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This I Believe - Emma

School: Springfield Renaissance School

City/State: Springfield , MA

Grade(s): 10

Format(s): Essay

Subject(s): English Language Arts

Type(s): Argument/Opinion

Writing Assignment Description

Tenth-grade students at the Springfield Renaissance School in Springfield, Massachusetts, as part of their English Language Arts class, created This I Believe essays. The format for This I Believe essays has a long heritage, beginning with a radio program in the 1950’s with that name, hosted by journalist Edward R. Murrow. National Public Radio has continued the tradition of hosting famous and unknown citizens to write and orally present short essays that capture personal stories and personal beliefs, carrying on a tradition of celebrating narratives and promoting respect and appreciation for the beliefs of others.

The students in this classroom worked together, using models, peer critique and teacher critique, to craft these essays to share with the school community.

How This Writing Can Be Useful

• Demonstrates a format that could be used in any classroom
• Addresses a topic of common concern for both teachers and students
• Excellent example of a real life experience expressed in a meaningful tone

Relevant Resources

Common core state standards.

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• Resource Library
• Communication
• Intro to AFNR
• Personal Essay
• Public Speaking

Education Standards

Nebraska agriculture and natural resources standards.

Learning Domain: Agribusiness Systems

Standard: Differentiate between management and leadership

This I Believe essay - Leadership

This i believe oral evaluation sheet, 'this i believe' essay writing.

Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief.  This is a challenging, intimate statement on one’s beliefs and one’s own daily life philosophy, considering moments when belief was formed, tested, or changed.  Written by Jarvis Reed.

Overview:  Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief.  This is a challenging, intimate statement on one's beliefs and one's own daily life philosophy, considering moments when belief was formed, tested, or changed.  Written by Jarvis Reed.

AFNR.HS.10.5.c  Communicate using strategies that ensure clarity, logic, purpose, and rofessionalism in formal or informal settings.

AFNR.HS.20.1.d  Examine and practice public speaking.

Learning Goal: 

Students will increase written and oral communication skills by thinking critically and articulating in writing a personal foundational belief in 350-500 words stated in the affirmative and then presenting this essay to their class.

Photo by Yeshi Kangrang on Unsplash

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32 “This I Believe” Essay

The history of ‘this i believe’.

by Tanya Matthews

This I Believe is an exciting media project that invites individuals from all walks of life to write about and discuss the core beliefs that guide their daily lives. They share these statements in weekly broadcasts on NPR’s Morning Edition and All Things Considered .

The series is based on the 1950’s radio program This I Believe , hosted by acclaimed journalist Edward R. Murrow. Each day, some 39-million Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller and Harry Truman as well as corporate leaders, cab drivers, scientists and secretaries — anyone able to distill into a few minutes the guiding principles by which they lived. Their words brought comfort and inspiration to a country worried about the Cold War, McCarthyism and racial division.

Eventually, the radio series became a cultural phenomenon. Eighty-five leading newspapers printed a weekly column based on This I Believe . A collection of essays published in 1952 sold 300,000 copies — second only to the Bible that year. The series was translated and broadcast around the globe on the Voice of America. A book of essays translated into Arabic sold 30,000 copies in just three days.

[The NPR series This I Believe can be read and heard here . In addition, the website and organization This I Believe houses thousands of essays written by famous people, such as the ones mentioned above, and everyday people like you and me.]

As a college student in 2020, you are faced with turbulent politics, socioeconomic issues, and ethical dilemmas that will challenge you to take a stand and contribute to the local, national, and global conversation around you. The purpose of this writing task is not to persuade you to agree on the same beliefs. Rather, it is to encourage you to begin the much more difficult task of developing respect for beliefs different from your own. Fifty years ago, Edward R. Murrow’s project struck such a chord with millions of Americans. It can do so again today…with you.

Video Resources for Generating Ideas

Dan gediman on writing a “this i believe essay”.

Read Cecelia Munoz’s essay “Getting Angry Can Be a Good Thing” referred to in the previous video here .

“This I Believe” Essay with Animation

“This I Believe” Essay Ideas

Prewriting Activity

1) analyze others’ statements.

Consider the following statements, written in response to the question What Have You Learned About Life? Highlight any sentences that resonate with you. Talk about them with a partner or group, explaining why. 1. I’ve learned that when I wave to people in the country, they stop what they are doing and wave back. – Age 9 2. I’ve learned that if you want to cheer yourself up, you should try cheering someone else up. – Age 14 3. I’ve learned that although it’s hard to admit it, I’m secretly glad my parents are strict with me. – Age 15 4. I’ve learned that if someone says something unkind about me, I must live so that no one will believe it. – Age 39 5. I’ve learned that there are people who love you dearly but just don’t know how to show it. – Age 42 6. I’ve learned that you can make someone’s day by simply sending them a little note. – Age 44 7. I’ve learned that the greater a person’s sense of guilt, the greater his or her need to cast blame on others. – Age 46 8. I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow. – Age 48 9. I’ve learned that regardless of your relationship with your parents, you miss them terribly after they die. – Age 53 10. I’ve learned that making a living is not the same thing as making a life. – Age 58 11. I’ve learned that life sometimes gives you a second chance. – Age 62 12. I’ve learned that whenever I decide something with kindness, I usually make the right decision. – Age 66 13. I’ve learned that it pays to believe in miracles. And to tell the truth, I’ve seen several. – Age 75 14. I’ve learned that even when I have pains, I don’t have to be one. – Age 82 15. I’ve learned that every day you should reach out and touch someone. People love that human touch—holding hands, a warm hug, or just a friendly pat on the back. – Age 85 16. I’ve learned that I still have a lot to learn. – Age 92

2) Compose Your Own Statement

Write down a sentence that expresses what YOU have learned about life. Maybe it is similar to one of the statements above; maybe it’s completely different. Whatever it is, write it down.

3) Freewrit e

Now free-write about your sentence. Include at least two examples / experiences that you have had that support why you think this way.

Personal Statement/Philosophy: ______________________________________________________________________________________________________________________________________________________ Why do you believe in this statement? ______________________________________________________________________________________________________________________________________________________ Name two experiences that you had that would support the statement: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What does this say about yourself or your personality? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After your life experience, how have you come to the conclusion that this should be your statement? How have your beliefs changed, if at all? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How has the event effected your relationship with a person, place, or object? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How does your statement apply to you today? (How you view yourself & society) ______________________________________________________________________________________________________________________________________________________

SAMPLE STUDENT ESSAYS

Sample #1: america’s beauty is in its diversity.

written by Alaa El-Saad,  high school student,  as heard on NPR’s Tell Me More (2009)

America is built on the idea of freedom, and there is no exception for Muslim women. I believe in the freedom of religion and speech. But mostly, I believe it’s OK to be different, and to stand up for who and what you are. So I believe in wearing the hijab.

The hijab is a religious head covering, like a scarf. I am Muslim and keeping my head covered is a sign of maturity and respect toward my religion and to Allah’s will. To be honest, I also like to wear it to be different. I don’t usually like to do what everyone else is doing. I want to be an individual, not just part of the crowd. But when I first wore it, I was also afraid of the reaction that I’d get at school.

I decided on my own that sixth grade was the time I should start wearing the hijab. I was scared about what the kids would say or even do to me. I thought they might make fun of me, or even be scared of me and pull off my headscarf. Kids at that age usually like to be all the same, and there’s little or no acceptance for being different.

On the first day of school, I put all those negative thoughts behind my back and walked in with my head held high. I was holding my breath a little, but inside I was also proud to be a Muslim, proud to be wearing the hijab, proud to be different.

I was wrong about everything I thought the kids would say or even do to me. I actually met a lot of people because of wearing my head covering. Most of the kids would come and ask me questions—respectfully—about the hijab, and why I wore it.

I did hear some kid was making fun of me, but there was one girl—she wasn’t even in my class, we never really talked much—and she stood up for me, and I wasn’t even there! I made a lot of new friends that year, friends that I still have until this very day, five years later.

Yes, I’m different, but everyone is different here, in one way or another. This is the beauty of America. I believe in what America is built on: all different religions, races and beliefs. Different everything.

Sample #2: The Essentials to Happiness

written by Alexxandra Schuman, high school student, as heard on The Bob Edwards Show (2013)

As a child, I was generally happy; singing and dancing to my favorite songs; smiling and laughing with my friends and family. But as far back as second grade, I noticed a “darkness,” about me. I didn’t enjoy engaging in many things. I didn’t relate to my peers in elementary school because they appeared so happy, and I didn’t have that ability to achieve happiness so easily.

In middle school things in my life began to get even worse. I began withdrawing from everything I once enjoyed; swimming, tennis, family. I hated going to sleep knowing I had to wake up to another day. I was always tired. Everything was horrible. Finally, midway through eighth grade, I was told I had a chemical imbalance; diagnosed with clinical depression and put on medication. It took months for me to feel the effects of the medication.

When I began to feel happy again, is when I realized that I had to take the responsibility for getting better myself, rather than relying on medication and therapy alone. Aristotle said, “To live happily is an inward power of the soul,” and I believe that this quote describes what I had to do to achieve happiness. Happiness is a journey. Everyone seems to need different things to be happy. But I believe people are blinded from what truly makes one happy.

Growing up, we’re encouraged to be successful in life; but how is success defined? Success and happiness are imagined now as having a lot of money. It is so untrue. Recently I went to Costa Rica and visited the small town of El Roble. I spent the day with a nine-year old girl named Marilyn. She took me to her house to meet her parents. It was obvious that they were not rich; living in a small house with seven children. The house was cluttered but full of life. Those who have decided that success and happiness comes from having money and a big house would be appalled at how utterly happy this family from El Roble is. People say that seeing things like that make you appreciate what you have, but for me, it made me envy them for being so happy without all the things I have.

“The essentials to happiness are something to love, something to do, and something to hope for,” a quote from William Blake sums up what I believe people need to realize to be truly happy in life. People need love; I feel they need their family and their friends more than anything in the world. People need work to do, something to make them feel they are making a difference in the world. People need to know that more good is to come in the future, so they continue to live for “now” instead of constantly worrying about the bad that could come. And most importantly people need to know that happiness is not something that happens overnight. Love and hope is happiness.

Sample #3: Find a Good Frog

written by Delia Motavalli, high school student, as heard on The Bob Edwards Show (2013)

I believe in finding a good frog. It seems that all throughout childhood, we are taught to look for a happily ever after. “And they all lived happily ever after”; isn’t that the conclusion to many children’s films? When I was a kid I always thought of that as magical; but now really it just seems unrealistic. And it teaches us that what we want is a fairytale like they have in the storybooks. We all want to be Cinderella who gets swept off her feet by the hot prince; we want to live in the royal castle, right? But I don’t think that’s necessarily a good thing for us to seek. Now I’m not saying I believe in being pessimistic, but I do believe in being realistic; it’s something I got from my mom.

My mother and I always have our best conversations in the rain. We sit in the car, neither of us wanting to brave the rain to get to the house. So we sit. We watch droplets race down the windshield, listen to the rain strike the roof of her little blue Honda, and feel the heater on full-blast rushing at our feet (just the way we like it). I don’t know why, but sitting in the car, we always talk more than normal. There was one rainy day when my mom told me something that is going to stick with me forever. Earlier that day she and my dad had been arguing about something; I can’t remember what. So she said, “Don’t spend your life looking for Prince Charming. Instead, find yourself a really good frog.”

At the time, I found this thought really disheartening. Who wants to think that you’ll never find Prince Charming? You’ll never get to be Cinderella? Another thought that struck my mind: if my mom says there’s no Prince Charming, then what’s my dad? A frog? I asked her, and she replied with, “Of course! If he were Prince Charming, he wouldn’t snore, would be able to cook, and we would never argue. But you know what? He’s a damn good frog.” Of course, being young, I didn’t think of the meaning behind what she was saying. I was too busy thinking of it literally, visualizing my mom as a princess and my dad in frog form.

But a few years later, I understand the value of my mom’s words. You can’t expect everything to be perfect. Let’s be completely honest; if you wait your whole life for your prince with flowing hair, statuesque features, and a white horse, you’re going to be lonely. I think that the point of finding a good frog is you accept something that’s great, flaws and all. It’s so easy to be picky. You can find the one tiny thing that’s wrong, and that one tiny thing is what you can’t get your mind off of. But in life, we can’t afford to wait years in vain for perfection. So I think that a good frog, an amazing frog, the best frog you can find is what we’re really looking for in this world. Don’t laze through life waiting for a happily ever after, because I don’t think you’ll be very happy with the outcome.

Examples from the ‘This I Believe’ Website

Be Cool to the Pizza Dude by Sarah Adams

They Lived Their Faith by Charles Henry Parrish

Returning to What’s Natural by Amelia Baxter-Stoltzfus

The Birthright of Human Dignity by Will Thomas

Remembering All The Boys by Elvia Bautista

I Am Still The Greatest by Muhammad Ali

A Goal Of Service To Humankind by Anthony Fauci

My Life Is Better by Abraham

Give Me a Waffle by Brenda

The Little Things by Sophie Crossley

You can also browse thousands more This I Believe essays by theme .

Prefer to Listen to Get Inspiration?

Check out This I Believe’s Podcast Series

4) Drafting

Assignment guidelines + suggestions and tips for drafting.

1. While the examples you’ve been given can serve as a model, it is essential that each of you write about a personal belief or philosophy that you feel strongly about. 2. Tell a story. Personal experiences are the corner stone of a good essay. Your story doesn’t have to be a heart breaker or even a major event, but it must be something that has affected how you think, feel, and act. List your personal experiences that you intend to use as evidence below: 3. Be concise. Avoid repetition. This essay should be between 500 – 650 words. When read aloud, it should take roughly four minutes. 4. Name your belief. It is essential that you can name your belief in a sentence or two. Focus on one belief only. This is your thesis. Write it here: 5. Be positive. Avoid preaching or persuading. You aren’t trying to change the way others think or act. Write about what you believe, not what you don’t believe. 6. Use the first person. Speak for yourself. Avoid using we or you. 7. Let your voice shine. Use language that sounds like you. Read it aloud as your revise. Keep making changes until your essay sounds like you and captures the essence of your belief.

5) Peer Review

Once you have written your first draft, arrange for your essay to be edited by a peer, using the following Peer-Editing Checklist: Writer’s Name: ________________________________________________ Peer Editor’s Name: ________________________________________________ Use your PENCIL or PEN (NOT red or green) to make corrections. Remember, this essay is a work in progress. You are not done writing! Look for ways to improve what you’ve already written. Tick each step if it has been completed. _____ 1. Read the paper backwards, one sentence at a time. Check for spelling errors. Use a dictionary, a friend, or a spell checker to find the correct spelling. _____ 2. Check for capitalized proper nouns and the first word of each sentence. _____ 3. Skip a line between each paragraph. _____ 4. Every sentence should have end punctuation. _____ 5. Check commas. Are they only used for compound sentences, a list of items, an introductory word or phrase, direct address, setting off interruptions, separating adjectives, or in dates? Do you need to add commas? Make sure you do not have commas separating complete sentences (i.e. comma splice errors that create run-on sentences). _____ 6. Apostrophes are used only for contractions and to show ownership. _____ 7. The use of more complex punctuation (dashes, hyphens, semi-colons, parentheses, etc.) is done correctly. _____ 8. Have you used commonly mixed pairs of words correctly? Check these: they’re/their/there, your/you’re, it’s/its, a/an, to/too/two, are/our/hour, and others. _____ 9. Read the paper backwards one sentence at a time. Check for sentence fragments and run-ons and correct them. _____ 10. Did you stay in present tense (such as is, am, do, take, know, etc.) or past tense (such as was, were, did, took, knew, etc.) throughout the entire essay? _____ 11. Did you stay in first person (I, me, my, we, us, our) or third person (he, him, she, her, they, them, their) throughout the entire essay? _____ 12. Was there adequate use of specific details and sensory details? Were the details clear and relevant to the statement? _____ 13. Is the overall purpose/philosophy clear? _____ 14. Does the conclusion make you go, “Wow!” “Cool!” “I never thought about it that way,” or any other similar reaction? Other suggestions for the overall content of the piece: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This I Believe by Tanya Matthews is licensed by CC-BY-SA

“This I Believe” Essay Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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076: You’ll Love the “This I Believe” Writing Project

• October 16, 2019

This weekend I spent three days in Richmond, Virginia in my first ever experience as a keynote speaker. It was delightful to get to meet so many wonderful educators and hear about their work. As I watched two young teachers spending all their free time at the conference planning a Halloween escape room to engage their 8th graders, I was reminded for the millionth time how much I believe in teachers. How much I wish our system believed in each teacher and put their work and their artistry above scripts, standardized tests, and purchased programs.

I found myself itching to write a manifesto about this, and it reminded me of the This I Believe essays I wrote years ago with my students in Bulgaria. So today, I want to share this writing project with you, and show you the simple steps you can take to launch a high-engagement personal writing project that culminates in a public performance of student work. This was one of my favorite writing units that I’ve ever done, and it’s an ideal way to help juniors and seniors with college essays too. So let’s get into it.

Read on, or listen in on the podcast player below, or on  iTunes ,  Blubrry , or  Stitcher .

I love so many things about NPR, but their This I Believe radio series is right up there in the top tier. In this series, NPR invited people to write short essays explaining a dearly held belief, using specific, detailed stories to give evidence for their belief.

These beliefs varied hugely, and were not always the big picture idealized beliefs you might expect. “ Be Cool to the Pizza Dude ” and “ Find a Good Frog ” (written by a 9th grader) are both featured on the This I Believe project website , which has extended the project into the present.

So how does this all translate into the classroom? Funny you should ask.

Setting up the Project

You can begin by playing a few of the recorded essays from the site and talking about what makes the pieces so colorful and fun to read or hear. Explain that you’ll be doing a lot of writing and discussion about what matters to your students prior to writing essays of their own and eventually performing them in a live radio-style show.

Then you can move into reflective prompts from  the free NPR curriculum set  or prompts of your own devising to get students to think about their own strong beliefs, discuss them in small groups or with partners, and begin different types of reflective and personal narrative writing.

For example, you might:

• Ask students to journal on prompts like: What advice about life do you think you would give to your own children, based on your experiences so far? What’s one experience you’ve had that changed the way you look at the world? Who do you most admire and why? What’s your motto? What’s something you’ve learned from your family over the years? Have you ever read a book, heard a song, or watched a movie that made you think about life differently? Why?
• Invite students to participate in small group discussions around prompts like: What’s your favorite quotation and why? What do you wish everyone in the world would agree on and do? What’s unfair in the world and what could be done about it? 
• Try a #makewriting project in which students first build the answer to the question “what do you care most about?” using loose parts, then reflect on what they’ve made and why they care so much about it. 
• Ask students to find a photograph from their phones that shows an important moment in their lives. Have them talk to a partner about the image and why that moment felt important, and what it shows about what they care about. 
• Play “The Truth about Me”   as a class
• Read a short piece of memoir and try a six-word memoir project , then dive into some aspect of the six-word memoir in search of a key belief, either in writing or with small groups or partners

Once you have spent several days thinking and talking about beliefs as well as building community, share the  This I Believe essay guidelines  with your students and let them begin drafting final essays.

Prepping for the Performance Event

Along the way, students can choose a committee to join to help prepare for the final performance event.

I divided students into the following committees, based on their interests:

• P.R. (these folks worked on programs, inviting guests, and capturing photos and ideas from the event to share out afterwards)
• Event Planning (these folks worked on food and drinks, designing the space, and decorating it)
• M.C. /Tech (these folks figured out lights and speakers and made sure we had a working microphone, then they supplied either an M.C. or cohosts for the show to welcome everyone and close the show)

The Big Day

On the day of our final performances, we gathered with our guests in the main entryway of our building, where seating, fun decor, a mic, and food were ready to go. The students performed their pieces (or in many cases, performed others’ pieces so they felt more comfortable in front of the crowd) as the class and guests watched and cheered them on. The M.C.s hosted the event, the P.R. committee took photos, and the event planning group made sure there were some treats on hand and cleaned up after the shows.

To help keep kids focused during the event, I recommend you either have them vote for their top three essays (with reasons to back up their choices) or fill out several compliment cards you can hand out later to the writers. This is a nice reminder to pay attention without feeling onerous, since it just contributes to a culture of appreciation for what their peers are doing.

You don’t really need to grade the performances, though you could make it a nominal grade if you’re worried some kids won’t take it seriously. You’ll get the actual essays that you can read and comment on afterwards. Mostly, it’s a fun day to celebrate the work of the students and build a community as everyone shares beliefs that really matter to them – some funny, some serious.

I encouraged the students to send their work in to the This I Believe project, and two were published online. Unfortunately, the website is no longer accepting work, but you might consider encouraging students to send them to the local newspaper or the school newspaper, or you could put up your own This I Believe blog at your school and publish all the essays there, or even publish the essays into a binder in the library that kids can continue to add to year after year. This will turn into a great resource as the project continues.

These essays can also make quality springboards for the college essay process. This personal and reflective writing is an ideal beginning to thinking about how to represent themselves to their future colleges.

As I said earlier, I started to think back on this project after my weekend at VATE, so here’s the This I Believe essay I’ve been pondering myself since then…

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My "This I Believe" is one of students' favorite units (College Writing – juniors and seniors). There are some phenomenal exemplar texts that we use in conjunction with our syntax unit. But, most importantly, I wanted to say how much I appreciate the sentiments expressed in your own essay. It's a wonderful model to write alongside your students. Thank you!

Thank you, TJ!

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This I Believe: The Personal Philosophies of Remarkable Men and Women (This I Believe, 1) Paperback – August 21, 2007

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"A welcome change from the sloganeering, political mudslinging and products of spin doctors."― The Philadelphia Inquirer Based on the NPR series of the same name, This I Believe features eighty Americans―from the famous to the unknown―completing the thought that the book's title begins. Each piece compels readers to rethink not only how they have arrived at their own personal beliefs but also the extent to which they share them with others. Featuring many renowned contributors―including Isabel Allende, Colin Powell, Gloria Steinem, William F. Buckley Jr., Penn Jillette, Bill Gates, and John Updike―the collection also contains essays by a Brooklyn lawyer; a part-time hospital clerk in Rehoboth, Massachusetts; a woman who sells yellow pages advertising in Fort Worth, Texas; and a man who serves on Rhode Island's parole board. The result is a stirring and provocative trip inside the minds and hearts of a diverse group of people whose beliefs―and the incredibly varied ways in which they choose to express them―reveal the American spirit at its best.

• Book 1 of 2 This I Believe Series
• Print length 320 pages
• Language English
• Publication date August 21, 2007
• Dimensions 5.2 x 1 x 8 inches
• ISBN-10 0805086587
• ISBN-13 978-0805086584
• See all details

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Editorial Reviews

“To hold this range of beliefs in the palm of your hand is as fine, as grounding, as it was hearing them first on the radio. Heartfelt, deeply cherished beliefs, doctrines for living (yet none of them doctrinaire). Ideas and ideals that nourish. You can see it in their faces, in the photos in this book. And read it in their words. I'm so proud that NPR helped carry this Edward R. Murrow tradition into a new century. And so glad to have it in print, to encounter again and again.” ― Susan Stamberg, special correspondent, National Public Radio “My father, Edward R. Murrow, said that "fresh ideas" from others helped him confront his own challenges. This superb collection of thought-provoking This I Believe essays, both from the new program heard on NPR and from the original 1950s series, provides fresh ideas for all of us!” ― Casey Murrow, Elementary education publisher “Reading this gives me a feeling about this country I rarely get: a very visceral sense of all the different kinds of people who are living together here, with crazily different backgrounds and experiences and dreams. Like a Norman Rockwell painting where all the people happen to be real people, and all the stories are true. It makes me feel hopeful about America, reading this. Hopeful in a way that's in short supply lately.” ― Ira Glass, Producer and Host of This American Life “Now, as then, when Edward R. Murrow introduced the idea of This I Believe , this forward-thinking compilation serves as a wonderful antidote to the cynicism of the age.” ― Daniel Schorr, Senior News Analyst, NPR, and former colleague of Edward R. Murrow

About the Author

Excerpt. © reprinted by permission. all rights reserved., product details.

• Publisher ‏ : ‎ Holt Paperbacks; First Edition (August 21, 2007)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 320 pages
• ISBN-10 ‏ : ‎ 0805086587
• ISBN-13 ‏ : ‎ 978-0805086584
• Item Weight ‏ : ‎ 2.31 pounds
• Dimensions ‏ : ‎ 5.2 x 1 x 8 inches
• #279 in Essays (Books)
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About the authors

Jay allison.

Jay Allison is one of public radio's most honored producers. He has produced hundreds of documentaries and features for radio and television and has won virtually every major award, including six Peabodys. He is a founder of the Public Radio Exchange (prx.org), a distribution system for public radio, and Transom.org, a site that helps people tell their own stories. He produces The Moth Radio Hour and was the curator and producer of This I Believe on NPR. Jay is also the founder of the public radio stations for Martha's Vineyard, Nantucket, and Cape Cod where he lives. More at http://www.jayallison.com

Colleen Shaddox

Colleen Shaddox is a print and radio journalist and activist. Her publication credits include the New York Times, the Washington Post, National Public Radio, America, and many more. She left daily newspapers when an editor reprimanded her for “writing too many stories about poor people” and went to work in a soup kitchen. She has had one foot in journalism and one in nonprofits ever since. In states throughout the country, Colleen has worked on winning campaigns to get kids out of adult prisons, to end juvenile life without parole, and to limit shackling in juvenile courts. She is a frequently anthologized fiction writer. Her award-winning play The Shakespeares and other dramatic works have been performed around the country.

Viki Merrick

Discover more of the author’s books, see similar authors, read author blogs and more

John Gregory

Dan Gediman

Dan Gediman is executive director of This I Believe, a not-for-profit organization that collects and presents the core personal philosophies of Americans-ranging from the famous to the previously unknown. These short statements of belief have been featured on public radio since 2005. A 25-year public radio veteran, Gediman's work has won many of public broadcasting's most prestigious awards, including the duPont-Columbia Award.

HAROLD TAW is a novelist, playwright, and screenwriter. His debut novel was Adventures of the Karaoke King (Lake Union Publishing 2011). His writing has been featured on NPR, in a New York Times bestselling anthology, and in The Seattle Times; his screenplay DOG PARK has garnered recognition in domestic and international film festivals and competitions. Harold wrote the book for two musicals presented as staged readings by The 5th Avenue Theatre: the full-length PERSUASION (2015), based on Jane Austen’s final novel; and the original one-act THE MISSED CONNECTIONS CLUB (2014), which won Third Place in the 2015 Frostburg State University One-Act Competition, was a finalist in the Arts Club of Washington’s 2014 One-Act Play Competition, and was longlisted for the 2015 British Theatre Challenge. Harold is currently completing a novel about a turbulent adolescence in Southeast Asia and co-curating WordsWest Literary Series. A Yale Law School graduate and a Fulbright Scholar, Harold’s research and writing have been supported by, among others, 826 Seattle, Artist Trust, Centrum, the Helen Riaboff Whiteley Center, Humanities Washington, Jack Straw Productions, and Wing Luke Museum.

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This I Believe Essay

In the realm of personal expression and introspection, the “This I Believe” essay stands as a testament to the power of individual beliefs and narratives. Rooted in the context of personal experiences and convictions, these essays provide a platform for individuals to articulate their core principles, values, and perspectives. Through the use of various literary devices and elements , authors craft narratives that illuminate their unique outlook on life. In this article, we will delve into the definition of a This I Believe essay, present a step-by-step guide on how to craft one, address common questions, and explore the essence of this expressive form.

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What is a This I Believe Essay?

A This I Believe essay is a written composition that encapsulates an individual’s personal beliefs, values, and philosophies. Often reflective and intimate in nature, these essays offer readers insight into the author’s subjective understanding of the world. They provide an opportunity to explore the depth of one’s convictions, making use of various literary devices and characteristics to convey a sense of authenticity and sincerity. Through the exploration of individual experiences and convictions, these essays aim to connect with readers on a personal and emotional level.

How to Write a This I Believe Essay

Step 1: choose your core belief.

At the heart of your essay lies your core belief. Choose a belief that holds personal significance and represents your worldview. This belief should be something you feel passionately about and can articulate convincingly.

Step 2: Develop a Compelling Context

Create a context for your belief by providing background information. Explain why this belief is important to you and how it has shaped your experiences and outlook on life. A relatable context will engage your readers and make your essay more relatable.

Step 3: Employ Effective Literary Devices

Incorporate literary devices to enhance the impact of your essay. Metaphors, similes, and anecdotes can help convey your belief in a vivid and relatable manner. Consider how these devices can strengthen your narrative and connect with your audience emotionally.

Step 4: Craft a Strong Conclusion

Summarize your belief and its significance in your life, reinforcing the message you want to leave with your readers. Reflect on the journey you’ve taken them on and inspire them to reflect on their own beliefs.

Can I write about a commonly held belief?

Absolutely. While it’s important to maintain authenticity, even exploring a cliché belief can be powerful when you provide a fresh perspective or personal context. Your unique experiences and reflections make your essay stand out.

Can I use proper nouns in my essay?

Yes, proper nouns can add specificity and authenticity to your essay. Mentioning specific places, people, or events can help ground your beliefs in real-world experiences.

How can I make my essay more impactful?

Focus on using strong verbs to convey emotions and actions. Instead of saying “I felt sad,” consider saying “I crumbled under the weight of sorrow.” This adds depth to your writing and engages the reader’s senses.

In the realm of personal expression, the This I Believe essay shines as a vehicle for exploring one’s deepest convictions. By carefully selecting beliefs, weaving context, employing literary devices, and crafting strong conclusions, authors can create narratives that resonate with readers on a profound level. Through the power of words, these essays bridge the gap between individual experiences and universal truths, reminding us of the strength and diversity of human beliefs. So, take the plunge into introspection and share your beliefs with the world through the art of the This I Believe essay.

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This I Believe

Teaching a bad dog new tricks.

David Buetow

Before he met his chocolate Labrador, Duncan, trial attorney David Buetow was a lifelong bachelor. Buetow is now engaged to his girlfriend, Carrie. The three of them live together on Chicago's north side, where Buetow and Duncan frequently run. Photo Courtesy of David Buetow hide caption

I believe in my dog.

I believe in the way he lives his life, and I try to emulate him. I strive to gain his level of happiness in the simplest of things. Like the way he approaches each meal with endless appreciation and even joy. While I struggle to decide what to eat from full cupboards and lament what I don't have, he circles the floor, excitedly anticipating the very same meal, in the very same portion, at the very same time every day.

I believe in how he lives in the present. As my day fills with stress, crowded commutes and endless deadlines, I think of Duncan home alone. His day was probably boring, but he's ready to move right past it once we're together.

I believe in his egalitarian treatment of everyone despite race, creed or appearance. He never pre-judges. Before I had him, I considered myself "street smart," avoiding eye contact with people I didn't know or didn't think I wanted to know. Running through Chicago neighborhoods with Duncan has changed all that. Now when people smile at us, I smile back, and if Duncan stops to say hello I stop and greet them, too.

I never had a dog before; I got Duncan at the urging of a friend who had probably grown as tired of my bachelor behavior as I had. My long work nights and weekends always ended with a lonely run, a bourbon or two, or a phone call to someone I didn't really listen to. All I talked about was me and what was wrong with my life. My friends stopped asking me out because I was always either at work or talking about work.

I had dates with women who would mistakenly think I was loyal to them but I never returned their calls or thanked them for the cookies they left on my doorstep. I was what some people would call "a dog" — a bad dog. Not one person depended on me, nor I upon them. One Sunday I woke up at noon, and I suddenly noticed how silent my house and my life was. I realized I couldn't expect any valued relationship until I created one first. So I got Duncan.

All of a sudden, where no one depended on me, he did. It was extreme detox from selfishness: Let me out. Feed me. Clean up after me. Watch me sleep. I found that I actually liked being relied upon. When I realized that I could meet his needs, I also realized he met mine.

I believe in the nobility of Duncan's loyalty, and his enthusiasm. Every time I come in the door, he's waiting to greet me with glee.

Now, when my girlfriend comes over, I get up and run to the door to greet her like I learned to do from my dog.

Independently produced for Weekend Edition Sunday by Jay Allison and Dan Gediman with John Gregory and Viki Merrick.

More 'This I Believe' Essays

Jeffrey hollender: living in the here and now, betsy chalmers: believing in faithfulness, jimmie dale gilmore: all the joy the world contains.

53 This I Believe Essay Topic Ideas & Examples

🏆 best this i believe topic ideas & essay examples, 📌 most interesting this i believe topics to write about, ❓ this i believe questions.

• This I Believe: What Goes Around Comes Around – Essay I never did my homework and it became so hard for me to catch up with the rest in class. This was the time when I remembered the words of my grandmother “only fools rush […]
• This I Believe: Happiness Is a Choice I know that I can choose to be happy. I was ashamed and worried that he would know I took it. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Art and Creativity to Solve Problems I believe that art is the deepest expression of the society and the beliefs it underscores. I believe in the unity of the human race and bringing an end to racism and human trafficking.
• This I Believe: Making the Most Out of Time
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• The Personal Philosophies of Remarkable Men and Women: This I Believe
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IvyPanda. (2023, November 8). 53 This I Believe Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/this-i-believe-essay-examples/

"53 This I Believe Essay Topic Ideas & Examples." IvyPanda , 8 Nov. 2023, ivypanda.com/essays/topic/this-i-believe-essay-examples/.

IvyPanda . (2023) '53 This I Believe Essay Topic Ideas & Examples'. 8 November.

IvyPanda . 2023. "53 This I Believe Essay Topic Ideas & Examples." November 8, 2023. https://ivypanda.com/essays/topic/this-i-believe-essay-examples/.

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Bibliography

IvyPanda . "53 This I Believe Essay Topic Ideas & Examples." November 8, 2023. https://ivypanda.com/essays/topic/this-i-believe-essay-examples/.

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