university essay report

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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Report structure and tips

The following guide has been created for you by the  Student Learning Advisory Service . For more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our  workshops . Alternatively, have a look at our  SkillBuilder  skills videos.   

Reports are formal documents which can include headings, sub-headings, numbered sections, bullet point text, and graphics such as flow charts, diagrams or graphs. All of these devices may be used to help the reader navigate the report and understand its content.

A report is likely to include some or all of these elements, typically ordered as follows:

Title page: clearly identifying the subject of the report and the author Acknowledgements: naming third parties who have helped create the document Executive summary: an abbreviated, stand-alone overview of the report. Similar to the abstract of a journal article Contents page: allowing the reader to find their way quickly to sections of interest. This may or may not also include a table of figures or tables Introduction: outlining the main context, aims and objectives of the report Background information: anything essential to a full understanding of the report Methodology: describing how the report’s objectives were met or how the research was conducted Findings: what the report found Analysis: what these findings mean; their relevance and importance Conclusion: summarising the key things the report learned or established Recommendations: suggestions for action based on the report’s findings Bibliography: a full list of sources used to compile the report Appendices: containing supplementary information referred to in the report Glossary: definitions of technical terms used in the report

Common requirements

Different types of report – from technical reports to business reports - can vary widely in length, format and function. However, with every report:

Objectives: should be clearly defined Structure: should be logical and easy to navigate Writing: should be clear, succinct, and easy to understand Evidence: should support all conclusions made

Report writing tips

• Often, reports are written about a collaborative project. If this is the case, make sure you know who is doing what and how the report will come together, including timeframes. Make sure to include time to share the report with the rest of the team before it is ‘published’, and that any requirements from external stakeholders or project partners are clearly outlined and factored in
• Before you start writing, clarify the aims, structure and content of your report
• Write in the 3rd person (This report will show…) to emphasise your objectivity
• Use clear, formal language, avoiding slang, jargon and contractions such as don’t or can’t
• Write sections as and when you are able, not necessarily in order of appearance
• Have a system of version control (numbered drafts)
• Write freely, whilst allowing time for editing and proof-reading later
• Keep the report’s title in mind, and stay focussed on fulfilling its objectives
• Each finding should have a conclusion; each leading to a recommendation

Report writing in the sciences

• Writing in a scientific context This resource offers an introduction to writing in an engineering or scientific context, offering an outline of some of the most common conventions in technical writing . 
• Structure and content of lab reports This resource offers an introduction to structuring and writing both simple and extended lab reports .  
• Writing for publication in the biosciences This resource presents guidelines on getting published in Molecular Microbiology .

Report writing

• Features of good reports
• Types of Report

Introduction

Organising your information, abstract / executive summary, literature review, results / data / findings, reference list / bibliography.

• Writing up your report

Useful links for report writing

• Study Advice Helping students to achieve study success with guides, video tutorials, seminars and one-to-one advice sessions.
• Maths Support A guide to Maths Support resources which may help if you're finding any mathematical or statistical topic difficult during the transition to University study.

• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.
• Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
• Reading and notemaking LibGuide Expert guidance on managing your reading and making effective notes.
• Guide to citing references Includes guidance on why, when and how to use references correctly in your academic writing.

The structure of a report has a key role to play in communicating information and enabling the reader to find the information they want quickly and easily. Each section of a report has a different role to play and a writing style suited to that role. Therefore, it is important to understand what your audience is expecting in each section of a report and put the appropriate information in the appropriate sections.

The guidance on this page explains the job each section does and the style in which it is written. Note that all reports are different so you must pay close attention to what you are being asked to include in your assignment brief. For instance, your report may need all of these sections, or only some, or you may be asked to combine sections (e.g. introduction and literature review, or results and discussion). The video tutorial on structuring reports below will also be helpful, especially if you are asked to decide on your own structure.

• Finding a structure for your report (video) Watch this brief video tutorial for more on the topic.
• Finding a structure for your report (transcript) Read along while watching the video tutorial.

• When writing an essay, you need to place your information  to make a strong argument
• When writing a report, you need to place your information  in the appropriate section

Consider the role each item will play in communicating information or ideas to the reader, and place it in the section where it will best perform that role. For instance:

• Does it provide background to your research? ( Introduction  or  Literature Review )
• Does it describe the types of activity you used to collect evidence? ( Methods )
• Does it present factual data? ( Results )
• Does it place evidence in the context of background? ( Discussion )
• Does it make recommendations for action? ( Conclusion )

• the purpose of the work
• methods used for research
• main conclusions reached
• any recommendations

The introduction … should explain the rationale for undertaking the work reported on, and the way you decided to do it. Include what you have been asked (or chosen) to do and the reasons for doing it.

- State what the report is about. What is the question you are trying to answer? If it is a brief for a specific reader (e.g. a feasibility report on a construction project for a client), say who they are.

- Describe your starting point and the background to the subject: e.g., what research has already been done (if you have to include a Literature Review, this will only be a brief survey); what are the relevant themes and issues; why are you being asked to investigate it now?

- Explain how you are going to go about responding to the brief. If you are going to test a hypothesis in your research, include this at the end of your introduction. Include a brief outline of your method of enquiry. State the limits of your research and reasons for them, e.g.

Introduce your review by explaining how you went about finding your materials, and any clear trends in research that have emerged. Group your texts in themes. Write about each theme as a separate section, giving a critical summary of each piece of work, and showing its relevance to your research. Conclude with how the review has informed your research (things you'll be building on, gaps you'll be filling etc).

• Literature reviews LibGuide Guide on starting, writing and developing literature reviews.
• Doing your literature review (video) Watch this brief video tutorial for more on the topic.
• Doing your literature review (transcript) Read along while watching the video tutorial.

The methods  should be written in such a way that a reader could replicate the research you have done. State clearly how you carried out your investigation. Explain why you chose this particular method (questionnaires, focus group, experimental procedure etc). Include techniques and any equipment you used. If there were participants in your research, who were they? How many? How were they selected?

Write this section  concisely  but  thoroughly  – Go through what you did step by step, including everything that is relevant. You know what you did, but could a reader follow your description?

Label your graphs and tables clearly. Give each figure a title and describe in words what the figure demonstrates. Save your interpretation of the results for the Discussion section.

The discussion ...is probably the longest section. It brings everything together, showing how your findings respond to the brief you explained in your introduction and the previous research you surveyed in your literature review. This is the place to mention if there were any problems (e.g. your results were different from expectations, you couldn't find important data, or you had to change your method or participants) and how they were, or could have been, solved.

• Writing up your report page More information on how to write your discussion and other sections.

The conclusions ...should be a short section with no new arguments or evidence. This section should give a feeling of closure and completion to your report. Sum up the main points of your research. How do they answer the original brief for the work reported on? This section may also include:

• Recommendations for action
• Suggestions for further research

If you're unsure about how to cite a particular text, ask at the Study Advice Desk on the Ground Floor of the Library or contact your Academic Liaison Librarian for help.

• Contact your Academic Liaison Librarian

The appendices ...include any additional information that may help the reader but is not essential to the report's main findings. The report should be able to stand alone without the appendices. An appendix can include for instance: interview questions; questionnaires; surveys; raw data; figures; tables; maps; charts; graphs; a glossary of terms used.

• A separate appendix should be used for each distinct topic or set of data.
• Order your appendices in the order in which you refer to the content in the text.
• Start each appendix on a separate page and label sequentially with letters or numbers e.g. Appendix A, Appendix B,…
• Give each Appendix a meaningful title e.g. Appendix A: Turnover of Tesco PLC 2017-2021.
• Refer to the relevant appendix where appropriate in the main text e.g. 'See Appendix A for an example questionnaire'.
• If an appendix contains multiple figures which you will refer to individually then label each one using the Appendix letter and a running number e.g. Table B1, Table B2. Do not continue the numbering of any figures in your text, as your text should be able to stand alone without the appendices.
• If your appendices draw on information from other sources you should include a citation and add the full details into your list of references (follow the rules for the referencing style you are using).

For more guidance see the following site:

• Appendices guidance from University of Southern California Detailed guidance on using appendices. Part of the USC's guide to Organizing Your Social Sciences Research Paper.
• << Previous: Types of Report
• Next: Writing up your report >>
• Last Updated: Jan 29, 2024 11:27 AM
• URL: https://libguides.reading.ac.uk/reports

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The purpose of an essay

When we write an essay we are often looking at topics in depth. The essay may voice an opinion, or explain something in detail. The essay may include arguments or counter arguments or offer solutions to problems.Tthere are many different ways to approach writing an essay.  The purpose of an essay is to provide a detailed insight in to an aspect of a topic.

The purpose of a report

A report often discusses the results of a practical investigation. For example a report could discuss an experiment and its results or discuss  research that has been undertaken.  The purpose of a report is to help people to find the information they need quickly . For example they may need to see the results of an experiment but not want to know how it was carried out.

The common structure of an essay

An essay has the following structure: introduction,  main body of the essay and conclusion. Each part of the essay is written in paragraphs. It is not common practice to use headings within an essay. The paragraphs within the essay should link together clearly as the reader is going to be reading every section. This can be done by trying to link each paragraph to the other.

The common structure of a report

Reports often include the following features:

A list of contents -  this shows your reader where  they can find the exact information they are looking for.

An abstract  -  an abstract is a brief summary of the report journal article or research. It usually outlines its purpose, methodology and findings ( results)

An introduction - h ere you say what you are going to be discussing in the report and why the report is important .

A literature review -  this shows what you have read before completing your report.

Methodology -  this explains what you did and how you did it

The results  - here you present your findings

Discussion - i n this section you discuss your results.

Conclusions -  here you say what the report has shown and what you think could be learnt from the report.  

Recommendations -  often a report will include your recommendations - what you think should be done next having considered the results.

The main differences between a report and an essay

Reports are divided into many sections  whereas essays have three main sections divided into paragraphs.

Reports include an abstract,  essays do not.

Reports can use bullet points,  essays do not.

Reports can use subheadings  for each of the sections, it is rare for essays to have subheadings.

Reports often include graphs and tables , essays do not.

Similarities between report writing and essay writing

Both use a formal style-  this means that we don't use shortened words, we remember we are writing for an academic audience, we don't use slang, and we write in sentences,  using a formal style.

Both avoid sounding personal -  in academic writing it is important to  sound objective . This means that you don't try to sway your reader with your own opinions and viewpoints but you put your points across using proof and evidence. With this in mind, in reports and essay writing personal pronouns (Example: I) should be avoided.

Both need to be clear-  whatever you are writing it is important that you make your writing clear. In both reports and essays an introduction will be included to show the purpose of the piece of work, and a conclusion to sum up the key points. The main body of both texts should be written in a logical well ordered way.

• Last Updated: Mar 21, 2024 3:50 PM
• URL: https://libguides.gre.ac.uk/academicskills

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how to write an academic report: Examples and tips

Writing a report should be concise and to the point. It should also be relevant to the topic. Make sure to check your work with someone and read it aloud. Proofreading is also important because computer programs cannot catch every mistake. You may even want to wait a day before you read it to make sure that it is error-free. Keep in mind that an academic report differs from a business or technical report.

Avoiding the present tense

While the present tense is commonly used in academic writing, it isn’t always necessary. When anyone tells you about writing how to write an academic report , you can switch the tense within the same sentence or paragraph when you shift from general statements to more specific examples based on research. Other times, it’s appropriate to use the present tense when you write about a particular event that has changed over time.

The best time to use either tense is determined by the context in which you’re writing. While both are acceptable, you’ll want to ensure that your reader knows when you made your findings. In most cases, the present tense will mean that you’re writing about the time you did the research, while the past tense can be interpreted in different ways.

Introducing your topic

The introduction is the first section of your paper, and it should capture the reader’s interest and make them want to read the rest of your paper. You can do this by opening with a compelling story, question, or example that shows why your topic is important. The hook should also establish the relevance of your paper in the wider context.

The introduction should also have a thesis statement, which should explain your research paper’s topic and point of view. This statement will guide the organization of your essay. A strong thesis statement is specific, clear, and able to be proved.

Stating your thesis statement

Your thesis statement should be clear and concise. It should be able to persuade others while laying out your strong opinions. It should also contain an argument. For example, you could argue that the government should ban 4×4 pickup trucks. Or, you might argue that the amount of foul language in movies is disproportionate to the amount of it in real life.

A strong thesis statement contradicts a commonly held viewpoint. It is not too complex to explain over the course of the paper. It should also express a single main idea.

Putting together an outline before writing your report

Putting together an outline is a great way to organize your paper. Outline the content that you will cover and how you plan to support your main point. You can use a list format or alpha-numeric format to organize your outline. Regardless of the format, your outline should have a parallel structure and include the same types of words in each section. It is also a good idea to include citations whenever possible.

When you’re writing, outlining will help you get the most out of your writing. It will save you time and effort when writing because you can make full sentences and well-developed essays with an outline.

Avoiding jargon

One of the most important things to remember when writing an academic report is to avoid using jargon. These words are often difficult to understand, and although they are useful shorthand for scientists, they may alienate non-specialist readers. The use of jargon is the most common reason that readers complain about writing, but there are ways to replace these terms with plainer versions.

Jargon is specialized terminology used by a specific group. It can be incredibly difficult to understand if you’re not part of the group. It also tends to make your writing more complicated and shows that you’re trying to show off your knowledge.

How to Write an Academic Report – Examples and Tips

While the present tense is commonly used in academic writing, it isn’t always necessary. When writing an academic report, you can switch the tense within the same sentence or paragraph when you shift from general statements to more specific examples based on research. Other times, it’s appropriate to use the present tense when you write about a particular event that has changed over time.

Owen Ingram is a research-based content writer, who works for Cognizantt, a globally recognised professional SEO service and Research Prospect , a Servizio di redazione di saggi e dissertazioni . Mr Owen Ingram holds a PhD degree in English literature. He loves to express his views on a range of issues including education, technology, and more.

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Key features of academic reports

Written assignments

Explore common components in academic reports you could use in your studies

You may need to submit multiple academic reports during your degree. Here, we explore the general features of academic reports.

You course will probably only need some of these features, and you have other requirements that aren't included here. Report requirements vary across departments so you should check your course handbook or ask your subject tutor or lecturer if you're unsure what you need in your report.

Key parts of an academic report

A report is different to an essay . There is no single right way to structure a report – the structure depends on the purpose. In general, however, academic reports feature some of the sections below.

1. Title page

2. author declaration.

This is a form you need to sign and include with any report or essay written that you submit confirm that the assignment is entirely your own work. You can pick up these forms at your faculty department office.

3. Abstract (or Executive Summary)

An abstract is a short (around 150 words) summary of the whole report. It should be written last. Unlike a conclusion, the abstract needs to include a brief overview of all the stages of the report, not just the results. One purpose of an abstract is to give just enough information to enable a prospective reader to judge whether they need to read the full report.

If you are new to writing abstracts, one approach is to write one or two sentences to represent each of the sections of your report. Have a look at abstracts or executive summaries in reports in the Library or online to get an idea of the style they use.

4. Acknowledgements

This is a separate page acknowledging the support of those people who have contributed to the assignment. An acknowledgements page is normally necessary only in major reports.

5. Table of Contents

This should list clearly all the sections and subsections of your report and the page numbers where each of those sections begins. A common (but not compulsory) way to organise reports is to use hierarchically numbered headings.

For example:

After the Table of Contents comes a separate list of any tables, charts or diagrams that you have included in the report. Tables should be called ‘Table 1 [plus the title]’, ‘Table 2’, so on and so forth. Charts or diagrams should be called ‘Figure 1 [plus the title]’, ‘Figure 2’ and so on. Include in this separate list the page number of each table or chart.

6. Introduction

In the introduction you should describe the purpose (aim) of the report and explain why it is necessary and/or useful. Depending on the purpose of the report, you might break down the overall aim into specific objectives. Additionally, you might define key terms (words) that you use in the report, so that your reader is quite clear what you mean when you use those terms.

The following four sections are normally used only in reports about primary (your own) research, such as an experiment, survey or observation. If your report is based entirely on reading, you will probably replace these four sections with a number of topic headings of your choice.

7. Literature review

In this section you describe previous and current thinking and research on the topic. In other words, you report by summarising what others have written about the topic. Because you are reporting others’ work, your literature review will probably contain many in-text citations  to the books and articles you have read. In more scientific research it is common to end the literature review with one or more hypotheses for your own research. In many reports the literature review is incorporated into the introduction and may have a simpler title, such as ‘Background’.

8. Method(s) (or Methodology or Research design)

These three terms – ‘method’, ‘methodology’ and ‘research design’ – actually have slightly different meanings; consult a research methods text for more information. This section, however, is where you tell the reader how you collected the data used in the report (i.e. your methods). You might, for example, describe, step-by-step, an experiment you carried out or describe a situation you observed. This description normally needs to be quite detailed. It is also normally necessary to explain why you collected the data in that way and justify your methods, which may need to be quite detailed.

You might include some in-text references to research methods literature to help explain your choice of methods.

9. Results (or Findings)

This is where you present the results of your research – ‘what you found out’. There should be no discussion or analysis of those results. This section often includes tables or charts.

If you have created one or more hypotheses for your report, you should state in this section whether you can accept or reject them.

10. Discussion of results (or Analysis or Interpretation)

This is often the most important part of a report, because it shows what you think about your results. In the discussion you should comment on your results. This can include:

• Describing and suggesting reasons for any patterns in the results, possibly including anomalies (results that don’t ‘fit in with’ the rest).
• Explaining what you found (perhaps with reference to theory).
• Commenting on how much your findings agree or disagree with the literature.
• Considering the accuracy and reliability of your results (and how the methods you used might have affected that accuracy).
• Considering the implications of your results – what they might mean for your practice, for example.
• Discussing what further research in this area might be useful in future.

11. Conclusions

In the conclusions you summarise the key findings of your report. (Imagine you have to reduce everything you found out down to just five or six sentences.) No new information should be included. It can be helpful to revisit the aim(s) and objectives from your introduction, and perhaps to comment also on how well those aims and objectives have been met.

12. Recommendations

Not all reports include recommendations. But if your report is on a work-related issue or case study, and especially if the issue concerns problem-solving or improving practice, it may well be appropriate to make recommendations. These are suggestions for future action on the issue in the report. Usually, these will be suggestions, arising from your research, which you think will improve a situation.

13. References (or Reference list or Bibliography)

This is a list, written in a very particular style, of the books and articles you read for and used in the report. A bibliography includes all sources you have used whereas a reference list contains only sources you have actually cited in your text.

14. Appendices

Appendices are extra sections at the very back of a report in which supplementary information is stored. This could be tables of data, copies of observation forms or notes, extracts (not photocopies) from large documents (for example, Parliamentary Enquiries) to which you have referred, or any other essential information which you have mentioned in your report and to which you would like your reader to be able to refer. Put each source in a separate Appendix; Appendix A [or 1], Appendix B [or 2], and so on.

Reports and essays: key differences

Essays: task words

Paragraphs main body of an assessment

IOE Writing Centre

• Introduction

Introductions

Basic Components

The introduction to your assignment is likely to require some of the following basic components. Note that the guidance below is particularly relevant to essays . Other types of assignment may include some but not all of these elements, or additional ones.

• Importance of the topic: Open the assignment by introducing the theme(s) or issue(s) you address. This element is sometimes referred to as ' background ' or an ' issue statement '. 
• Aim: Inform your reader of the purpose of your writing. (e.g. This essay explores the concept of X in relation to Y, and critically evaluates.....).
• Thesis statement: This may not apply in all assignments, but, where appropriate, would indicate the line of argument or reasoning that the assignment takes. (e.g. It is argued/suggested that practitioners and policy makers need to consider ....).
• Overview:  Guide the reader as to how the work is organised ; this is sometimes also referred to as a ' synopsis '. (e.g. First,…X is discussed, followed by Y .....).

You may also need a brief definition of your terms. However, if the definitions are more complex or contested, you probably need a separate section after the introduction. See the page on definitions for an example: Definitions

It is advisable to write or edit your introduction last (not first), to make sure it matches the assignment you have written. If you prefer to draft your introduction first (e.g. as bullet points initially), be aware that you may choose to change it later. 

Example Introduction

Here is an example of the introduction from a report produced for a Masters module:

Underlying this report is the assumption that organisations, and the individuals within them, hold the intention to do their job well, and, if possible, to do their job better, within the context of their particular situation, abilities and priorities. Creating and developing coaching relationships within the organisation can be described as one form of an attempt to move in this direction. Accordingly, this report analyses the potential for an increase in coaching practice within one particular organisation. It will be suggested that coaching might usefully be incorporated into certain areas of the organisation. Coaching within organisations, for the purpose of this report, is taken to refer to a particular type of intentional conversation. This conversation may contribute to the development of the coachee while potentially enhancing the individual's work within the organisation (as discussed by Boyatzis, Smith and Blaize, 2006). The report will first consider a more nuanced definition of coaching, along with an outline of current themes in the way coaching is discussed in the literature. This is followed by an explanation and justification of taking a psychoanalytically informed approach to an analysis of coaching within organisations (Arnaud, 2003). After that, the specific organisational context of the [XYZ workplace] will be analysed, together with an assessment of the need for coaching within this organisation, and an evaluation of the existing potential to facilitate such conversations. At the same time, a brief strategy and implementation plan that details how these needs could be met will be presented. 

Source: Blackwell, J. (2013) Advancing coaching and mentoring in and across organisational contexts. Organisational Report. UCL Institute of Education: Unpublished MA Assignment.

Below, the elements of the example introduction are analysed in more detail:

Underlying this report is the assumption that organisations, and the individuals within them, hold the intention to do their job well, and, if possible, to do their job better, within the context of their particular situation, abilities and priorities. Creating and developing coaching relationships within the organisation can be described as one form of an attempt to move in this direction.

These two statements set out the importance of the topic. The way this is done, and the information which is needed, will vary depending on the topic. Please remember that this is only one example.

Accordingly, this report analyses the potential for an increase in coaching practice within one particular organisation. 

This sentence states the aim of the assignment, in the context of the abovementioned importance (Accordingly...). It also restates the assignment title/task.

It will be suggested that coaching might usefully be incorporated into certain areas of the organisation.

This is the thesis statement.

Coaching within organisations, for the purpose of this report, is taken to refer to a particular type of intentional conversation. This conversation may contribute to the development of the coachee while potentially enhancing the individual's work within the organisation (as discussed by Boyatzis, Smith and Blaize, 2006).

Here we have a brief definition of the key term, for the purpose of this assignment.

The report will first consider a more nuanced definition of coaching, along with an outline of current themes in the way coaching is discussed in the literature. This is followed by an explanation and justification of taking a psychoanalytically informed approach to an analysis of coaching within organisations (Arnaud, 2003). After that , the specific organisational context of the [XYZ workplace] will be analysed, together with an assessment of the need for coaching within this organisation, and an evaluation of the existing potential to facilitate such conversations. At the same time , a brief strategy and implementation plan that details how these needs could be met will be presented.

This final section provides the outline/structure/organisation, so that the reader knows what to expect.

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Sat / act prep online guides and tips, 177 college essay examples for 11 schools + expert analysis.

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

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Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges.

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Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

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. 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? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 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? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 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?

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.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

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Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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• How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

• Catch your reader’s attention.
• Give background on your topic.
• Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

• Braille was an extremely important invention.
• The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

• The internet is defined as “a global computer network providing a variety of information and communication facilities.”
• The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

• Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
• Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

• Historical, geographical, or social context
• An outline of the debate you’re addressing
• A summary of relevant theories or research about the topic
• Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

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As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

• Argumentative
• Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
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Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

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4 Tips to Complete College Applications on Time

Starting early with proper planning is key to timely college application completion, experts say.

Completing College Applications on Time

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Planning out your college applications early can help you stay organized as you move through the process.

With multiple components and deadlines, the college application process can be daunting for some students. Since prospective students are often juggling college applications alongside high school classes and activities, experts say it's easy to fall behind or procrastinate.

"Procrastination is a stress response, and it makes sense that some students who are anxious about the college process will avoid working on their applications in a timely fashion," Angela Warfield, principal consultant and founder of admissions consulting firm Compass Academics, wrote in an email.

"This can become a real problem if students wait too long to request transcripts, test score reports or letters of recommendation. Since the students need to rely on other people to submit these materials, they need to make sure to give those people as much time as possible to get those materials in before deadlines."

There are some exceptions where applications are accepted later, and schools that offer rolling admissions may be good last-minute options for students. But May 1 has traditionally been the decision deadline across higher education, even earning the name "College Decision Day," so students typically need to follow that timeline. If a student is applying for early decision or early action , there will be even earlier deadlines to submit application materials.

A well-thought-out plan, anchored by a few organizational tips, can keep students on track with college applications. Here are four tips that experts say students can follow to complete their college applications on time.

• Start planning early.
• Create a detailed checklist.
• Ask for recommendation letters early.
• Budget time for application essays.

Start Planning Early

Because there are multiple steps involved in applying to college, many of which require help from other people, experts say the most foolproof method to alleviate anxiety is to start early.

The Common App , which is used by more than 1,000 schools, opens Aug. 1 each year, meaning students can't officially submit applications through the platform until then. But those looking to get a head start can create an account during their junior year and get familiar with the platform, says Denard Jones, lead college counselor at Empowerly, a college admissions consulting company.

And though it may not be as fun as relaxing by the pool or hanging out with friends, students would be wise to use the the summer months ahead of senior year – when they have no academic obligations – to begin or complete college application tasks, such as completing any write-ups for the extracurricular or activities section , experts say.

Otherwise, "it makes the fall of your senior year that much more hard,” Jones says. “Because you still have to do academic work, you still have to go through the semester, and now you’re trying to pull all this information together."

Create a Detailed Checklist

Keeping track of the various application requirements and deadlines can be streamlined with a checklist. School counselors and independent college counselors can typically provide students with a checklist, and the College Board also provides a list for students and parents to use.

Universities also typically have an application checklist on their website, which may include directions or items specific to them.

If applying to multiple colleges, students and parents may also want to create a master spreadsheet or other document to keep track of deadlines and when parts of the application are complete. Setting up reminders on a digital calendar for important dates can also help, experts say.

"Dates to consider include: application deadlines, testing date/score submissions deadlines, dates for recommenders to submit letters of support and important scholarship deadlines," Warfield says.

Ask for Recommendation Letters Early

Letters of recommendation from teachers, school counselors and other sources are important to providing college admissions officers deeper context and colorful details about applicants. Like personal essays, they can help humanize applicants and give schools an idea of whether a student would succeed academically or fit in socially within their campus culture.

A strong recommendation can tip the scales in a student's favor, especially in situations where there are academic blemishes. A weak or vague letter may reflect poorly and cause an application to stand out for the wrong reasons, experts say.

Students should choose the right people to write letters, such as teachers or counselors who know them best. It's equally important to give recommendation writers enough notice so they aren't asked to craft a hastily written letter.

Richard Tench, a school counselor at St. Albans High School in West Virginia, suggests giving recommenders at least two weeks to complete the letter, but in some cases it may be wise to ask even earlier.

“That will provide them the time to say yes or no," he says, "but that also provides them the time to think about it and write a comprehensive letter."

Some teachers are pressed for time and commit to writing a limited number of recommendation letters each year. Once those spots are booked, students shouldn't be surprised if their request is denied. This could force students to pivot to a recommender who doesn't know them as well.

“The more time you give a recommender to write, the better," Jones says. "That way, hopefully it won’t be this template that’s just cut and paste and doesn’t really help the admissions offices much."

Budget Time for Application Essays

Personal statements are often the most time-consuming and stressful part of the application process, Warfield says. But this is another area where students can get a head start during their junior year or the summer before their senior year.

The Common App typically announces essay questions for the upcoming application cycle in January or February, giving students ample time to prepare for or begin writing the essays. Warfield recommends students begin working on essays in early June, ahead of their senior year, which allows more time to edit and perfect their essays with peers or trusted mentors.

Schools that require supplemental essays vary on when those prompts are announced, but Warfield says students should start on them as early as possible and "work smarter, not harder" when completing them.

"Look for similar themes and questions where your answers aren’t likely to change," such as what you want to major in or what community means to you, she says. "You can revise these essays to be school-specific, but not completely rewrite them. Don’t duplicate your efforts."

Starting on essays early can be particularly helpful for students who struggle or need additional assistance with writing the essay, she says, adding that students who procrastinate may be tempted to rely on another person or an artificial intelligence tool such as ChatGPT to write their essay. While some colleges are using AI in admissions, colleges expect the personal statement to be a student's authentic writing.

"As someone who’s evaluated student writing for 30 years, it is not that hard to spot an AI-generated college essay," Warfield says. "If students try to use AI as a shortcut, colleges use AI detectors and seasoned admissions readers to detect derivative material."

This could be anything created by AI technology, and use of such language in essays could harm an applicant's admissions chances, experts say.

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6.1.2 Essay planning

Carefully read the following short essay. Try to identify its strengths and weaknesses in terms of planning. Take your time, but don't think you need to be familiar with the content, you are trying to find what provides the writing's framework.

Then try to answer the questions that follow in Activity 13.

There are advantages to studying as a mature student. Do you agree?

Government bodies and the universities are committed to a policy of widening access to higher education. In the attempt to develop a trained, educated workforce, there is greater flexibility in terms of entrance requirements and routes to a degree. If you are 21 or over and do not have conventional qualifications you may be given credit for your life and work experience.

An Open University lecturer wrote that teaching mature students:

… is sometimes an unnerving experience: at a lecture on Dickens's Hard Times I suddenly realised that I was explaining the rigour of industrial work … to ex-steel workers. Everyone of them knew more than I did and indeed they all knew more than Dickens about the lives of workers in heavy industry. (Philippa Gregory, 1994)

The mature student has often learned a powerful work discipline and can find self-directed learning difficult to adjust to. The mature student may also work full-time and have a home to run. Despite enthusiasm for returning to study, the mature student may be scared by comparing themselves to younger students who seem very quick (having spent their recent years in full-time education).

Your degree certificate is evidence that you have taken the opportunity that you missed when you were younger, it tells people that you have reached a certain level of academic attainment, that you have time management and priority setting skills, and that you have shown sustained interest, commitment and self-discipline.

As I mentioned earlier, increasingly people all over Europe are realizing that education and learning are lifelong processes, much too valuable to belong only to the young. The oldest Open University graduate is 92. More and more mature students are entering Higher Education. In 1971, the first 24 000 Open University students began their studies. In 1994, there were more than 200 000 students registered. At least 2 million people have studied with the Open University. People are living longer and having fewer children. Changes in the workplace may mean that older workers have to retrain and seek a new career.

The mature student may find it difficult to make room in their lives and their homes for study. Many people like to shut themselves off from the rest of the family, without interruptions (but this is almost impossible without the support of your partner and children). It is much easier for young people to be selfish and shut themselves off. They don't have as much to worry about as older students. It is even more difficult if you are a single parent who has to go out to work as well as taking care of children, along with studying.

It is a really big step to add to a busy life at work and at home and start to study, but you do broaden your outlook and the range of ideas and people that you are acquainted with. The self-discipline and motivation that you need to develop will be a great help in the future. Once you have finished studying it may still be difficult to find a different job because of ageism, employers may think that you can't be as quick or as full of ideas as a younger graduate.

Philippa Gregory (1994), Foreword in Taggart, C. (1994), The Essential Handbook for Mature Students , London, Kyle Cathie Ltd.

Activity 13

Is there an introduction and a conclusion, which help to guide the reader?

Are important concepts or ideas communicated?

Does the writing build and have a sense of direction?

Can you discern an overall plan?

This essay contains some interesting and important points; but does it work?

1 Is there an introduction and a conclusion, which help to guide the reader?

There is no introduction and no conclusion – in fact, at the end the essay is almost left ‘hanging’ by a throw-away remark about ageism. For the reader, it is rather like undertaking a journey without a map and, instead of being in ‘safe hands’, finding that the driver is inexperienced.

2 Are important concepts or ideas communicated?

The writer does seem to know what is important to get across. But, there doesn't seem to be much of a framework and so the ideas tend to get lost.

3 Does the writing build and have a sense of direction?

This seems to be one of the major problems. There is good material here but the writer doesn't seem to know which facts are more important than others, there is no real attempt to classify or group points in order to create a sense of flow, of building an argument.

Here are two examples of this lack of order.

Information about the ‘big picture’ (presumably obtained through careful research) that is, government policy, numbers entering higher education and changes in the workplace, is sprinkled throughout the essay, rather than gathered together. The focus changes back and forth between this ‘big picture’ and the personal quite frequently. The writer certainly has opinions about the issues that a mature student needs to overcome, but these don't appear to be in any particular order.

The quote about the steelworkers is really appropriate and grabs the attention of the reader, but it isn't linked to the idea of the mature student's life experience mentioned at the end of the first paragraph. This takes away some of its impact and probably means that the writer would not get as many marks for its inclusion as she or he might have done.

The original topic is ‘There are advantages to studying as a mature student. Do you agree?’ We don't really know whether the writer has a point of view on this or has just put ideas in because the words or phrases look right and may be relevant. The important thinking over of the issues doesn't seem to have happened.

4 Can you discern an overall plan?

Well? What do you think?

Is the presentation of evidence or supporting material effective?

Which points are prioritised or do they all have equal billing?

Are links made between different points?

Does the essay flow?

Has the writer made the ideas his/her own?

Are chains of logic created?

The more time we spent thinking about this – reflecting on it – the more it seemed to us that the key is direction: if you can give your writing direction, then the rest will follow. In other words if you have a case to put, an argument to make, this provides the essay's direction; the elements listed above will then slip into place much more easily.

Tips for Writing an Effective Application Essay

How to Write an Effective Essay

Writing an essay for college admission gives you a chance to use your authentic voice and show your personality. It's an excellent opportunity to personalize your application beyond your academic credentials, and a well-written essay can have a positive influence come decision time.

Want to know how to draft an essay for your college application ? Here are some tips to keep in mind when writing.

Tips for Essay Writing

A typical college application essay, also known as a personal statement, is 400-600 words. Although that may seem short, writing about yourself can be challenging. It's not something you want to rush or put off at the last moment. Think of it as a critical piece of the application process. Follow these tips to write an impactful essay that can work in your favor.

1. Start Early.

Few people write well under pressure. Try to complete your first draft a few weeks before you have to turn it in. Many advisers recommend starting as early as the summer before your senior year in high school. That way, you have ample time to think about the prompt and craft the best personal statement possible.

You don't have to work on your essay every day, but you'll want to give yourself time to revise and edit. You may discover that you want to change your topic or think of a better way to frame it. Either way, the sooner you start, the better.

2. Understand the Prompt and Instructions.

Before you begin the writing process, take time to understand what the college wants from you. The worst thing you can do is skim through the instructions and submit a piece that doesn't even fit the bare minimum requirements or address the essay topic. Look at the prompt, consider the required word count, and note any unique details each school wants.

3. Create a Strong Opener.

Students seeking help for their application essays often have trouble getting things started. It's a challenging writing process. Finding the right words to start can be the hardest part.

Spending more time working on your opener is always a good idea. The opening sentence sets the stage for the rest of your piece. The introductory paragraph is what piques the interest of the reader, and it can immediately set your essay apart from the others.

4. Stay on Topic.

One of the most important things to remember is to keep to the essay topic. If you're applying to 10 or more colleges, it's easy to veer off course with so many application essays.

A common mistake many students make is trying to fit previously written essays into the mold of another college's requirements. This seems like a time-saving way to avoid writing new pieces entirely, but it often backfires. The result is usually a final piece that's generic, unfocused, or confusing. Always write a new essay for every application, no matter how long it takes.

5. Think About Your Response.

Don't try to guess what the admissions officials want to read. Your essay will be easier to write─and more exciting to read─if you’re genuinely enthusiastic about your subject. Here’s an example: If all your friends are writing application essays about covid-19, it may be a good idea to avoid that topic, unless during the pandemic you had a vivid, life-changing experience you're burning to share. Whatever topic you choose, avoid canned responses. Be creative.

6. Focus on You.

Essay prompts typically give you plenty of latitude, but panel members expect you to focus on a subject that is personal (although not overly intimate) and particular to you. Admissions counselors say the best essays help them learn something about the candidate that they would never know from reading the rest of the application.

7. Stay True to Your Voice.

Use your usual vocabulary. Avoid fancy language you wouldn't use in real life. Imagine yourself reading this essay aloud to a classroom full of people who have never met you. Keep a confident tone. Be wary of words and phrases that undercut that tone.

8. Be Specific and Factual.

Capitalize on real-life experiences. Your essay may give you the time and space to explain why a particular achievement meant so much to you. But resist the urge to exaggerate and embellish. Admissions counselors read thousands of essays each year. They can easily spot a fake.

9. Edit and Proofread.

When you finish the final draft, run it through the spell checker on your computer. Then don’t read your essay for a few days. You'll be more apt to spot typos and awkward grammar when you reread it. After that, ask a teacher, parent, or college student (preferably an English or communications major) to give it a quick read. While you're at it, double-check your word count.

Writing essays for college admission can be daunting, but it doesn't have to be. A well-crafted essay could be the deciding factor─in your favor. Keep these tips in mind, and you'll have no problem creating memorable pieces for every application.

What is the format of a college application essay?

Generally, essays for college admission follow a simple format that includes an opening paragraph, a lengthier body section, and a closing paragraph. You don't need to include a title, which will only take up extra space. Keep in mind that the exact format can vary from one college application to the next. Read the instructions and prompt for more guidance.

Most online applications will include a text box for your essay. If you're attaching it as a document, however, be sure to use a standard, 12-point font and use 1.5-spaced or double-spaced lines, unless the application specifies different font and spacing.

How do you start an essay?

The goal here is to use an attention grabber. Think of it as a way to reel the reader in and interest an admissions officer in what you have to say. There's no trick on how to start a college application essay. The best way you can approach this task is to flex your creative muscles and think outside the box.

You can start with openers such as relevant quotes, exciting anecdotes, or questions. Either way, the first sentence should be unique and intrigue the reader.

What should an essay include?

Every application essay you write should include details about yourself and past experiences. It's another opportunity to make yourself look like a fantastic applicant. Leverage your experiences. Tell a riveting story that fulfills the prompt.

What shouldn’t be included in an essay?

When writing a college application essay, it's usually best to avoid overly personal details and controversial topics. Although these topics might make for an intriguing essay, they can be tricky to express well. If you’re unsure if a topic is appropriate for your essay, check with your school counselor. An essay for college admission shouldn't include a list of achievements or academic accolades either. Your essay isn’t meant to be a rehashing of information the admissions panel can find elsewhere in your application.

How can you make your essay personal and interesting?

The best way to make your essay interesting is to write about something genuinely important to you. That could be an experience that changed your life or a valuable lesson that had an enormous impact on you. Whatever the case, speak from the heart, and be honest.

Is it OK to discuss mental health in an essay?

Mental health struggles can create challenges you must overcome during your education and could be an opportunity for you to show how you’ve handled challenges and overcome obstacles. If you’re considering writing your essay for college admission on this topic, consider talking to your school counselor or with an English teacher on how to frame the essay.

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