the new school essay

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New School’s 2023-24 Essay Prompts

Community service short response.

In your study or work at The New School, what social issue or system would you make the focus of your efforts to effect change?

Why This College Short Response

What specific aspects of The New School‘s academic programs or community drew you to apply? Please pay particular attention within your essay to the college, program, and/or campus to which you have applied.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

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.

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?

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

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?

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

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?

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.

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

Eugene Lang College of Liberal Arts

Welcome to your new intellectual home. At Lang, your individuality, passion, and creativity drive the way you question and view the world. We offer the tools that let you see through dogma, identify social and political frameworks, and create critical change in the world.

Critical Engagement

We encourage you to cross and integrate disciplines, to embark on an academic path based on your interests. As a New School student, you can take courses across the university, enriching your curriculum and your college experience.

A College Within a University

New York City is more than our physical environment; it’s an extension of our classrooms. Scholarly work interacts with the real world. Our faculty are deeply immersed in creative organizations as well as social and political movements across New York and beyond. Coursework and projects are cutting edge and extend beyond the traditional four walls of the classroom.

NYC As Your Campus

Eugene Lang College of Liberal Arts at The New School is a school dedicated to progressive thought and critical engagement. We attract fiercely independent thinkers who rise to the challenge posed by an environment that combines academic freedom and rigorous intellectual standards. Small classes, engaged faculty, and a commitment to investigating and challenging ideas place Lang at the forefront of theory, practice, and innovation.

of students received institutional financial aid (2023)

students enrolled at Lang

Average class size at Lang

courses offered at Lang each year

Average student-to-faculty ratio at The New School

Lang ranked among the Best 389 Colleges and Best Regional Colleges by the Princeton Review (2024)

Virtual Admission Events

Experience the Lang community virtually! We offer a regular schedule of online information sessions, virtual class visits and mock seminars, one-on-one pre-admission appointments, and more.

Your academic curiosity and passion should drive your education. Our flexible, rich, and diverse curriculum allows you to dive deep into theory and practice-based learning. You'll have both the advising resources and the intellectual space you need to chart a curricular course tailored to you.

Anthropology is the study of human beings and the environments that shape them. Explore a wide range of topics such as race, human rights, migration, war, gender, and culture, and gain new perspectives and insight from courses that reflect the diverse interests of an international faculty. Major (BA), Minor

Study visual and performing arts in a liberal arts context. Connect academic inquiry and research to creative practice and use the arts as a powerful tool for self-discovery and advocacy. Choose one of two concentrations: Visual Studies or Arts in Context. Major (BA)

Investigate capitalism in its historical context and from the perspectives of economics, policy, ethics, culture, media, and the visual arts.

Develop skills in code and computational thinking as tools for critical and creative inquiry and for better understanding how computational systems impact different aspects of society.

Combine intensive dance practice and performance opportunities in NYC with a rigorous liberal arts education. Learn from some of the nation’s top choreographers, dancers, and scholars while considering dance as a way to think about and engage with the world. Major (BA), Minor

Experience the cultural and social significance of music in today’s world. You'll explore the global diversity of contemporary music as well as music history, theory, and criticism, and the evolving technologies used in composing, performing, and listening. Major (BA), Minor

Media plays a central role in shaping culture. Understanding how it is produced and consumed is key to understanding cultures around the world. Analyze media (print, film, radio, television, and the Internet) from the standpoints of history, politics, technology, sociology, textual analysis, and ethnography. Learn to use media as a tool for social change and gain the research and production skills necessary to put your ideas into action. Major (BA), Minor

Investigate the economic dynamics of contemporary society by studying the history of economic ideas, contemporary markets and institutions, and global economic development along with the influence of class, gender, race, and ethnicity on economic outcomes. Develop a robust grasp of the technical and quantitative tools of economic analysis needed to examine pressing questions of policy and productivity. Major (BA), Minor

How can we make our cities more sustainable? Confront the critical environmental issues facing the world’s cities in the 21st century. Bring together the natural sciences, the social sciences, and design to prepare for policy planning and service careers in the public, private, and nonprofit sectors. Major (BA, BS), Minor

Question the culturally constructed idea of sex difference and the way gender and sexuality are renegotiated over time.

Climate change, human trafficking, poverty and hunger, and unprecedented migration are some of the most pressing challenges of globalization. Investigate these problems with a view to developing creative approaches that are just and equitable. Integrate courses across multiple disciplines and engage in research, foreign language study, internships, and fieldwork. Major (BA), Minor

History gives you the skills needed to learn and grow in a global economy. By researching the past, you learn to ask and answer big questions and gain a deeper understanding of contemporary events. Develop critical thinking and professional research and writing skills while engaging with New York City’s many scholarly institutes and museums. Major (BA), Minor

Are you passionate about promoting social justice? Learn how science can be a relevant and effective tool for change. Investigate the dynamic interplay between planetary health and environmental change by integrating laboratory work, scientific thinking, and quantitative reasoning with critical perspectives from the social sciences, humanities, and arts. Major (BA), Minor

Study Jewish art, history, and literature along with concepts of nation, state, religion, ethnicity, exile, and diaspora.

A free press is an essential part of a functioning democracy. This program allows you to focus on your own area of interest, whether that be food, fashion, or the environment. Merge the sharp critical thinking fostered by Lang with the creative design solutions of Parsons School of Design to develop the capacity and confidence to thrive in any communications field that values imagination, agility, and expertise. Major (BA), Minor

Learn how to employ the law as an instrument of social change. 

Bring together subjects you’re passionate about in a rigorous curriculum focused on interdisciplinary, multicultural, and issue‐based perspectives. Work closely with a faculty advisor to design your own course of study. Select courses from the broad range of subjects offered at The New School, and bring together themes and methods that match your personal interests and goals. The skills, knowledge, and confidence you gain will provide a foundation for a number of careers. Major (BA), Minor

View the written word from both critical and creative perspectives as you acquire broad knowledge of the history of world literature in English and in translation. Hone your skills as a critical reader, writer, and researcher. Choose one of two concentrations: Literature or Writing. In the Writing concentration, you’ll study the craft and technique of writing fiction, poetry, and nonfiction. In the Literature concentration, you’ll acquire a broad knowledge of literary criticism and theory. Major (BA)

Study literary texts from various periods and across linguistic and geographical borders, guided by faculty members who bring scholarly and aesthetic expertise to English writing and world literature in translation.

Philosophy is the study of our sense of self, what we consider important, and how we pursue knowledge and life. In this program, you will explore and criticize the intellectual traditions that have played a central role in shaping the world. By reading and interpret philosophical texts, you will learn to understand philosophical arguments, locate them within contemporary debate, and clearly express and defend your own arguments. Major (BA), Minor

Politics is one of the most challenging, engaging, and exciting areas of inquiry one can imagine. Consider politics—the exercise of power in society—on many scales, from the micropolitics of the family to the geopolitics of international relations. Use New York City as a laboratory in which to explore issues like immigration, civic engagement, and economic inequality. Major (BA), Minor

Psychology will help you understand how social interactions and culture shape the individual. Analyze the phenomena of human behavior, perceptions, and mental processes at the individual and group levels. Study the application of the scientific method to psychological research and learn how to evaluate the literature of psychology with a critical eye. Major (BA), Minor

Address the role of race and ethnicity in academic, artistic, and political discourse in the United States and around the world.

Study the intersections of and intimate connections between systems of belief and ethical codes, rituals, narratives, and social and political structures.

Immerse yourself in the rich history of motion pictures and their transformation into today’s rapidly changing screen-based media and cultures. Choose from courses in subjects such as screenwriting, directing, editing, and cinematography. You will gain technical expertise and creative confidence in all areas of digital film production by working on your own and other students’ projects. Major (BA)

Sociology is the scientific study of societies. It’s a tool for explaining the complexities of human behavior, exploring the forces of social change, and bringing facts and reason to public policy debates. Our distinctive curriculum introduces you to key texts, concepts, and research methods, as well as design strategies for responding to social problems. Major (BA), Minor

Explore acting, directing, and playwriting from the classics to contemporary work in theater. This interdisciplinary program will ground you in theatrical practice and allow you to examine experimental innovations in theater in the context of liberal arts. The curriculum combines performance and production opportunities with seminars in theater history, theory, and dramatic literature. Major (BA), Minor

Approximately half the world’s population lives in urban areas. What does this mean in a social and political context? Examine the complex cultural, governmental, physical, and social ecosystems of the modern city. Choose to focus your studies on geography, history, culture, public policy, or planning and development. Major (BA), Minor

Explore the power of images in contemporary culture. By learning to analyze and interpret visual works ranging from great paintings in world-class museums to experimental performance art to the constantly streaming pictures in media, you will gain deeper insight into issues such as race, class, gender, and politics. Major (BA), Minor

Explore the written word from both critical and creative perspectives. In this program, you’ll choose a writing genre and progress through a carefully designed set of sequenced writing workshops, culminating in a “capstone” semester devoted to creating a longer work. Major (BA), Minor

Featured Courses

Each semester, our faculty design hundreds of relevant courses that reflect the latest cultural, political, and social developments. Here’s a snapshot of some of the current courses that are available for you to choose from.

Genes, Environment & Behavior

This course introduces basic genetics concepts and uses a critical pedagogy to challenge the normative assumptions made about the dynamic relationship between genes and environments using a social justice framework. Course sessions and assignments retrace the experiments that led to the discovery of...

Planning Sustainable Cities

This reading intensive seminar introduces students to issues of urban sustainability across time, space, and scale. We examine efforts by planners, activists, policy makers, and citizens to improve the urban environment over time, as well as the role cities might play in the creation of a more sust...

Avant-Gardes Across the Borders: Internationalism, Cosmopolitanism, Nomadism

This course will examine the historical avant-gardes of the 1910s-30s, including Cubism, Futurism, Dada, Constructivism, De Stijl, and Surrealism, with a focus on their pursuit of a modern artistic language that would transcend national borders. Emerging in the wake of the unprecedented disaster of ...

Mycology Lab: Fungal Lifestyles

Fungi live strange lives. Some are deadly parasites, threatening the lives of many plants, animals and even other fungi. Others are invaluable plant partners, responsible for helping land plants dominate the planet for many millions of years. Some fungi are even sought-after delicacies that taste am...

Capitalism, Race, and Gender

Was there such a thing as ‘race’ as we know it prior to the historical advent of capitalism? Does gender have the same social meanings and consequences in capitalist and non-capitalist social arrangements? Is the gender binary a colonial invention? Is there a ‘limit point to capitalist equality’? Ar...

International Law and Violence

International Law and Violence examines the intersection of international law and the use of violence in a variety of contexts. We start by questioning the strict opposition between “force” and “law” in the domestic setting. Using a critical legal theory approach to real life encounters with law, we...

Kinship and Relatedness

This seminar will approach a classic topic in anthropology: Kinship. Relations are as much a part of everyday life as they are anthropological theories. From families we are born into or choose, to partners and lovers, or our networks of friends, kinship structures the way we live our lives. In this...

Information Theory: Elements & Applications to Social Research

This course introduces the fundamental concepts and tools of information theory and discusses their salient applications to analysis of social and economic systems. This goal is pursued in three parts. Students will first be introduced to the core problems, concepts, and formalisms that have defined...

Contemporary Social Theory

This course offers an introduction to influential ways of thinking sociologically that emerged in the 20th and 21st centuries, and which develop on, and transform, original themes of the foundational period of “classical sociology”. Away from positivism and holism, interpretivist contemporary theori...

Careers with Impact

The combination of academic rigor, creativity, a commitment to civic engagement and social justice, and immersion in NYC, gives our graduates the diverse skills they need to navigate today’s rapidly changing job market. The individualized academic approach at Eugene Lang College of Liberal Arts allows you to link your studies to your passions while the supportive real-world learning environment connects you to the field you want to pursue.

Engaged Faculty

Our professors, many of whom are jointly appointed with the renowned New School for Social Research, the university’s school for graduate programs in the social sciences and philosophy, are prominent thought leaders whose work is influential beyond the classroom. These scholars are passionate about teaching and take a deep interest in your development. You will be pushed, challenged, and inspired in intimate seminar settings. 

Research and Work

Explore some of the creative projects, research, and activism of the Lang community.

Lang Has a News Blog

Michael Kpade (BA Economics) and Fellow Social Science Students Bring the New School Economics Reading Group to Life

Formed to explore ideas discussed in Ying Chen's class on environment and development, the group continues to meet, discussing the impact of economic ideas and learning about their historical contexts.

Lang Alum Tove Danovich Pens Op-Ed for WASHINGTON POST

Add Your Experience to the Discussion at Lang's Dean's Honor Symposium

RSVP for 2024's Dean's Honor Symposium at Lang

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To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.

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To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.

To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.

Essay on My School for Students and Children

500+ words essay on my school.

Education is an essential part of our lives. We are nothing without knowledge, and education is what separates us from others. The main step to acquiring education is enrolling oneself in a school. School serves as the first learning place for most of the people. Similarly, it is the first spark in receiving an education. In this essay on my school, I will tell you why I love my school and what my school has taught me.

We have all been to school and we have loved each and every moment we have spent over there as those were the building blocks of our lives. A school is a place where students are taught the fundamentals of life, as well as how to grow and survive in life. It instils in us values and principles that serve as the foundation for a child’s development.

My school is my second home where I spend most of my time. Above all, it gives me a platform to do better in life and also builds my personality. I feel blessed to study in one of the most prestigious and esteemed schools in the city. In addition, my school has a lot of assets which makes me feel fortunate to be a part of it. Let us look at the essay on my school written below.

Why I Love My School?

From kindergarten through primary and secondary school, and subsequently, to faculty, school is a place where we always study, grow, and establish ourselves, socialize, be a friend, help others, and love and be loved. School is a buddy that will accompany us from the beginning of our youth till the conclusion of our lives. At school, we share all of our pleasures and sorrows, and we constantly rely on one another. This is made possible through the friendships we share. They assist us in effortlessly overcoming difficulties, sharing moments of enjoyment together, and looking forward to new paths.

My school strikes the perfect balance between modern education and vintage architecture. The vintage buildings of my school never fail to mesmerize me with their glorious beauty. However, their vintage architecture does not mean it is outdated, as it is well-equipped with all the contemporary gadgets. I see my school as a lighthouse of education bestowing knowledge as well as ethical conduct upon us.

Teachers have the power to make or break a school. The teaching staff is regarded as the foundation of any educational society. It is their efforts to help kids learn and understand things that instil good habits and values in their students. While some concepts are simple to grasp, others necessitate the use of a skilled teacher to drive the home the idea with each pupil.

In contrast to other schools, my school does not solely focus on academic performance. In other words, it emphasizes on the overall development of their students. Along with our academics, extra-curricular activities are also organized at our school. This is one of the main reasons why I love my school as it does not measure everyone on the same scale. Our hardworking staff gives time to each child to grow at their own pace which instils confidence in them. My school has all the facilities of a library , computer room, playground, basketball court and more, to ensure we have it all at our disposal.

For me, my school is more than simply an educational institution; it is also my second family, which I established during my childhood. A family of wonderful friends, outstanding teachers, and fond school memories. I adore my school because it is where I learn how to be a good citizen and how to reach my goals. School is the only place where we make friends without judging them. We feel comfortable spending time with those close friends no matter what the situation.

Get the huge list of more than 500 Essay Topics and Ideas

What has My School Taught Me?

If someone asked me what I have learned from my school, I won’t be able to answer it in one sentence. For the lessons are irreplaceable and I can never be thankful enough for them. I learned to share because of my school. The power of sharing and sympathy was taught to me by my school. I learned how to be considerate towards animals and it is also one of the main reasons why I adopted a pet.

School is an excellent place to learn how to be an adult before entering the real world. Those abilities pay dividends whether you choose to be the bigger person in an argument or simply complete your domestic tasks. When you open your mind to new ideas, you gain a lot of influence in society. Picking up unexpected hobbies on your own will teach you more about what you like to do than simply completing things for a grade.

A school is a place where I developed my artistic skills which were further enhanced by my teachers. Subsequently, it led me to participate in inter-school completions through which I earned various awards. Most importantly, my school taught me how to face failures with grace and never give up on my ambitions, no matter what happens.

Schools also offer a variety of extracurricular activities such as Scouts and Guides, sports, N.C.C., skating, school band, acting, dancing, singing, and so on. Our principal also used to give us a short lecture every day for about 10 minutes about etiquette, character development, moral education, respecting others, and gaining excellent values. As a result, I can claim that what I am today is solely due to my school, which is the best institution in my opinion.

Teamwork is an important ability that schools teach. Schools are frequently the first places where youngsters have the opportunity to collaborate with children who are different from them. Collaboration is essential for the team and individual success. Students are taught that the success of a team depends on each individual component functioning together.

To sum it up, studying in one of the respected schools has helped me a lot personally. I will always be indebted to my school for shaping my personality and teaching me invaluable lessons. It has given me friends for life and teachers that I will always look up to. I aspire to carry on the values imbibed by my school to do well in life and make it proud.

Here is the list of Top Schools in India! Does Your School Tops the List?

FAQs on School

Q.1 Why must every child go to school?

A.1 It is essential for every child to go to school as the school teaches us lessons that cannot be acquired anywhere else. The experience is one a kind and along with education, we learn many other things like socializing, extra-curricular activities and more.

Q.2 What does school teach us?

A.2 School teaches us some of the great things like first of all, it gives us basic education. It teaches us to develop our skills like art, dance, public speaking and more. Most importantly, it teaches us discipline.

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• Knowledge Base

The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

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.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and 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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The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

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.

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 .

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.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Course catalog, writing the essay ii, eugene lang college lib arts: eugene lang.

CRN : 11154

Credits : 4

WRITING THE ESSAY II: A DEEP DIVE INTO CULTURAL CRITICISM. This is a course for those interested in the art of Cultural Criticism and most importantly human rights and social justice. It is for those interested in contemporary film, visual art literature, music and analyzing it through the lens of race, class, gender. We will look at, view and respond to the phenomena around films like Barbie and Black Panther as well as new trends in streaming shows and topics in literature. This is a class for those who enjoy culture in all of it forms and want to write about it. We will survey writers like Bell Hooks, Sadiya Hartman, Fred Moten, Roxanne Gay, James Baldwin and more all talented cultural critics in an ever expanding form. We will look at hybrid literature and writing across genres. Fundamentally, students will learn about essay writing and it’s varied possibilities.

College : Eugene Lang College Lib Arts (LC)

Department : Eugene Lang (LANG)

Campus : New York City (GV)

Course Format : Seminar (R)

Modality : In-Person

Max Enrollment : 15

Add/Drop Deadline : September 9, 2024 (Monday)

Online Withdrawal Deadline : November 17, 2024 (Sunday)

Seats Available : Yes

Status : Open *

* Status information is updated every few minutes. The status of this course may have changed since the last update. Open seats may have restrictions that will prevent some students from registering. Updated: 1:22am EDT 4/3/2024

CRN : 14089

WRITING THE ESSAY II: LITERATURE AS A SITE FOR FREEDOM. James Baldwin once said, “One writes out of one thing only—one’s own experience. Everything depends on how relentlessly one forces from this experience the last drop, sweet or bitter, it can possibly give. This is the only real concern of the artist, to recreate out of the disorder of life that order which is art.” In these urgent times, this sentiment has never been more true. Despite all attempts to thwart these efforts, writers have always sought to find freedom in their words and stories, and many of us, as readers, often turn to books to reflect and encourage our own desires for freedom and to tell us a kind of truth about ourselves, sweet or bitter, as Baldwin says. This course will explore the ways in which literature has been, especially for those at the margins, a site for freedom. A site for truth-telling, reclaiming, and reimagining. We’ll read a variety of contemporary world literature examining how writers define freedom: what it is, why it's important, and even, in some cases, how to get there.

CRN : 14585

WRITING THE ESSAY II: METAPHOR IN LANGUAGE AND THOUGHT. Language is fossil poetry–James Geary. Historically, metaphor is often treated as a fanciful device—an imprecise or linguistic trick employed as manipulation, or worse, as laziness. This has never been the case! Let’s illuminate metaphor in all its guises. We cannot subtract metamorphic reason out of ourselves or our thought processes. Human beings utilize metaphors constantly, consistently, in language, speech, image, action and thought. In this course we’ll explore metaphors’ ancient structures. Together we’ll examine metaphoric leaps in logic, convenience, explanation and security. How do metaphors perform such heavy lifting? And how do they “work” with such admirable, eerie efficacy? We’ll read, discuss, write and explore derivatives of meaning: What do metaphors reveal about the mind and why? Class readings may involve First Love, by Ivan Turgenev, Women’s Weird: Strange Stories by Women, 1890-1940, Edited by Melissa Edmundson, How to Carry Water by Lucille Clifton, First Person Singular, by Haruki Murakami, Pandemic, by Slavoj Zizek along with separate essays by George Lakoff in Metaphors We Live By and I Is An Other: The Secret Life of Metaphor and How it Shapes the Way We See the World, by James Geary.

Max Enrollment : 18

Add/Drop Deadline : February 4, 2024 (Sunday)

Online Withdrawal Deadline : April 16, 2024 (Tuesday)

Status : Closed *

CRN : 13191

WRITING THE ESSAY II: UTOPIA, SCIENCE FICTION, AND COLLECTIVE LIBERATION. We often look at science fiction or speculative fiction as a genre that allows us to envision other possible pasts, presents, and futures, with current trends tending toward darker futures, or dystopias. This course will ask what the political role of science fiction has as a literary genre. Is it simply escapism, or a form of critique? Or does it have the possibility of effecting change through artistic and imaginative means? We will specifically be reading from a queer/transfeminist lens, as well as a critical race/decolonial perspective to see how science fiction novels imagine other worlds of liberation. Black, Indigenous, queer/trans writers use science fiction to imagine the (im)possible worlds of survival and thriving that are exempted by racial capitalism, colonialism, and the state. We will read a selection of stories and novels from the history of science fiction along with theoretical texts to understand science fiction as a genre that has provided a key space for theorizing resistance and liberation and a place where artistic and political imagination combine.

CRN : 13192

WRITING THE ESSAY II: LITERATURE: A SITE FOR FREEDOM. James Baldwin once said, “One writes out of one thing only—one’s own experience. Everything depends on how relentlessly one forces from this experience the last drop, sweet or bitter, it can possibly give. This is the only real concern of the artist, to recreate out of the disorder of life that order which is art.” In these urgent times, this sentiment has never been more true. Despite all attempts to thwart these efforts, writers have always sought to find freedom in their words and stories, and many of us, as readers, often turn to books to reflect and encourage our own desires for freedom and to tell us a kind of truth about ourselves, sweet or bitter, as Baldwin says. This course will explore the ways in which literature has been, especially for those at the margins, a site for freedom. A site for truth-telling, reclaiming, and reimagining. We’ll read a variety of contemporary world literature examining how writers define freedom: what it is, why it's important, and even, in some cases, how to get there. Authors may include Audre Lorde, bell hooks, Kiese Laymon, Terrance Hayes, June Jordan, Ocean Vuong, Nana Kwame Adjei-Brenyah, Zora Neale Hurston, Octavia Butler, Jesmyn Ward, Natalie Diaz, Jericho Brown, Danez Smith, Akwaeke Emezi, and others.

CRN : 10974

WRITING THE ESSAY II: MIX AND MATCH: THE POSSIBILITIES OF GENRES. In this first-year research seminar, we'll explore works that use experimental forms to push boundaries in creativity and meaning. From epistolary form to retelling of mythologies to prose poetry we'll discuss how your ideas can be enhanced by playing with form. How can you weave together sociology with personal narrative or personal narrative with cultural criticism? Throughout the semester, as you experiment with your own hybrid forms, we'll read James Baldwin, Matthea Harvey, Eula Biss, Kae Tempest, Anne Carter, N. Scott Momaday, Olivia Laing, William Burroughs, Anne Waldman, and more. The course will culminate in a research project.

CRN : 10977

WRITING THE ESSAY II: HUMAN RIGHTS: ARTISTIC RESPONSES-EMPHASIS ON THE PERSONAL ESSAY AND HYBRID LITERATURE. Through selected readings, essay, poetry, combined forms, film, historical perspectives and current events, this course will examine human rights, human expression, themes of survival, freedom, what makes us human to violations of human rights domestically and globally. Through writing prompts and assignments, Writers in the course will respond to given materials with some elements of research over time. We will examine issues of race, women’s rights, immigrant rights feminism, lgtbqi issues, class and workers rights, asking questions such as Where do the personal and political interface in literature? How do artists and respond writers articulate and intervene in human rights abuses? Do artists have a responsibility in record keeping? What constitutes political writing? What is the writers role in society? Can craft and political writing coexist? We will also discuss issues such as self vs. governmental censorship and visibility vs. invisibility. Is writing inherently activism? Some of the writers surveyed will be Safiya Bukhari, Hannah Arendt, Kevin Bales, Sadiya Hartman, Joy Harjo, Karen Finley, Angela Davis, James Baldwin, Ta-Nehesi Coates, Chimamanda Adiche, and more.

CRN : 11835

WRITING THE ESSAY II: RADICAL MEMOIR. In this first-year writing seminar we look at texts that defy the boundaries of genre to create a narrative form true to the fragmented, shifting composition of memory itself. Memoirist, diarist, theorist, philosopher: the authors we will consider perform the ongoing project of the construction of the self, or successive versions of self, through the creation of fragmented autobiographical texts. Students will write a series of essays responding to these texts and also learn to construct a longer, research paper. Authors considered will likely include Roland Barthes, James Baldwin, Anne Carson, Claudia Rankine, Beatriz Preciado, Teresa Hak-Kyung Cha, Wayne Koestenbaum, Edouard Louis, Brian Blanchfield and Saeed Jones.

Seats Available : No

CRN : 13186

WRITING THE ESSAY II: BYE BYE BI. Bisexual erasure is real. The gender binary is real. Non-binary identities are real. Growing up biracial is real. Binary math makes what we see on computer screens real. And, in the U.S., bipartisan politics are all too real. So what does it mean to be bi anything? Why is there biphobia within the LBGTQIA+ community? How do we deal with the reality that any identity labeled with the prefix bi- can be inherently polarizing by definition? This course will try to understand why our world is so dependent on binary constructs. In this first-year writing seminar, we will explore personal, political, and cultural issues related to bi- experiences. We will examine how bi- issues reflect the ways that sexuality and desire are shaped by - yet often liberated from - the patriarchy’s paradigms of gender. To make visible the hidden impact of monosexism in healthcare, relationships, and even DEI initiatives, we will engage in conversation with a wide variety of creative works, contemporary media, and historical documents. Digital media; influencer videos; social activists’ Twitter feeds; .gov and .org websites, along with community-building discussions involving journalistic, literary, and scholarly sources, will also be considered. Students will develop research methods and critical inquiry skill-sets to produce genderographies of truth and possibility.

CRN : 10870

WRITING THE ESSAY II: POETRY AND THE CONDITIONS OF POSSIBILITY. Someone in a fallen empire must have said that any poem written in the time of a fallen empire is a miracle. Rumi wrote that poetry is “the score to life.” Lyn Hejinian wrote that “language is psychology.” Etel Adnan writes that “poetry is the anti-occupation”. Tarfia Faizullah says that “syntax is identity” and Carl Phillips writes that “poetry is patterned language.” “A poem is a discovery,” says Yusef Komunyakaa. “A poem starts in the body,” writes Carl Phillips. Jamaal May instructs that “your job is to write, and then share what you made, and then see what the world does with it.” Qays Almajnun, lovelorn and devastated, wrote poems on the wall of his city, moved by the spirit to place his innermost revelations into the public space. “Attention is a form of prayer,” writes Simone Weil. A poem is a bodily impulse and a miracle in the barrage of transactional language. And poetics is the set of conditions that make a poem possible. In this course, we will read poems by and beyond the aforementioned poets; we will read and write essays about and from poetry and poetics. We will write responses, analyses, extensions, and homages to poems; we will learn about poets, poetic devices, and histories; we will experience poems beyond the limits of understanding. And we will allow poems, those portals, to carry us into new ways of experiencing ourselves and the written world/word.

CRN : 10882

WRITING THE ESSAY II: RETURN OF THE QUEER PAGE. In this first-year seminar we will read, discuss, and respond in writing to a multiplicity of queer texts, from foundational works of queer theory to contemporary fiction, essays and poetry. This course will consider the relationship between body and text, and we will practice close reading a wide range of LGBTQIA textual bodies; queer pages that work to counter hegemonic norms. This course will be a practice in how to incorporate ourselves into our research, and we will explore the intersections of personal essay and scholarly research. This course views research as a conversation and an act of community and solidarity. We will practice responsible and rigorous engagement in the intersections of our own experiences and the (written) experiences of others, learning how to place ourselves among them. We will practice how to speak with, and not for. We will read queerly, and define what that means for us as we go along. Texts may include work by: Sara Ahmed, Judith Butler, Samuel Delaney, Audre Lorde, E. Patrick Johnson, José Esteban Muñoz, Dean Spade, Candace Williams, and Monique Wittig.

WRITING THE ESSAY II: THE MEANING OF MYTH. In this first-year research seminar, we will discuss and write about an exciting range of myths in order to develop key composition and research skills. Myth is a far-reaching category that intersects with such fields as literature, history, philosophy, anthropology, sociology, theology, gender studies, political science, and psychology. Myths are said to address the origin and nature of things, how people should act, what motivates human behavior, and what it means to be human. Readings cover many genres and may include short foundational Western and non-Western tales, such as the Hymn to Demeter and the Inanna tales; excerpts from longer texts such as Genesis and The Odyssey; selected short works such as Grimms’ Fairy Tales, Wells’ Time Machine, Eliot’s Waste Land, and Camus’ “Myth of Sisyphus"; the poetry of Anne Sexton, Adrienne Rich, and others; and essays by Darwin, Marx, Freud, Jung, Malinowski, Campbell, and Eliade. The class also addresses mythic themes in visual art, and how myths continue to inform politics and contemporary thought. In the course of composing and workshopping essays related to the readings, students will explore how to formulate interesting questions, conduct close readings, construct and organize arguments, locate apt sources, marshal evidence, improve grammatical clarity, and reorganize and revise. Essays build toward a fully developed research paper.

CRN : 10954

WRITING THE ESSAY II: OUR LIVING GHOST: PERSPECTIVES IN THE EXPERIENCE OF LEAVING HOME. In this first-year research seminar, we will examine various theories and perspectives on the notion of leaving home. How many ways are there to leave home? What is responsible for the impressions we keep and what is lost? What do we lose about ourselves—and why—and what do we gain? How does the concept of home—once we define it—move through us and, most importantly, why does the mapping of these changes of these perspectives prove so fascinating for writers, artists and philosophers? From coming-of-age narratives, to political homelessness, exile, family trauma, we will read memoirs, essays, and novels. Students will write four critical response papers, conduct research and explore their beliefs and challenge assumptions as we ruminate on concepts and perspectives in the experience of leaving home.

CRN : 10968

WRITING THE ESSAY II: WHAT IS RAPE CULTURE? Ugh. It’s everywhere. But what is Rape Culture? This first-year writing and research seminar looks at sexual violence in literature and pop culture and asks students to consider different, perhaps difficult, points of view. We will investigate social and political issues including violence, equality, sexual justice and patriarchy through critical writing and art from the 1970s to the present. Digital events will be looked at in real time during the months this class is in session. This course emphasizes close readings and a research paper.

CRN : 10971

WRITING THE ESSAY II: MEMORIES IN THE MAKING. This writing and research course will look at how we remember as collectives, cultures, and a country, how the stories we tell ourselves about ourselves and our pasts affect our present and our futures. Our concepts of self, as both individuals and collectives, are created through the stories we tell ourselves about ourselves. By looking at who gets to tell our stories and whose voices are muffled, we can begin to understand how power, privilege, and politics shape so much of the known world around us. We’ll look at how American culture is recorded impacts us, from the cold stone halls of museums to the very language we use to talk about the past. We’ll ask what our monuments saying, but also what do they say about us? This will ultimately lead to one extended research-based writing project that draws from a semester's worth of reading, discussion, and investigation.

CRN : 10972

WRITING THE ESSAY II: COMING OF AGE SHORT FICTION. Baudelaire says that “genius is…childhood recaptured,” and without question some of our most important fiction—from Twain to Salinger to Harper Lee—is rendered through the eyes of younger protagonists. In this first-year research seminar we’ll explore a variety of short story writers and characters of diverse backgrounds, regions, and ethnicities, including Jamaica Kincaid, Junot Diaz, Judith Ortiz Cofer, Ernest Hemingway, and Dorothy Allison, who together reveal the complexity of what growing up entails. We’ll consider the struggle for identity and belonging, but also for self-determination and independence, amidst mainstream expectations of community, family, or tradition. The course emphasizes close-reading, multiple drafts of essays, and proficiency with research skills, culminating in a longer final research paper.

CRN : 10973

WRITING THE ESSAY II: WHAT'S LOVE GOT TO DO WITH IT? It is taken as a given that the word “love” functions as a signifier in society, but the question of what precisely it signifies remains elusive. In this first-year research seminar, students read and write about romantic love. Is it just a fantasy, something we hope to be true? Or a reality, for those who are lucky or who work hard to make it true? Students consider whether romantic love is a socially-constructed illusion or merely an elaborate rationalization for physical desire. To do this effectively, students must hone their skills for reading, analyzing, and thinking critically about how notions of romantic love are strongly influenced by cultural assumption. In the process, students are required to think through complicated issues, write in order to critically examine that thinking, share their ideas, and make arguments based on their perspectives and understanding. Authors include William Shakespeare, e.e. cummings, Sharon Olds, and Laura Kipnis.

Max Enrollment : 20

CRN : 10975

WRITING THE ESSAY II: UNDRESSING FASHION. Fashion is often considered too shallow a topic for serious writers. Yet whenever we wear clothes, we are participating in personal rituals and cultural systems. We will begin the course by writing about what fashion means to us. How do we represent ourselves, knowingly or obliviously, through our fashion choices? We will use academic and literary readings to understand how fashion mythologies are created, and who is left out of these mythologies. Approaching fashion from a number of angles, from sustainability to appropriation, we will read writers such as bell hooks, Hilary Mantel, Jia Tolentino, and Shahida Bari, and consider the work of artists such as Frida Kahlo and Paul Rucker. This course encourages students to explore research as an aid to thinking and writing critically about fashion and will culminate in a final essay at the intersection of fashion and social justice.

CRN : 10978

WRITING THE ESSAY II: TECHNOLOGY, SURVEILLANCE, AND CLIMATE CHANGE. Technology, Surveillance and Climate Change: In this first-year writing course we will examine texts that give us a deeper look into the role of technology and its effects on surveillance and climate change. Technology is often thought of as a field that inevitability advances with time. Is there a chance that the height of technology has already been reached? How does it influence how we interact with ourselves and the larger state apparatus? We will also be using autoethnography as a tool to unpack these ideas. Students will write personal essays as well as research papers in this course.

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My School Essay in English (100, 200, 300, 500 words)

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My School Essay 100 Words

My school is a place where I get educated; learn new subjects under the guidance of trained and skilled teachers. I study at a school that is near my home. It is one of the best schools in my entire town. The management of my school believes that it isn’t only academic excellence that we should be after, but also the overall personality development and evolving into a good and useful human being.

The school has two playgrounds – one is a tennis court and the other one is a cricket ground. We also have a nice swimming pool and a canteen. It also has a beautiful garden where students relax and play during recess. Even in games, sports and tournaments, it has made much progress. My school has won many trophies, shields, and medals in many extra-curricular activities. In debates also, the students of my school secure good positions. It is considered to be one of the best schools in my locality.

My School Essay 200 Words

The school is called the educational institution which is designed to provide learning spaces and create an environment for the children where the teaching of the students is under the direction and guidance of the teachers.

My School is one of the best educational institutions where I get an education and make progress towards the goals of my life and make me capable of achieving them. Besides education, there are several significant roles that my school plays in my life. My school is performing well in all fields. It develops my physical and mental stamina, instills confidence, and

gives me tremendous opportunities to prove my skills and talents in different fields. In the academic field, it has made a mark. Its students secure top positions in the board examinations.

I go to school with my other friends. We study in our school in a great friendly environment. We reach school at a fixed time. As soon as we reach we line up to attend the assembly. Attending the school assembly is a wonderful experience. I enjoy for being first in a row in a school assembly. As soon as the assembly ends we rush to our respective classrooms. We take part in all school activities. One of my school fellows is the best singer and dancer. She has recently won the best singer award at the annual arts festival. Our school organizes all-important national events like Independence Day, teachers’ day, father’s day, etc. My school also gives every student abundant opportunities to take part in extracurricular activities like sports and music.

All of us are proud of being a part of it. I am fortunate enough to be a student at this school. I love and am proud of my school.

My School Essay 300 Words

An institution where higher education is taught is commonly called a school, University College, or University. Most countries have systems of formal education, which is sometimes compulsory. In these systems, Students progress through a series of schools. The names for these schools vary by country but generally include primary school for young children and secondary school for teenagers who have completed primary education.

My school is a place where I not only get educated but also get trained in other necessary competitive skills like sports, music, and dance. I am proud of my school because it provides us with all the basic facilities like a big playground, a central library, a big auditorium hall, a science lab, and a good computer lab. That is why my school is rated as one of the best schools in my entire area. My school has produced many great people in my country. It has a big and beautiful building that looks shiny from far away. I reach my target at a fixed time. I came to school with other friends of mine. We happily enter the schools with great confidence. We take part in a school assembly and then we move into our classrooms.

This all is done by a very efficient and well-trained teaching staff of my school. The best schools are those that make the students the best and the best school is made by the best teachers. We study under the guidance of the best teachers. My school has a dedicated teacher for all the subjects as well as extracurricular activities like music and sports. I consider my school as the best school because it supports and encourages every student to do their best and make progress. Fortunately, my school provides the best environment, the best teachers, and the best facilities.

Our Class teacher greets us daily and asks about us. He is quite a cool and kind man. He entertains us along with teaching his subject. We learn a lot of things like discipline, self-help, confidence, and cooperation here. As I enter my classroom I feel quite happy and relaxed.

My School Essay 500 Words

The place where children as the leaders of tomorrow study and where the future of the nation is shaped are called schools. Education is an essential weapon for tomorrow, so the good schools of today are important for the best future of a nation. Schools are the center of learning where we attend classes on various subjects, interact with the teachers, get our queries

answered, and appeared in exams. In my school, learning is more like a fun activity, because of the extra-talented teaching staff.

My school is a government primary school located on the outskirts of the city. Usually, when people think about a government school, they perceive it to be at an isolated location and have poor basic amenities and teaching facilities. But, despite being a government school, my school defies all such speculations. Teachers of my school are not only knowledgeable about the subjects they teach but also are skilled enough to teach through fun activities. For example, our physics teacher explains every concept by stating real-life examples that we could relate to. This way we not only understand the subject better. Moreover, not a moment I remember, when any teacher had ever replied rudely to any of the students. They always patiently listen and provide answers to all the queries posed to them. Learning at my school is fun and it is made possible only because of the teachers.

My school is very important in my life, in a way even more than my family. My family gives me love, care, and affection, and provides for all my other essential needs. But, all of this isn’t enough to make me a good human being and succeed in life.  Favorably, I am lucky enough to be enrolled in a prestigious school, and gaining a wonderful education, looking forward to realizing my dreams one day. The most necessary for success in life is education, and only my school provides it to me. Without my school and the education that it gives, I would be like a confused and wandering soul, almost aimless in life.

My school helps with my educational and overall personality development. It imparts education through classes, tests, and exams to teach me how to conduct myself confidently. It just feels so great to be in my school and be a part of everyday activities, be it lectures, sports, or Something else. While in school, I always feel happy, confident, enthusiastic, and loved. I make friends at school, those whom I will never forget and will always love them. My family supports my materialistic needs, but school is the place where my actual physical, social, and mental development takes place.  I know that every question that crosses my mind will be answered by my teachers. I also know that my school friends will always be at my side whenever I need them to be. As much as the studies, my school also stresses much on These activities as the management thinks that extracurricular activities are very essential for our overall personality development. My school provides dedicated teachers and staff for each extracurricular activity. We have a big sports ground with kits for all the major sports; a covered auditorium for dance and music and a separate basketball court.

The role my school plays in my personality development is fantastic. It not only imparts education in me but also teaches me how to conduct myself and how to behave decently and properly. I get trained in all the other necessary skills of life, like how to keep calm in challenging situations and help others as well. My school teaches me to be a good and evolved human being, to stay composed and progressive always. It also teaches me to be kind and generous to others and not differentiate them based on their caste, religion, ethnicity, or other divisions. These are some of the most essential personality traits that my school imparts to me, something that I will always be thankful for. Every time I think of my school, I think of it as a temple of education. A temple, where my soul meets education, making my life more meaningful and useful to society and the nation as well. It is a place where my aspirations get a wing and I get the strength and confidence to realize them. No other place in the entire world could replace my school and the role that it plays in my life. I will always be thankful to my friends, teachers, and the staff of my school, for making it such a comfortable and Educational place of learning.

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Supplemental Essay Guide 2023-24

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Atlas Shrugged Essay Contest

Students      >      Essay Contests      >     Atlas Shrugged

✓    Open to all high school, college, and graduate students worldwide.

Annual Grand Prize

June 14, 2024

Summer Entry Deadline

Book Length

Interested in participating?

Fill out the contact form below, and we’ll email you with more information about this year’s contest—including instructions on how to enter.

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We’ll email you more information about this year’s contest—including instructions on how to enter. In the meantime, please let us know at [email protected] if you have any questions. We’re happy to help.

What is Atlas Shrugged?

The astounding story of a man who said that he would stop the motor of the world—and did.

Tremendous in scope, breathtaking in its suspense, Atlas Shrugged is unlike any other book you have ever read. It is a mystery story, not about the murder of a man’s body, but about the murder—and rebirth—of man’s spirit.

How It Works

Every three months there is a new seasonal entry round, with its own unique essay prompt. You may compete in any or all of these entry rounds.

The top three essays from each season will be awarded a cash prize. The first-place essay from each season will advance to compete for the annual grand prize.

The first-place essay from each season will be eligible to contend for the annual first-place title, with the opportunity to secure a grand prize of $25,000.

Challenging Essay Topics

Each entry round features a unique topic designed to provoke a deeper understanding of the book’s central themes and characters.

Essays must be written in English only and be between 800 and 1,600 words in length.

Questions? Write to us at [email protected] .

• Summer Prompt
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The essay prompt for our fall entry period has not yet been determined. We will post it here as soon it’s available.

The essay prompt for our winter entry period has not yet been determined. We will post it here as soon it’s available.

Grand Prize

Master our grading standards.

Essays are judged on whether the student is able to justify and argue for his or her view, not on whether the Institute agrees with the view the student expresses. 

Our graders look for writing that is clear, articulate, and logically organized.  Essays should stay on topic, address all parts of the selected prompt, and interrelate the ideas and events in the novel. 

Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Atlas Shrugged .

Organization

Understanding, contest timeline, discover the power of atlas shrugged.

Atlas Shrugged  is a mystery novel like no other. You enter a world where scientists, entrepreneurs, artists, and inventors are inexplicably vanishing—where the world is crumbling.

And what you discover, by the end, is an uplifting vision of life, an inspiring cast of heroes, and a challenging new way to think about life’s most important issues.

Learn more and request a free digital copy of the book today.

Learn from Past Winners

Curious to know what makes for a winning essay in the Atlas Shrugged   contest? Check out some of the essays written by our most recent grand-prize winners. 

To varying degrees, they all display an excellent grasp of the philosophic meaning of Atlas Shrugged .

Click here to see the full list of 2022 contest winners.

Jacob Fisher

Graduate Student

Stanford University

Stanford, California

United States

Mariah Williams

Regis University

Denver, Colorado

Nathaniel Shippee

University of Illinois

Chicago, Illinois

Samuel Weaver

St. John’s College

Annapolis, Maryland

Patrick Mayles

Graduate student

Universidad Nacional de Colombia

Christina Jeong

College Student

University of Notre Dame

Notre Dame, Indiana

Improve Your Writing Skills

Other than endorsing perfect punctuation and grammar in English, the Ayn Rand Institute offers no advice or feedback for essays submitted to its contests. However, we do recommend the following resources as ways to improve the content of your essays.

The Atlas Project

Writing: a mini-course.

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Atlas Shrugged is a mystery novel like no other. You enter a world where scientists, entrepreneurs, artists, and inventors are inexplicably vanishing—where the world is crumbling.

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Guest Essay

Elite College Admissions Have Turned Students Into Brands

By Sarah Bernstein

Ms. Bernstein is a playwright, a writing coach and an essayist in Brooklyn.

“I just can’t think of anything,” my student said.

After 10 years of teaching college essay writing, I was familiar with this reply. For some reason, when you’re asked to recount an important experience from your life, it is common to forget everything that has ever happened to you. It’s a long-form version of the anxiety that takes hold at a corporate retreat when you’re invited to say “one interesting thing about yourself,” and you suddenly believe that you are the most boring person in the entire world. Once during a version of this icebreaker, a man volunteered that he had only one kidney, and I remember feeling incredibly jealous of him.

I tried to jog this student’s memory. What about his love of music? Or his experience learning English? Or that time on a summer camping trip when he and his friends had nearly drowned? “I don’t know,” he said with a sigh. “That all seems kind of cliché.”

Applying to college has always been about standing out. When I teach college essay workshops and coach applicants one on one, I see my role as helping students to capture their voice and their way of processing the world, things that are, by definition, unique to each individual. Still, many of my students (and their parents) worry that as getting into college becomes increasingly competitive, this won’t be enough to set them apart.

Their anxiety is understandable. On Thursday, in a tradition known as “Ivy Day,” all eight Ivy League schools released their regular admission decisions. Top colleges often issue statements about how impressive (and competitive) their applicant pools were this cycle. The intention is to flatter accepted students and assuage rejected ones, but for those who have not yet applied to college, these statements reinforce the fear that there is an ever-expanding cohort of applicants with straight A’s and perfect SATs and harrowing camping trip stories all competing with one another for a vanishingly small number of spots.

This scarcity has led to a boom in the college consulting industry, now estimated to be a $2.9 billion business. In recent years, many of these advisers and companies have begun to promote the idea of personal branding — a way for teenagers to distinguish themselves by becoming as clear and memorable as a good tagline.

While this approach often leads to a strong application, students who brand themselves too early or too definitively risk missing out on the kind of exploration that will prepare them for adult life.

Like a corporate brand, the personal brand is meant to distill everything you stand for (honesty, integrity, high quality, low prices) into a cohesive identity that can be grasped at a glance. On its website, a college prep and advising company called Dallas Admissions explains the benefits of branding this way: “Each person is complex, yet admissions officers only have a small amount of time to spend learning about each prospective student. The smart student boils down key aspects of himself or herself into their personal ‘brand’ and sells that to the college admissions officer.”

Identifying the key aspects of yourself may seem like a lifelong project, but unfortunately, college applicants don’t have that kind of time. Online, there are dozens of lesson plans and seminars promising to walk students through the process of branding themselves in five to 10 easy steps. The majority begin with questions I would have found panic-inducing as a teenager, such as, “What is the story you want people to tell about you when you’re not in the room?”

Where I hoped others would describe me as “normal” or, in my wildest dreams, “cool,” today’s teenagers are expected to leave this exercise with labels like, Committed Athlete and Compassionate Leader or Environmentally Conscious Musician. Once students have a draft of their ideal self, they’re offered instructions for manifesting it (or at least, the appearance of it) in person and online. These range from common-sense tips (not posting illegal activity on social media) to more drastic recommendations (getting different friends).

It’s not just that these courses cut corners on self-discovery; it’s that they get the process backward. A personal brand is effective only if you can support it with action, so instead of finding their passion and values through experience, students are encouraged to select a passion as early as possible and then rack up the experience to substantiate it. Many college consultants suggest beginning to align your activities with your college ambitions by ninth grade, while the National Institute of Certified College Planners recommends students “talk with parents, guardians, and/or an academic adviser to create a clear plan for your education and career-related goals” in junior high.

The idea of a group of middle schoolers soberly mapping out their careers is both comical and depressing, but when I read student essays today, I can see that this advice is getting through. Over the past few years, I have been struck by how many high school seniors already have defined career goals as well as a C.V. of relevant extracurriculars to go with them. This widens the gap between wealthy students and those who lack the resources to secure a fancy research gig or start their own small business. (A shocking number of college applicants claim to have started a small business.) It also puts pressure on all students to define themselves at a moment when they are anxious to fit in and yet changing all the time.

In the world of branding, a word that appears again and again is “consistency.” If you are Charmin, that makes sense. People opening a roll of toilet paper do not want to be surprised. If you are a teenage human being, however, that is an unreasonable expectation. Changing one’s interests, opinions and presentation is a natural part of adolescence and an instructive one. I find that my students with scattershot résumés are often the most confident. They’re not afraid to push back against suggestions that ring false and will insist on revising their essay until it actually “feels like me.” On the other hand, many of my most accomplished students are so quick to accept feedback that I am wary of offering it, lest I become one more adult trying to shape them into an admission-worthy ideal.

I understand that for parents, prioritizing exploration can feel like a risky bet. Self-insight is hard to quantify and to communicate in a college application. When it comes to building a life, however, this kind of knowledge has more value than any accolade, and it cannot be generated through a brainstorming exercise in a six-step personal branding course online. To equip kids for the world, we need to provide them not just with opportunities for achievement, but with opportunities to fail, to learn, to wander and to change their minds.

In some ways, the college essay is a microcosm of modern adolescence. Depending on how you look at it, it’s either a forum for self-discovery or a high-stakes test you need to ace. I try to assure my students that it is the former. I tell them that it’s a chance to take stock of everything you’ve experienced and learned over the past 18 years and everything you have to offer as a result.

That can be a profound process. But to embark on it, students have to believe that colleges really want to see the person behind the brand. And they have to have the chance to know who that person is.

Sarah Bernstein is a playwright, a writing coach and an essayist.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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7 Surefire Signs That ChatGPT Has Written an Essay Revealed

Researchers at the University of Cambridge have revealed the seven telltale signs that a piece of written content was generated by ChatGPT , after carefully analyzing more than 150 essays written by high school students and undergraduates.

They found that ChatGPT loves an Oxford Comma, repeats phrases and spits out tautological statements practically empty of meaning at a much higher frequency than humans.

While the findings are interesting, the sample size is quite small. There's also no guarantee that the linguistic habits and techniques identified couldn’t and wouldn't be used by a human. What’s more, AI content detection tools are largely unreliable; there’s still no way to know for certain that any given written content is AI-generated.

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The 7 Telltale Signs Content is AI-Generated

The researchers at Cambridge analyzed 164 essays written by high school students with four essays written with a helping hand from ChatGPT.

The ChatGPT-assisted essays were generally more information-heavy and had more reflective elements, but the markers at Cambridge found that they lacked the level of comparison and analysis typically found in human-generated content. 

According to UK-based publication The Telegraph , which broke the story, the researchers identified seven key indicators of AI content:

• Frequent use of Latin root words and “vocabulary above the expected level”
• Paragraphs starting with singular words like “however”, and then a comma 
• Lots of numbered lists with colons
• Unnecessary clarificatory language (e.g. “true fact”)
• Tautological language (“Lets come together to unite”)
• Repetition of the same word or phrase twice 
• Consistent and frequent use of Oxford commas in sentences

Are There Any Other Ways to Spot ChatGPT Plagiarism?

Yes and no. There are many tools online that claim to be able to detect AI content, but when I tested a wide range of them last year, I found many to be wildly inaccurate.

For instance, OpenAI’s own text classifier – which was eventually shut down because it performed so poorly – was unable to identify that text written by ChatGPT (effectively itself) was AI-generated.

Even Turnitin has been using automated processes to detect plagiarized content in academic work for years, and they’ve also developed a powerful AI content checker. The company has always maintained that verdicts arrived at by their tools should be treated as an indication, not a cast-iron accusation.

“Given that our false positive rate is not zero” Turnitin explains in a blog post discussing its AI content detection capabilities.

“You as the instructor will need to apply your professional judgment, knowledge of your students, and the specific context surrounding the assignment”.

None of these tools are infallible – and worse still, many of the free ones you’ll find lurking at the top of the Google Search results are completely and utterly useless.

Is It Wrong to Use AI for School or College Work?

While asking AI tools like ChatGPT and Gemini to write you an essay isn’t quite “plagiarism” in the same way copying content written by other people and passing it off as your own is, it’s certainly not advised.

Whether it’s objectively plagiarism or not is likely irrelevant – the educational institution you’re enrolled in has probably created guidelines explicitly banning generative AI. Many universities have already taken a similar approach to peer review and other academic processes.

Besides, the whole point of writing an essay is to consider the range of ideas and views on the topic you’re writing about and evaluate them using your head. Getting an AI to do it for you defeats the whole point of writing the essay in the first place.

Our advice – considering the consequences of being accused of plagiarism while at university – is to stick to the rules. Who knows – you might learn something while you're at it!

We're sorry this article didn't help you today – we welcome feedback, so if there's any way you feel we could improve our content, please email us at [email protected]

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Moscow Metro could have a new ring line

March 27, 2014

Moscow Metro (12 lines, 298 km) is the main mode of transport of the capital city ensuring the transport of 56 % of the total number of passengers, 9 million passengers being transported a day. The development of the underground network include the construction projects for doubling the length and, according to estimates, the new lines will ensure the traffic of one billion passengers a year. If the projects are implemented, by 2015 the underground system will cover a quarter of the area that does not currently benefit from underground and by 2020 the entire rolling stock fleet will be replaced. By 2020, the total length of the network will reach 451 km, being served by 252 stations. All projects aimed at will enable the increase of the passenger traffic and the number of those who do not use the underground will drop from 22% to 13%, which will determine the reduction of the surface traffic density and the increase of the market share of public transport. Within the development strategy, in February, the Municipality of the city announced that it plans to build a second underground ring line, a project that is ra-pidly progressing compared to the rhythm estimated by the authorities. After the review of the technical parameters, the final plan aims at the completion of the line until 2018, declared Andrei Bochkaryov, the head of the municipal construction department. According to the final plans, the project would be completed until 2020 and aims at the construction of a 54-km line, which would represent half the length of Moscow Ring Road. “The first segment to come on line will be the north-western part (Khoroshevskaya station to Nizhnyaya Maslovka). Then we will move from Nizhegorodskaya Ulitsa to Elektrozavodskaya station,” Bochkaryov said. The next stage will be Vernadskogo Prospekt to Aminyevskoye Shosse. “Afterwards, parts of the ring will gradually become available for service once completed”, said Bochkaryov. To implement the metro project, this year the authorities allocated funds amounting to RUB 130 Billion (USD 3.7 Billion), the construction of the lines being the most expensive element on the budget of the city, and an amount of RUB 330 Billion (USD 9.5 Billion) will be necessary for 2014. In the next decade, the authorities want to build 158 km of line, and until 2020 the length of Moscow metro network will double.

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Teen columnists wanted for 2024-25 school year

Apr. 2—The Post Bulletin is accepting applications from high school students interested in being a teen columnist for the 2024-25 school year. All high school students in southeastern Minnesota are eligible to be considered.

What do columnists do? Teens write 500- to 700-word personal essays or columns published Tuesdays in the Post Bulletin Life section. Typically, 10 teens are selected and scheduled to write columns once every five weeks.

What do you need? Send your name, mailing address, email address, phone number, year in high school, high school you attend and age.

Please include a cover letter telling us why you want to be a teen columnist and why you should be selected. Also include three examples that show your writing ability.

Deadline? July 15.

How? Send information via email to Jeff Pieters, Post Bulletin editor, at [email protected] , or via USPS to Jeff Pieters, RE: Teen columnists, 1700 Greenview Drive SW, Rochester, MN 55902. If you have questions, call 507-285-7748.

What's next? We'll let everyone know whom we've selected by early August. Writing will start in September.

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State budget should include tax credit to address school bus driver shortage

Transportation companies are finding it difficult to recruit and retain school bus drivers. Credit: Howard Schnapp

As the owner of a third-generation family-owned private transportation company providing essential school bus and transit services to Nassau and Suffolk counties, I am acutely aware of the labor challenges facing employers in our state. For our company, recruiting and retaining school bus drivers is of particular concern. The ongoing labor shortage, exacerbated by the COVID-19 pandemic, has made it increasingly difficult for businesses of all kinds to fill essential positions and meet the demands of our economy. That is why I am urging Gov. Kathy Hochul to support the $500 Work Opportunity Tax Credit included in the State Senate and Assembly's budget proposals.

The Work Opportunity Tax Credit is a valuable tool that will provide much-needed relief to employers like us as we navigate the complexities of the current job market. This tax credit, which mirrors the highly successful federal credit of the same name, offers financial incentives to businesses that hire individuals from targeted groups facing significant barriers to employment including veterans, individuals with disabilities, and those receiving government assistance. By offering a financial incentive to employers, the credit encourages businesses to hire from these underrepresented demographics, thereby expanding opportunities for all New Yorkers to participate in the workforce.

For our company, the Work Opportunity Tax Credit represents an opportunity to invest in our community while addressing our workforce needs. As a school transportation provider, we rely on skilled drivers, drivers assistants, mechanics and many other workers who help keep the yellow school bus the safest way to get to and from school each day. However, like many businesses across the state, we have faced challenges in recruiting and retaining qualified workers, particularly in specialized roles such as school bus drivers and mechanics.

This credit would enable us to attract new talent and invest in the training and development of our workforce, ensuring that we can continue to meet the needs of our school district customers and uphold our commitment to safety and efficiency. By providing financial support to offset the costs of recruitment and training, the tax credit would make it easier for us to compete for skilled workers in a competitive job market, ultimately strengthening our business and growing New York’s economy.

Moreover, the Work Opportunity Tax Credit has the potential to make a meaningful impact on targeted employee demographics, including veterans and individuals wanting to get off public assistance, who may face additional barriers to employment. By offering financial incentives to employers who hire from these groups, the credit encourages businesses to prioritize diversity and inclusion in their hiring practices, creating opportunities for individuals who may otherwise struggle to find meaningful employment.

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At its core, this tax credit is not just about supporting businesses; it is about supporting individuals and families across New York State. The Work Opportunity Tax Credit enables individuals to better support themselves and their families, improving their financial stability and quality of life. Additionally, by expanding access to employment opportunities, it contributes to New York's economic recovery, driving growth and prosperity for all.

As this year's budget session nears its conclusion, I respectfully urge Hochul, the Senate and Assembly to make sure the $500 Work Opportunity Tax Credit is included in the 2024-25 state budget. Together, we can build a stronger, more inclusive workforce and drive New York's economic recovery forward.

This guest essay reflects the views of John Corr, owner of Educational Bus Transportation in West Babylon.