How to Write College Essays

Amherst College supplemental essays

There are three options for satisfying Amherst's supplementary writing requirement for the first-year application: Option A, Option B or Option C. Applicants may elect only one of those options. Before deciding, you should carefully read the descriptions of all three options (including specific conditions associated with Option B and Option C) to determine which is most appropriate for you. Please note that these descriptions are provided for convenience of preview only; your actual writing supplement should be submitted through the Common Application or Apply Coalition with Scoir online system (unless you are submitting the QuestBridge application only, in which case you will be instructed on how to email, mail or fax your supplement to our office).

Option A

Choose one of the following quotations, and respond to the question posed, in an essay of not more than 350 words. It is not necessary to research, read, or refer to the texts from which these quotations are taken; we are looking for original, personal responses to these short excerpts. Remember that your essay should be personal in nature and not simply an argumentative essay.

Prompt 1

"Hope and curiosity — these are qualities that are the foundation of what Amherst College means, of everything that we do here. Curiosity is at the core of a liberal arts education — a spirit of inquiry that shapes not only what our students do in the classroom, but also how they learn from and about each other." — Michael A. Elliott, 20th President of Amherst College, address at Amherst College’s 203rd Commencement

Prompt 1 Question: What does curiosity mean to you? How do you experience curiosity in your own life?

• The most straightforward way to approach this question is to detail your academic curiosity, and the most straightforward way to do that is to start with your potential major.
• What, broadly speaking, might you want to major in, and what’s your origin story for this interest? Write that in a sentence or two.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Get nerdy! Show your enthusiasm for this idea, and explain what makes it so interesting to you. What are some rabbit holes you’ve gone down as you’ve explored this? What sources have you read, what teachers or professors have you talked to? What are some additional questions that your explorations have raised? Your admission reader wants to get a sense not only of what interests you, but what kind of thinker you are. What does it look like when you want to find something out, to learn more?
• If you can draw connections between academic/intellectual exploration of this topic and your own experiences, even better! Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, explain how you see this topic or idea connecting to your future goals or plans. What are some ways you’d like to explore this further at Amherst, through specific programs or classes, by working with particular professors, or by taking advantage of specific research, internship, study abroad, or other opportunities?
• Focusing on your potential academic major might be the most straightforward way to approach this question, but it’s not the only option!
• If you have an interest or curiosity that’s not academic but that you’ve explored deeply, you can follow the same process outlined above to write about that here.

Prompt 2

"We seek an Amherst made stronger because it includes those whose experiences can enhance our understanding of our nation and our world. We do so in the faith that our humanity is an identity forged from diversity, and that our different perspectives enrich our inquiry, deepen our knowledge, strengthen our community, and prepare students to engage with an ever-changing world." — from the Trustee Statement on Diversity and Community

Prompt 2 Question: In what ways could your unique experiences enhance our understanding of our nation and our world?

• Start with your own unique experiences. Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball), and significant memories (the time you were there for your younger brother, who struggles to connect with other people; the time your tennis coach told you that you were one of the most dedicated students she’d ever had).
• Look at your list, and pick out one example that relates to a particular, specific, meaningful value. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect that lesson or value to an impact you’d like to have on campus (that’s how you’ll “enhance our understanding”). The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

Prompt 3

"We are working together to build a community that makes room for both true disagreement and true connection, one that practices the kind of recognition and robust negotiation that the everyday life of democracy requires, and one that explicitly prepares our students to work for the greater good in their professional and personal endeavors." — Presidential Priorities: Serving the Greater Good

Prompt 3 Question: Tell us about a time that you engaged with a viewpoint different from your own. How did you enter that engagement, and what did you learn about yourself from it?

• Ask yourself: why is Amherst asking this prompt?
• Answer: Amherst prides itself on diversity, which means that you’re going to find lots of people here with opinions and perspectives different from yours. Amherst wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• There are two ways to take this prompt: the disagreement route, or the perspective-expanding route.
  • For the disagreement route, brainstorm some times that you’ve worked closely with people you’ve disagreed with. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it here.
    • Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
  • For the perspective-expanding route, brainstorm some occasions when you’ve spent significant time with people unlike you in some significant way. The difference should be substantial: different country, different languages spoken, different religious, cultural, or ethnic background. What surprised you about this encounter?
• Note the wording, part 1: “Engaged with” involves talking and listening. The expectation here is that you did substantially engage with this person. Show that you are capable of approaching people you disagree with, or people whose perspectives may be unfamiliar to you, with respect and curiosity.
• Note the wording, part 2: “what did you learn about yourself?” Another pretty direct statement of what Amherst is looking for. Half of your response here should be a reflection on a broadly applicable lesson about working with people across differences of opinion, perspective, and values. How were you able to do this successfully in this case, and how will you continue to apply these lessons as an Amherst student?

Option B

Submit a graded paper from your junior or senior year that best represents your writing skills and analytical abilities. We are particularly interested in your ability to construct a tightly reasoned, persuasive argument that calls upon literary, sociological or historical evidence. You should not submit a laboratory report, journal entry, creative writing sample or in-class essay. Also, if you have submitted an analytical essay in response to the "essay topic of your choice" prompt in the Common Application or Apply Coalition with Scoir writing section, you should not select Option B.

Curious about Option B? Learn more....

Option C

If you are/were an applicant to Amherst's Access to Amherst (A2A) program, you may use your A2A Writing Supplement essay in satisfaction of our supplementary essay requirement. If you would like to do so, please select Option C. However, if you would prefer not to use your A2A Writing Supplement for this purpose and you want to submit a different piece of writing, select either Option A or Option B. Option A, Prompt 2 is the same prompt as the A2A Writing Supplement essay; if you would like to submit an updated version of your A2A Writing Supplement essay, please choose Option A, Prompt 2.

Please note that Option C is available only to applicants to Amherst's A2A program. Non-A2A applicants must choose either Option A or Option B.

Boston College supplemental essays

The Boston College Writing Supplement must be submitted along with your application to Boston College at www.commonapp.org. Please do not mail or email your essay response.

Supplemental Questions 2026-27

We would like to get a better sense of you. Please respond to one of the first four prompts below (400 word limit). Students applying to the Human Centered Engineering major should respond to Prompt #5 instead.

1. Strong communities are sustained by traditions. Boston College's annual calendar is marked with both long-standing and newer traditions that help shape our community. Tell us about a meaningful tradition in your family or community. Why is it important to you, and how does it bring people together or strengthen the bonds of those who participate?

• Although this prompt specifically mentions traditions, it’s really a question about community, and the ways that you contribute to strengthening a community’s bonds. To get started, make a brainstorm list of the different groups that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities; nuclear and extended family), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Now, for each entry on your list, see if you can pick out a meaningful recurring action within that community. It might be something you’d formally label a “tradition,” like how your entire extended family goes apple picking each year at the same orchard where your grandparents met, or it might be something a little more casual, like the extended secret handshake you and your best friend taught each other in third grade, and still bring out every now and then.
• Look at your list, and pick out one example that 1) reveals a part of your life you haven’t already addressed elsewhere in your application, and 2) can connect to values that you’d like Boston College to know about you.
• Start with a vivid hook describing the tradition, then, zoom out and explain the community and your place within it.
• Then, once you’ve defined and explained your community, make a connection to your own values. What are the values that this tradition is intended to express, what makes participating in that community and honoring those values important to you, and how might you see yourself continuing to live out those values in the future?

2. The late BC theology professor, Father Michael Himes, argued that a university is not a place to which you go, but instead, a "rigorous and sustained conversation about the great questions of human existence, among the widest possible circle of the best possible conversation partners.” Who has been your most meaningful conversation partner, and what profound questions have you considered together?

• If someone immediately springs to your mind as a conversation partner–someone you don’t always agree with, but always enjoy talking to and learning from–start there. Odds are one of the approaches below will resonate with you.
• If someone doesn’t immediately spring to your mind, that’s okay! You can approach this as an “intellectual curiosity” question, revealing how your mind works/what it looks like when you learn from someone, or as a “challenging dialogue” question, showing how you enjoy considering different perspectives and challenging your own point of view.
• If you take the intellectual curiosity approach, think about who challenges or extends your thinking. This isn’t about the person you go to to learn interesting facts (though that might be part of it), but the person who pushes you to think more deeply about your “profound questions” about the world and your place in it, or the person who encourages you to try out some of your experiments or ideas. In what ways do you challenge this person as well? What’s your role as a conversation partner?
• If you take the challenging dialogue approach, think about someone you often disagree, but love talking to anyway. The disagreements should be around substantive issues that carry real weight. The expectation is that you substantially engage with this person over time, both trying to explain your position and making an effort to understand where they’re coming from.
• Start with a vivid example of dialogue illustrating a moment of discovery or disagreement from the conversation.
• From there, zoom out to explain who your conversation partner is, and how you challenge each other (following one of the two approaches above).
• Finally, reflect on how you’ve changed as a result of this relationship. Show that you are capable of approaching people you disagree with with respect and curiosity, of learning from other people, of reconsidering your own conclusions, and of finding common ground.

3. In her July 2009 Ted Talk, “The Danger of a Single Story,” Chimamanda Ngozi Adichie warned viewers against assigning people a “single story” through assumptions about their nationality, appearance, or background. Discuss a time when someone defined you by a single story. What challenges did this present and how did you overcome them?

• This question is really asking about when you’ve been “othered” in some way, reduced to a single aspect of your complex, multifaceted identity.
• If you don’t feel like you have a strong, substantive answer for this prompt, that’s okay! Don’t try to force it. You have three others to choose from!
• Even though the prompt says “a time,” this will be a stronger answer if you discuss one incident that’s representative of something you’ve faced repeatedly throughout your life, because of a particular aspect of your identity. So that time you wore a Reds jersey at Citizens Bank Park and got dirty looks from all the Phillies fans around you isn’t the kind of “othering” this question is about. Explaining how you’ve navigated through challenges presented by assumptions people make about you based on your nationality, gender/sexuality, racial or ethnic background, disability status, language background, and other core aspects of your identity will help you answer this question more effectively.
• Spend some time brainstorming. What aspect of your identity tends to be most stereotyped by other people? Make a list of specific times you’ve had to deal with other people’s assumptions about you, based on that aspect of your identity.
• Start with a vivid hook showing us the assumption being made, and your reaction to it. How did you feel in the moment? What did you do?
• Then, zoom out and explain how these kinds of assumptions are part of your life. How do they affect you, both practically and mentally/emotionally? (“What challenges did this present?”)
• Then, include a clear decision point explaining how you have acted to “overcome” those challenges. (Note the wording–this prompt really wants to hear about how you’ve honored your own complex identity, and challenged other people’s assumptions about you.)
• Finally, reflect. What kind of skills, values, and benefits have you gained from this practice of challenging assumptions? How does it relate to the way that you connect with other people, or the way that you understand yourself? What are some of the strengths that you’ve developed through these experiences, and how will you use and continue to develop these strengths as a student at Boston College?

4. Boston College’s Jesuit mission highlights “the three Be’s”: be attentive, be reflective, be loving – core to Jesuit education (see A Pocket Guide to Jesuit Education). If you could add a fourth “Be,” what would it be and why? How would this new value support your personal development and enrich the BC community?

• As always, approach this prompt honestly but strategically! This is a great opportunity to highlight some aspects of your personality and values that haven’t yet come through. Consider your Personal Statement, your Activities Descriptions, your teacher and counselor LORs. Look over your application (or have someone else look over your application!), and write down the words that come to mind describing you as they read through it. Look at that list. Are there any parts of your personality that aren’t yet coming through? This prompt could be a great place to strategically present that side of yourself.
• Once you’ve identified the gap that you want to fill, choose an experience from your life that identifies the qualities you want to convey. If you’ve decided to show off your academic smarts and intellectual curiosity, find a story that demonstrates your problem-solving and love of exploring. If you’ve decided to demonstrate the kind of a collaborator, leader, or community member you are, find a story that demonstrates how you’ve contributed to a group’s success, helped other people learn to get along, or directed others toward a common goal.
• Start with a vivid hook demonstrating that experience in action. Show us what it looks like when you fall down an intellectual rabbit hole, or when you work with others to benefit your community.
• Identify the value that you’re living out through that experience. Explain what that value means to you, and the multifaceted ways you’ve begun living out that value already. Then, explain the value more broadly. In what ways does it help guide your choices, and help you challenge yourself?
• Finally, connect the value (and the lessons you’ve learned while trying to live that value in action) to the broader BC community. How might living out this value prompt other people to learn, to grow, to challenge themselves? How does it relate to the other values at BC (“be attentive, be reflective, be loving”)? Where do you see this value enriching your own and other’s educational experiences?

5. Human-Centered Engineering (HCE) Applicants only: One goal of a Jesuit education is to prepare students to serve the Common Good. Human-Centered Engineering at Boston College integrates technical knowledge, creativity, and a humanistic perspective to address societal challenges and opportunities. What societal problems are important to you and how will you use your HCE education to solve them?

• Engineers are problem solvers, and Human-Centered Engineering at Boston College takes that problem-solving impulse and situates it within a deeply humanist perspective. In other words, they’re looking for students who don’t just want to solve problems for the sake of it, but want to apply their skills for the benefit of humanity.
• Odds are, there are many “societal problems” that you care about. You will have the easiest time with this prompt if you choose just one or two that you already have some exposure to.
• Start with your origin story. What was the moment that you realized the importance of a particular societal problem? Spend 2-3 sentences describing this.
• Then, make a brainstorm list of your personal experiences; extracurricular, service, or work experiences; and academic exposures to this issue. What are some questions, ideas, or issues that these experiences raised for you? How have you set out to contribute to the solution for any of these on a small scale? What was that like for you? What did it make you realize you still needed to learn, or want to do next?
• Connect these experiences to your future goals. What kind of an impact do you hope to make? What do you want to build in the future? What are the problems you want to solve?
• Finally, connect your interests and goals to specific opportunities and approaches at Boston College. Why do you want an engineering education that explicitly centers big ethical and social questions? How will that make your approach as an engineer different or more effective? Who are the professors you can’t wait to learn from? What are the unique classes you’re most eager to take? Which research programs, internship or service opportunities, student organizations, study abroad or other programs are you most eager to participate in? And how will these opportunities help you reach your goals?

Boston University supplemental essays

Essay

Please respond to the following question in 300 words or less:

What about being a student at BU most excites you?

• This is a combined “why this major at our school” and “why us” question.
• Start with “why this major at our school”
• What’s your origin story for the major you selected? When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you.
• For example, maybe you’ve always loved reading and writing, and your work on your school newspaper has made you curious about journalism and media ethics. Or, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Then, map out a specific plan for how you would explore those interests at BU. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
• Then, pivot to the campus community. Beyond the classroom, how do you see yourself contributing to campus? What kind of community member will you be? What are some specific extracurricular activities that you’d love to join, or start? How do you plan to connect with your classmates within your major and across campus? Where and how do you see yourself collaborating with and learning from others, and what makes this important to you?
• Finally, note the wording: “most excites you.” Do you sound genuinely excited? The way to do this isn’t just to say, “I’m really excited about…” but to be specific about which opportunities you’re most eager to jump into, and what you hope to do with them.

Brown University supplemental essays

Four essays are required for all first-year and transfer applicants:

1. "There is something distinctive about Brown students. It is a blend of intellectual curiosity, creativity, and humility. A commitment to collaboration. An openness to new ideas and perspectives. A desire to make the world better. And it is resilience: the ability to recover and thrive after experiencing difficulties." From President Christina Paxson's 2025 Convocation Address. How will you use these characteristics or others to shape your approach to the Open Curriculum? (150-250 words)
   • Don’t panic! This is a “why Brown” question. Because one of Brown’s “most distinctive” features is its Open Curriculum (no requirements, basically), they’re not asking why you want to pursue a particular major. Instead, they want to know how you’ll take advantage of that flexibility to explore and connect your many diverse academic interests.
   • Hopefully, if you’re applying to Brown, you do have more than one academic interest. Pick your top three.
   • Then, start with one of them. What’s your origin story for this interest? Write that in a sentence or two.
   • Explain how you’ve explored this interest already (connect it to an experience, or to research that you’ve conducted, or even just internet or library rabbit holes you’ve gone down).
   • Now, describe what additional questions your explorations have raised for you in different academic areas. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
   • Finally, explain how you see yourself exploring all of these interests and areas at Brown. Be specific about classes, professors, and programs that interest you.
   • Pay attention to the values that Brown is listing in this prompt, and make sure you’re showing how you demonstrate them. Your origin story and explorations should highlight your intellectual curiosity. Your experiences should highlight working with and learning from others (collaboration and openness to new perspectives). And when you explain your choices and future goals, consider explaining them within the context of how your future career will make the world better.

1. Students entering Brown often find that making their home on College Hill naturally invites reflection on where they came from. Share how an aspect of your growing up has inspired or challenged you, and what unique contributions this might allow you to make to the Brown community. (150-250 words)
   • This is a diversity/community question.
   • Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies or achievements that you have (debate club, astrophysics, rodeo clowning, softball).
   • Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
   • Then, connect the current specific deep impact to some specific action you’d take at Brown. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically do, not just what sounds good!
   • Focus on: identity (experiences/interests/character), action, values, impact.

1. If you could teach a class on any one thing, whether academic or otherwise, what would it be? (100-150 words)
   • You’ve already explained your academic interests in the “why Brown” prompt above, so don’t repeat yourself.
   • If you have a really specific, niche obsession or expertise within your larger academic interest, you can absolutely explain that here. It’s a great opportunity to nerd out and share your enthusiasm.
   • If there’s an aspect of yourself you haven’t been able to highlight yet, this is also a great place to let that part shine. What are you really good at, or really fascinated by, or an expert in, that’s not academic? Tap Dancing for Stress Relief, Desk Organization for the Constantly Distracted, Urban Oasis: Appreciating Nature Through Cracks in the Sidewalk…
   • There’s no right or wrong answer here. Just avoid repeating information that’s already clear from the rest of your application, and you’ll do great.

1. Brown students care deeply about their work and the world around them. Students find contentment, satisfaction, and meaning in daily interactions and major discoveries. Whether big or small, mundane or spectacular, tell us about something that brings you joy. (100-150 words)
   • Don’t overthink this! There is no one, secret, correct (or incorrect!) answer.
   • Spend some time thinking about the last time you felt real, true joy (you know the feeling!). Then, whatever it is, close your eyes and try to picture as vividly as you can where you were, who you were with, what you were doing.
   • Write that down.
   • Sounding impressive isn’t the goal for this question (trust me, you sound very impressive already, from all your other application materials). The goal is to sound vivid, real, and specific, and maybe to give your admissions reader a small moment of vicarious joy in what might be a very long day!

Carleton College supplemental essays

Anything missing? Do you want to share more with us? If so, use this space to fill any gaps you think would assist us in reviewing your application. (Optional, no more than 250 words)

• Take a look at your other application materials: the Common App Personal Statement, your activities list, what’s likely to be in your teacher and counselor recommendations. Within those materials, are you showing off your academic smarts and intellectual curiosity? Are you demonstrating some personality and quirks outside of an academic context? Is it clear what kind of a collaborator, leader, or community member you’ll be? Are you highlighting values important to you, like service, resilience, adaptability, openness to new ideas? If any of these are missing, use the prompts below to fill in those gaps!
• If you don’t feel like any sides of yourself are missing from the other materials in your application, you can treat this as a “why us/why this major at our school” question. If you choose this option:
  • Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
  • Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
  • Next, brainstorm some questions that these experiences have raised for you. For example, maybe you’ve always loved reading and writing, and now your work as an assistant editor responding to audience feedback at your high school newspaper has made you curious about journalism ethics and media literacy.
  • Then, connect this “exploration story” to the specific major (or college, or program) you’re interested in at Carleton. Map out a specific plan for how that major or college or program’s curriculum would help you explore those interests.
  • What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.

Carnegie Mellon supplemental essays

Most students choose their intended major or area of study based on a passion or inspiration that’s developed over time – what passion or inspiration led you to choose this area of study?

(300 word maximum)

• This is a “why this major” question, with a twist. First, identify which major interests you!
• What’s your origin story for this interest? Write that in a sentence or two.
• Spend 2-3 sentences describing your related experiences (clubs, classes, summer programs). Explain how you explored this interest, what general concepts/questions you found most engaging, and, ideally, how you’ve connected your academic and extracurricular experiences in this area.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Ideally, this will be rooted in one of the experiences you described above. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, explain how something specific about the major at Carnegie Mellon (a professor you can’t wait to work with, a unique course you can’t wait to take, a research or internship or study abroad opportunity that aligns with the questions you hope to explore) will help you satisfy your curiosity, make new intellectual connections, and reach your goals.

Many students pursue college for a specific degree, career opportunity or personal goal. Whichever it may be, learning will be critical to achieve your ultimate goal. As you think ahead to the process of learning during your college years, how will you define a successful college experience?

(300 word maximum)

• This is a little bit of a “why us” question, just approached from an unusual angle.
• To organize the essay, start with a hook that demonstrates what your learning looks like. When you’re invested in something, how do you demonstrate that passion? What’s a way in which you’re already involved in your community?
• Then, connect that involvement or learning process to “your ultimate goal.” What is it that you hope to do after college? You don’t need to think in terms of job titles here. Instead, consider what kind of an impact you hope to make, and what field you hope to make that impact in.
• Then, explain the skills, qualities, values, and community that you’ll need in order to reach that goal.
• Next, do some research into the many (many!) opportunities available at Carnegie Mellon. What are the student organizations you’d like to join, or start? Who do you hope to meet there? How do you hope to inspire, or be inspired by, other students? How do you want to grow as a thinker, as a community member, as a difference-maker?
• Make a case for how the organizations you’d like to join on campus will help you develop the values, skills, and community that you described above.

Consider your application as a whole. What do you personally want to emphasize about your application for the admission committee’s consideration? Highlight something that’s important to you or something you haven’t had a chance to share. Tell us, don’t show us (no websites please).

(300 word maximum)

• This is a true wildcard prompt.
• Which of your values and qualities do you want Carnegie Mellon to know about that aren’t clear from elsewhere in your application (Common App PS, other supplemental questions, Activity Descriptions, recommendation letters)?
  • If you’re not sure, read over your essays (or ask someone else to read over your essays!) and list what they reveal is important to you. Is there any value or quality you want to emphasize that’s missing from that list? If so, that’s a good starting point for this prompt!
• One solid use of this space is if you faced a significant challenge during high school that didn’t have an academic impact. If you did face such a challenge, and it affected your values, perspective, or approach to your future, this is a good place to explain it. The usual caveat applies—the challenge itself is less important than your response to it. What actions did you take, what initiative did you show, and how did you strengthen your grit, persistence, and resilience?
• This could also be a great place to highlight something from your Activity List, especially an experience whose impact might not be immediately apparent. Beyond what’s listed in the Activity Description, what made that activity special, what made it significant to you? What were the skills you learned, the people you connected with?
• Community, diversity, challenge, and difficult conversation essays that you originally wrote for other schools’ supplementals could also be good fits here.

Claremont McKenna College supplemental essays

Supplemental Essay Prompts, 250 words each

The CMC admission office would like to know a bit more about you and how you see yourself connecting with our campus as a student. The following are required supplemental essay prompts found in both the Common Application and the Coalition Application:

• CMC’smission is to prepare students for thoughtful and productive lives and responsible leadership in business, government, and the professions. With this mission in mind, please explain why you want to attend Claremont McKenna College.
  • This is a classic “why us” question
  • Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
  • Then, connect this “origin story” to the specific major or area you’re interested in at CMC. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
  • Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that CMC offers. Identify a few of these that you can connect to personal experiences or your current activities, and then explain how you hope to engage with these activities in a new way at CMC.

2) A critical part of fulfilling our mission is living out the commitments of CMC’sOpen Academy: Freedom of Expression, Viewpoint Diversity, and Constructive Dialogue. We want to learn more about your commitment to listening and learning from others with different viewpoints, perspectives, and life experiences from your own.
Describe a time when engaging with someone about a specific topic resulted in you changing your attitude, belief, or behavior, or you changed the belief or behavior of someone else. What was the change that occurred for you, and what facilitated that change? What did you learn from that experience, and how has it informed how you engage with others?

• A good first step here is to do some research into CMC’s Open Academy–they even give you the link! The gist is that CMC students are expected to “listen respectfully, ask incisive questions, and engage with greater curiosity and openness to differences of opinion.” CMC is serious about encouraging an environment of ongoing, productive, civil discourse. Keep these values in mind as you write your response.
• Brainstorm some times that you’ve changed your mind after listening to someone else, or times that someone else has changed their mind after talking to you. The actual “thing” that you (or they!) changed their mind about actually doesn’t matter that much, but it helps if it’s a position that you felt some stake in (in other words, you weren’t just arguing for the sake of arguing).
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• Note the wording: “engaging with someone about a specific topic.” This is a pretty big clue! Conversations and encounters involve both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
• If you changed your mind, illustrate your process of reflection. How did you stay open-minded enough to consider someone else’s evidence? What did it feel like to reevaluate your position, and how has that affected the way that you come to conclusions now?
• If you changed someone else’s mind, illustrate your process of persuasion. How did you stay calm in the face of disagreement? How did you respect the person while also challenging their beliefs? What sort of evidence did you marshall? What surprised you about the experience?
• Either way, end with a forward-looking projection of how you’ll take these lessons into the classroom and on the campus at CMC.

Columbia University supplemental essays

1) List the titles of texts, resources and outlets that have contributed to your intellectual development outside of academic courses, including but not limited to books, journals, websites, podcasts, essays, plays, presentations, videos, museums and other content that you enjoy. (100 words or fewer)

• Yes, really, a list. Just a list.
• Sounding impressive is not the goal here. You already sound plenty impressive given the other parts of your application. The goal here is to share some of the content that you genuinely engage with.
• That said, note that the question asks specifically for content that has “contributed to your intellectual development.” You don’t have to be reading exclusively the classics, but if your list consists primarily of GRWM videos, now would be a good time to expand your horizons.
• You can show breadth, depth, or both. If there’s a topic you engage with across media, great! List every single medieval history podcast you listen to, book you’ve read, museum you’ve visited, and youtube you’ve obsessed over. But don’t forget that if you’ve explored lots of areas more shallowly, that counts, too.

2) Tell us about an aspect of your life so far or your lived experience that is important to you, and describe how it has shaped the way you would learn from and contribute to Columbia's multidimensional and collaborative environment. (150 words or fewer)

• Columbia’s “multidimensional and collaborative environment” means that there are lots of different people, with lots of different experiences, perspectives, interests, and strengths all working together on campus.
• So, they’re asking you to explain some “aspect of your life” that’s made you 1) comfortable with difference, and 2) eager to be in a place where lots of very different people are interacting all the time.
• Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific action you’d take at Columbia. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
• Focus on: identity, action, values, impact.

3) At Columbia, students representing a wide range of perspectives are invited to live and learn together. In such a community, questions and debates naturally arise. Please describe a time when you did not agree with someone and discuss how you engaged with them and what you took away from the interaction. (150 words or fewer)

• Ask yourself: why is Columbia asking this question?
• Answer: well, look at the previous question. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people whose experiences and perspectives are different from yours. Columbia wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• Brainstorm some disagreements that you’ve had. The wording here is just “a time when you did not agree with someone.” Unlike many other schools’ prompts, Columbia is not asking you for a high-stakes disagreement, so if you’re more comfortable choosing something lower-key here (chocolate chips vs sprinkles), now’s your chance. Of course, it’s also perfectly fine to write about something higher stakes, and even to repurpose your answer from a previous school’s prompt.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• “Discuss how you engaged with them.” This is a pretty big clue! The expectation here is that you did engage with this person. Ideally, you approached them with respect and curiosity. What did that respect and curiosity look like in this instance?
• “Discuss… what you took away from the interaction.” Another pretty direct statement of what Columbia is looking for. The takeaway really shouldn’t have much to do ith the substance of the disagreement; instead, it should be a more broadly applicable lesson about working with people across differences of opinion, perspective, and values. How do you make this work?

4) In college/university, students are often challenged in ways that they could not anticipate. Please describe a situation in which you have navigated through adversity and discuss how you changed as a result. (150 words or fewer)

• Don’t get too hung up on “adversity” here—this question is not asking you to participate in the Suffering Olympics. Think about an experience that was hard for you, how you got through it, and what you learned from going through it.
• Try to choose something non-academic here. It’s too easy for an essay about overcoming bad grades to blend into every other essay about overcoming bad grades.
• The challenging situation should be explained pretty briefly: what was it, and what made it hard for you?
• Spend more time explaining how you navigated through it—knowing that this was challenging, how did you make and execute on a plan to get through it?
• Spend the most time explaining how you changed as a result. It’s okay if you didn’t exactly overcome the challenge! Maybe you did, and overcoming your fear of public speaking has made you that much more eager to take on new challenges, since you know that your fears don’t have to limit you now. But maybe you didn’t, and you learned something about the value of persistence, about resilience, about sticking with something even though you’re not the best at it. Columbia wants to see that you don’t just give up when you’re faced with something tough, and that you are able to be reflective about your experiences.

5) Why are you interested in attending Columbia University? We encourage you to consider the aspect(s) that you find unique and compelling about Columbia. (150 words or fewer)

• First, do some research into Columbia! It’s a pretty unique place.
• One of the unique things about Columbia is its Core Curriculum. You should mention why you want to study the Core, beyond the fact that you want a broad exposure to the Liberal Arts and Humanities. What are some specific approaches that the Core takes/classes that the Core offers that are especially compelling to you? What makes them so compelling?
• Another unique aspect of Columbia is its NYC location, but be careful here! This shouldn’t become your love letter to the city. If you’re interested in specific programs that Columbia offers to connect students with the city’s arts, culture, business, or communities, that’s great to mention here, as long as you can explain how those programs align with your broader interests.
• There are lots of unique student organizations, programs, and opportunities to mention. Find ones that align with your specific interests, and explain why you want to go to school here.

6) What attracts you to your preferred areas of study at Columbia College or Columbia Engineering? (150 words or fewer)

• This is a pretty standard “why this major at our school” prompt.
• Spend the first couple sentences explaining what drew you to this field (your academic “origin story!”).
• Then, explain why you want to study this field at Columbia specifically. Is there a professor whose research fascinates you? An institute that brings together all of your interdisciplinary interests? Research opportunities or internship programs that will let you do real work early in your college career?

Cornell University supplemental essays

Arts & Sciences Application Writing Prompt

Common Application Writing Supplement (650-word limit):

At the College of Arts and Sciences, your education is yours to shape. Describe an intellectual passion, question, or idea that has captured your attention—whether it emerges from your studies or extends beyond your coursework. What specific aspects of our liberal arts curriculum would you draw on to explore and connect your varied interests?

• This is similar to a “why this major at our school” question, just phrased as “why these interests.” You’ll have the easiest time if you narrow this down, so choose just one or two of the interest areas you indicated on your application.
• What’s your “origin story” for this interest? When, and how, and under what circumstances did it first capture your attention? Write that down in a sentence or two.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Ideally, this will be a topic that 1) is connected to your academic or extracurricular experience, and 2) extends your thinking in interdisciplinary directions. For example, maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Now that you have your origin story and interests, do some research into specific programs, professors, institutes, classes, and opportunities at Cornell that are related to those interests. For the example above, you might want to look around at offerings in journalism, communications, media studies, psychology, and sociology, for example.
• Finally, map out a plan connecting your interests and how you’d like to 1) answer the questions you have, and 2) find new questions to explore at Cornell. What are the unique classes you’d like to take? Who are the professors you’d love to work with? What are some of the specific opportunities you’d jump to take advantage of?
• As always, remember your audience. This prompt reminds you that “your education is yours to shape.” The admissions reader wants to know that you’ve spent time thinking about 1) what you want to learn more about, and 2) how you’d take charge of your own learning at Cornell. Show them that you’ve done the work, and have the initiative, to succeed.

CALS Application Writing Prompt

By applying to Cornell’s College of Agriculture and Life Sciences (CALS), you are also applying directly to one of our majors. From here, you would be part of a community dedicated to purpose-driven science; working within your major and across disciplines to tackle complex, real-world challenges. Please respond to the following writing prompts when completing your Common Application Writing Supplement:

Question #1

What interests you about the major you selected? Tell us about experiences (both in and outside of the classroom), questions, and goals that influenced your choice. (350-word limit)

• CALS has split the classic “why this major at our school” question into two parts. This is the first part, “why this major.”
• What’s your origin story for the major you selected? When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you.

For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.

• Finally, connect these questions to your future goals. What kind of impact do you hope to make in your future career, and how do the questions you’re interested in exploring relate to that impact?

Question #2

What draws you to Cornell’s College of Agriculture and Life Sciences (CALS)? Reflect on the learning, community, or impact opportunities that matter most to you, and share how they align with Cornell CALS as you currently understand it. (350-word limit)

• CALS has split the classic “why this major at our school” question into two parts. This is the second part, “why at our school.”
• Remember your audience! The admission reader will have just finished reading your answer to the previous prompt, so you don’t need to waste valuable real estate restating what you’ve just told us.
• So, considering the interests and goals you’ve outlined above, map out a specific plan for how you would explore those interests and approach those goals at Cornell.
• The prompt super-helpfully breaks down three areas for you to consider.
  • Learning opportunities: this is the one you should spend the most time explaining. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
  • Community opportunities: What are some extracurricular activities that you’d love to join? How do you plan to connect with your classmates within your major and across campus? Where and how do you see yourself collaborating with and learning from others, and what makes this important to you?
  • Impact opportunities: As a science-focused major, how do you see volunteering and service fitting into your academic and career goals? What are some specific programs you’d want to be part of at Cornell, and what would make these programs meaningful or important to you?

AAP

B.Arch Applicants

How do your interests directly connect with your intended major at the College of Architecture, Art and Planning (AAP)? B.Arch applicants, please provide an example of how a creative project or passion sparks your motivation to pursue a 5-year professional degree program.

BFA Applicants

How do your interests directly connect with your intended major at the College of Architecture, Art and Planning (AAP)? BFA applicants, you may want to consider how you could integrate a range of interests and available resources at Cornell into a coherent art practice.

URS Applicants

How do your interests directly connect with your intended major at the College of Architecture, Art and Planning (AAP)? URS students, you may want to emphasize your enthusiasm and depth of interest in the study of urban and regional issues.

Duffield Engineering Application Writing Prompts

When completing your Common Application Writing Supplement, you’ll be required to write two long essays and four short essays.

Long Essays:

200-word limit per response

Question 1: Fundamentally, engineering is the application of math, science, and technology to solve complex problems. Why do you want to study engineering?

• Duffield has split the classic “why this major at our school” question into 2 parts. This is the first part, “why this major?”
• Spend 1-2 sentences on your engineering origin story.
• Spend 2-3 sentences describing any engineering-related experiences (clubs, classes, summer programs). Explain what you built, what concepts/questions you explored, and then describe what you want to build and explore next, both on campus and in your future career.
• Nerd out, get excited, show your enthusiasm for whatever subfield of engineering most excites you.

Question 2: Why do you think you would love to study at Duffield Engineering?

• Duffield has split the classic “why this major at our school” question into 2 parts. This is the second part, “why at our school?”
• Take a look at your answer to the prompt above. Go back to the goals that you identified (what you want to explore and build next), and connect these goals to specific opportunities at Duffield. Who are the professors you can’t wait to work with? What are the unique classes you’d love to take, the labs you’d be thrilled to join? Which of the research opportunities, internships, and student organizations would you most want to participate in, and what’s the impact you would hope to make there?

Short Answer Responses:

100-word limit per response

Question 1: What brings you joy?

• Don’t overthink this!
• Spend some time thinking about the last time you felt real, true joy (you know the feeling!). Then, whatever it is, close your eyes and try to picture as vividly as you can where you were, who you were with, what you were doing.
• Write that down.
• The goal here isn’t to sound impressive (trust me, you sound very impressive already, from all your other application materials). The goal is to sound vivid, real, and specific, and maybe to give your admissions reader something to smile about, a small moment of joy in what might be a very long day!

Question 2: What do you believe you will contribute to the Duffield Engineering community beyond what you've already detailed in your application? What unique voice will you bring?

• Cornell Engineering wants to know how you, as a unique individual, might contribute to their broader community. Engineering students are all going to have a common interest in engineering, but their backgrounds, perspectives, ideas, and experiences will all be different.
• Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific way you’d contribute on campus. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

Question 3: What is one activity, club, team, organization, work/volunteer experience or family responsibility that is especially meaningful to you? Please briefly tell us about its significance for you.

• Note the wording: “especially meaningful for you,” and “significance for you.” This isn’t the place to list your biggest awards or most publicized achievements. This is a chance to highlight something less obviously flashy, that still made an impact on your values, your path, or who you are.
• Looking back at your Activity List, were there any activities where you felt like you had to cut out more than you would have liked? Here’s the place to expand. What made that activity special, what made it significant to you? What were the skills you learned, the people you connected with?
• If you have significant family responsibilities, that’s probably going to be what you want to highlight here. Cornell absolutely understands that many students aren’t able to devote the kind of time to extracurriculars that they might like, because they’re caring for siblings or working to help support their family. Both of these responsibilities help students develop valuable skills that Cornell appreciates, but the only way they’ll know that you 1) have these responsibilities, and 2), have learned and grown from them, is if you tell them. Do that here.

Question 4: What is one award you have received or achievement you have attained that has meant the most to you? Please briefly describe its importance to you.

• Note the wording: “meant the most to you,” and “importance to you.” Just like the prompt above, this isn’t the place to list your biggest awards or most publicized achievements. This is a chance to highlight something less obviously flashy, that still made an impact on your values, your path, or who you are.
• Note the wording, part 2: “award…or achievement.” Achievement is a very flexible word! An achievement doesn’t even have to be something that was recognized by others, as long as it’s something recognized by you, that you’re proud of.
• Brainstorm some achievements (that may or may not have been recognized with awards) that make you feel a genuine, internal sense of pride. It might be something you were really good at, it might be a milestone of commitment or persistence.
• Spend 1-2 sentences explaining the award or achievement, then focus most of the essay on its meaning for you. What were the values that you feel like this award or achievement recognized or expressed?

CHE Application Writing Prompt

Common Application Writing Supplement (600-word limit):

The College of Human Ecology prepares students to respond to human needs through an education organized around the interconnected issues that profoundly affect individuals, communities, and the institutions that shape our lives.

Think about an extracurricular/community engagement/work experience that most closely connects you to the CHE mission and your intended choice of major. Tell us what that experience taught you about your broader community and its needs, and the impact you can make. How will your intended CHE major help you make that impact? (Refer to our essayapplication tips as you write your essay.)

• CHE majors are specific and impact-focused. Students applying to Cornell CHE should have a pretty strong idea of, if not exactly what career they want, certainly the field in which they’d like to make a positive, broad-based, community-centered impact. If this isn’t you, that’s okay! You might want to explore majors in different schools within Cornell.
• If this is you, start with your intended CHE major, then make a brainstorm list of the extracurricular/community engagement/and work experiences that are related to this major. Depending on your intended major, this could vary wildly: working at a community food-insecurity program, volunteering with children or the elderly, running your school fashion show, etc.
• Then, explain in detail your personal contribution to that experience. Within this experience, what did you do? What actions did you take? What did you notice?
• Next, connect your personal contribution to your awareness of the broader community context. For example, did working at the foodbank make you wonder about the connection between food insecurity, food deserts, and inequities in health education? Did teaching art classes at your local senior living center make you curious about the connection between frailty and loneliness in the elderly? Did the fashion show spark a passion for creating new, sustainable fabrics, and also inspire you to start a social media campaign encouraging more inclusive representation in the industry?
• Reflect on your experience. How did you learn from your community? It’s important to position yourself not just as a problem-solver, but as someone who is eager to listen and learn from communities about what they feel the problems are to begin with!
• Connect that learning to the impact you hope to make in that field in the future. What’s an issue or question or problem you hope to spend your career working to solve?
• Then, connect that impact you’d hope to have with ways to learn more about the issue at Cornell CHE. Who are the professors you’d be most excited to work with? What are the unique classes you’d like to take? Which research opportunities, internships, service programs and student organizations are you most eager to join?
• CHE is asking you to cover a lot of ground here, but they’re giving you a long word count to do so. Don’t panic, take it step-by-step, and you’ll do great.

Brooks School Application Writing Prompt

All Applicants

650-word limit

Discuss your interest in pursuing a major in policy at the Cornell Jeb E. Brooks School of Public Policy and what draws you to this field of study. You are encouraged to consider including details related to your personal experiences, values, academic influences, or extracurricular activities that have shaped your perspective and future goals.

• At the Brooks School, you can major in either Public Policy or Health Care Policy. Before you begin writing this essay, make sure that you have a clear idea of which major you’ll choose.
• Take a deep breath and break down the prompt. Cornell gives you a 650-word limit—that’s as long as the Personal Statement. This gives you room to show and tell how you’ve come to a policy major, and to clearly explain why Cornell is the place you want to pursue your academic and future goals.
• Note the wording: “experiences, values, academic influences, extracurricular activities.” You might consider policy to be more of a calling—something related to your personal values and the way that you hope to make an impact on the world—more than just a purely academic interest.
• Start with your origin story. What was the moment that you realized public policy or health care policy was a possible career path? Spend 2-3 sentences describing this.
• Then, make a brainstorm list of the personal experiences; extracurricular, service, or work experiences; and academic exposures that are related to the problem you want to solve. Then, try to find a thread connecting those experiences. If you’re interested in education policy, for example, did your volunteering in an early childhood literacy program affect the way that you think about educational inequality? Did this spur you to take advanced classes in history, to research school desegregation efforts, to put together an independent research project on education law?
• Connect your current experiences to your future goals. What kind of an impact do you hope to make? What are the problems you hope to help solve in the future?
• Finally, spend at least half of the essay connecting your interests and goals to specific opportunities at Cornell. Who are the professors you can’t wait to learn from? What are the unique classes you’re most eager to take? Which research programs, internship or service opportunities, student organizations, study abroad or other programs are you most eager to participate in? And how will these opportunities help you explore and understand the issue you want to help solve?

SC Johnson College Application Writing Prompt

Common Application Writing Supplement (650-word limit):

What kind of business student are you? Using your personal, academic, or volunteer/work experiences, describe the topics or issues that you care about and why they are important to you.

Your response should convey how your interests align with the school to which you are applying within the Cornell SC Johnson College of Business (the Dyson School or the Nolan School).

• Within SC Johnson College, you can apply to the Dyson School (a BS in Applied Economics and Management) or the Nolan School (a BS in Hotel Administration). You have to choose one or the other—you can’t apply to both. So the first thing you need to do is have a good, solid idea of which program you’re applying to, and why.
• Take a deep breath and break down the prompt. SC Johnson College gives you a 650-word limit—that’s as long as the Personal Statement. This gives you room to show and tell how you’ve come to your major, and to clearly explain why this is the place you want to pursue your academic and future goals.
• Note the wording: “describe the topics or issues that you care about and why they are important to you.” Remember your audience! Admissions readers want to know about these things in the context of your application to business school. How do you relate these things to your desire to study business?
• Business degrees are unique in their combination of the applied with the theoretical. Make sure to focus on your future goals—the impact you hope to make on the world—beyond your pure academic or intellectual interests.
• Start with your origin story. What was the moment that you realized business or hotel management could be a possible career path? Spend 2-3 sentences describing this.
• Then, make a brainstorm list of the personal experiences; extracurricular, service, or work experiences; and academic exposures to business. What are some questions, ideas, or issues that these experiences raised for you? What are some specific business principles or problems that you want to learn more about? Have you set out to solve any of these on a small scale? What was that experience like for you? What did it make you realize you still needed to learn, or want to do next?
• Connect these experiences to your future goals. What kind of an impact do you hope to make? What do you want to build in the future? What are the problems you want to solve, and how do you see your business or hotel management education helping you solve those problems?
• Finally, spend at least half of the essay connecting your interests and goals to specific opportunities at Cornell. Who are the professors you can’t wait to learn from? What are the unique classes you’re most eager to take? Which research programs, internship or service opportunities, student organizations, study abroad or other programs are you most eager to participate in? And how will these opportunities help you reach your goals?

ILR Application Writing Prompt

Common Application Writing Supplement (650-word limit):

Using your personal, academic, or volunteer/work experiences, describe the topics or issues that you care about and why they are important to you. Your response should show us that your interests align with the ILR School.

• ILR (Industrial and Labor Relations) is a unique major, broadly focusing on the “world of work.” If you are applying to this program, you should have a good, solid, clear understanding of why you want to explore work through this lens, and not through a more traditional business major.
• Before you start answering this prompt, take the time to write, in a few sentences, why you’re applying into this major. Specifically, what are the questions, topics, or issues that you want to explore in college, and how do you see yourself continuing to explore these throughout your future career?
• Once that’s set, start with your origin story. What was the moment that first became interested in the issues or topics you identified above? Spend 2-3 sentences describing this.
• Then, make a brainstorm list of your personal, extracurricular, service, work experiences, academic experiences that you’ve pursued since your “origin story.” How have these experiences complicated or deepened your original understanding of these issues or topics? What are some related or new questions, ideas, or issues that these experiences raised for you? Have you set out to solve or learn more about any of these on a small scale? What was that experience like for you? What did it make you realize you still needed to learn, or want to do next?
• Connect these experiences to your future goals. What kind of an impact do you hope to make?
• Now, make the case that Cornell ILR, a unique program, is the only place where you can explore the interests outlined above, and reach your future goals. Explicitly connect those interests and goals to specific opportunities at Cornell. Who are the professors you can’t wait to learn from? What are the unique classes you’re most eager to take? Which research programs, internship or service opportunities, student organizations, study abroad or other programs are you most eager to participate in? And how will these opportunities help you reach your goals?

Dartmouth College supplemental essays

1. Required of all applicants. Please respond in 100 words or fewer:

As you seek admission to Dartmouth's Class of 2031, what aspects of the college's academic program, community, and/or campus environment attract your interest? How is Dartmouth a good fit for you?

• This is a classic “why us” question, but it’s extremely short! Every word counts here.
• It’s important to address academics, so start by doing some research into unique programs, professors, research opportunities. After that, give a brief version of the “origin story” for how you became interested in this major, and then explain why Dartmouth’s specific programs, professors, and research opportunities are the clear next step.
• Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that Dartmouth offers. Identify a few of these that you can connect to personal experiences or your current activities, and then explain how you hope to engage with these activities in a new way at Dartmouth.
• If you have the space, and the inclination, include a last sentence about what makes Dartmouth’s campus environment (maybe the culture, maybe the literal location) alluring to you.

2. Required of all applicants, please respond to one of the following prompts in 250 words or fewer:

A.There is a Quaker saying: Let your life speak. Describe the environment in

which you were raised and the impact it has had on the person you are today.

• This is a classic community essay: where are you from, who are you now, and where do you see yourself going (Dartmouth)?
• Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that’s important to you, and explain how you’d like to live out that value at Dartmouth. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

B."Be yourself," Oscar Wilde advised. "Everyone else is taken." Introduce yourself.

• This question is so open-ended that it might start to seem meaningless. Don’t panic!
• Remember your audience. Yes, by all means, “introduce yourself,” but remember that you’re introducing yourself to an admissions officer. Your goal is to be interesting, memorable, and likable. You are more than a list or achievements or a parade of statistics. Proceed accordingly.
• This is a great opportunity to strategically highlight some aspects of your personality, interests, or background that you haven’t yet been able to mention in the application. What’s not already showing up through your Personal Statement, your other supplements, your Activity Description, your transcript, or your teacher recommendations?

Required of all applicants, please respond to one of the following prompts in 250 words or fewer:

• Be strategic in your choices here. This is a great opportunity to strategically highlight some aspects of your personality, interests, or background that you haven’t yet been able to mention in the application. If you focused on your community/background in one of the prompts above, don’t repeat that focus here. If you honed in on quirky interests above, this could be a great opportunity to reveal a more serious academic side, or to explain more about how your background impacts the person you are and the choices you make today. There’s no magic formula; just make sure that every prompt you answer reveals a different side of who you are.

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A.What excites you?

• If you haven’t yet gone deep on a niche academic interest, this is your opportunity. Beyond your origin story, how else have you explored the subject you intend to major in? What are your favorite intellectual rabbit holes to go down?
• If you have already gone intellectually deep, this is a good opportunity to get a little quirky. Are you a diehard Mets fan who can’t get enough collectible bobbleheads? Do you live for complicated statistics and polling averages in your local city council races? Are you always up for a road trip or a picnic?

B.Labor leader and civil rights activist Dolores Huerta recommended a life of purpose. "We must use our lives to make the world a better place to live, not just to acquire things," she said. "That is what we are put on the earth for." In what ways do you hope to make—or are you already making—an impact? Why? How?

• This question might tempt you to wax philosophical about your plans for future world change. Don’t fall into that temptation! Lots of people might hope to make the world a better place. Only you can write about how you’re already engaged in making an impact on your piece of it.
• Connect this to something you’re already doing that’s concrete, meaningful, small, and specific. Your volunteer work with the library’s senior knitting circle might help make a tiny, local dent in the loneliness epidemic. The park cleanup drive you organized might have made it more appealing for local families, showed pride in your local community, and could help explain why you want to study urban planning at Dartmouth.
• If this one feels forced, or if you find yourself writing abstractions, you can pick a different prompt. Only answer this one if you have something to say here, that you haven’t said already elsewhere in your application.

C.In an Instagram post, best-selling British author Matt Haig cheered the impact of reading. "A good novel is the best invention humans have ever created for imagining other lives," he wrote. How have you experienced such insight from reading? What did you read and how did it alter the way you understand yourself and others?

• If you’re a deep, voracious reader, you probably have an idea for how you’d like to answer this one! Be specific and be honest. If you can connect the “insight” you experienced to an action that you took as a result (so it’s not just a shift in perspective, but in behavior), even better.
• If you’re not that kind of reader, that’s okay! Don’t try to fake this one. You have five other questions to choose from 😉

D.The social and family interactions of wild chimpanzees have been the focus of Dame Jane Goodall's research for decades. Her understanding of animal behavior prompted the English primatologist to see a lesson for human communities as well: "Change happens by listening and then starting a dialogue with the people who are doing something you don't believe is right." Channel Dame Goodall: Tell us about a moment when you engaged in a difficult conversation or encountered someone with an opinion or perspective that was different from your own. How did you find common ground?

• Dartmouth is incredibly diverse, and it wants to encourage an environment of productive, civil discourse. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people with opinions and perspectives are different from yours. Dartmouth wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• Brainstorm some disagreements or intense, difficult discussions that you’ve had. The issue at the heart of the disagreement should be substantive, something that carries real eight. Vanilla vs. chocolate will not cut it here.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• Note the wording: “Engaged in a difficult conversation” or “encountered someone.” This is a pretty big clue! Conversations and encounters involve both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
• Note the wording, part 2: “How did you find common ground?” Another pretty direct statement of what Dartmouth is looking for. The substance of the disagreement doesn’t matter so much; instead, focus on a more broadly applicable lesson about how you were able to work with people across differences of opinion, perspective, and values.

E. Celebrate your nerdy side.

• If you haven’t already gone deep on your niche academic or intellectual interests, this is a really good opportunity to do so. Beyond your origin story, how else have you explored the subject you intend to major in? What are your favorite intellectual rabbit holes to go down? What’s an idea, or concept, or interest you could (or do!) talk about for hours?

F."It's not easy being green…" was the frequent refrain of Kermit the Frog. How has difference been a part of your life, and how have you embraced it as part of your identity, outlook, or sense of purpose?

• Remember to be strategic, and remember your audience. You want to tell the admissions readers something new here. If you chose the “introduce yourself” prompt above, you might find it hard not to repeat yourself here.
• Either way, go back to that brainstorm list: the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality, disability), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Then, take a look at responsibilities, ways you self-identify, and interests, extracurriculars, or hobbies. Do any of those categories ever make you stand out from most members in your community categories? If so, those could be fruitful areas to explore for this question.
• Check the wording, and remember your audience (again!). Dartmouth doesn’t just want to know how you’re different; they want to know how you’ve “embraced” difference. Dartmouth’s campus culture absolutely embraces difference, and they want to know that you’re proud and comfortable with your own and others’ differences, too.
• So, in what ways have those differences you’ve identified been sources of strength in your life? How have you enjoyed your differences (identify), what have your differences taught you (outlook), and how have you perhaps used your differences to connect with other people and create new communities or positive change in the world (sense of purpose)?

Davidson College supplemental essays

Supplemental Questions

1) There are just under 4,000 four-year colleges and universities in the United States. Being as specific as possible, what interests you most about Davidson College? (250-300 word limit)

• This is a classic “why us” question, but note the wording: “Being as specific as possible…” Davidson really wants you to have done your research into what they offer!
• Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, connect this “origin story” to the specific major or area you’re interested in at Davidson. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Many Davidson students study abroad–is there a particular program that catches your eye? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
• Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that Davidson offers (especially the Honor Code). Identify a few of these that you can connect to personal experiences or your current activities, and then explain how you hope to engage with these activities in a new way at Davidson.

2) Davidson encourages students to explore curiosities in and out of the classroom. What is a topic, activity or idea that excites you? Tell us why. Examples may include hobbies, books, interactions, music, podcasts, movies, etc. (250-300 word limit)

• There is no single, correct answer here! Davidson is asking this question because they genuinely want to get to know you better as a person. One great way of getting to know a person is to learn more about what they love.
• If you haven’t yet gone deep on a niche academic interest, this could be a great opportunity to do so. Beyond your origin story, how else have you explored the subject you intend to major in? What are your favorite intellectual rabbit holes to go down?
• If you have already gone intellectually deep, this is a good opportunity to get a little quirky. Are you a diehard Mets fan who can’t get enough collectible bobbleheads? Do you live for complicated statistics and polling averages in your local races? Are you always up for a road trip or a picnic?
• Avoid the temptation here to over-explain the thing itself. While you should tell us what it is that excites you, be careful not to turn this into a book report, a movie review, or a podcast summary. The key here is to reveal what specific aspect of the thing is most fascinating to you, to explain what additional questions or interests it raised for you, and to share how you’ve begun (or hope to begin) exploring them.

Duke supplemental essays

Why Duke

What is your impression of Duke as a university and community, and why do you believe it is a good match for your goals, values, and interests? If there is something specific that attracts you to our academic offerings in Trinity College of Arts and Sciences or the Pratt School of Engineering, or to our co-curricular opportunities, feel free to include that, too. (250 word limit)

• This is a classic “why us” question.
• Note the wording: “as a university and community.” Duke is letting you know very clearly that they want you to address academics as well as campus community/culture here.
• Start with a brief version of the “origin story” for how you became interested in your chosen major, and then explain which of Duke’s specific programs, professors, and research opportunities are the clear next step in satisfying your curiosity and helping you meet your future goals within that academic field.
• Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that Duke offers. Identify a few of these that you can connect to current personal experiences or interests, and then explain how you hope to engage with these activities in a new way at Duke.
• Finally, make a clear, explicit values connection to Duke’s culture. Have you visited campus? If so, be sure to mention that! What stood out to you? What did you notice about the ways that students interacted, what were some positive interactions that you had with students, professors, staff? If you haven’t visited, that’s okay! Explain how you’ve gotten a sense for Duke’s culture through their website, through interactions with Duke students, through social media. What values did you see in practice (curiosity, openness, exploration, a sense of action and optimism, etc), and how do you see your own values and outlook fitting in on campus?

Communities

We all belong to communities defined by place, faith, family, culture, interests or shared experience. Tell us about a community that has shaped who you are, any way it has set you apart, and what you've learned from being part of it that you hope to bring to Duke. (250 word limit)

• This is a classic community essay: where are you from, who are you now, and where do you see yourself going?
• Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities). “Communities” can also include ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one community that 1) you haven’t already written about elsewhere in your application, and 2) plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that’s important to you, and explain how you’d like to live out that value at Duke. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

Directions to applicants: We want to emphasize that the following questions are optional. We invite you to answer one of the three if you believe that doing so will add something meaningful that is not already addressed elsewhere in your application. (250 word limit)

Viewpoints and experiences
We believe a wide range of viewpoints and experiences is essential to maintaining Duke’s vibrant living and learning community. Please share anything in this context that might help us better understand you and your potential contributions to Duke.

• Note the wording, Part 1: “viewpoints and experiences…essential to maintaining Duke’s…community.” This phrasing is tricky! It can be tempting to focus just on listing what’s most unusual about you, but Duke isn’t just asking about you and your experiences. It wants to know about the perspective your viewpoints and experiences have given you, and how that perspective will shape the way that you contribute as a Duke student.
• Even though this question mentions viewpoints, it’s not asking you for an opinion column. If you write about your viewpoints, they should be grounded in your specific experiences of belonging to a particular community, or of taking particular actions.
• One solid use of this space is if you faced a significant challenge during high school that you haven’t written about in your PS or other Duke essays. If you did face such a challenge, and it affected your values, perspective, or approach to your future, this is a good place to explain it. The challenge itself is less important than your response to it. What actions did you take, what initiative did you show, how did you strengthen your grit, persistence, and resilience? And, how does that affect the way you want to connect with others as a Duke student?
• Note the wording, Part 2: Whatever the topic, if you do choose this prompt, remember that it’s not just asking you if there’s anything else you want to say. It’s asking for information that will help a reader “better understand your potential contributions to Duke.” So whatever you write about, remember that your “so what?” takeaway needs to relate back to how you’d be a great student to have on campus. Will you be a bridge-builder between different campus communities? Will you take advantage of new academic and growth opportunities? Will you support others and set a leadership example?

Difference of opinion
Meaningful dialogue often involves respectful disagreement. Provide an example of a difference of opinion you’ve had with someone you care about. What did you learn from it?

• Ask yourself: why is Duke asking this question?
• Duke is incredibly diverse, and it wants to encourage an environment of productive, civil dialogue. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people with opinions and perspectives different from yours. Duke wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• Brainstorm some disagreements or “differences of opinion” that you’ve had with friends or family members. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it here.
• Note the language: “what did you learn from it?” This means that there’s an expectation that you talked through this difference of opinion in some way. Duke is not looking for you to tell them about the time you disagreed with someone, and never said a word to them about it.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• “Dialogue” involves both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
• The substance of the disagreement doesn’t matter so much; instead, focus on a more broadly applicable lesson about how you were able to work with people across differences of opinion, perspective, and values.

Something you are excited about
What’s the last thing that you’ve been really excited about?

• There is no single, correct answer here! Duke is asking this question because they genuinely want to get to know you better as a person. One great way of getting to know a person is to learn more about what they love.
• If you haven’t yet gone deep on a niche academic interest, this could be a great opportunity to do so. Beyond your origin story, how else have you explored the subject you intend to major in? What are your favorite intellectual rabbit holes to go down?
• If you have already gone intellectually deep, this is a good opportunity to get a little quirky. Are you a diehard Mets fan who can’t get enough collectible bobbleheads? Do you live for complicated statistics and polling averages in your local races? Are you always up for a road trip or a picnic?
• Either way, note the wording: “the last thing.” Ground this answer in a specific, vivid scene (when you finally made it to Setauket, NY for the Culper Spy Ring Historical Tour, or the incredible sense of triumph you felt adding Tom Seaver to your bobblehead shelf). Then, open up and explain how this “last exciting thing” relates to a broader interest, and, to really knock it out of the park, how you’ll continue exploring that interest and sharing it with others at Duke.

Emory University supplemental essays

What academic areas are you interested in exploring at Emory University and why? (200 words)

• This is a classic “why this major at our school” question.
• What's your origin story for the major you selected? When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you. For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Connect these questions to your future goals. What kind of impact do you hope to make in your future career, and how do the questions you’re interested in exploring relate to that impact?
• Then, map out a specific plan for how you would explore those interests and approach those goals at Emory. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.

Please answer one of the following questions (150):

1) Emory University has a strong commitment to building community. Tell us about a community you have been part of where your participation helped to change or shape the community for the better.

• Think broadly! Students will often look at this question and jump immediately to volunteering or community service. While that’s certainly one way to approach answering this prompt, it’s absolutely not required. There are lots of different ways to make your community better. Service is one of those ways, but not the only way.
• Note the wording: “Community” is a very flexible word. You can define community for this prompt as broadly or as narrowly as you’d like. Consider your cultural or religious community, your neighborhood, a specific club or organization you belong to, and more. That said, make sure you have a clear, specific idea of what “community” you’ll be writing about for this prompt. What’s your role within this community? This will help you choose more specific, vivid details in your answer, which will make your answer more memorable to the admissions reader.
• One straightforward way to think about this prompt is, within the community you’re writing about, what was a problem that you wanted to solve? Was the cafeteria in your high school always filthy, because students rushed to finish lunch and didn’t clean up after themselves? Were local parents frustrated because there weren’t high-quality summer day camp options for older elementary schoolers?
• Once you’ve identified the community and the problem, what actions did you take to work toward a solution? Did you partner with school administration to make posters and witty announcements reminding students to bus their lunch trays? Did you lead an initiative with fellow Odyssey of the Mind members to run a three-week Summer Discovery Camp?
• In what specific, concrete way did your actions help solve the problem? What was the positive result for the community you identified?
• Don’t forget your “so what?” What did you learn from this experience? How has it shaped or strengthened your values? How did it change your perspective or goals? How has it affected the way that you think about building or participating in a community, and how will you carry those lessons forward as a student at Emory?

2) Reflect on a personal experience where you intentionally expanded your cultural awareness.

• Ask yourself: why is Emory asking this question?
• Emory is incredibly diverse. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people whose backgrounds and experiences of the world are very different from yours. Emory wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re actively excited about doing this.
• The best way to show someone that you’re capable of doing something in the future is to demonstrate how you’ve done it in the past.
• Start by reflecting on your own cultural group. How do you identify? What sort of ethnic, religious, cultural, language, or heritage background do you consider yourself part of? Within this group, what are some of the traditions or practices that you enjoy or that bring you comfort?
• Then, ask yourself: what are some times that you’ve intentionally gotten out of your comfort zone? Have you taken part in study or summer abroad programs? Have you joined particular clubs or activities at school that brought you into contact with fellow students from different backgrounds? Have you intentionally sought out work or volunteer experiences that brought you into communities different from your own?
• Spend 2-3 sentences explaining the experience–what you did, what your role was. Include a brief description of your own cultural group, and explain the differences between your group and the one you were interacting with.
• Spend 1-2 sentences explaining why you wanted to do this. The prompt asks for a time you “intentionally expanded.” What was behind your intention?
• Then, spend the rest of the essay reflecting on what you learned both through that experience specifically and in terms of broader applications. What did you learn about finding common ground? What did you learn about navigating differences? What did you learn about yourself and others?
• If you don’t have an experience like this to write about, that’s okay! Don’t try to force it. You have 3 other prompts to choose from. :)

3) Emory University's core mission calls for service to humanity. Share how you might personally contribute to this mission.

• Emory’s mission calls for members of its community to balance “responsibility, to become what the world needs” with “individual interest.” This is your chance to show how you’ve already begun living out these values, how you’d continue to live them out on campus, and how you’d hope to work toward “the greater good” throughout your career.
• Your mind might go toward volunteering or community service. While that’s certainly one way to approach answering this prompt, it’s absolutely not required. There are lots of different ways to make your community better. Service is one of those ways, but not the only way.
• You can approach this question in one of two ways: the service-as-volunteering approach, or the service-more-broadly approach.
• If you choose the service-as-volunteering:
  • Make a brainstorm list. Where and when and how have you volunteered? What communities have you served, and why? How have you worked to make your high school, or neighborhood, or city, or state better, cleaner, fairer?
  • Find a moment within one of these larger volunteer experiences, and use it to tell the story of how the experience reflects your own values. What does service mean to you right now? What kind of change were you (and the people you worked with) able to bring about? Or, why is it important to make the effort, even if nothing ever seems to change?
• If you choose service-more-broadly:
  • Think about your future academic goals, and your future career. Make a brainstorm list of the kinds of problems that you hope to spend your time solving.
  • How have you already begun working toward solving those problems, either academically or through your extracurricular pursuits?
  • Connect these problems to your values. What makes those problems meaningful, or important to a larger group of people than yourself?
• Next, for both approaches, map out how Emory would help you live out your values. What are some classes you’d like to take, and how will those classes contribute to your goals of serving others? What are some of the specific extracurricular or student organizations or opportunities you’d love to be a part of, and what contributions do you hope to make?
• Finally, connect how you hope to serve others in your life after Emory. How would you hope to live out those values in your future career? Or, if not in your future career, how do you see those values relating to your responsibility as a community member or Emory alum?

4) In a scholarly community, differing ideas often collide before they converge. How do you personally navigate disagreement in a way that promotes progress and deepens meaningful dialogue?

• Ask yourself: why is Emory asking this question?
• Answer: See above! Emory is incredibly diverse, and it wants to encourage an environment of productive, civil dialogue. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people with opinions and perspectives different from yours. Emory wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• This question is phrased in a pretty general way: “How do you personally navigate disagreement…”
• The best way to answer such a general question is to anchor it in a specific example. Tell us about a time that you constructively navigated a disagreement, then extrapolate broader conclusions about your general approach.
• Brainstorm some disagreements that you’ve had with friends or family members. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it here.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• “Dialogue” involves both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
• The substance of the disagreement doesn’t matter so much; instead, focus on a more broadly applicable lesson about how you were able to work with people across differences of opinion, perspective, and values.

George Washington University supplemental essays

Supplemental (Optional) Essay, 500 each

Every applicant can choose from one of the following two essay prompts to submit.

Essay Prompt 1

At the George Washington University, our students frequently interact with policymakers and world leaders. These experiences and those of our alumni can shape the future of global affairs. If you had the power to change the course of history in your community or the world, what would you do and why?

• There are two ways to approach this question–changing something in the past, or making something happen in the present that affects the future. But as you first start this brainstorming, don’t get too caught up in the idea of “changing the course of history.” Instead, think about what issues are important to you.
• Start by brainstorming some of the problems/challenges/issues facing your community, and the world, that you especially care about. Maybe it’s climate change, maybe it’s political polarization, maybe it’s traffic safety, or religious intolerance, or media literacy. Whatever comes to your mind, don’t try to fake this, or choose an issue that you think “sounds good,” or that you imagine admissions is looking for. If you choose something that you’re genuinely interested in and care about, that will make for a much more compelling essay than if you’re trying to check boxes.
• Look at your list. Within those issues/challenges/etc, are there any that you’re currently involved in? Are you part of an environmental group at school? Have you spoken to your City Council about needing stop signs at dangerous intersections? Did you complete a research project on media history that you found captivating?
• Once you’ve decided on your issue, you can approach this in one of two ways:
  • Option #1: Be the Change! Write a version of this essay in which you explain the status quo of the cause and show us your current involvement. Then, project us forward. Imagine that everything you’re working toward came through. What would need to happen in order for that change to come about? What do you see as your contribution to bringing that change about? How would the world be different, if it did?
  • Option #2: History Detective! Look back at the history of your cause/issue/challenge. What have been some of the turning points, moments in history when things could have gone differently–when the Supreme Court could have come to a different conclusion; a company could have taken a less risky path; the outcome of a war or battle or contest could have been different? Explain how, in your view, the outcome of that turning point led to the current state of the world, explain what you would change, and explain how that change would reverberate through history, leading us to a different status quo today.
• Whatever approach you take, conclude the essay by connecting the issue back to your own interests, passions, and commitments. How do you see yourself continuing to be involved in this issue throughout your time at George Washington (in and out of the classroom) and beyond? How does it relate to the kinds of questions that you hope to spend your career exploring, or the kind of impact that you hope to make on the world?

Essay Prompt 2

The George Washington University encourages students to think critically and to challenge the status quo. Thus, civil discourse is a key characteristic of our community. Describe a time when you engaged others in meaningful dialogue around an issue that was important to you. Did this exchange create change, new perspectives, or deeper relationships?

• George Washington University is incredibly diverse, and it wants to encourage an environment of productive, civil discourse. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people with opinions and perspectives that are different from yours. GW wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• Brainstorm some disagreements or intense, difficult discussions that you’ve had. The issue at the heart of the disagreement should be substantive, something that carries real eight. Vanilla vs. chocolate will not cut it here.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• Note the wording: “civil discourse” and “engaged in meaningful dialogue.” This is a pretty big clue! Dialogue involves both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
• Note the wording, part 2: “Did this exchange create change, new perspectives, or deeper relationships?” Another pretty direct statement of what GW is looking for. The substance of the disagreement doesn’t matter so much; instead, focus on a more broadly applicable lesson about how you were able to work with people across differences of opinion, perspective, and values.

Georgetown University supplemental essays

Short Essay One

Approximately one-half page, single-spaced

All Applicants: Briefly discuss the significance to you of the school or summer activity in which you have been most involved. (250)

• Note the wording “activity in which you have been most involved.” This means that, while you should for sure choose an activity that you’ve found personally meaningful, Georgetown is also looking for an activity that you’ve devoted significant time and energy to, and one where you’ve made a meaningful contribution.
• So, start here! Make a brainstorm list of 1) extracurriculars and other activities that you’ve been part of for a long, consistent period of time, and 2) projects, extracurriculars, and other activities where you’ve been in charge of something, had a unique, meaningful contribution to a significant project, or brought about some sort of positive change. Does your list overlap? That’s a good place to start.
• Note the wording, Part 2: “the significance to you.” Georgetown doesn’t just want to know *what you did.* or what made it meaningful to other people. They want you to step back and reflect on 1) why you were compelled to contribute in this way, 2) what you learned from your involvement in the activity, and 3) how you will continue to carry those lessons forward.
• Start with a quick, vivid scene showing your involvement in action. Let us see you helping a third-grader understand gravitational force, or mapping out your route for a beach cleanup, or mediating a disagreement between fellow members of the marching band flute section.
• Then, zoom out. Give us a quick synopsis of your “greatest hits” related to the activity. What have you done, and what sort of impact have you made on the organization itself, and on your community more broadly? Remember that admissions readers will have your Activity Descriptions, so avoid repeating yourself here.
• Then, reflect. Looking at your significant contributions, how do you think they’ve contributed to your growth? Your understanding of yourself and of other people? The way you think about what you’re capable of, or about what you want?
• If you have room, end with a brief, forward-looking statement connecting your growth to your future academic or career goals. How do you plan to keep on learning and growing on campus and beyond?

Short Essay Two

In all our lives, we interact with people who hold different viewpoints than our own. Describe such an event you experienced. What did you learn from the experience? (250 words)

• Ask yourself: why is Georgetown asking this prompt?
• Answer: Georgetown is an incredibly diverse school, with a very international student population, located in one of the most diverse cities in the world. If you’re going to be a student here, you’ll need to work with people every day whose lives have been very different from your own. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people with opinions and perspectives different from yours. Georgetown wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• There are two ways to take this prompt: the disagreement route, or the perspective-expanding route.
  • For the disagreement route, brainstorm some times that you’ve worked closely with people you’ve disagreed with. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it here.
    • Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
  • For the perspective-expanding route, brainstorm some occasions when you’ve spent significant time with people unlike you in some significant way. The difference should be substantial: different country, different languages spoken, different religious, cultural, or ethnic background. What surprised you about this encounter?
• Note the wording, part 1: An “interaction” involves talking and listening. The expectation here is that you did substantially engage with this person. Show that you are capable of approaching people you disagree with, or people whose perspectives may be unfamiliar to you, with respect and curiosity.
• Note the wording, part 2: “what did you learn?” Another pretty direct statement of what Georgetown is looking for. Half of your response here should be a reflection on a broadly applicable lesson about working with people across differences of opinion, perspective, and values. How were you able to do this successfully in this case, and how will you continue to apply these lessons as a Georgetown student?

Georgetown Long Essay

• The specific wording of each prompt varies slightly depending on which school within Georgetown you’re applying to, but each one is really a classic “why this major at our school” question, with a generous word count.
• Consider your audience: Georgetown gave you that generous word count for a reason. They want to know that you’ve done your research here and thought deeply about what would make you + Georgetown a beautiful pair.
• Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you. For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Then, connect this “exploration story” to the specific major (or college, or program) you’re interested in at Georgetown. Map out a specific plan for how that major or college or program’s curriculum would help you explore those interests.
• What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.

APPLICANTS TO GEORGETOWN COLLEGE OF ARTS & SCIENCES: Founded in 1789, the Georgetown College of Arts & Sciences is committed to the Jesuit traditions of an integrated education and of productive research in the natural sciences, humanities, social sciences, and fine arts. Describe your interest in studying in the College of Arts & Sciences. Applicants interested in the sciences, mathematics, or languages are encouraged to make specific reference to their choice of major. (500)

APPLICANTS TO THE BERKLEY SCHOOL OF NURSING: Georgetown University’s Berkley School of Nursing is committed to the formation of ethical, empathetic, and transformational nursing leaders. Describe the factors that have influenced your interest in studying Nursing at Georgetown University.

APPLICANTS TO THE WALSH SCHOOL OF FOREIGN SERVICE: Georgetown University’s Walsh School of Foreign Service was founded more than a century ago to prepare generations of leaders with the foundational skills to address global issues. Describe your primary motivations for studying international affairs at Georgetown University and dedicating your undergraduate studies toward a future in global service.

APPLICANTS TO THE MCDONOUGH SCHOOL OF BUSINESS: Georgetown University’s McDonough School of Business provides graduates with essential global, ethical, analytical, financial, and diverse perspectives on the economies of our nation and the world. Describe your primary motivations for studying business at Georgetown University.

APPLICANTS TO THE MCCOURT SCHOOL OF PUBLIC POLICY (joint with the College of Arts & Sciences): For nearly 50 years, Georgetown University’s McCourt School of Public Policy has equipped leaders and changemakers with the interdisciplinary skills to address local, national and global policy problems. Undergraduate public policy students at Georgetown will have the unique opportunity to live and study on two campuses, spending their first two years immersed on the Hilltop, before completing the second half of their time at Georgetown on the Capitol Campus, immersed in the policy world. Describe your primary motivations for studying public policy at Georgetown University and dedicating your undergraduate studies toward a future related to public service.

APPLICANTS TO ENVIRONMENT AND SUSTAINABILITY (joint degree program with the College of Arts & Sciences and the Earth Commons): Through this joint program between the College of Arts & Sciences and the Earth Commons, you’ll explore theories and practical skills in the classroom, in the field, and around the world, and put it all together to make a difference. Describe your primary motivations for studying environment and sustainability at Georgetown University to effect positive change in the world.

APPLICANTS TO THE SCHOOL OF HEALTH: Georgetown University’s School of Health was founded to advance the health and well-being of people locally, nationally, and globally through innovative research, the delivery of interdisciplinary education, and transformative engagement of communities. Describe the factors that influenced your interest in studying health care at Georgetown University, specifically addressing your intended related major: Global Health, Health Care Management & Policy, or Human Science.

Hamilton College supplemental essays

At Hamilton, we each bring different backgrounds and perspectives, and we teach one another about the world through our individual and shared experiences. What would you like us to know about you and your interest in Hamilton? (350 words)

• This is a combination “why this major at our school” and “background/community” essay. Hamilton is, basically, asking you to:
  • explain how you became the person you are today, considering your background, perspective, and academic interests
  • describe how those qualities will affect how you hope to experience Hamilton, and the impact you hope to have
• First, make sure to address the academic aspect
  • Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
  • Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
  • Next, brainstorm some questions that these experiences have raised for you. For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
  • Then, connect this “exploration story” to the specific major (or college, or program) you’re interested in at Hamilton. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
• Once you’ve addressed the academic aspect, consider the background aspect
  • Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
  • Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
  • Then, connect the current specific deep impact to some specific contribution you’d like to make at Hamilton. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
  • Finally, explain how these experiences at Hamilton–the academic interests you’ll explore, people you’ll collaborate with and learn from, the skills you’ll develop, the communities you’ll serve–will help you move toward the kind of impact that you hope to make in the future.

Harvard University supplemental essays

1) Harvard has long recognized the importance of enrolling a student body with a diversity of perspectives and experiences. How will the life experiences that shaped who you are today enable you to contribute to Harvard?

• Don’t be scared by the word diversity! It shows up across many different measures and parts of your life. Are you in any way different from any other person? Then diversity applies to you.
• Think about different parts of your life that have contributed to your perspective and experiences. Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific action you’d take at Harvard. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
• Focus on: identity, action, values, impact.

2) Describe a time when you strongly disagreed with someone about an idea or issue. How did you communicate or engage with this person? What did you learn from this experience?

• Ask yourself: why is Harvard asking this question?
• Answer: well, look at the previous question. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people whose experiences and perspectives are different from yours. Harvard wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.
• Brainstorm some disagreements that you’ve had. Remember, no bad ideas in a brainstorm, but once you have your list, you can look at it with a little more of a critical eye. Harvard is asking for “an idea or issue” that you disagreed about. This means that the disagreement should have some substance to it. “Sugar cookies are better than chocolate chip cookies” is not an idea or issue, but “I wanted to order more sugar cookies for our fundraising bake sale, but my co-chair was insistent that we should order chocolate chip cookies instead” might be.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie thought we should concentrate solely on chocolate chip cookies” is better.
• Look at the wording: it’s not “did you communicate/engage,” it’s “how did you communicate/engage.” This is your chance to show that you were respectful, that you were clear about your own position, and that you were willing to both consider the other person’s position and work with them across the disagreement. It’s not necessary to convince the other person to come around to your side, and it might even be better if you didn’t. The goal here is to show that you can work with other people, that you’re comfortable with difference, and that you’re not scared of difficulty.
• Harvard asks pretty directly what you learned from this experience, and so you’ll need to tell them pretty directly. This lesson should arise naturally from the way that you and the person you disagreed with interacted. Maybe you learned something about the ways that people’s experiences shape their opinions. Maybe you learned something about the hard work of compromise. Maybe you learned something about the limits of common ground, or maybe you learned that you could live with the contradiction of admiring some things about a person and deeply disagreeing with some of their positions. Don’t tell me, tell Harvard!

3) Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.

• Of course, everything you’ve ever done has shaped who you are, but you don’t need to talk about all of them. By “any,” Harvard really means pick one, maybe two.
• This sounds a lot like the first question, doesn’t it? Yes. But the emphasis is a little different. Instead of the focus being on how you’ll contribute to Harvard, the focus is on “who you are,” and how you got that way.
• If you’re thinking, but I’m not any one thing. I’m a multifaceted individual, and there are many experiences that have shaped me. Yes, true, agreed! For this prompt, pick one part of who you are.
• A good starting place might be to think about what you’re intellectually interested in. What are you super excited about learning about, and what experience sparked or deepened that interest? For example, did you work part-time at a summer camp, and realize that while you hated camp songs, you were amazing at helping campers in the infirmary stay calm? And did this put you on your path to medicine? Did your experience reading to elementary schoolers as part of a library volunteer program make you realize the impact that seeing themselves in a story could have on kids, and now you’re interested in curriculum design? Or, maybe while you volunteered to read to kids, spending so much time at the library brought you in closer contact with your community’s unhoused population, and now you’re interested in harm reduction and public health?
• A good formula for this is: experience, spark, exploration.

4) How do you hope to use your Harvard education in the future?

• What do you want to be when you grow up, and how will what you hope to study at Harvard get you there?
• Impact and scale are key here. Harvard is looking for difference-makers. “I hope to use my Harvard education to get a good job” is not going to cut it. What field gets you really excited, and what’s a way that you might want to help shape or contribute to that field in the future? If you can point to something specific at Harvard that will help get you there, that’s great, but the truth is, Harvard knows that it’s Harvard. They’re kind of asking here, once you’ve left Harvard, how will you make Harvard proud? What are your big plans?

5) Top 3 things your roommates might like to know about you.

• Have fun with this one! It’s a chance to show some personality, humor, quirks.
• Remember your audience! Even though the question uses the word “roommate,” it doesn’t really mean roommate. Your actual roommate might want to know your intended major and here you’re from, for example, but the admissions reader knows those things already. Repeating them here is a missed opportunity.
• What are three (more casual, less achievement-focused) things you’d like an admissions officer to know about you? What are some ways you can three-dimensionalize the portrait you’ve put forward so far?

Haverford College supplemental essays

Supplement

We appreciate you taking the time to answer these Haverford specific questions and are excited for the opportunity to consider your application for admission.

Good writing is a process, and there are many resources you might use as you craft your responses, including asking someone you trust to review your work and offer feedback or using generative artificial intelligence to brainstorm your response. But please know that what is most important to us is to hear your voice and ideas. Your voice matters to us, and hearing it in your writing will help us better understand who you are and imagine who you would be at Haverford.

Haverford College has one of the oldest and one of the very few student-run Honor Codes in the U.S. Our Honor Code is not a set of rules, but rather a statement of shared values around both the academic and social aspects of life and is centered on the concepts of trust, concern, and respect. Our Honor Code serves as an educational tool in and of itself and provides a powerful framework for our community, emphasizing and supporting qualities we see as essential to a Haverford education. Among other things, the Honor Code at Haverford supports:

• Academic Freedom: The Honor Code fosters an atmosphere emphasizing academic integrity, collaboration over competition, and the cultivation of intellectual curiosity. Differences and disagreement are respected, valued, and embraced, and open discourse is seen as fundamental to the academic endeavor.
• Student Agency: The Honor Code upholds a culture in which students are deeply trusted to take substantial ownership of their education and to profoundly shape and define the Haverford community. Student ownership is reflected in self-scheduled exams, in the fact that every student completes a Senior Thesis, in shared responsibility for the residential experience, and of course in oversight of the Honor Code itself.
• Community: The Honor Code establishes a caring and collaborative environment for living and learning, where the community experience plays a central role in one’s education. The inherent value of every community member is recognized, and diversity in all respects—including diversity of background, experience, and perspective - is nurtured, celebrated, and embraced.
• Leadership and Engagement: The Honor Code allows every student to find and develop their own voice, to practice ways of improving community and acting on issues of importance, to learn methods of problem solving and conflict resolution, and to examine the ways they can and will impact the world beyond Haverford.

Please give us a better sense of what you are looking for in your college experience by answering the following questions:

1)Tell us about a topic or issue that sparks your curiosity and gets you intellectually excited. How do you hope to engage with this topic or issue at Haverford? (Please limit your response to 150-200 words.)

• This is, broadly speaking, a “why this major” question.
• So, spend a sentence or two writing down your “origin story” describing when you first became interested in the area you might want to major in.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Spend 1-2 sentences getting really nerdy about this idea! Show your enthusiasm, and explain what makes the idea so interesting to you. Ideally, this idea will be a question that you’ve developed through your own experiences. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, spend most of your answer mapping out a plan for how you would explore that idea through specific opportunities at Haverford. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you pursue your curiosity—in other words, how they would help you answer questions you already have, and develop new questions that you can’t wait to answer.

2)We have highlighted for you some of the values that shape the Haverford community. What are some of the values you seek in your next community? How do Haverford’s values, as demonstrated through our Honor Code, resonate with you?
As you think about how to answer this question, you might draw from how you have been influenced by other communities you have been a part of, experiences you may have had within your communities, or opportunities you have had to shape or even change your communities. (Please limit your response to 150-200 words.)

• Even though this is framed in terms of values, this prompt is a classic community essay: where are you from, who are you now, and where do you see yourself going?
• Start with “other communities you have been a part of.” Make a brainstorm list of as many different communities that you’re part of as you can (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that you and Haverford share. It’s worth digging into their Honor Code a little more deeply, but they’ve highlighted those values for you in this prompt’s preamble (trust, concern, respect, academic freedom, student agency, community, leadership, and engagement), and explain how you’d like to live out that value at Haverford through a specific on-campus group, organization, or opportunity.
  • For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers.
• Finally, explain how you see this experience connecting to the broader impact you would like to make in the future, living out those values through your future career. Choose something that you would realistically like to do, not just what sounds good!

University of Illinois Urbana-Champaign supplemental essays

You’ll answer these in the Writing section of the Illinois questions on the Common App.

Each essay should be about 150 words.

First‑Choice Major Essays

1. Explain, in detail, an experience you’ve had in the past 3 to 4 years related to your first-choice major. This can be an experience from an extracurricular activity, in a class you’ve taken, or through something else.

• This is a classic “why this major,” just from a slightly different angle. This prompt is less about showcasing an impressive extracurricular, and more about revealing how you pursue your intellectual interests.
• Before you write anything, think about your first-choice major. Then, within that interest area, think about a moment you deepened your understanding, or made an unexpected (to you) connection, or found a specific topic or idea that absolutely captivated you.
• What were you doing when this happened? Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Show your passion and enthusiasm for the idea, and then connect it specifically to aspects of the major at UIUC. What are the unique courses you’re excited to take? The professors that you can’t wait to work with? How will this major at UIUC help you explore the questions you’re most interested in exploring?

1. Describe your personal and/or career goals after graduating from Illinois and how your selected first-choice major will help you achieve them.

• Remember that your Admissions Reader will see this question after you’ve answered the previous question. That means that you don’t have to reiterate what you find most fascinating about your major, or how you became interested in it. That also means that your goals should in some way relate to the major you detailed above.
• Explain directly what your goals are! You don’t have to name specific job titles (and it’s probably better if you don’t), but broadly speaking, what field(s) are you interested in working in, and what kind of broad impact do you hope to make?
• Then, connect your UIUC major to those future goals or plans. What are the skills you’ll use and the knowledge you’ll need to make the kind of impact you want to make, and how will specific opportunities at UIUC (courses, professors, research institutes, volunteer or internship opportunities, student organizations) help you get there?

Second‑Choice Major Essay

When you apply with a second‑choice major, you’ll answer this additional prompt.

1. Please explain your interest in your second-choice major or your overall academic or career goals.

• Is the second choice major a path to the same career goals, or are you considering a different path?
  • If the career goals are the same: If your origin story is the same, you don’t need to repeat it here—you can simply briefly restate the questions you hope to explore, and explain how the second-choice major will let you explore those questions from a different angle, setting you on a slightly different path toward the same goal.
  • If the career goals are different: Just follow the same approach you followed for the first-choice major questions. Explain your origin story for this second interest, explain how you’ve begun to define the kinds of questions you want to answer, and explain how UIUC’s courses, professors, and other opportunities will let you 1) explore those questions, and 2) reach your career goals.

Johns Hopkins supplemental essays

At Johns Hopkins, community is built through dialogue, collaboration, and a willingness to engage across differences.

Whether on campus or in the broader world, community depends on bridge builders who can listen to differing perspectives, challenge their own assumptions, or work together toward shared goals.

Drawing on your own experiences, what have you learned about engaging across differences and how has it shaped the way you think about building bridges, enhancing community, and working with others? (350 word limit)

• Don’t get overwhelmed! Hopkins is packing quite a lot into this one prompt, but if you break it down step-by-step, you’ll do great.
• There are two ways to approach this question
  • Diversity/Community, or
  • Difficult Conversations
• If you choose Diversity/Community
  • Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities). Communities can also include ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
  • Then, take a look at responsibilities, ways you self-identify, and interests, extracurriculars, or hobbies. Do any of those categories ever make you stand out from most members in your community categories? If so, those could be fruitful areas to explore for this question.
  • Once you’ve identified those differences, ask yourself: how have you used them to connect with other people and create new communities or positive change in the world (sense of purpose)?
  • Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Tamil at home so that your elderly grandma can feel included in the family, but most of your friends are bilingual Spanish speakers. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
  • Then, connect the current specific deep impact to some specific value that’s important to you, and explain how you’d like to live out that value at Hopkins through a specific on-campus group, organization, or opportunity. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that language learning opens up a whole new world of connection for you, and you’d like to start a club where students can informally practice their second and third (and fourth!) languages. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers.
• If you choose “Difficult Conversations:”
  • Tell a story about a time you engaged in an active, constructive process of disagreement with someone else.
  • Brainstorm some disagreements that you’ve had. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it.
  • Note the wording: “engaging across differences” This is a pretty big clue! Hopkins is not asking for a time you persuaded someone else. They want to see that you are able to respectfully engage with someone else’s position, to consider other people’s evidence, and to reflect on your own evidence, understanding, and values. You don’t have to change your mind, but ideally you’ll demonstrate a process of reflection and connection.
  • Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
  • “Dialogue” and “collaboration” involve both talking and listening. Show how you substantially engaged with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
  • What was the outcome? This doesn’t have to be a conversion story, and your takeaway really shouldn’t have much to do with the substance of the disagreement. Instead, it should be a more broadly applicable lesson about working with people across differences of opinion, perspective, and values. How does opening yourself up to someone else’s perspective enrich your life and strengthen your community?
  • End with a forward-looking statement about how you’ll live out this lesson as a student on campus.
• Either way, make sure to include
  • Information about yourself, including your experiences, identity, and communities you consider yourself part of (“drawing on your own experiences”)
  • Information about a time when you experienced being different from those around you (in identity, perspective, viewpoint, or all of the above!), and how you worked with, formed relationships with, and/or learned from those people
  • Reflection on what lessons you learned from that experience about finding common ground (“building bridges, enhancing community, and working with others”)
  • A projection forward about how you’ll apply those lessons as a student at Hopkins (“community depends on bridge builders”)

Lehigh University supplemental essays

How did you first learn about Lehigh University and what motivated you to apply? (200 words)

• Be honest about how you first learned about Lehigh! If someone you admire went there, or if you read about one of its outstanding programs while learning more about a subject that interests you, great–mention that! But if something captured your eye in an ad, or while you were searching for good-fit colleges, that’s great to mention, too! The *how* here is less important than the “what.”
• “What motivated you to apply?” is just another way of asking, “why us/why this major at our school?”
• Look carefully into Lehigh’s offerings in your academic areas of interest.
• Then, spend 2-3 sentences on your academic origin story. How did you first become interested in whatever it is you’re interested in? What’s an experience that helped to confirm that interest for you?
• Given your interest and experience in that academic area, explain in 1-2 sentences your next questions, and what you hope to explore further.
• Then, connect those goals to specific programs, professors, and opportunities at Lehigh.

What’s something great happening in your life right now?

It could be an accomplishment, a personal win (big or small) or something you’re genuinely excited about. If it matters to you, we’d love to hear about it. (two hundred)

• Do some brainstorming: What’s making you happy right now? What are you most proud of? What are you looking forward to?
• Write those answers down.
• Then, be strategic, and remember your audience! Go over your list, and choose a response that will reveal something about you that’s not already revealed through your Personal Statement, the other supplementals, your Activities List, or your transcript.
• Sounding impressive isn’t the goal for this question (trust me, you sound very impressive already, from all your other application materials). The goal is to sound vivid, real, and specific, and to give your admissions reader some insight into what makes you happiest.
• The focus needs to be on you. You might consider it a great thing in your life right now that your team is on track for the World Series, but an answer that elaborates key statistics and team history doesn’t tell us a lot about you. But using your excitement about your team as an entry point to talk about your relationship with your Mom, and how cultural history is passed down in your family through fandom, for example, could be really interesting!
• Show some personality, and don’t be afraid to be both funny and vulnerable.

Macalester College supplemental essays

Macalester is one of the few highly selective liberal arts colleges located in the heart of a metropolitan area. Identify one way Macalester's location in the Twin Cities of Minneapolis and St. Paul would enhance your academic, social, or community experience. (300 words)

• This prompt has a pretty generous word count for a location question
• Be strategic, and use this to reveal more information about your academic interests, and how you’d explore those interests not only in the classroom, but by taking advantage of specific, off-campus opportunities as well
• Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you. For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Then, connect this “exploration story” to the specific major (or college, or program) you’re interested in at Macalester. First, look to see if that program offers any programs that connect students to specific work-study, research, internship or volunteer experiences at organizations located within the Twin Cities. Explain how you would like to take part in those programs, the contributions that you would hope to make, and how being in the Twin Cities would let you take advantage of them.
• If the program you’re interested in doesn’t do the legwork of connecting students with those kinds of opportunities, that’s okay! This prompt is asking you to do that legwork yourself. Do some research into the kinds of social, cultural, professional and other organizations within the Twin Cities that are related to the kind of majors you want to study and the kind of work you hope to do in the future. Map out a plan for how you would explore those specific, local opportunities while also achieving in the classroom. How would these specific, local, off-campus opportunities enhance your learning, and how would you use your classroom learning to help make an even greater impact?

Four values guide Macalester's mission: academic distinction, internationalism, multiculturalism, and service to society. Guided by these values, Macalester is a learning environment that affirms different identities and experiences and prepares graduates to work toward a more just and peaceful world. In what ways do your lived experiences, perspectives, or hopes for your college education connect with Macalester’s mission and community? (300 words)

• This is a classic community essay: where are you from, who are you now, and where do you see yourself going?
• Start with your own “lived experiences and perspectives.” Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that you and Macalester share (“academic distinction, internationalism, multiculturalism, or service to society”), and explain how you’d like to live out that value at Macalester through a specific on-campus group, organization, or opportunity.
  • For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers.
• Finally, explain how you see this experience connecting to the broader impact you would like to make in your future, “working toward a more just and peaceful world.” Choose something that you would realistically like to do, not just what sounds good!

University of Maryland, College Park supplemental essays

At the University of Maryland, we encourage our students to go beyond the classroom to engage in opportunities that further both their academic and personal growth.
To tell us more about yourself, please complete the following prompts using only the space provided (Maximum 650 characters).

If I could travel anywhere, I would go to…

• Don’t overthink this! You can literally pick anywhere, real or imagined, for any reason.
• Explain why. Be honest, but also strategic. If your first thought is that you’d go to a particular place because it’s beautiful, try to push past that first thought to reveal something new about your personality, interests, and values. Does it have a particular history that fascinates you? Would it allow you to explore your cultural heritage? Does it contain an artifact, or a museum, or a natural wonder that you’ve always wanted to see, and why?

The most interesting fact I ever learned from research was…

• Ideally, this would be something connected to your major. Share the fact, briefly, but make sure you also share what made the fact (or the process of finding it!) so compelling to you. What does it reveal about the kinds of things that interest you, the way that you go about satisfying your intellectual curiosity, or the kinds of questions that you hope to spend time exploring in college?

In addition to my major, my academic interests include…

• Mention some additional academic areas that fascinate you, but don’t stop at mentioning them! Explain how, in your view, they relate. Is there an underlying theme that connects your interests? Or, if there isn’t, what do you think it is that draws you to these disparate fields?

My favorite thing about last Tuesday was…

• No one is going to check to make sure that the “favorite thing” you write about here actually happened “last Tuesday.” The goal of this question is to get a picture of what your ordinary, daily life is like, and the small joys that are part of it.
• Choose something that’s happened recently that’s not necessarily out of the ordinary, but that you’ve enjoyed, or that’s meant something to you. Explain what it is, and then explain what makes it meaningful, even if it might seem small in the grand scheme of things.

Something you might not know about me is…

• Don’t overthink this!
• If there’s an interest you have or a side of your personality that you haven’t been able to highlight yet, this could be a good opportunity to let your admissions reader know about your deep desire to visit The Shire, or about your magic touch with popcorn toppings during family movie nights.

Because we know that diversity benefits the educational experience of all students, the University of Maryland values diversity in all of its many forms. This includes (but is not limited to) racial, socio-economic, gender, geographical, and sexual orientation. We are interested in hearing about your own individual life experiences. In a few sentences, will you please describe how you have learned, grown, been inspired or developed skills through one or more components of diversity.

• Don’t be scared by the word diversity! It shows up across many different measures and parts of your life. Are you in any way different from any other person? Then diversity applies to you.
• Think about different parts of your life that have contributed to your perspective and experiences. Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way (how you’ve “learned, grown, been inspired, or developed skills." For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect that lesson or value to an impact you’d like to have on campus (that’s the lesson your classmates might take from you). The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
• Remember that the University of Maryland is looking for people who want to engage across difference, and let this knowledge guide the lessons and values you describe.

Massachusetts Institute of Technology (MIT) supplemental essays

How to Answer the MIT Questions

It’s important to remember that MIT uses its own application–they’re not interested in your Common App at all, which means they won’t have read your Personal Statement or your activities descriptions. This means that you’re starting fresh, with an audience that doesn’t already have all that Common App context. Keep that in mind as you work on these!

What field of study appeals to you the most right now? (Note: Applicants select from a drop-down list.) Reflect on what has led you to this interest.

• This is a classic “why this major at our school” question. (Of course, MIT doesn’t actually call its majors “majors;” they refer to them as “courses of study,” but that doesn’t matter so much for this question!) You’ll select an interest area from a drop-down list, and then explain why it interests you.
• Start with a one-sentence “origin story.” For whatever field you’ve chosen, describe the moment that first sparked your interest.
• Then, spend 2-3 sentences describing your related experiences (clubs, classes, summer programs, independent projects or tinkering at home).
• MIT’s motto, “mens et manus,” means “mind and hand.” In other words, they’re looking for students who want to use their knowledge to build solutions to practical, real-world problems. Show them you’re this kind of student! Explain what you’ve built, what concepts/questions you’ve already explored, and then connect those experiences to what you want to build and explore next.
• Explain specifically why MIT is the place you want to do this exploring. MIT is a unique place, and they’re looking for students who’ve thought carefully about how to take advantage of its unique features. Your reason needs to be well-articulated and specific–a unique approach to the field, a specific research center that brings your interests together–beyond the general fact that MIT is great, or prestigious, or top-notch.

While some reach their goals following well-trodden paths, others blaze their own trails achieving the unexpected. In what ways have you done something different than what was expected in your educational journey?

• Consider your audience: why is MIT asking this question?
• Well, there are excellent students everywhere, and just about everyone applying to MIT has crushed it academically. Beyond academic excellence, MIT is looking for students who are driven to explore, to formulate ideas and plans of their own, and to figure out how to execute on those ideas and plans. Asking about a time applicants have gone outside the box–done something that most other people wouldn’t do, or haven’t done–is one way to start finding those students.
• Note the wording: “your educational journey.” Your brain might first jump to something academic, but take a minute to think more broadly. “Educational journey” is a very flexible term! This doesn’t have to be school-related. If you’ve had an experience and learned from it (about yourself, about other people, about the world around you), then that’s part of your educational journey. In fact, something non-academic could be a more effective choice here, because it might reveal more about who you are and what you care about.
• So, what did you do, and why?
• Did this surprise yourself, or just other people?
• What did you learn from it, outside of academics?
• What’s your future-oriented takeaway? How did this experience shape the way that you think about the problems that you want to solve, or the way that you want to work, or the people who are most affected by the problems you hope to work on?
• This is a good opportunity to really show your interests, your personality, and your values. You can get a little quirky here, and show some humor.

Reflect on how your personal and academic experiences have influenced the types of problems you would want to tackle with an MIT education, and who you would like to work on those problems with.

• This is a little bit of a community question, with an MIT twist.
• Ask yourself, why is MIT asking this question? Well, in addition to students who want to use their knowledge to make a positive impact on the world, they’re also looking for students who want to work with others to make that positive impact happen.
• This prompt asks you to consider your past (the experiences that have influenced the problems you want to work on) and your future (on campus and beyond, who do you want to collaborate with, and how?).
• Question 1 asked about your academic interests. This question is asking you to make a values connection. What’s important to you, and how do those values relate to the kinds of problems you want to solve?
• The easiest place to start might be the middle! What are the kinds of problems that you want to work on? (Hint: go back to question 1 and see what you wrote there.)
• Then, explain your personal connection to solving those problems, and where that connection arises from. Make a brainstorm list of the different groups that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball). Where do any of these connect with the problem you want to solve? How are groups that you’re part of, or that are part of your community, affected by this problem?
• Then, explain opportunities at MIT that would let you start working on solving this problem. Who are the professors working in this or adjacent areas? What are the student organizations or research or service opportunities that would help you build the skills you’ll need to solve this problem in the future?
• End with a clear statement of the future impact you hope to make, beyond your time at MIT.

How did you manage a situation or challenge that you didn’t expect? What did you learn from it?

• Ask yourself: Why is MIT asking this question?
• Answer: Because MIT is really hard! Even the best, most prepared students will be faced with challenges. There might be a class that you fall behind in, a problem you just can’t crack. You might not get along with your roommate, or you might find the Massachusetts winter especially unwelcoming. MIT wants to know that, when faced with a challenge, you won’t collapse. Instead, you’ll show grit, persistence, and resilience. The best way to show that you’ll do this in the future is to demonstrate how you’ve done so in the past.
• Note the wording: “manage a situation or challenge,” and “what did you learn from it?” MIT is not asking for a success story here. If you tried something, failed, and learned from the failure, that’s absolutely fair game.
• This question is not asking you to participate in the Suffering Olympics. Some students have navigated through significant challenges, and if this is you, you should feel free to write about those here. But if this isn’t you, that’s okay. All students have experienced unexpected hard things. It’s okay to choose a smaller challenge here.
• The challenging situation should be explained pretty briefly: what was it, and what made it hard for you?
• Spend more time explaining how you navigated it—knowing that this was challenging, how did you make and execute on a plan to get through it?
• Spend the most time explaining what you learned from it. It’s okay if you didn’t exactly overcome the challenge! Maybe you did, and overcoming your fear of public speaking has made you that much more eager to take on new challenges, since you know that your fears don’t have to limit you now. But maybe you didn’t, and you learned something about the value of persistence, about resilience, about sticking with something even though you’re not the best at it. MIT wants to see that you don’t just give up when you’re faced with something tough, and that you are able to be reflective about your experiences.

In addition to our main essays, we have short response questions that are designed to get to know you better. There is only space for 40-50 words each.

What do you do just for fun?

• Note the wording: “just for fun.” Not for fun and glory, not for fun and academic credit, not for fun and your resume. Try to mention something that doesn’t show up elsewhere on your application, and be honest!

Who is someone you admire, whether you know them personally or look up to them from afar? Tell us why.

• There are probably lots of people that you admire. Make a list of them.
• For each person on your list, write down what you admire about them. Try to include one thing that they did, and at least one value that they reflect.
• Now, look at values. Are there any values on that list that are important to you, but that you haven’t had the opportunity to highlight elsewhere in your application?
• If so, choose that person!
• If not, ask yourself: are there any values that are important to you that aren’t on that list, that you haven’t yet had the opportunity to highlight elsewhere in your application? Who’s a person you’re aware of who exemplifies those values to you?
• Then, write about that person!
• Remember your audience: this is a way for the admissions reader to learn more about you, so be careful not to let this turn into a mini-biography of someone else.
• Name the person, then make a quick values connection to your own life, and how you hope to follow their example or live out the values that you share with them.

What’s a topic, academic or non-academic, that you could talk about for hours?

• Ideally, pick something that you haven’t talked about yet. There’s no advantage to choosing academic or non-academic. Remember that part of your goal is to make an admissions representative remember you, and letting your genuine enthusiasm shine through (for whatever it is you’re enthusiastic about!) is a great way to be memorable.
• Note the wording! The prompt isn’t asking about something you could do for hours, it’s asking about something you could talk about for hours. MIT wants to know what it sounds like when you share your enthusiasm with others.
• If you choose academic
  • Be careful not to repeat information that you’ve given already about your field of interest and the problems that you’re interested in working on.
  • You might want to get very niche, and explain the rabbit holes you’ve gone down about a highly specialized topic (or subtopic!) in your field of interest.
  • You might want to talk about something in a secondary academic area that interests you. MIT is obviously known for its STEM programs, but it has incredible humanities departments as well. If you have a passion for literature or ancient civilizations, highlight that passion here.
• If you choose non-academic
  • What are your weird hobbies, your niche fandoms? A piece of local history that blows your mind?
  • Imagine you’re describing it to you your smartest, most interested (and interesting!) high school teacher.

MIT values both “generalists” with varied interests and “specialists” who focus deeply on one or a few passions. Which do you think best describes you, and why?

• Don’t try to game this! You probably already have a good idea of which category you fall into. Do you like to learn deeply about one topic (and do you know what that topic is)? Or, do you like to mix and match, sampling from different topic areas and bringing them together?
• One is not better than the other!
• Answer directly, and give a single example (ideally one that brings together your academic and extracurricular experiences) to explain why. One straightforward approach is to connect this to a problem you were trying to solve, and to explain how you set about trying to solve it.

University of Michigan supplemental essays

At the University of Michigan, we are focused on developing leaders and citizens who will challenge the present and enrich the future. In your essay, share with us how you are prepared to contribute to these goals. This could include the people, places, experiences, or aspirations that have shaped your journey and future plans. (Required for all applicants; 100 word minimum; 300 word maximum.)

• This prompt is a mouthful, but don’t panic!
• Consider the wording, and remember your audience. UofM is, basically, asking you to:
  • explain how you became the person (the leader and citizen) you are today
  • describe how you see yourself in the future, making an impact in your chosen field (enrich the future)
  • explain how your experience at UofM will help you move from Point A to Point B (challenge the present).
• Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific contribution you’d like to make at UofM. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
• Finally, explain how this experience at UofM–the people you’ll collaborate with and learn from, the skills you’ll develop, the communities you’ll serve–will help you move toward the kind of impact that you hope to make in the future.

Describe the unique qualities that attract you to the specific undergraduate college or school (including preferred admission and dual degree programs) to which you are applying at the University of Michigan. How would that curriculum support your interests? (Required for all applicants; 100 word minimum; 550 word maximum.)

• This is a pretty classic “why this major at our school” question, with a generous word count.
• Consider your audience: UofM gave you that generous word count for a reason. They want to know that you’ve done your research here and thought deeply about what would make you + UofM a beautiful pair.
• Start with your origin story for your academic area of interest. When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you. For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Then, connect this “exploration story” to the specific major (or college, or program) you’re interested in at UofM. Map out a specific plan for how that major or college or program’s curriculum would help you explore those interests.
• What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.

Mount Holyoke College supplemental essays

Submission of the Writing Supplement is OPTIONAL.
Please select one of the three prompts below. Your essay should be between 250-400 words.

1)What unique characteristic about Mount Holyoke makes you interested in attending?

• This is a classic “why us” question.
• Even though the prompt asks about a “unique characteristic,” make sure to address both the academic and community aspects that draw you to the school.
• Academic: Connect the “origin story” of how you became interested in a particular topic to the specific major or area you’re interested in at Mount Holyoke. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
• Community, General: Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that Mount Holyoke offers. Identify a few of these that you can connect to personal experiences or your current activities, and then explain how you hope to engage with these activities in a new way at Mount Holyoke.
• Community, Specific: Mount Holyoke is a gender-diverse historically women’s school. This question expects you to know this, to have considered deeply why you would like to attend college in such an environment, and to make a case for 1) how this environment would benefit you, and 2) how you would contribute to this environment. It’s important to address this here.

2) Every day, our students cultivate the competence, confidence and courage to make an impact — whether on a personal, community or global level. Tell us about the context in which you have grown up, what forms your aspirations and how your community has shaped your outlook.

• This is a classic community essay: where are you from, who are you now, and where do you see yourself going?
• Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one community that 1) you haven’t already written about elsewhere in your application, and 2) plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that’s important to you, and explain how you’d like to live out that value at Mount Holyoke. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

3)What do you find fascinating? Choose a person, place, concept, idea, or theory and tell us why!

• Choose this prompt if you haven’t had the opportunity to go deep on your academic interests elsewhere in your application. This is a great chance to show off your intellectual curiosity.
• Start with the topic that, broadly speaking, you might want to major in. What’s your origin story for this interest? Write that in a sentence or two.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Get nerdy! Show your enthusiasm for this idea, and explain what makes it so interesting to you. What are some rabbit holes you’ve gone down as you’ve explored this? What sources have you read, what teachers or professors have you talked to? What are some additional questions that your explorations have raised? Your admission reader wants to get a sense not only of what interests you, but what kind of thinker you are. What does it look like when you want to find something out, to learn more?
• If you can draw connections between academic/intellectual exploration of this topic and your own experiences, even better! Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, explain how you see this topic or idea connecting to your future goals or plans. How will particular classes, professors, and opportunities at Holyoke help you answer the questions you have, connect different areas, and devise new questions? How will the foundation you build at Holyoke help you make the kind of impact you hope to make in your future career?

Northwestern supplemental essays

We have designed these writing supplements to help us understand your experiences in high school and imagine what kind of Northwestern student you may become. The supplemental questions below touch on areas we see as important for building Northwestern’s Class of 2031, but you should feel free to repurpose essays you've written for other applications (including the Common Application personal essay, which we no longer require) if they tell the story you'd most like to share.
We also know there may be information or qualities not covered in our supplemental questions that you see as important to your application. To that end, we welcome-but by no means expect-your submission of a personal essay or additional information in the Common Application.
The following question is required for all applicants. Please respond in 300 words or fewer:

We want to be sure we’re considering your application in the context of your personal experiences: What aspects of your background (your identity, your school setting, your community, your household, etc.) have most shaped how you see yourself engaging in Northwestern’s community, be it academically, extracurricularly, culturally, politically, socially, or otherwise? (fewer than 300 words)

• This is a combination diversity/community essay: Northwestern wants to know how you, as a unique individual, might contribute to their broader community.
• Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific way you’d contribute on campus. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

We encourage you to answer at least one and no more than two of the following questions. Please respond in fewer than 200 words per question:

A few quick notes before you get started! Answer 2 of these–truly, there’s no reason not to. Be strategic in your choices. Take a look at your other essays (the prompt above, and your Common App PS). Do you have at least one that shows off your academic smarts and intellectual curiosity? Do you have at least one that lets you show some personality and quirks outside of an academic context? Do you have at least one that shows what kind of a collaborator, leader, or community member you’ll be? Is there at least one that highlights values important to you, like service, resilience, adaptability, openness to new ideas? If any of these are missing, use the prompts below to fill in those gaps!

1) Painting “The Rock” is a tradition at Northwestern that invites all forms of expression—students promote campus events or extracurricular groups, support social or activist causes, show their Wildcat spirit (what we call “Purple Pride”), celebrate their culture, and more. What would you paint on The Rock, and why?

• This is a pretty fun wildcard prompt, and a great opportunity to fill in any gaps in your application.
  • Academic Interests/Intellectual Curiosity: Do you have a passion for a particular academic subject? How would you celebrate that on The Rock?
  • Community Member/Values: Is there a cause you feel deeply about, and have been involved with in a significant way in high school? Explain how you’d paint The Rock to highlight that cause, how you’ve contributed already and what your contribution has meant to you, and how you’d continue contributing to that cause (and encouraging awareness) on campus.
  • Personality/Quirks: Do you have an unusual interest or hobby that you haven’t been able to describe elsewhere in your application? This essay is a great place to highlight that! How are you currently involved, how would you share your hobby or interest with others on campus, and what makes it so meaningful to you?

2) Northwestern fosters a distinctively interdisciplinary culture. We believe discovery and innovation thrive at the intersection of diverse ideas, perspectives, and academic interests. Within this setting, if you could dream up an undergraduate class, research project, or creative effort (a start-up, a design prototype, a performance, etc.), what would it be? Who might be some ideal classmates or collaborators?

• This prompt is a great way to both demonstrate your intellectual curiosity and to show that you’ve been thinking about how you’d contribute to Northwestern’s campus.
• The keyword here is interdisciplinary. That means something that involves multiple academic departments, or multiple interest areas, or multiple groups, centers, and organizations on campus.
• Do some brainstorming! What are you already interested in? How have you been involved in this area already? If you could do anything at college to further and extend that interest, what would you do?
• Then, connect that “dream scenario” to specific opportunities at Northwestern. Who are the professors you’d love to guest-lecture in your course? How might you involve different student cultural groups in your oral history project? Do you have a way you’d bring a materials science lab into conversation with the music department for a composition and performance?
• You can (and should!) dream big here, but make sure that 1) what you hope to do in the future is grounded in your current demonstrated interests and experiences, and 2) you name specific opportunities from different areas across Northwestern you’d like to get involved in the project.
• Make the case for how this project will contribute to Northwestern–what makes it good for the campus community, not just fun or enriching for you?

3) Community and belonging matter at Northwestern. Tell us about one or more communities, networks, or student groups you see yourself connecting with on campus.

• This is pretty similar to the required prompt above–if you choose to answer this prompt, make sure you’re not repeating content.
• If multiple different communities came to mind during your brainstorm above, you can choose one of those to write about here. Just make sure that the community is really different! For example, if you focused on a cultural or values-based community above, this prompt could be a great place to explore your intellectual curiosity and explain how you’d take advantage of and contribute to your academic interest area at Northwestern.

4) Northwestern’s location is special: on the shore of Lake Michigan, steps from downtown Evanston, just a few miles from Chicago. What aspects of our location are most compelling to you, and why?

• If you do not have a strong reason for wanting to be near Chicago, do not answer this one–there are many other good prompts to choose from!
• If you do have a strong reason for wanting to be near Chicago, answer this one if:
  • Your reason is unique and specific
  • Your reason is in some way tied to opportunities in Chicago that you would take advantage of (and ideally, that Northwestern has programs facilitating) that relate to your academic interests and future goals

5) Northwestern is a place where people with diverse backgrounds from all over the world can study, live, and talk with one another. This range of experiences and viewpoints immeasurably enriches learning. How might your individual background contribute to this diversity of perspectives in Northwestern’s classrooms and around our campus?

• You might be thinking, “Wait, is this another diversity/community/how will I contribute to Northwestern prompt?”
• Sort of, but what’s different about this one is that you can focus on how some aspect of your individual background 1) sets you apart from other students, and 2) has taught you something about appreciating diverse perspectives and connecting with other people across differences.
• Remember to be strategic, and remember your audience. You want to tell the admissions readers something new here. Avoid repeating stories, communities, or values that you’ve already talked about in the required prompt.
• Go back to that brainstorm list: the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality, disability), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Then, take a look at responsibilities, ways you self-identify, and interests, extracurriculars, or hobbies. Do any of those categories ever make you stand out from most members of your broader community? If so, those could be fruitful areas to explore for this question.
• Check the wording, and remember your audience (again!). “Northwestern is a place where people with diverse backgrounds…can study, live, and talk with one another.” Northwestern absolutely embraces difference, and they want to know that you’re proud and comfortable with your own and others’ differences, too.
• So, in what ways have those differences you’ve identified been sources of strength in your life? How have you enjoyed your differences, what have your differences taught you, and how have you perhaps used your differences to connect with other people and create new communities or positive change in the world?
• Finally, how do you plan to continue connecting with others across difference as part of Northwestern’s community?

NYU supplemental essays

Optional:

We are looking for students who want to be bridge builders—students who can connect people, groups, and ideas to span divides, foster understanding, and promote collaboration within a dynamic, interconnected, and vibrant global academic community. We are eager for you to tell us how your experiences have helped you understand what qualities and efforts are needed to bridge divides so that people can better learn and work together.

Please consider one or more of the following questions in your essay:

Before you choose which question to answer, ask yourself: why is NYU asking this prompt?

Answer: NYU is an incredibly diverse school, with a very international student population, located in one of the most diverse cities in the world. If you’re going to be a student here, you’ll need to work with people every day whose lives have been very different from your own. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people with opinions and perspectives different from yours. NYU wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.

- Tell us about a time you encountered a perspective different from your own. What did you learn—about yourself, the other person, or the world?

• There are two ways to take this prompt: the disagreement route, or the perspective-expanding route.
  • For the disagreement route, brainstorm some times that you’ve worked closely with people you’ve disagreed with. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it here.
    • Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
  • For the perspective-expanding route, brainstorm some occasions when you’ve spent significant time with people unlike you in some significant way. The difference should be substantial: different country, different languages spoken, different religious, cultural, or ethnic background. What surprised you about this encounter?
• Note the wording, part 1: An “encounter” involves talking and listening. The expectation here is that you did substantially engage with this person. Show that you are capable of approaching people you disagree with, or people whose perspectives may be unfamiliar to you, with respect and curiosity.
• Note the wording, part 2: “what did you learn?” Another pretty direct statement of what NYU is looking for. Half of your response here should be a reflection on a broadly applicable lesson about working with people across differences of opinion, perspective, and values. How were you able to do this successfully in this case, and how will you continue to apply these lessons as an NYU student?

- Tell us about an experience you've had working with others who have different perspectives. What role did you play in helping people to work together, and what did you learn from your efforts?

• If the first option positioned you as a learner, this option positions you as a doer.
• Think about times that you’ve been part of a diverse group: summer programs, internships, even (as a last resort!) group projects during high school in which the participants had very different approaches, working styles, or definitions of success.
• Note the wording, part 1: “what role did you play?” NYU doesn’t just want to know that you’ve worked with people different from yourself; they want to know that you took an active role in helping people different from you (and from each other) work together.
  • So, think about one specific example from your time with the group when you made a positive contribution. How did you help untangle a miscommunication? Resolve a conflict? Weave different ideas into a common goal?
• Note the wording, part 2: “what did you learn?” Another pretty direct statement of what NYU is looking for. Half of your response here should be a reflection on a broadly applicable lesson about working with people across differences of opinion, perspective, and values. How were you able to do this successfully in this case, and how will you continue to apply these lessons as an NYU student?

- Tell us about someone you've observed who does a particularly good job helping people think or work together. How does this person set the stage for common exploration or work? How do they react when challenges arise? What qualities do you admire in this person?

• If question 1 positions you as a learner, and question 2 positions you as a doer, this question positions you as a careful, reflective observer. This one has some potential pitfalls, so read on for how to avoid them!
• Think about times you’ve been part of a diverse group: summer programs, internships, even (as a last resort!) group projects during high school in which the participants had very different approaches, working styles, or definitions of success.
• When inevitable conflicts, misunderstandings, and challenges arose, who stepped up and helped the group navigate them? What did you notice about the way that person approached the conflict, about how they treated other group members, about how they balanced respect for each team member with helping the group work toward shared goals?
• Note the wording, part 2: “what qualities do you admire in this person?” Another pretty direct statement of what NYU is looking for. Connect the behavior of the person you admire with a direct statement of the values that those behaviors express.
• This prompt can very easily slide into a “biography” of the person you admire, instead of a reflection on your own values. Don’t fall into that trap! After writing about the person you admire’s actions and values, make sure you shift to your own. Has there been a smaller way you’ve put some of those values into action? What, specifically, have you learned from this person about working with people across differences of opinion, perspective, and values, and how will you continue to apply these lessons as an NYU student?

Limit of 250 words.

University of Pennsylvania supplemental essays

Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (50-200 words)

• Why is Penn asking this question? They’re looking for students who are thoughtful and collaborative, who engage deeply with others. This is your chance to show that side of yourself.
• Remember your audience! Yes, this is a thank you note to one specific person, but your real audience is the admissions officer. Even as you’re thanking your piano teacher or your best friend Suzie, remember that you also need to reveal information about yourself—what you value, what you’re passionate about, and how you treat others.
• Tell a story: who was this person, and what did they do for you?
• Then, explain what made that gesture so meaningful. What did it help you realize, or achieve? In what way was it just what you needed at the time? Who are you now, and how did the person you’re thanking contribute to that?
• Finally (and this is really key), explain how you were able to pay that kindness forward. Did it give you the confidence to go out and achieve something incredible? Did it remind you to look out for others in a particular and specific way? What does this thank you note reveal about your own values?

How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn.(50-200 words)

• Penn is interested in how you see yourself fitting in on (and contributing to) campus. They expect that to be influenced by your background, communities, experiences, and perspectives.
• Do some research into Penn’s student activities, academic/research communities, volunteer organizations, and any other on-campus group you might want to join. It’s an exciting campus, with a lot going on!
• Next, make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific way you’d “explore community” at Penn. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
• Finally, explain how you’d like to grow (what you’d hope to learn, what skills you’d like to develop, “how Penn will shape your perspective”) through your participation in that activity, and how that growth connects to your future goals.

Penn also has one additional school-specific essay; this depends on which program or College you’re applying to.

How to Answer Penn’s School-Specific Supplementals

Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science. Why are you applying to Nursing, where do you see yourself professionally in the future, and how will you contribute to our mission of promoting equity in healthcare?(50-200 words)

To help inform your response, we encourage you to reviewPenn Nursing's mission and approach to equity in healthcare. Reviewing this may help you connect your own professional goals to the specific ways Penn Nursing works to advance equity in healthcare.

• This is a “why this major at our school question.” In this case, why nursing, and specifically, why nursing at Penn?
• Note the wording, and remember your audience. Look at the italicized “explainer” text underneath the prompt. It asks you to “connect your own professional goals to the specific ways Penn Nursing works to advance equity in healthcare.” There’s your roadmap!
• Spend 1-2 sentences explaining your nursing “origin story.” How did you first become interested in this path? What is it about nursing specifically (as opposed to other healthcare professions) that appeals to you?
• Spend 1-2 sentences describing your future professional goals. Remember that Penn is looking for students who want to be leaders in the field of nursing, so think here about how you would like to shape the field. This is a good place to look broadly at Penn Nursing’s mission statement: “to improve health and promote health equity by advancing science, demonstrating practice excellence, shaping policy, and developing leaders.” Take some time to imagine your future career, and brainstorm how you would like to make an impact on one or more of these areas.
• Then, spend the rest of the essay connecting your future goals to specific opportunities at Penn Nursing. “Equity in healthcare” shows up twice in this prompt, so make sure to include this in your goals. What are some of the research opportunities, outreach programs, training opportunities, and student organizations you would like to take part in to help you work toward this and other goals?

The College of Arts and Sciences is designed to foster discovery and connection. Describe something you are curious about—something you'd like to learn more about or find a new approach to—and how you might pursue that curiosity in the College.(50 to 200 words)

To help inform your response, we encourage you to look at theCollege's curriculum and academic offerings. Reviewing the College's departments and areas of study may help you identify where your curiosity could take shape.

• This is, broadly speaking, a “why this major” question. But if you’re not sure about your major, that’s okay! Penn wants to know what you’re interested in, and they want to know what it looks like when you set out to pursue an interest.
• So, start by thinking broadly! What might you want to major in? What are some general academic areas that interest you? Spend a sentence or two writing down your “origin story” describing when you first became interested in this area.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Spend 1-2 sentences getting really nerdy about this idea! Show your enthusiasm, and explain what makes the idea so interesting to you. Ideally, this idea will be a question that you’ve developed through your own experiences. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, spend most of your answer mapping out a plan for how you would explore that idea through specific opportunities at Penn. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you pursue your curiosity—in other words, how they would help you answer questions you already have, and develop new questions that you can’t wait to answer.

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues. Discuss a current issue of importance to you and how you hope a Wharton education would help you explore it.(50-200 words)

To help inform your response, we encourage you to review thefoundations of a Wharton education. Reviewing this may help you see how a Wharton education could connect to the issue you choose to write about.

• Why is Wharton asking this question? Well, note the wording: “make an impact”…”real-world problems, including economic, political, and social issues.” Wharton is a business school, yes—but they see themselves as a business school deeply rooted in the real world, a school that will equip its students to use the methods that work in business to understand and work towards solutions for pressing problems both within and outside of traditional business categories.
• The first step is to choose your issue. Remember that you have, at most, 200 words here. Start small, start local, and start with something that, ideally, you have personal experience with. Wharton is not expecting you to explore the solution to global hunger, but the weekends you spent volunteering at a local food bank might have made you curious about supply chain logistics, or inefficiencies in different business spheres, or about upskilling laid-off workers, or about community organizing.
• Note the wording part 2: “a current issue of importance to you.” This means something that is genuinely important to you, not something that you think Wharton will want to hear. Admissions readers are looking for curiosity and flexibility here.
• Then, connect the questions that you have about the issue that you’ve identified to specific opportunities at Wharton. Who are the professors whose research asks similar questions? What are the classes that would help you understand and approach the issue from multiple angles? Which leadership or venture opportunities would let you collaborate with fellow students to try things out on a smaller scale?
• Note the wording part 3: “how you hope a Wharton education would help you explore it.” Wharton is not asking you to solve a problem here! Explore is a very flexible word. Admissions readers want to see that you’ve given some thought to the breadth of the Wharton curriculum, and how you’d use that to your advantage.

Penn Engineering prepares its students to become leaders in technology by combining a strong foundation in the natural sciences and mathematics with depth of study in focused disciplinary majors. Describe how you plan to pursue your engineering interests at Penn, particularly within the intended major you selected. (50-200 words)

To help inform your response, we encourage you tolearn more about Penn Engineering and its mission to prepare students for global leadership in technology. Reviewing the curriculum for your intended major may help you identify specific courses, labs, or research opportunities that connect to your engineering interests.

• This is a classic why this major at our school, with an engineering twist.
• Spend 1-2 sentences on your engineering origin story.
• Spend 2-3 sentences describing any engineering-related experiences (clubs, classes, summer programs). Explain what you built, what concepts/questions you explored, and then describe what you want to build and explore next, both on campus and in your future career.
• Note the wording: the italicized explanatory text mentions Penn Engineering’s “mission to prepare students for global leadership in technology.” This is a pretty big clue that Penn is looking for students who want to be outstanding engineers, but who also want to be leaders in the field. As you think about what you want your future career to look like, it would be ideal to include some language about your goals for making an impact on the field.
• Connect those goals to specific opportunities at Penn (professors, internships, classes, research opportunities, etc.)

Pomona College supplemental essays

First-Year Applicants

1) Academic Interest Statement: What draws you to the subject(s) you selected as potential major(s)? If undecided, share more about one of your academic passions or interests. (150 words)

• This is, broadly speaking, a “why this major” question. But if you’re not sure about your major, that’s okay! Pomona wants to know what you’re interested in, and they want to know what it looks like when you set out to pursue an interest.
• So, start by thinking broadly! What might you want to major in? What are some general academic areas that interest you? Spend a sentence or two writing down your “origin story” describing when you first became interested in this area.
• Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.
• Spend 1-2 sentences getting really nerdy about this idea! Show your enthusiasm, and explain what makes the idea so interesting to you. Ideally, this idea will be a question that you’ve developed through your own experiences. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, spend most of your answer mapping out a plan for how you would explore that idea through specific opportunities at Pomona. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you pursue your curiosity—in other words, how they would help you answer questions you already have, and develop new questions that you can’t wait to answer.

2) Short-Response Essay: Pomona is home to a diverse community of faculty, staff and students who, through close ties and collaboration, enable each other to identify and explore their greatest passions. Considering this, respond to one of the following: (250 words)

1) Reflecting on a community that you are a part of, what values or perspectives from that community would you bring to Pomona?

• This is a classic community essay: where are you from, who are you now, and where do you see yourself going?
• Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that’s important to you, and explain how you’d like to live out that value at Pomona through a specific on-campus group, organization, or opportunity. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers.
• Finally, explain how you see this experience connecting to the broader impact you would like to make in your future. Choose something that you would realistically like to do, not just what sounds good!

2)Describe an experience you had outside the classroom that changed the way you think and/or how you engage with your peers. What was that experience and what did you learn from it?

• There are two ways to take this prompt: the constructive disagreement route, or the perspective-expanding route.
  • For the disagreement route, brainstorm some times that you’ve worked closely with people you’ve disagreed with. The issue at the heart of the disagreement should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it here.
    • Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
  • For the perspective-expanding route, brainstorm some occasions when you’ve spent significant time with people unlike you in some significant way. The difference should be substantial: different country, different languages spoken, different religious, cultural, or ethnic background. What surprised you about this encounter?
• Note the wording, part 1: A “change” involves a before and an after. Make sure that you are showing your own growth through differences in the way that you think about something, or differences in the way that you behave, or (even better!) both.
• Note the wording, part 2: “what did you learn from it?” Another pretty direct statement of what Pomona is looking for. Half of your response here should be a reflection on a broadly applicable lesson about reconsidering your perspective, changing your mind, and working with people across differences of opinion, perspective, and values. How were you able to do this successfully in this case, and how will you continue to apply these lessons as a Pomona student?

3)Choose any person or group of people in your life and share how they would describe you.

• This question is so open-ended that it might start to seem meaningless. Don’t panic!
• Don’t choose the person or group first. Instead, think about what you want to reveal about yourself here. By all means, “describe” yourself, but remember that you’re being described to an admissions officer. Your goal is to be interesting, memorable, and likable. You are more than a list or achievements or a parade of statistics. Proceed accordingly.
• This is a great opportunity to strategically highlight some aspects of your personality, interests, or background that you haven’t yet been able to mention in the application. What’s not already showing up through your Personal Statement, your other supplements, your Activity Description, your transcript, or your teacher recommendations?
• Once you’ve decided what you want to highlight, choose a person or group who would know these things about you. Introduce that person and explain your relationship in 1-2 sentences, then illustrate the qualities, values, skills, and quirks that you want to highlight through stories and specific, vivid examples.

Princeton University supplemental essays

For A.B. Degree Applicants or Those Who Are Undecided

As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? (Please respond in 250 words or fewer.)

• This is a classic “why this major at our school” question.
• To begin, start by researching Princeton’s offerings in your academic areas of interest.
• Then, spend 2-3 sentences on your academic origin story. How did you first become interested in whatever it is you’re interested in? What’s an experience that helped to confirm that interest for you?
• Given your interest and experience in that academic area, explain in 1-2 sentences your next questions, and what you hope to explore further.
• Then, connect those goals to specific programs, professors, and opportunities at Princeton.

For B.S.E Degree Applicants

Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in or exposure to engineering, and how you think the programs offered at the University suit your particular interests. (Please respond in 250 words or fewer.)

• This is another classic “why this major at our school,” with an engineering twist.
• Spend 1-2 sentences on your engineering origin story. How did you first know that this is what you wanted to do?
• Spend 2 -3 sentences describing your engineering-related experiences (clubs, classes, summer programs). Explain what you built, what concepts/questions you explored, and then describe what you want to build and explore next.
• Connect those goals to specific opportunities at Princeton (professors, internships, classes, etc.).

Your Voice

1. Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you? (Please respond in 500 words or fewer.)

• This is a hybrid question combining many other common question types: the “respectful discussion with people holding different beliefs” prompt, the diversity/lived experience prompt, and the “how will you contribute to our community” prompt.
• Think about why Princeton is asking this question. They want to know that you want to be in a place where you’ll be engaging regularly with people unlike yourself, and that you’re prepared and eager to contribute your own perspective.
• Start with lived experience. Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball), and significant memories (the time you were there for your younger brother, who struggles to connect with other people; the time your tennis coach told you that you were one of the most dedicated students she’d ever had).
• Look at your list, and pick out one example that relates to a particular, specific, meaningful value (that’s the “lesson” part). For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect that lesson or value to an impact you’d like to have on campus (that’s the lesson your classmates might take from you). The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!
• Remember that Princeton is looking for people who want to engage across difference, and let this knowledge guide the lessons and values you describe.

1. Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (Please respond in 250 words or fewer.)
2. Princeton takes “service and civic engagement” seriously. It expects that its students will, too. This is your chance to show that you’re already living out these values, and that you’d continue to live them out on campus.
3. Make a brainstorm list. Where and when and how have you volunteered? What communities have you served, and why? How have you worked to make your high school, or neighborhood, or city, or state better, cleaner, fairer?
4. Find a moment within one of these larger volunteer or civic experiences, and use it to tell the story of how the experience reflects your own values. What does service mean to you right now? What kind of change were you (and the people you worked with) able to bring about? Or, why is it important to make the effort, even if nothing ever seems to change?
5. Connect your values to your goals. How would you hope to live out those values at Princeton? How would you hope to live out those values in your future career? Or, if not in your future career, how do you see those values relating to your responsibility as a community member?

More About You

Please respond to each question in 50 words or fewer. There are no right or wrong answers. Be yourself!

1. What is a new skill you would like to learn in college?
2. What brings you joy?
3. What song represents the soundtrack of your life at this moment?

• Have fun with these, and don’t overthink them. There is no one “correct” answer that admissions officers are looking for.
• 50 words means 50 words. If the new skill you’d like to learn is juggling, great! Use the other 49 words to explain why.
• Remember your audience! Under no circumstances should you lie or make something up, but odds are pretty good that you have more than one answer to each of these questions. Try to answer them in a way that will reveal something about you that’s not already revealed through your Personal Statement, the other supplementals, your Activities List, or your transcript.
• Show some personality, and don’t be afraid to be both funny and vulnerable.
• Another approach that some students find helpful is to think of these questions as “bait” for a potential future interview. What can you reveal enough about to be interesting, that would make someone want to know more?

Purdue University supplemental essays

Respond in 250 words or fewer to each of these required questions.

1. How will opportunities at Purdue support your interests, both in and out of the classroom?
   • Skip this question for now. No, really. Answer Purdue’s second question first, and then come back here.
   • Okay, welcome back. Now that you’ve explained the nitty-gritty of your major for Question 2, don’t repeat yourself here.
   • This question is asking you to consider your “in the classroom” interests more broadly. Are you considering a future career in which a generalist foundation would have a particular benefit? Or maybe Purdue’s Core would let you explore your most pressing questions (the ones you described below) from a multidisciplinary angle? Maybe there’s a particular program or division or internship or study abroad opportunity that excites you. Be specific here!
   • To answer the “out of the classroom” portion, first do some research into the many different extracurricular opportunities at Purdue. How do you see yourself getting involved on campus, through student organizations, volunteer/service opportunities, etc? Explain how these connect to your current activities or passions, and how you’ll give you specific opportunities to branch out and learn from the people around you.

1. Briefly discuss your reasons for choosing your major and your interest in studying at this campus location (Indianapolis or West Lafayette).
   • This is a classic “why this major at our school” question.
   • What’s your origin story for your interest in your first-choice major? Write that in a sentence or two.
   • Then, within that interest area, think about a moment you deepened your understanding, or made an unexpected (to you) connection, or found a specific topic or idea that absolutely captivated you. Ideally, you can connect this intellectual curiosity to an experience you’ve had. For instance, maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots.
   • Show your passion and enthusiasm for the idea, and then connect it specifically to aspects of the major at Purdue. What are the unique courses you’re excited to take? The professors that you can’t wait to work with?
   • Be sure to highlight the opportunities that are specifically available at the campus location you chose. Is there a specific professor or lab based on that campus? A student organization that’s connected to your interests and future goals? Whatever it is, make sure you have a reason. Don’t leave out this part of the question!

Rice supplemental essays

The Admission Committee is interested in getting to know each student as well as possible through the application process. Please respond to each of the following prompts.

Based upon your exploration of Rice University, what elements of the Rice experience appeal to you? (150 words)

• This is a classic “why us” question, but it’s extremely short! Every word counts here.
• It’s important to address academics, so start by doing some research into unique programs, professors, and research opportunities you’d love to work with. After that, give a brief version of the “origin story” for how you became interested in this major, and then explain why Rice’s specific programs, professors, and research opportunities are the clear next step.
• Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that Rice offers. Identify a few of these that you can connect to personal experiences or your current activities, and then explain how you hope to engage with these activities in a new way at Rice.

Smith College supplemental essays

Smith has a unique housing system, where students of all class years live together in 41 different houses. With our Residential Curriculum, students will become critically aware global neighbors, exploring their self-identity by living in community, engaging in reflection and challenging their own beliefs.

What personal experiences, background or abilities would you bring to this residential environment to share with your neighbors and what would you hope your neighbors would share with you? (250 words)

• Smith is invested in helping its students develop the skills to build a strong community comprised of individuals with diverse perspectives, experiences, and backgrounds.
  • Their Residential Curriculum is called “The Compass,” and it prioritizes three learning goals: critical awareness, social responsibility, and engagement
  • Before answering this question, it would be a good idea to spend some time reading about this unique approach, and considering what makes it specifically appealing to you. You can find more information here: https://www.smith.edu/your-campus/residence-life/about-office/our-residence-education-model
• Once you’ve done your research, you can approach this as a combination community/diverse perspectives essay
• Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities). Communities can also include ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way that sometimes sets you apart from any other group of people. For instance, maybe you speak Tamil at home so that your elderly grandma can feel included in the family, but most of your friends are bilingual Spanish speakers. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Consider how you’ve drawn upon your own experience with difference to connect with other people. For example, maybe you’ve realized that language learning opens up a whole new world of connection for you, and so you started a conversation club with your friends where students can informally practice their second and third (and fourth!) languages. Maybe you’ve realized what a huge problem loneliness is for people, and so you began volunteering at a local senior care facility.
• Then, draw some conclusions. What lessons have you learned about working with people who are different from you toward a common goal? How do you find common ground and shared values? What are some things that you’ve learned when you had the opportunity to consider perspectives other than your own?
• Look ahead to your time at Smith. How would you apply these lessons as a student, living in community with other students? How would you share your experiences and perspectives with other students, while remaining open to learning from theirs?
• Make sure to include
  • Information about yourself, including your experiences, identity, and communities you consider yourself part of
  • Information about a time when you experienced being different in some way from those around you, and how you worked with, formed relationships with, and/or learned from those people
  • Reflection on what lessons you learned from that experience about finding common ground, and a projection for how you’ll live out those lessons at Smith

University of Southern California supplemental essays

Describe how you plan to pursue your academic interests and why you want to explore them at USC specifically. Please feel free to address your first- and second-choice major selections. (Approximately 250 words)

• This is a pretty classic “why this major at our school” question. You’ll have the easiest time if you narrow this down, so choose just one or two of your interests.
• What’s your origin story for your first-choice major? How and when did you first become interested in this subject? When did you realize it was what you wanted to study? Write that in a sentence or two.
• Then, within that interest area, think about how you’ve begun to explore or experience this subject area already. Ideally, you’ll write about an experience you’ve had academically or outside of the classroom, and a question or two that experience made you curious about. a really specific question or specialty that you think is especially fascinating.
• For example, maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, directly explain how you would explore this question and topic at USC, through a specific major. Who are the professors you can’t wait to work with? What are the unique classes you hope to take? Which research programs, volunteer or internship opportunities, study abroad, or student organizations you’d like to participate in, and how will each of these help you reach your academic goals, answer your curiosities, and raise new questions?

(Optional) The USC Student Commitment charges Trojans to "value honest, open communication and robust debate," and to "champion ideological diversity and embrace freedom of expression." Describe a time when you disagreed with someone you know about something important to you. Did you change your mind or reach common ground? (Approximately 250 words)

• Answer this question, even though it’s considered optional. USC itself tells you exactly why: they strive to “champion ideological diversity” and value “honest, open communication and robust debate.” They want students who not only share these values, but know how to live them out. Show your admissions reader that you are one of those students!
• Note the wording: “describe a time when you disagreed with someone” is a little bit vague. It’s possible to disagree with someone and never say a word about it, but that’s not what USC is looking for here. Go back to the values they’re championing: “open communication,” “robust debate,” and “embrac[ing] freedom of expression.” Even if they’re not as explicit about this as other schools asking “disagreement” questions, USC wants you to tell them a story about a time you engaged in an active, constructive process of disagreement.
• Brainstorm some disagreements that you’ve had. The wording here calls for “something important to you.” This means that the issue should be substantive, something that carries real weight. Vanilla vs. chocolate will not cut it.
• Note the wording: “Did you change your mind or reach common ground?” This is a pretty big clue! USC is not asking for a time you persuaded someone else. They want to see that you are able to respectfully engage with someone else’s position, to consider other people’s evidence, and to reflect on your own evidence, understanding, and values. You don’t have to change your mind, but ideally you’ll demonstrate a process of reflection and connection.
• Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.
• An active, constructive process involves both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.
• What was the outcome? This doesn’t have to be a conversion story, and your takeaway really shouldn’t have much to do with the substance of the disagreement. Instead, it should be a more broadly applicable lesson about working with people across differences of opinion, perspective, and values. How does opening yourself up to someone else’s perspective enrich your life, even if you don’t agree ith them?

Describe yourself in three words.

• Do not overthink this! Three words really does just mean three words.
• That said, after you’ve written down the first three words that come to your mind, see if you can drill down and make them even more specific. Hundreds of applicants are nice. What’s your particular flavor of nice?

What is your favorite snack?

Best movie of all time:

Dream job:

Dream trip:

What TV show will you binge watch next?

Which well-known person or fictional character would be your ideal roommate?

Favorite book:

If you could teach a class on any topic, what would it be?

• Don’t overthink these, either!
• Be honest, show some personality/quirks/humor, and explain your answers when you have leftover characters to do so
• It’s not really possible to game these, but it is possible to be strategic. If there’s an interest you have or a side of your personality that you haven’t been able to highlight yet, this could be a good opportunity to let your admissions reader know about your deep desire to visit The Shire, or about your magic touch with popcorn toppings during family movie nights.

Stanford University supplemental essays

Short Questions

There is a 3-word minimum and a 50-word maximum for each question.

1. What is the most significant challenge that society faces today?

There’s no magical right or wrong answer. Choose a challenge that genuinely interests or concerns you, describe the impact, and clearly explain the inflection point or choice that society faces. Is it a challenge because society is still looking for solutions? Because society is choosing between solutions? Because society is stuck in a solution that doesn’t seem to be working? Ideally, the challenge you choose would be one that you’re already engaging with in some way (academically, or through service or extracurricular interests).

1. How did you spend your last two summers?

Remember, Stanford already has your activity list and your transcript! You can absolutely include achievements here, but focus on the aspects of those achievements that don’t show up somewhere already. And be sure to include something that you did for fun, or out of curiosity or even boredom—something that doesn’t show up anywhere else in your application.

1. What historical moment or event do you wish you could have witnessed?

Again, there’s no right or wrong answer here, but a key word to keep in mind is “moment.” They’re not asking for an era, or a period, or even an event. Remember that your goal is to reveal something about yourself and to be memorable: the smaller, more specific a moment you pick, the more likely it is you’ll meet these goals.

Pick a moment that genuinely interests you! There’s no prize for picking the most unusual or obscure moment either, especially if you can’t convey a real sense of excitement about it.

1. Briefly elaborate on one of your extracurricular activities, a job you hold, or responsibilities you have for your family.

Looking back at your Activity List, were there any activities here you felt like you had to cut out more than you would have liked? Here’s the place to expand. What made that activity special, what made it significant to you? What were the skills you learned, who were the people you connected with?

If you have significant family responsibilities, take the opportunity to highlight those here. Stanford absolutely understands that many students aren’t able to devote the kind of time to extracurriculars that they might like, because they’re caring for siblings or working to help support their family. Both of these responsibilities help students develop valuable skills that Stanford appreciates, but the only way admissions will know that you 1) have these responsibilities, and 2 ) have learned and grown from them, is if you tell them. Do that here.

1. List five things that are important to you.

Five things, fifty words. That means you get to do some explaining. You might want to answer this question last. Look over your application (or have someone else look over your application!), and write down the words that come to mind describing you as they read through it. Look at that list. Are there any parts of your personality that aren’t yet coming through? This list could be a great place to strategically present those sides of yourself.

Short Essays

There is a 100-word minimum and a 250-word maximum for each essay.

1. The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning.
   • This is similar to a “why this major” question, with a twist. You’ll have the easiest time if you choose an idea or experience that’s related to the subject you might want to major in.
   • “Reflect on” is tricky phrasing. Stanford doesn’t just want to hear about something you’ve found interesting; they want to know that you’ve been interested in something, that you’ve begun exploring it already, and that now, you find it even more interesting (or differently interesting) than you did before.
   • What’s your origin story for this interest? Write that in a sentence or two.
   • How have you explored this interest already (connect it to an experience, or to research that you’ve conducted, or even just internet or library rabbit holes you’ve gone down)?
   • Stanford particularly values innovators with entrepreneurial spirits. This doesn’t mean that you need to write about your startup (but go for it if that’s your passion), but the more that you can emphasize showing initiative and taking charge of your own learning here, the better.
   • What additional questions have your explorations raised for you? Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
   • Then, briefly explain how you see this topic or idea connecting to your future goals or plans. You can connect it directly to a specific major or program at Stanford, or you can speak more broadly about the future impact you hope to make in your career.
   • Focus on: origin story, experience, niche interest, future impact

1. Virtually all of Stanford's undergraduates live on campus. Write a note to your future roommate that reveals something about you or that will help your roommate—and us—get to know you better.
   • Have fun with this one! It’s a chance to show some personality, humor, quirks.
   • Even though the question uses the word “roommate,” remember that this isn’t really a letter to your roommate. Your actual roommate might want to know your intended major and where you’re from, for example, but the admissions reader knows those things already. Repeating them here is a missed opportunity.
   • It always comes back to audience: what are three (more casual, less achievement-focused) things you’d like an admissions officer to know about you? What are some ways you can three-dimensionalize the portrait you’ve put forward so far?
   • This could also be a way to reveal some of the activities you might want to participate in at Stanford. Maybe you could invite your future roommate to join you, or describe some of the posters or decorations you’d bring with you, and relate those to different student organizations.

1. Please describe what aspects of your life experiences, interests, and character would help you make a distinctive contribution as an undergraduate to Stanford University.
   • “Distinctive contribution” might sound intimidating, but it really just means what’s a perspective that only you have, and how will that perspective impact the kind of Stanford community member that you are. This is a combination diversity and community question.
   • Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), deep interests or extracurriculars or hobbies or achievements that you have (debate club, astrophysics, rodeo clowning, softball), and significant memories (the time you were there for your younger brother, who struggles to connect with other people; the time your tennis coach told you that you were one of the most dedicated students she’d ever had).
   • Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
   • Then, connect the current specific deep impact to some specific action you’d take at Stanford. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically do, not just what sounds good!
   • Focus on: identity (experiences/interests/character), action, values, impact.

Swarthmore College supplemental essays

In addition to the Common Application's personal statement (you can choose one of seven essay prompts), we ask you to submit no more than 250 words in response to each short answer question. For the 2026-2027 admissions cycle, students will be asked to answer both of the following questions:

1. Swarthmore College maintains an ongoing commitment of building a diverse, equitable, and inclusive residential community dedicated to rigorous intellectual inquiry.
   All who engage in our community are empowered through the open exchange of ideas guided by equity and social responsibility to thrive and contribute as bridge builders within global communities.
   Our identities and perspectives are supported and developed by our immediate contexts and lived experiences – in our neighborhoods, families, classrooms, communities of faith, and more.

What aspects of your self-identity or personal background are most significant to you? Reflecting on the elements of your home, school, or other communities that have shaped your life, explain how you have grown in your ability to navigate differences when engaging with others, or demonstrated your ability to collaborate in communities other than your own.

• Don’t get overwhelmed! Swarthmore is packing quite a lot into this one prompt, but if you break it down step-by-step, you’ll do great.
• This is an “or” question, so you’ll need to focus on either “how you have grown in your ability to navigate differences” OR “how you have demonstrated your ability to collaborate in communities other than your own.” Don’t try to address both here! There’s just not enough room.
• Either way, start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities). Communities can also include ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way that sometimes sets you apart from any other group of people. For instance, maybe you speak Tamil at home so that your elderly grandma can feel included in the family, but most of your friends are bilingual Spanish speakers. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• If you choose the collaboration option, consider how you’ve drawn upon your own experience with difference to connect with other people. For example, maybe you’ve realized that language learning opens up a whole new world of connection for you, and so you started a conversation club with your friends where students can informally practice their second and third (and fourth!) languages. Maybe you’ve realized what a huge problem loneliness is for people, and so you began volunteering at a local senior care facility.
  • What lessons have you learned about working with people who are different from you toward a common goal? How do you find common ground and shared values?
• If you choose the “navigating differences” option, tell a story from one of your experiences about a time you engaged in an active, constructive process of disagreement with someone else.
  • Swarthmore wants to see that you are able to respectfully engage with someone else’s position, to consider other people’s evidence, and to reflect on your own evidence, understanding, and values. You don’t have to change your mind, but ideally you’ll demonstrate a process of reflection and connection. This doesn’t have to be a conversion story, and your takeaway really shouldn’t have much to do with the substance of the disagreement. Instead, it should be a more broadly applicable lesson about working with people across differences of opinion, perspective, and values. How does opening yourself up to someone else’s perspective enrich your life and strengthen your community?
• Either way, make sure to include
  • Information about yourself, including your experiences, identity, and communities you consider yourself part of (“reflecting on the elements of your home, school, or other communities”)
  • Information about a time when you experienced being different from those around you (in identity, perspective, viewpoint, or all of the above!), and how you worked with, formed relationships with, and/or learned from those people
  • Reflection on what lessons you learned from that experience about finding common ground, and a projection for how you’ll live out those lessons at Swarthmore (“thrive and collaborate as bridge builders within global communities”).

2) Swarthmore’s community of learners inspire one another through their collaborative and flexible approach to learning. Swarthmore students are comfortable with intellectual experimentation and connection of ideas across the humanities, social sciences, natural sciences, and interdisciplinary studies through a liberal arts education.

Tell us about a topic that has fascinated you recently – either inside or outside of the classroom. What made you curious about this? Has this topic connected across other areas of your interests? How has this experience shaped you and what encourages you to keep exploring?

• This is similar to a “why this major” question, with a twist. You’ll have the easiest time if you choose a topic that’s related to a subject you might want to major in.
• “Tell us about” is tricky phrasing. Swarthmore doesn’t just want to hear about something you’ve found interesting; they want to know that you’ve been interested in something, that you’ve begun exploring it already, and that now, you find it even more interesting (or differently interesting) than you did before.
• What’s your origin story for this interest? Write that in a sentence or two.
• How have you explored this interest already (through an experience you’ve had, or to research that you’ve conducted, or even just internet or library rabbit holes you’ve gone down)?
• Now, describe what additional questions your explorations have raised for you in different academic areas. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.
• Then, briefly explain how you see this topic or idea connecting to your plans at Swarthmore (this answers how the experience has shaped you). What are some classes you might want to take that would let you connect these interests, or explore a related interest more deeply? Who are some professors whose work brings similar interests together?
• Finally, connect this to your future goals (this answers what encourages you to keep exploring). What kinds of questions and ideas do you hope to explore in the future, and what kind of impact do you want to make?

University of Texas at Austin supplemental essays

SHORT ANSWER QUESTION 1 (REQUIRED):

Why are you interested in the major you indicated as your first-choice major?

Please limit your response to 250-300 words.

• This is a classic “why this major at our school” question.
• What's your origin story for the major you selected? When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you. For example, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Connect these questions to your future goals. What kind of impact do you hope to make in your future career, and how do the questions you’re interested in exploring relate to that impact?
• Then, map out a specific plan for how you would explore those interests and approach those goals at Austin. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.

SHORT ANSWER QUESTION 2 (REQUIRED):

Think of all the activities — both in and outside of school — that you have been involved with during high school. Which one are you most proud of and why?

(Guidance for students: This can include an extracurricular activity, a club/organization, volunteer activity, work or a family responsibility.)

Please limit your response to 250-300 words.

• Note the wording: “most proud of.” Proud is a very flexible word. The most effective use of this prompt isn’t to highlight your biggest accomplishments or achievements (those are already bright and shiny on your Activities Descriptions, right?). This is a chance to highlight something less obviously flashy, that still made an impact on your values, your path, or who you are.
• Were there any entries on your Activities Descriptions where you felt like you had to cut out more than you would have liked? This might be the place to expand.
• If you have significant family responsibilities, that’s probably going to be what you want to highlight here. Austin absolutely understands that many students aren’t able to devote the kind of time to extracurriculars that they might like, because they’re caring for siblings or working to help support their family. Both of these responsibilities help students develop valuable skills that Austin appreciates, but the only way they’ll know that you 1) have these responsibilities, and 2) have learned and grown from them, is if you tell them. Do that here.
• Otherwise, brainstorm some activities (that may or may not have been recognized with awards) that make you feel a genuine, internal sense of pride. It might be something you were really good at, it might be a milestone of commitment or persistence.
• Spend 1-2 sentences explaining the activity, then focus most of the essay on its meaning for you. What were the values that you feel like this activity recognized or expressed, and how do those values connect with the kind of student you’d hope to be at Austin?

SHORT ANSWER QUESTION 3 (OPTIONAL):

Please share background on events or special circumstances that you feel may have impacted your high school academic performance.

If your response to this question is similar to one of the Common App Personal Essays, feel free to simply copy and paste the important parts of your essay here.

Please limit your response to 250-300 words.

• This is truly, truly an optional question.
• If it doesn’t apply to you, don’t try to force an answer.
• If it does apply, it’s in your best interest to explain as best you can.
  • State the events or special circumstances directly and straightforwardly (“In my sophomore year, both of my parents were laid off from their jobs. This was a challenging period for my family, and as I took on extra responsibilities at home, my grades suffered.”)
  • Spend most of the essay explaining how you worked to manage the challenge (“During the second semester, I spoke to my teachers about the situation at home. I worked out a plan for extra credit and spent my free periods getting extra tutoring…”)
  • End by focusing on the skills, qualities, and perspective that you developed through this situation (“While this was a difficult time, I’m grateful for my teachers’ support and proud that I was able to improve my grades by the end of the year. I’ve learned that with communication, persistence, and hard work, I can overcome more than I’d ever thought.”)
• If there were significant challenging events or special circumstances that you experienced during high school that didn’t impact your academic performance, you might consider addressing these in Prompt 2.

Tufts University supplemental essays

Short Answer Prompt #1: Please describe how you have learned about and engaged with Tufts during your college search process (75-150 words).

• Be careful not to interpret this question too literally! If you’ve visited campus, mention that for sure. If you’ve spoken to an admissions officer, to Tufts students or alumni, scoured the website, followed the Tufts community on social media, mention that, too–but keep the description of what you’ve done to just about a sentence.
• Be sure to include an explanation of what most appealed to you–is there a specific professor whose research is fascinating, who you discovered on Tufts’ Instagram? What makes you so excited to work with them? Was the tour guide incredibly welcoming, which makes you excited about Tufts’ inclusive culture? This is a good opportunity to 1) reveal something about yourself that you haven’t already revealed through other parts of your application, and 2) make the case that you + Tufts make an excellent match.

Short Answer Prompt #2 is specific to your intended school/program at Tufts:

Even though the specific wording for each of these school-specific prompts is different, the actual question they’re asking is pretty much the same. Each of these asks you to look at an experience, assignment, or work that you’ve created within your broad field of interest, to think carefully about your process, and to explain how it was a turning point in how you think about your academic or artistic career.

• Applicants to the School of Arts and Sciences are required to answer the following question in 100-200 words:
  • Tell us about one of your favorite school assignments in the past two years. What was the assignment and why did you enjoy it?
    • Note: no one is going to check that the assignment you talk about here is your actual favorite. By all means, choose an assignment that you enjoyed, but also make sure that you’re choosing an assignment that is in some way related to the major or field you’re considering.
    • Start with a catchy hook showing your process in action. Were you at the library yet again for one more old text on Renaissance botanical art? Were you performing your soliloquy in front of the rapt faces of your classmates? Did your greenhouse project surpass your wildest expectations?
    • Explain the assignment (including the general subject) in just one sentence.
    • Give a quick overview of your process. What did you do to complete the assignment? How did you go above and beyond? What specific aspects captured your interest or attention? Where and how did you explore intellectually, and what made that so fun?
    • Reflect. How has this assignment affected the way that you approach being a student? How has it affected the way you think about the kinds of questions that you want to spend your academic career answering? How did it shape the way that you think about the relationship between your own intellectual curiosity, creativity, hard work, and enjoyment?
• Applicants to the School of Engineering are required to answer the following question in 100-200 words:
  • Tell us about an engineering or science-related project that you have helped build, design, create, or iterate in the past two years. What was the project and what was your role?
    • Start with an attention-getting description of what you built (or designed, created, or iterated!). A surprisingly agile robot? A rocket that finally launched? An app that required years of fine-tuning, but that everyone at your school now uses to track their course schedules?
    • Explain the project, from idea to realization. Was this for a course or structured extracurricular, or was it an outside project? Who did you work with, and how did you assign roles?
    • Explain your own contribution to the project. Make sure you focus on technical aspects, as well as interpersonal. What does it look like when you’re trying to solve a problem? How did you deal with setbacks or failures throughout the process? How did you ensure that your team worked tougher smoothly?
    • What did you learn about yourself in the process? What skills did you build, and where did you have the most fun/get most interested? How did this project affect the kinds of work that you want to do in college and in the future?

Vanderbilt supplemental essays

Vanderbilt University’s motto, Crescere aude, is Latin for “dare to grow.” In your response, reflect on how one or more aspects of your identity, culture, or background has played a role in your personal growth, and how it will contribute to our campus community as you dare to grow at Vanderbilt.

Please provide your response in approximately 250 words.

• This is a classic community essay: where are you from, who are you now, and where do you see yourself going?
• Start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific value that’s important to you, and explain how you’d like to live out that value at Vanderbilt through a specific on-campus group, organization, or opportunity. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers.
• Finally, explain how you see this experience connecting to the broader impact you would like to make in your future. Choose something that you would realistically like to do, not just what sounds good!

Villanova University supplemental essays

Villanova Writing Supplement (2026-2027)

For the Villanova-specific essay, we hope to gain a deeper understanding of your thoughts, experiences, and opinions. Choose one of the five topics below and submit a written response in about 250 words.

Prompt One:
AsPope Leo XIV (Villanova Class of 1977) has said, “no one can single-handedly bear the weight of the challenges the world is facing, just as no one is so weak that they cannot play their part.”What have you done to play your part in advancing equity and justice in your community?

• This question might tempt you to wax philosophical about “equity and justice.” Don’t fall into that temptation! These are big, broad, flexible concepts. Your best bet is to focus on concrete ways that you’ve made life better for people in your community. How you define “equity and justice” is less important for this question than what you’ve done.
• Brainstorm actions you’re already taking that are concrete, meaningful, small, and specific. Your volunteer work with the library’s senior knitting circle might help make a tiny, local dent in the loneliness epidemic. The park cleanup drive you organized might have made it more appealing for local families, showed pride in your local community, and could help explain why you’re interested in exploring urban planning.
• Note the wording: “No one can single-handedly bear the weight…” Just as you’re making sure to highlight your own, specific, individual contribution, it would be a good idea here to highlight how you’ve worked with others, pooling strengths, time, and care, to create a benefit for your community.
• If this one feels forced, or if you find yourself writing abstractions, you can pick a different prompt. Only answer this one if you have something to say here, that you haven’t said already elsewhere in your application.

Prompt Two:
What is a lesson in life that you have learned that you would want to share with others at Villanova? 

• There is a trap hidden in this question, and it is the trap of sounding like a self-important show-off. Do not fall into this trap! Instead of highlighting what you would like to teach others, make sure that you focus this answer on how you learned the lesson yourself.
• Brainstorm some of your formative experiences. What are some times when you faced a challenge, or a disappointment, or when an outcome surprised you?
• Briefly explain: what was the situation, and what made it hard/disappointing/surprising for you?
• Spend more time explaining how you navigated the situation—knowing that this was challenging, how did you make and execute on a plan to get through it?
• Spend the most time explaining what you learned, and how you’ve applied that lesson forward. It’s okay if this isn’t a story of triumph! Maybe it is, and overcoming your fear of public speaking has made you that much more eager to take on new challenges, since you know that your fears don’t have to limit you now. But maybe you didn’t, and you learned something about the value of persistence, about resilience, about sticking with something even though you’re not the best at it. Villanova wants to see that you’re able to reflect on your experiences, good and bad, and learn from them.
• Explain 1) how the lessons will benefit your fellow students at Villanova, and, if you can, 2) how and when and where you’d like to share those lessons. Will your commitment to persistence make you the most encouraging member of the Indoor Rock Climbing club, for instance?

Prompt Three:
"Villanova" means "new home." Why do you want to call Villanova your new home?

• This is a classic “why us” question.
• It’s important to address academics, so start by doing some research into unique programs, professors, research opportunities. After that, give a brief version of the “origin story” for how you became interested in this major, and then explain why Villanova’s specific programs, professors, and research opportunities are the clear next step.
• Then, look into the many (many!) student organizations, volunteer opportunities, and campus traditions that Villanova offers. Identify a few of these that you can connect to personal experiences or your current activities, and then explain how you hope to engage with these activities in a new way at Villanova.
• Finally, make a values connection. Villanova has a very particular religious and cultural identity. You don’t have to follow any particular religious faith to be a Villanova student, but it’s helpful if you share some of Villanova’s core values: Veritas, Unitas, and Caritas. This means, “Truth, Unity, and Love.” As an Augustinian Catholic institution, Villanova strongly believes in dialogue, respect, and cooperation within its community. How do you try to live out these values already, and what excites you about spending the next four years as part of a community that centers them?

Prompt Four:
Villanova embraces Artificial Intelligence (AI) with a commitment to thoughtful, ethical use rooted in our Augustinian mission and values. How do you see technology helping you to lead, serve, and contribute to the common good?

• A good answer for this prompt will do more than pontificate about AI; it will reveal your interests, goals, and values through how you imagine using AI as a tool for contributing to people’s wellbeing.
• If you haven’t given much thought to this, or this prompt doesn’t sound like something you’d like to give a lot of thought to, that’s okay! You have four other prompts to choose from.
• If you do want to answer this question, start with the questions or problems that most intrigue you. Think about your future academic goals, and your future career. Make a brainstorm list of the kinds of problems that you hope to spend your time solving.
• Then, describe how you have already begun working toward solving those problems, either academically or through your extracurricular pursuits?
• Next, identify an “intervention point,” where judicious use of AI could help you expand your reach, or solve a thorny problem, or speed a slow-moving process.
• How do you imagine using AI in this instance? What are some of the benefits it could bring, and what are some of the pitfalls (ethical and otherwise) that you’d need to be aware of?
• End with a reflection on technology, decision-making, and ethics, and explain why Villanova is the place where you want to explore this intersection.

Prompt Five:
At Villanova, we often say "each of us strengthens all of us." Please detail a time when someone has borrowed some of your strength in their time of need.

• This prompt is asking you to describe a time when you supported, helped, or cared for someone else–so, take a few minutes to brainstorm a list of times within the last few years that you’ve really been there for someone else. Don’t self-censor here! Smaller moments, like cheering up your little sister after she didn’t make travel soccer, can be just as impactful as bigger moments, like visiting your great-aunt every week for six months after her husband died.
• Look back at your examples, and for each one, write one or two values that you expressed through your actions: compassion, gratitude, community-mindedness, etc. Keep in mind Villanova’s values of “truth, unity, and love.”
• Pick the example that presents the values that you most want Villanova to know about you. If you have values overlap (and you might!) choose values first, and then the action that’s most meaningful to you.
• Start in scene, showing us what you did. Who did you help? What did “their time of need” look like? Where did you come into their story, how did you decide to take action, and what did you do? What was their reaction?
• Then, reflect. What did it mean to you to help someone? How, specifically, did it allow you to live and behave in a way that aligns with your values? What did you gain from the experience, and what will you remember the next time that you 1) have an opportunity to help someone else, and 2) need help yourself?

Wake Forest University supplemental essays

For students who opt for the written supplement, you will choose and respond to just one of the following four prompts (a change from past years where students could answer multiple prompts):

1. List five books you’ve read that have intrigued you. (150 character limit per book title)
   • If you’re a big, voracious reader, you probably do have a list (maybe a physical list, maybe just held within) of more than five books that have captured your attention, made you think about something you’ve never thought of before, challenged or shifted your perspective. Brainstorm that list! Write down as many as come to mind.
   • Now, review that list, with an eye toward 1) revealing something about your interests and values, and 2) variety. Aim for a mix of fiction and nonfiction, books you’ve read for school and books you’ve read for pleasure.
   • You get 150 characters for the book title, and 150 characters for the author, and that’s it. Your personality comes through in your curation here, so play around with a few different combinations and see which one you think presents you in the most interesting, multifaceted way.

1. Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved. (150 word limit)
   • This question wants to know two things: 1) what makes you think, and 2) who are you as a thinker.
   • So, start with a brainstorm: what’s interested you lately? Is there a project for school that you found more compelling than you’d expected to? Have you read a book or come across a report or piece of art that challenged or surprised you? Was there a school club event, or a work or service opportunity that shifted your thinking in some unexpected way?
   • Spend 1-2 sentences explaining the work, project, or activity, and your engagement with it. Under what circumstances did you engage with this work? What was the project, and what was your contribution? What was the goal of the extracurricular activity, and who were you with?
   • Most of this prompt should do the work of making your thinking apparent. What aspect of the work, project, or activity first raised questions for you? How did it shift your perspective? Were there ways that you made connections between this and between other experiences or works that you’ve already come across?
   • How did this experience shape the way that you think about complexity, the way that you think about exploration or intellectual curiosity, or the kinds of questions that you want to answer during your academic career?

1. Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community? (300 word limit)
   • If you have a Maya Angelou quote in mind that means something to you, by all means, use that! If you don’t, please do not lose your mind searching for the perfect quote. Wake Forest lets you know that the theme for this prompt is “celebrating identity” and “honoring each person’s dignity.” You can write your essay first, around these themes, and then find the quote that best fits.
   • Another way of thinking about this question might be, how do you understand your identity, and how does that understanding affect the kind of community member you’ll be at Wake Forest?
   • Make brainstorm list of the different groups that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
   • Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
   • Then, think about the ways that your actions were rooted within a specific group of people, and name that community explicitly. Is it Spanish-speakers? The astrophysics community broadly, or your local observatory’s supporters? The LGBTQ+ community? It can be as broad or as narrow as makes sense to you.
   • Then, once you’ve defined and explained your community, make a connection to your own values. What are the values that you’ve taken or learned from this group, what makes those values important to you?
   • Finally, explain how those values align with the values Dr. Angelou expresses in her quote. How do you plan to live out those values on campus at Wake Forest?

1. Give us your Top Ten List. (The choice of theme is yours.) (100 character limit per line)
   • The key here is specificity! Drilling down to the smallest, most particular, even absurdly-specific Top 10 will be a lot more revealing about who you are, what interests you, and what you care about than a broader list that illustrates preferences you might share with thousands of other people.
   • So, start by thinking broadly about what you love, and then narrow your focus more and more until you have the Top 10 only you could write.

We still require the “Why Wake?” prompt (up to 100 words), which is now located in the supplemental questions section of the application.

• Look carefully into Wake Forest’s offerings in your academic areas of interest.
• Then, spend 2-3 sentences on your academic origin story. How did you first become interested in whatever it is you’re interested in? What’s an experience that helped to confirm that interest for you?
• Given your interest and experience in that academic area, explain in 1-2 sentences your next questions, and what you hope to explore further.
• Then, connect those goals to specific programs, professors, and opportunities at Wake Forest. What are the unique classes you’d like to take? Who are the professors you’d love to work with? What are some of the specific opportunities you’d jump to take advantage of, inside and outside of the classroom?

Washington and Lee University supplemental essays

Optional “Why W&L?” Written Statement

250 words or less: There are over 8,200 accredited colleges and universities in the U.S. alone. You have chosen to apply to Washington and Lee University. Please describe how you have familiarized yourself with W&L and what aspects of its community are most exciting to you.

Optional Short-Answer Prompts

To help jumpstart your brainstorming and to demonstrate that we empathize with the challenges you face in applying to college, our staff has published their own responses to our prompts. Fair is fair, after all. We hope you’ll enjoy learning a bit about us and will feel more comfortable showcasing something new about yourself.Meet our Admissions Officers and view their responses.

Note: We can’t stress this enough; W&L Admissions has zero preference between short-answer formats.

Option 1

250 words or less or max 2-minute video: Please describe an aspect of your life outside of school that is important to you, such as an extracurricular activity, a job, or a family responsibility. How has your involvement shaped your personal qualities and growth, and how has it impacted those around you?

• Looking back at your Activity List, were there any activities here you felt like you had to cut out more than you would have liked? Here’s the place to expand. What made that activity special, what made it significant to you? What were the skills you learned, who were the people you connected with?
• If you have significant family responsibilities that you haven’t talked about elsewhere, take the opportunity to highlight those here. W&L absolutely understands that many students aren’t able to devote the kind of time to extracurriculars that they might like, because they’re caring for siblings or working to help support their family. Both of these responsibilities help students develop valuable skills that W&L appreciates, but the only way admissions will know that you 1) have these responsibilities, and 2 ) have learned and grown from them, is if you tell them. Do that here.

Option 2

250 words or less or max 2-minute video: W&L’s mission statement focuses on preparing graduates for lifelong learning in a global and diverse society. Engaging with faculty, staff, and classmates with diverse identities, experiences, and perspectives is an essential component of our education. Recognizing that diversity takes many forms, what diverse aspect would you bring to W&L?

• Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), deep interests or extracurriculars or hobbies or achievements that you have (debate club, astrophysics, rodeo clowning, softball), and significant memories (the time you were there for your younger brother, who struggles to connect with other people; the time your tennis coach told you that you were one of the most dedicated students she’d ever had).
• Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• Then, connect the current specific deep impact to some specific action you’d take at W&L. The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically do, not just what sounds good!

Option 3

250 words or less or max 2-minute video: Reveal to us how your curious mind works by sharing something you spend considerable time thinking or learning about.

• There is no single, correct answer here! Washington and Lee is asking this question because they genuinely want to get to know you better as a person. One great way of getting to know a person is to learn more about what interests them.
• If you haven’t yet gone deep on a niche academic interest elsewhere in your application, this could be a great opportunity to do so. Beyond your origin story, how else have you explored the subject you intend to major in? What are your favorite intellectual rabbit holes to go down?
• If you have already gone intellectually deep, this is a good opportunity to get a little quirky. Are you a diehard Mets fan who can’t get enough collectible bobbleheads? Do you live for complicated statistics and polling averages in your local races? Are you always up for a road trip or a picnic?
• Avoid the temptation here to over-explain the thing itself. While you should tell us what it is that excites you, be careful not to turn this into a lesson about medical nanobots or French literature. The key here is to reveal what specific aspect of the thing is most fascinating to you, to explain what additional questions or interests it raised for you, and to share how you’ve begun (or hope to begin) exploring them.

Option 4

250 words or less or max 2-minute video: On a residential college campus with a Speaking Tradition that encourages connections between individuals, using each other’s names matters. Please share the story of any name you go by and what significance it holds for you.

• Before answering this prompt, you might want to read up on Washington and Lee’s Speaking Tradition. It’s pretty neat: https://www.wlu.edu/campus-life/first-year-experience/faq/history-and-traditions-faq
• Even though it’s nominally (get it?) about names, this prompt is really asking about your values. Usually, you’ll connect those values to a community you belong to, and what that community means to you (with one possible exception, which we’ll get to in a minute).
• Generally, we don’t name ourselves–names, even nicknames, are bestowed upon us.
• If you choose your given name, you might want to explain its significance within your family, its ethnic or cultural origin, or its literal meaning. How do any of those factors reflect values that are important within your family or your heritage, how do you try to live out those values today (or, how are you challenged by those values), and how do you intend to live out those values at W&L?
• If you choose a nickname, explain where the nickname came from. Who calls you this name, and who doesn’t? What bonds does it reflect? What skills does it represent? Whatever your nickname is meant to express, what does it mean to you to honor and live out those values, and how does it relate to your sense of belonging within a particular community.
• As mentioned above, usually names are given to us, but not always. If you’ve chosen your own name, explain why–a gender-affirming choice, a decision to identify with a particular person, a matter of convenience, and so on. Draw a clear line from this decision to the values it helps you express. How might you see yourself continuing to live out those values in the future?

Wellesley College supplemental essays

Wellesley students actively seek ways to build bridges and to change the world for the better. Tell us about an experience working with and alongside people of different backgrounds and/or perspectives from your own. Why was this important to you, and what lessons from this will you bring with you to Wellesley?

Please limit your response to two thoughtful paragraphs (minimum 250 words, maximum 400 words).

• This is an “and/or” question about navigating difference. You can write about working with people whose backgrounds are different from your own, whose perspectives are different from your own, or whose backgrounds and perspectives are different from your own.
• Whichever approach you’d like to take, start by making a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities). Communities can also include ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).
• Look at your list, and pick out a few examples that play out in your life in a deep, meaningful, and specific way that sometimes sets you apart from any other group of people. For instance, maybe you speak Tamil at home so that your elderly grandma can feel included in the family, but most of your friends are bilingual Spanish speakers. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.
• If you choose the “different backgrounds” option, consider how you’ve drawn upon your own experience with difference to connect with other people. For example, maybe you’ve realized that language learning opens up a whole new world of connection for you, and so you started a conversation club with your friends where students can informally practice their second and third (and fourth!) languages. Maybe you’ve realized what a huge problem loneliness is for people, and so you began volunteering at a local senior care facility.
  • What lessons have you learned about working with people who are different from you toward a common goal? How do you find common ground and shared values?
• If you choose the “different perspectives” option, tell a story from one of your experiences about a time you engaged in an active, constructive process of disagreement with someone else.
  • Wellesley wants to see that you are able to respectfully engage with someone else’s position, to consider other people’s evidence, and to reflect on your own evidence, understanding, and values. You don’t have to change your mind, but ideally you’ll demonstrate a process of reflection and connection. This doesn’t have to be a conversion story, and your takeaway really shouldn’t have much to do with the substance of the disagreement. Instead, it should be a more broadly applicable lesson about working with people across differences of opinion, perspective, and values. How does opening yourself up to someone else’s perspective enrich your life and strengthen your community?
• Either way, make sure to include
  • Information about yourself, including your experiences, identity, and communities you consider yourself part of
  • Information about a time when you experienced being different from those around you (in background, perspective, or both!), and how you worked with, formed relationships with, and/or learned from those people (“why was this important to you?”).
  • Reflection on what lessons you learned from that experience about finding common ground, and a projection for how you’ll live out those lessons at Wellesley (“what lessons from this will you bring with you?”).

University of Wisconsin-Madison supplemental essays

Tell us why you would like to attend the University of Wisconsin–Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided, please describe your areas of possible academic interest. (650 maximum, recommended 300-500)

• This is a combined “why this major at our school” and “why us” question.
• Start with “why this major at our school”
• What’s your origin story for the major you selected? When, and how, and under what circumstances did it first capture your interest? Write that in a sentence or two.
• Then, think about how you’ve explored this interest beyond that first moment. Have you taken advanced classes? Worked in a lab? Immersed yourself in extracurriculars?
• Next, brainstorm some questions that these experiences have raised for you.
• For example, maybe you’ve always loved reading and writing, and your work on your school newspaper has made you curious about journalism and media ethics. Or, maybe your summer research internship made you curious about nanomaterials, and now you’re fascinated by the potential uses of medical nanobots.
• Connect these questions to a specific, broader goal. What kind of impact do you hope to make in this field in the future?
• Then, map out a specific plan for how you would explore those interests and approach those goals at Madison. What are the unique classes you can’t wait to take? Who are the professors you’re most excited to work with? Is there a research institute that brings together some of the newest work at the intersection of your interests? Say that here, but don’t just name-drop. Make a case for how you would contribute, and for how these opportunities would help you achieve your goals.
• Then, pivot to the campus community. Beyond the classroom, how do you see yourself contributing to campus? What kind of community member will you be? What are some specific extracurricular activities that you’d love to join, or start? How do you plan to connect with your classmates within your major and across campus? Where and how do you see yourself collaborating with and learning from others, and what makes this important to you?

Yale University supplemental essays

How to Answer the Yale Supplementals

All first-year applicants will respond to the following short answer questions:

• Students at Yale have time to explore their academic interests before committing to one or more major fields of study. Many students either modify their original academic direction or change their minds entirely. As of this moment, what academic areas seem to fit your interests or goals most comfortably? Please indicate up to three from the list provided.
• Tell us about a topic or idea that excites you and is related to one or more academic areas you selected above. Why are you drawn to it? (200 words or fewer)

This is a “why this major” question, with a twist. You’ll have the easiest time if you narrow this down, so choose just one of your interest areas.

What’s your origin story for this interest? Write that in a sentence or two.

Then, within that interest area, think about a really specific question or specialty that you think is especially fascinating.

Ideally, this will be something that you’ve started to explore already. Maybe your summer research internship made you curious about nanomaterials, and now you want to know more about medical nanobots. Maybe you’ve always loved reading and writing, and dealing with reader pushback as editor of your school newspaper has made you increasingly curious about journalistic ethics and media ecosystems.

Then, explain how you see this topic or idea connecting to your future goals or plans. You can connect it directly to a specific major or program at Yale, or you can speak more broadly about the future impact you hope to make in your career.

Focus on: origin story, specific experience, niche interest, future impact

Respond to the following short answer questions, in no more than 200 characters (approximately 35 words):

• If you could teach any college course, write a book, or create an original piece of art of any kind, what would it be?
• What is one aspect of yourself that you hope to grow or develop during college?
• What is something about you that is not included anywhere else in your application?

• When Yale says “short takes,” they really do mean short takes!
• Remember your audience! Under no circumstances should you lie or make something up, but odds are pretty good that you have more than one answer to each of these questions. Try to choose answers that will reveal something about you that’s not already revealed through your Personal Statement or the academic interests question above.
• Show some personality, and don’t be afraid to be both funny and vulnerable.
• Another approach that some students find helpful is to think of these questions as “bait.” Imagine something you’d like to be asked about in a potential future interview. What can you reveal enough about here to be interesting, that would make someone want to know more?

Respond to one of the following prompts in 400 words or fewer.

• Reflect on a time you discussed an issue important to you with someone holding an opposing view. Why did you find the experience meaningful?

Ask yourself: why is Yale asking this question?

Answer: Yale is incredibly diverse, and it wants to encourage an environment of productive, civil discourse. If you’re going to be in a place that prides itself on diversity of experiences and perspectives, that means that you’re going to find lots of people whose experiences and perspectives are different from yours. Yale wants to know that not only are you someone who’s able to handle this 1) respectfully, and 2) without melting down, but that you’re also someone who values engaging across difference.

Brainstorm some disagreements that you’ve had. The wording here calls for an “issue important to you.” This means that the issue should be substantive, something that carries real eight. Vanilla vs. chocolate will not cut it.

Explain the disagreement, make the stakes clear, and be neutral-fair in your description of the other person’s position. “Susie had the incredibly stupid position that chocolate chip cookies were the way to go” isn’t it. “Susie, however, claimed that chocolate chips were superior” is better.

Note the wording, part 2: “Reflect on a time you discussed an issue…” This is a pretty big clue! A discussion involves both talking and listening. The expectation here is that you did substantially engage with this person, both trying to explain your position and making an effort to understand where they were coming from. Show that you are capable of approaching people you disagree with with respect and curiosity.

Note the wording, part 3: “why did you find the experience meaningful?” Another pretty direct statement of what Yale is looking for. The takeaway really shouldn’t have much to do ith the substance of the disagreement; instead, it should be a more broadly applicable lesson about working with people across differences of opinion, perspective, and values. How does opening yourself up to someone else’s perspective enrich your life, even if you don’t agree with them?

• Reflect on your membership in a community to which you feel connected. Why is this community meaningful to you? You may define community however you like.

Why are they asking this? Yale’s community is made up of lots of different people, with lots of different experiences, perspectives, interests, and strengths all working together on campus. So, they’re interested in communities that you’re already part of, how you think of yourself as a member of that community, and how you contribute to that community as a member.

To get started, make a brainstorm list of the different groups that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).

Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.

Then, think about the ways that your actions were rooted within a specific group of people, and name that community explicitly. Is it Spanish-speakers? The astrophysics community broadly, or your local observatory’s supporters? The LGBTQ+ community? It can be as broad or as narrow as makes sense to you.

Then, once you’ve defined and explained your community, make a connection to your own values. What are the values that you’ve taken or learned from this group, what makes those values important to you, and how might you see yourself continuing to live out those values in the future?

Focus on: action, community, values, personal meaning

• Reflect on an element of your personal experience that you feel will enrich your college. How has it shaped you?

This is really similar to the previous question, just with a focus on individual experiences instead of those situated within a community. Yale’s goal is the same: to get a sense of how you, as an individual, might contribute to Yale’s broader community. So the initial approach is similar, though there’s a twist in the second half.

Make a brainstorm list of the different communities that you’re part of (ethnic, cultural, and religious communities; geographic or linguistic communities), ways that you self-identify (race, socioeconomic status, gender/sexuality), significant responsibilities (family caregiving, employment), and deep interests or extracurriculars or hobbies that you have (debate club, astrophysics, rodeo clowning, softball).

Look at your list, and pick out one example that plays out in your life in a deep, meaningful, and specific way. For instance, maybe you speak Spanish at home so that your elderly grandma can feel included in the family. Maybe you love astrophysics so much that during the local observatory’s open hours, it’s you and seven local senior citizens. Maybe being one of the few out gay students at your school has made you brave in ways you wouldn’t have expected, like when you spoke up to support environmental measures at your local city council meeting.

Then, connect the current specific deep impact to some specific action you’d take to “enrich your college.” The easiest option here is to find a student organization or volunteer activity that seems like a natural next step from what you’re already doing. For example, maybe you’d like to join a club that works to help resettle refugees, because you know how much it means to a person to feel welcome. Maybe you’ve realized that bilingualism, which started as a way to help your grandma, has opened up a whole new world of connection for you, and you’d like to join a group that helps students learn conversational Spanish. Maybe, during your conversations with your grandma, you realized what a huge problem loneliness is for older immigrants, and you’d like to work with a student organization that already volunteers with the elderly to help expand their programs for non-native English speakers. Choose something that you would realistically like to do, not just what sounds good!

Focus on: identity, action, values, impact.