 13,789 Udmurts (0.3%);
• 11,670 Belarusians (0.3%);
• 11,510 Chuvash (0.26%);
• 11,501 Armenians (0.3%);
• 11,138 Tajiks (0.3%);
• 9,702 Mordovians (0.22%);
• 9,358 Uzbeks (0.2%);

232,978 people were registered from administrative databases, and could not declare an ethnicity. It is estimated that the proportion of ethnicities in this group is the same as that of the declared group. [24]

Christianity is the largest religion in Sverdlovsk Oblast. According to a 2012 survey [25] 43% of the population of Sverdlovsk Oblast adheres to the Russian Orthodox Church , 5% are nondenominational Christians (excluding Protestant churches), 3% are Muslims , 2% are Orthodox Christian believers without belonging to any Church or are members of other Orthodox churches , 1% are adherents of the Slavic native faith (Rodnovery), and 0.3% are adherents of forms of Hinduism ( Vedism , Krishnaism or Tantrism ). In addition, 36% of the population declares to be "spiritual but not religious", and 9.7% is atheist . [25]

The most important institutions of higher education include Ural Federal University , Ural State Medical University , Ural State University of Economics , Ural State Law University , Ural State Mining University and Ural State Academy of Architecture and Arts , all located in the capital Yekaterinburg.

The oblast's Charter, adopted on 17 December 1994, with subsequent amendments, establishes the oblast government. The Governor is the chief executive, who appoints the Government, consisting of ministries and departments. The Chairman of the Government, commonly referred to as the Prime Minister, is appointed with the consent of the lower house of the legislature , a process similar to the appointment of the federal Prime Minister . But the Governor cannot nominate the same candidate more than twice, yet he/she can dismiss the house after three failed attempts to appoint the Premier. [ needs update ]

The Legislative Assembly is the regional parliament of Sverdlovsk Oblast. Until 2011, it was a bicameral legislature consisting of the Oblast Duma, the lower house , and the House of Representatives, the upper house . [27] Before the reform, members of the legislature served four-year terms with half of the Duma re-elected every two years. The Duma (28   members) was elected in party lists. The 21   members of the House of Representatives were elected in single-seat districts in a first-past-the-post system. The Legislative Assembly was the first bicameral legislature outside an autonomous republic, and the first regional legislature in Russia to elect members based on both party lists and single-seat districts . As of 2021, the Legislative Assembly is a unicameral legislature with a total of 50 seats, with half of the members elected by single-mandate constituencies and the other half elected in party lists for five-year terms. [28] [29]

Compliance with the Charter is enforced by the Charter Court. The existence of such regional courts in Russia, formed and functioning outside the federal judiciary, although challenged, has been upheld and persisted successfully in most constituent members of the Federation where they were established.

Until President Putin 's reforms of 2004, the Governor was elected by direct vote for terms of four years. Eduard Rossel has been the only elected governor (first elected governor for an oblast in Russia) since 1995 (appointed in 1991 and dismissed in 1993 by President Yeltsin ), re-elected in 1999 and 2003.

Since 2012, the oblast's Governor is Yevgeny Kuyvashev .

In the 1990s, the Oblast's population was distinguished by relatively high support for parties and candidates of the right and democratic persuasion. In the 1996 presidential election, Boris Yeltsin , a native of the region who lived in Sverdlovsk until the 1980s, won over 70% of the vote. In the regional elections in 2010 in the Sverdlovsk Oblast, United Russia received minimal support relative to other regions - only 39.79% of votes. [30]

Even though it could do with modernizing, the region's industries are quite diverse. 12% of Russia's iron and steel industry is still concentrated in Sverdlovsk oblast. Iron and copper are mined and processed here, the logging industry and wood-processing are important, too.

The largest companies in the region include Ural Mining and Metallurgical Company , UralVagonZavod , Enel Russia , Nizhniy Tagil Iron and Steel Works , Federal Freight . [31]

Yekaterinburg is a prominent road, rail and air hub in the Ural region. As the economic slump subsided, several European airlines started or resumed flights to the city. These include Lufthansa , British Airways , CSA , Turkish Airlines , Austrian Airlines and Finnair . Malév Hungarian Airlines used to be among those carriers but they had to drop their flights to SVX ( IATA airport code for Sverdlovsk) after a few months.

The Alapaevsk narrow-gauge railway serves the communities around Alapayevsk .

• Bà Rịa–Vũng Tàu province , Vietnam
• Harbin , China
• Vladik Dzhabarov , Russian cyclist
• Andrey Fedyaev , Russian cosmonaut
• Yakov Sverdlov , a communist revolutionary after whom Sverdlovsk and subsequently Sverdlovsk Oblast were named.
• Church of the Purification of the Blessed Virgin Mary , a building of regional historical significance in Staropyshminsk village.

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Irbit is a town in Sverdlovsk Oblast, Russia, located 203 kilometers (126 mi) from Yekaterinburg by train or 250 kilometers (160 mi) by car, on the right bank of the Nitsa. Population: 37,009 (2021 Census) ; 38,357 (2010 Russian census) ; 43,318 (2002 Census) ; 51,708 (1989 Soviet census) .

Alapayevsk is a town in Sverdlovsk Oblast, Russia, located at the confluence of the Neyva and Alapaikha rivers. Population: 38,192 (2010 Russian census) ; 44,263 ; 50,060 ; 49,000 (1968).

Kushva is a town in Sverdlovsk Oblast, Russia, located in the Ural Mountains near Yekaterinburg. Population: 30,167 (2010 Russian census) ; 35,555 (2002 Census) ; 43,096 (1989 Soviet census) .

Nizhniye Sergi is a town and the administrative center of Nizhneserginsky District in Sverdlovsk Oblast, Russia, located on a rolling plain surrounded by the Ural Mountains, on the Serga River 120 kilometers (75 mi) from Yekaterinburg, the administrative center of the oblast. Population: 10,336 (2010 Russian census) ; 12,567 (2002 Census) ; 14,938 (1989 Soviet census) .

Verkhnyaya Pyshma is a town in Sverdlovsk Oblast, Russia, located 1 kilometer (0.62 mi) north of Yekaterinburg. Population: 59,749 (2010 Russian census) ; 58,016 (2002 Census) ; 53,102 (1989 Soviet census) .

Novouralsk is a closed town in Sverdlovsk Oblast, Russia, located on the eastern side of the Ural Mountains, about 70 kilometers (43 mi) north of Yekaterinburg, the administrative center of the oblast. Population: 85,522 (2010 Russian census) ; 95,414 (2002 Census) .

Krasnoufimsk is a town in Sverdlovsk Oblast, Russia, located on the Ufa River, 224 kilometers (139 mi) from Yekaterinburg. Population: 39,765 (2010 Russian census) ; 43,595 (2002 Census) ; 45,618 (1989 Soviet census) .

Revda is a town in Sverdlovsk Oblast, Russia. Population: 61,875 (2010 Russian census) ; 62,667 (2002 Census) ; 65,757 (1989 Soviet census) .

Sredneuralsk is a town under the administrative jurisdiction of the Town of Verkhnyaya Pyshma in Sverdlovsk Oblast, Russia, located on the shore of Iset Lake, at the head of the Iset River, 25 kilometers (16 mi) north of Yekaterinburg. Population: 20,449 (2010 Russian census) ; 19,555 ; 18,786 (1989 Soviet census) .

Kachkanar is a town in Sverdlovsk Oblast, Russia, located between the Isa and Vyya Rivers in the Tura River's basin, 205 kilometers (127 mi) north of Yekaterinburg, the administrative center of the oblast. Population: 41,426 (2010 Russian census) ; 44,664 (2002 Census) ; 48,251 (1989 Soviet census) . The town of Kachkanar is located at the foot of mountain Kachkanar.

Ivdel is a town in Sverdlovsk Oblast, Russia, located on the Ivdel River near its confluence with the Lozva River, 535 kilometers (332 mi) north of Yekaterinburg, the administrative center of the oblast. Population: 17,775 (2010 Russian census) ; 19,324 (2002 Census) ; 19,014 (1989 Soviet census) .

Severouralsk is a town in Sverdlovsk Oblast, Russia, located on the Vagran River at its confluence with the Kolonga River, 512 kilometers (318 mi) north of Yekaterinburg, the administrative center of the oblast. As of the 2010 Census, its population was 29,263.

Pelym is an urban locality under the administrative jurisdiction of the Town of Ivdel in Sverdlovsk Oblast, Russia. Population: 3,376 (2010 Russian census) ; 3,708 (2002 Census) .

Sukhoy Log is a town and the administrative center of Sukholozhsky District in Sverdlovsk Oblast, Russia, located on the eastern slopes of the Ural Mountains on the Pyshma River, 114 kilometers (71 mi) east of Yekaterinburg, the administrative center of the oblast. As of the 2010 Census, its population was 34,554.

Gornozavodsky District is an administrative district (raion) of Perm Krai, Russia; one of the thirty-three in the krai. Municipally, it is incorporated as Gornozavodsky Municipal District . It is located on the western slopes of the Ural Mountains in the east of the krai. The area of the district is 7,057 square kilometers (2,725 sq mi). Its administrative center is the town of Gornozavodsk. Population: 26,044 (2010 Russian census) ; 30,172 (2002 Census) ; 38,004 (1989 Soviet census) . The population of Gornozavodsk accounts for 46.3% of the district's total population.

Garinsky District is an administrative district (raion), one of the thirty in Sverdlovsk Oblast, Russia. As a municipal division, it is incorporated as Garinsky Urban Okrug . The area of the district is 16,770 square kilometers (6,470 sq mi). Its administrative center is the urban locality of Gari. Population: 4,904 ; 7,832 (2002 Census) ; 9,381 (1989 Soviet census) . The population of Gari accounts for 50.4% of the district's total population. The main point of historical interest is the former town of Pelym, which was one of the first Russian settlements east of the Urals, marking the eastern terminus of the Cherdyn Road from Europe to Siberia.

Turinsky District is an administrative district (raion), one of the thirty in Sverdlovsk Oblast, Russia. As a municipal division, it is incorporated as Turinsky Urban Okrug . Its administrative center is the town of Turinsk. Population: 28,274 ; 32,540 (2002 Census) ; 40,749 (1989 Soviet census) . The population of Turinsk accounts for 63.4% of the district's total population.

Isetsky District is an administrative district (raion), one of the twenty-two in Tyumen Oblast, Russia. As a municipal division, it is incorporated as Isetsky Municipal District . It is located in the west of the oblast. The area of the district is 2,751 square kilometers (1,062 sq mi). Its administrative center is the rural locality of Isetskoye. Population: 26,061 ; 26,565 (2002 Census) ; 25,862 (1989 Soviet census) . The population of Isetskoye accounts for 28.7% of the district's total population.

Bisert is an urban locality in Nizhneserginsky District of Sverdlovsk Oblast, Russia. Population: 10,233 (2010 Russian census) ; 11,262 (2002 Census) ; 12,646 (1989 Soviet census) .

• ↑ Президент Российской Федерации.   Указ   №849   от   13 мая 2000 г. «О полномочном представителе Президента Российской Федерации в федеральном округе». Вступил в силу   13 мая 2000 г. Опубликован: "Собрание законодательства РФ", No.   20, ст. 2112, 15 мая 2000 г. (President of the Russian Federation.   Decree   # 849   of   May 13, 2000 On the Plenipotentiary Representative of the President of the Russian Federation in a Federal District . Effective as of   May 13, 2000.).
• ↑ Госстандарт Российской Федерации.   №ОК 024-95   27 декабря 1995 г. «Общероссийский классификатор экономических регионов. 2.   Экономические районы», в ред. Изменения №5/2001 ОКЭР. ( Gosstandart of the Russian Federation.   # OK 024-95   December 27, 1995 Russian Classification of Economic Regions. 2.   Economic Regions , as amended by the Amendment   # 5/2001 OKER. ).
• ↑ Official website of the Governor of Sverdlovsk Oblast. Alexander Sergeyevich Misharin (in Russian)
• 1 2 3 Russian Federal State Statistics Service. Всероссийская перепись населения 2020 года. Том 1 [ 2020 All-Russian Population Census, vol. 1 ] (XLS) (in Russian). Federal State Statistics Service .
• ↑ "26. Численность постоянного населения Российской Федерации по муниципальным образованиям на 1 января 2018 года" . Federal State Statistics Service . Retrieved 23 January 2019 .
• ↑ "Об исчислении времени" . Официальный интернет-портал правовой информации (in Russian). 3 June 2011 . Retrieved 19 January 2019 .
• ↑ Official throughout the Russian Federation according to Article   68.1 of the Constitution of Russia .
• ↑ "Russia: Impact of Climate Change to 2030" (PDF) . Retrieved 25 April 2023 .
• ↑ Сериков Ю. Б. Новые находки раннего палеолита в Среднем Зауралье // Ранний палеолит Евразии: новые открытия // Материалы Международной конференции, Краснодар – Темрюк, 1–6 сентября 2008 г.
• ↑ Сериков Ю. Б. Следы раннего палеолита на территории Среднего Зауралья // Вестник археологии, антропологии и этнографии, 2015 № 4 (31)
• 1 2 Объекты культурного наследия Свердловской области (список)
• ↑ Сальников К. В. Древнейшие памятники истории Урала , 1952.
• ↑ Khimiya i Zhizn , 9, 1974, p. 80
• ↑ Писаницы Урала (in Russian). Ural.ru . Retrieved 26 December 2010 .
• ↑ V.A. Kravchenko: I chose freedom (1946)
• 1 2 Russian Federal State Statistics Service (2011). Всероссийская перепись населения 2010 года. Том   1 [ 2010 All-Russian Population Census, vol.   1 ] . Всероссийская перепись населения 2010   года [2010 All-Russia Population Census] (in Russian). Federal State Statistics Service .
• ↑ Federal State Statistics Service (21 May 2004). Численность населения России, субъектов Российской Федерации в составе федеральных округов, районов, городских поселений, сельских населённых пунктов   – районных центров и сельских населённых пунктов с населением 3   тысячи и более человек [ Population of Russia, Its Federal Districts, Federal Subjects, Districts, Urban Localities, Rural Localities—Administrative Centers, and Rural Localities with Population of Over 3,000 ] (XLS) . Всероссийская перепись населения 2002   года [All-Russia Population Census of 2002] (in Russian).
• ↑ Всесоюзная перепись населения 1989   г. Численность наличного населения союзных и автономных республик, автономных областей и округов, краёв, областей, районов, городских поселений и сёл-райцентров [ All Union Population Census of 1989: Present Population of Union and Autonomous Republics, Autonomous Oblasts and Okrugs, Krais, Oblasts, Districts, Urban Settlements, and Villages Serving as District Administrative Centers ] . Всесоюзная перепись населения 1989   года [All-Union Population Census of 1989] (in Russian). Институт демографии Национального исследовательского университета: Высшая школа экономики [Institute of Demography at the National Research University: Higher School of Economics]. 1989 – via Demoscope Weekly .
• ↑ "Information on the number of registered births, deaths, marriages and divorces for January to December 2022" . ROSSTAT . Archived from the original on 2 March 2023 . Retrieved 21 February 2023 .
• ↑ "Birth rate, mortality rate, natural increase, marriage rate, divorce rate for January to December 2022" . ROSSTAT . Archived from the original on 2 March 2023 . Retrieved 21 February 2023 .
• ↑ Суммарный коэффициент рождаемости [ Total fertility rate ] . Russian Federal State Statistics Service (in Russian). Archived from the original (XLSX) on 10 August 2023 . Retrieved 10 August 2023 .
• ↑ "Демографический ежегодник России" [ The Demographic Yearbook of Russia ] (in Russian). Federal State Statistics Service of Russia (Rosstat) . Retrieved 1 June 2022 .
• ↑ "ВПН-2010" . www.perepis-2010.ru .
• 1 2 3 "Arena: Atlas of Religions and Nationalities in Russia" . Sreda, 2012.
• ↑ 2012 Arena Atlas Religion Maps . "Ogonek", № 34 (5243), 27/08/2012. Retrieved 21/04/2017. Archived .
• ↑ Formation of the legislative body of Sverdlovsk Oblast , old.zsso.ru
• ↑ General information , zsso.ru
• ↑ "Свердловская область" . council.gov.ru .
• ↑ "Результат единороссов по Свердловской области был самым худшим для партии власти" [ The result of United Russia in the Sverdlovsk region was the worst for the ruling party ] . Archived from the original on 10 June 2010 . Retrieved 2 January 2011 .
• ↑ "Sverdlovsk region Industries" . investinregions.ru . Retrieved 7 November 2018 .
• Sverdlovsk Oblast on Facebook
• Investment portal of Sverdlovsk Oblast
• (in Russian) Official website of the Government of Sverdlovsk Oblast