university of pittsburgh personal essay

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Writing a Personal Statement

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University of Pittsburgh | Pitt

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University of Pittsburgh | Pitt’s 2023-24 Essay Prompts

Personal statement essay.

If you have written a Common Application Personal Essay you are not expected to also submit a Personal Statement below. We will receive your Common App personal essay if completed.

Submission of either the optional personal statement or Common App personal essay is required for scholarship review, if applying without SAT or ACT scores, and may increase the likelihood that you are considered for guaranteed admission programs or given special consideration due to extenuating circumstances.

The personal statement is your opportunity to communicate directly with the Admissions Committee. Applicants are welcome to submit anything that helps tell their story, being mindful and thoughtful about the quantity and quality of information shared. Share information not included elsewhere in your application.

Select-A-Prompt Short Response

Please select one of these questions

What is something you would like to see change in the world? Explain why.

If you had 10 minutes and the attention of a million people, what would your TED Talk be about?

What does it mean to be “educated”?

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

University of Pittsburgh 2023-24 Supplemental Essay Prompt Guide 

University of pittsburgh 2023-24 application essay question explanations.

The Requirements: 1 essay of 200-300 words

Supplemental Essay Type(s): Oddball

Hello, future University of Pittsburgh grads. (We’re speaking it into existence!) The prompt below is only for applicants who wish to apply to Pitt Honors. Let’s dive in!

In lieu of an essay or personal statement, we ask interested applicants to answer a short answer question. The Admissions Committee reviews responses for quality rather than length. However, the most effective responses typically range from 200-300 words per question. Responses that are longer or shorter are acceptable. The question is required for Pitt Honors consideration.

Please select one of these questions., what is something you would like to see change in the world explain why..

The Admissions Committee wants to accept ambitious students who want to change the world for the better. So, if you could change anything in the world, what would it be? Take some time to brainstorm and write down anything that comes to mind. Maybe, if you had the power, you would make sure that no one in your city went to bed hungry. Why is this particular issue important to you? What steps would you take to enact this change? If, after reading this prompt, you immediately thought of something on the sillier side (flying cars! superpowers! robot dogs!), don’t be afraid to explore that topic and why it matters, too. As long as you are giving admissions better insight into who you are and what makes you tick, you’re on the right track. Let your imagination run wild and show the University of Pittsburgh admissions committee that you aren’t afraid to dream big.

If you had 10 minutes and the attention of a million people, what would your TED Talk be about?

We at CEA love this question because it’s a unique way of asking applicants the following questions: What do you care about and why? What’s important to you? What information do you wish other people had access to? Start by making a list of topics you could discuss or read about for hours. Maybe you’d like to use your TED Talk platform to speak about media literacy and how we can and should consider what we see online through the lens of the powers that dictate how and when we receive information. Perhaps you’d want to discuss AI art, plagiarism, and how it threatens human artists’ livelihoods. What keeps you up at night? What kind of positive effect do you want to have on the world? These are the questions you should be asking yourself when brainstorming for this prompt. Bonus points if you can speak to how a Pittsburgh education will prepare you to address this issue head-on in the future! 

What does it mean to be “educated”?

Since this question is for those applying to the honors college, we can assume that most applicants answering it are high-achievers in the traditional sense. But we all know that’s not the only type of education out there. Pitt is looking for a deeply considered, creatively written essay , so as we here at CEA so often recommend, grab a sheet of paper and start brainstorming! Which words, feelings, or characteristics do you associate with the word “educated?” Are there any people you can think of—people in your life, thought leaders, or even fictional characters—who don’t have a formal education but whom you would consider to be highly educated? What different kinds of education can you think of? In what ways are they different and in what ways are they fundamentally the same? Bonus points if you can describe how a Pitt degree would educate you in more than one way! 

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The 2024-2025 FAFSA form is now available. For more information and updates check out our financial aid resources page.

SCHOLARSHIPS

How do i get an academic scholarship.

At the University of Pittsburgh, we understand the importance of supporting our students’ academic journeys. For those searching for Academic Scholarships, our Financial Aid Department is your primary resource. On this page, you’ll find detailed information on how to apply for academic scholarships, including the necessary documentation and application procedures. If you’re aiming for full-ride financial aid, it’s crucial to be thorough in your application and meet all the criteria. One of our most prestigious awards is the Chancellor’s Scholarship, which offers full-tuition scholarships to deserving candidates. If you’re wondering, “when do scholarships get awarded?” specific dates vary, but please feel free to contact us about scholarships you’re unclear about. We encourage all students to explore these opportunities to alleviate tuition costs and achieve their academic dreams.

Academic Scholarships

Competitively awarded, Pitt academic  scholarships are based on a combination of outstanding academic achievement, holistic factors provided in a candidate’s personal statement or Common Application essay, and potential for scholarly contributions to the University of Pittsburgh community. Incoming first-year students who have a completed application for admission with all required materials by December 1 are automatically considered for University of Pittsburgh academic scholarships. Additionally, the Chancellor’s Scholarship is awarded to incoming first-year students to Frederick Honors College.

Eligibility for Scholarships

Incoming first-year students are considered for University of Pittsburgh academic scholarships. Continuing students are encouraged to seek potential scholarship funding through the University’s scholarship database, PittFund$Me .  In addition to meeting the December 1 completed application deadline, the following criteria also apply:

• Submission of a personal statement or the Common Application essay is required for scholarship consideration.
• Some scholarships require participation in an interview prior to selection and/or may have additional requirements (see scholarship types below).
• Students admitted for the spring semester are not eligible for scholarship consideration.

This webpage provides detailed guidelines and requirements governing academic scholarships.

University Scholarships are the most common type of merit award and are primarily academic scholarships based on performance in high school. Criteria include weighted grade point average, rigor of curriculum (AP/IB/Honors courses), class rank (if applicable), and SAT/ACT results (if applicable). In addition, various non-numerical, holistic factors, as presented in the personal statement or Common Application essay, that describe the candidate’s background are also a part of the review process. These holistic factors allow for a diverse and multi-talented student body. Holistic criteria may include exceptional and unique talents, commitment to community service and leadership, significant family, job, or community responsibility, and contributions to diversity.

Number, Value, and Term of University Scholarships

University Scholarships range from $2,000 per year to $20,000 per year. University Scholarships are available for four years/eight semesters of undergraduate study provided the recipient maintains Satisfactory Academic Progress and meets all other terms and conditions of the award. Learn more about requirements governing University Scholarships .

Notification of Award

Due to the competitiveness of University Scholarships, most admitted students are reviewed by the Scholarship Committee several times before a final decision is made. As a result, those students selected to receive an award will be notified anytime between late-October and March 1, regardless of the date admitted.  Only students who are selected to receive an award will be notified.

Eligibility Requirements

• U.S. Citizen or Permanent Resident

PittFund$Me connects you with real, relevant scholarships. As an admitted or current Pitt student, you can log into PittFund$Me – hosted on the Scholarship Universe system – and answer a series of profile questions. The adaptive matching engine will display scholarship opportunities that are tailored to you. And don’t worry – you’ll only see institutional scholarships and vetted outside scholarships so you can be confident as you submit your scholarship applications. You’ll be able to manage all of your applications right in a personalized dashboard – and we’ll even post alerts for new scholarships that might be interesting to you. You have to own the scholarship search process – and we know it’s important to you. That’s why we want to help make it as easy as possible for you to feel totally in control.

The Chancellor’s Scholarship is one of the University of Pittsburgh’s most prestigious awards. Awarded to incoming first-year students admitted to Frederick Honors College, Chancellor’s Scholars receive the individualized attention of an academically demanding small college along with the scholarly advantages of a major research university. A major research university.

Scholarship Details

The Chancellor’s Scholarship is a four-year undergraduate award covering:

• Full tuition
• Mandatory fees
• Average room and board plan
• Guaranteed Frederick Honors College housing
• Candidates must meet the December 1 Frederick Honors College application deadline and be admitted into Frederick Honors College
• Must be a U.S. Citizen or Permanent Resident
• Must be an incoming first-year student
• Must maintain full-time enrollment at the Pittsburgh campus

Selection Process

No more than 50 students admitted to Frederick Honors College will be invited to an on-campus interview with the Chancellor’s Scholarship Selection Committee consisting of the Frederick Honors College dean, director of advising, and academic advisors.

Selections for interviews are competitively based on a candidate’s high school academic record (submitted as part of the application for admission), results of the SAT/ACT (if applicable), and quality of the required Frederick Honors College application essay questions. In addition, the Selection Committee will also seek an interview pool fairly representing the incoming class as demonstrated by academic schools/majors and demographics, including residency, gender,etc.

Interview notifications will be sent in early-March and interviews will take place throughout the month of March. Only those candidates invited to the on-campus interviews will be notified.

Those participants in the Chancellor’s Scholarship interview process are notified of their final status no later than mid-April. Each year, approximately 15 members of the incoming class are recipients of this competitive scholarship.

Scholarship Renewal Requirements

The Chancellor’s Scholarship can be used for four years/eight semesters of full-time undergraduate study at the University of Pittsburgh, Pittsburgh Campus. To renew the scholarship on an annual basis, recipients must:

• Remain enrolled as a full-time student (minimum of 12 credits per semester) Satisfactory Academic Progress . See our University Scholarship Guidelines for further requirements

Scholarships for international students can amount to up to $10,000 per year and are generally available for eight full-time undergraduate terms, provided the recipient maintains Satisfactory Academic Progress and meets all of the other terms and conditions of the specific award. Learn more about the requirements governing the University of Pittsburgh academic scholarships .

Eligibility

International freshmen who apply before February 1 will be reviewed for international student scholarships. International transfer students are not eligible for scholarship consideration.

Application Procedure

Students interested in being reviewed for scholarships must submit a completed application for admission and supporting credentials by February 1 at the latest. Students meeting that deadline are automatically reviewed for scholarships. The Committee makes decisions weekly on a rolling basis. Therefore, if you would like to increase your chances for scholarships, it is in your best interest to apply early.

Students who are selected to receive a scholarship will be notified by April 1.

There is not a separate scholarship application for University of Pittsburgh academic scholarships, though if you wish to be considered for scholarships you will be required to complete the Short Answer Question.

Value and Term

Scholarships for international students can amount to up to $10,000 per year and are generally available for eight full-time undergraduate terms, provided the recipient maintains a 3.0 GPA and meets all of the other terms and conditions of the specific award. Learn more about  requirements governing University of Pittsburgh academic scholarships.

What is the Tuition Exchange organization?

The University of Pittsburgh is a member of The Tuition Exchange which is a reciprocal scholarship program that allows dependent children of our faculty and staff to apply for competitive scholarships to other participating member institutions. The Tuition Exchange (TE) Scholarship organization requires that participating institutions maintain a balance between the number of students enrolled at host institutions (exported) with a TE scholarship and the number of students from other member schools who are enrolled at the home institution (imported) and supported with a TE scholarship. As a member, the University of Pittsburgh agrees to abide by the national policies and practices of the organization.

More Information about Tuition Exchange

Transfer scholarships are based on outstanding academic achievement, leadership experiences, and scholarly contributions to the college/university community. All transfer students are considered for University of Pittsburgh scholarships, when they complete the Short Answer Questions.

Deadlines and Notification of Award

Incoming University of Pittsburgh transfer students should apply by July 1 for fall consideration

Recipient Profile

Strong candidates will possess a minimum average GPA of 3.0 Due to the competitiveness of University Scholarships, most admitted students and their credentials are reviewed by the Scholarship Committee several times before a final decision is made.

Additional Scholarship Opportunities

Transfer and continuing students are encouraged to seek possible scholarship funding through the University’s scholarship database, PittFund$Me.

The Nordenberg Leadership Scholars Program is designed to reward the best and brightest student leaders from high schools in Pennsylvania who have demonstrated excellent leadership skills, innovative thinking, intellectual curiosity, and community involvement.

Nordenberg Leadership Scholars are provided with the resources for a rich collegiate experience with opportunities for academic achievement, leadership development, civic engagement, and interaction with organizations and corporations in the Pittsburgh region.

Each year, up to five graduating high school seniors from Pennsylvania will be selected to participate in the four-year program. Nordenberg Leadership Scholars will each receive a full-tuition scholarship for eight terms, which may include one international experience as well as assistance with securing internship positions throughout their time at Pitt.

• Pennsylvania residency
• Full-time enrollment at the Pittsburgh campus
• Complete the Nordenberg Leadership Scholars application process

Application Process

Candidates must submit the PA Scholars application and a completed application for admission no later than December 1.

Representatives of the University of Pittsburgh Office of Admissions and Financial Aid and the Division of Student Affairs will interview a select number of semifinalists by March 1. Recipients of the Nordenberg Leadership Scholarships will be notified of their selection on or before April 1.

The Nordenberg Leadership Scholarship can be used for four years/eight semesters of full-time undergraduate study at the University of Pittsburgh, Pittsburgh campus. To renew the scholarship on an annual basis, recipients must:

• Remain enrolled as a full-time student (minimum of 12 credits per semester)
• Maintain Satisfactory Academic Progress

In partnership with the Stamps Scholars Program , the University of Pittsburgh is proud to offer the prestigious and generous Stamps Scholarship to five incoming first-year students from Pennsylvania. As a University of Pittsburgh Stamps Scholar, recipients will be provided with a comprehensive understanding of leadership from a domestic and global perspective.

Valued in excess of $160,000, the Stamps Scholarship is a four -year undergraduate award covering:

• Room and board

The scholarship also includes:

• An allowance for books and supplies, transportation expenses, and personal costs
• Access to an enrichment fund of up to $17,400 to be used over four years for the purpose of global experiences, unpaid internships, leadership training, research, and other academic experiences
• Demonstrated leadership, scholarship, service, perseverance and innovation

The University of Pittsburgh will interview up to 32 Stamps Scholarship Semifinalists by March 1. Finalists will then be interviewed by representatives of the Stamps Scholars Program, who will make the final selection of five recipients. Recipients of the Stamps Scholarships will be notified of their selection on or before April 1.

The Stamps Scholarship can be used for four years/eight semesters of full-time undergraduate study at the University of Pittsburgh, Pittsburgh campus. To renew the scholarship on an annual basis, recipients must:

Academic Scholarships are financial awards given to students based on their academic achievements, leadership qualities, and other merit-based criteria. At the University of Pittsburgh, these scholarships aim to recognize and support outstanding academic performance.

The Chancellor’s Scholarship is one of our most prestigious awards. To apply, use the ‘Apply’ button found above, where you’ll login, provide information about your financial aid needs, and be matched with scholarships that are relevant to you.

Yes, the University of Pittsburgh offers Full Tuition Scholarships, including the renowned Chancellor’s Scholarship. These scholarships cover the entire tuition fee for selected students, ensuring they can focus solely on their studies.

Scholarship requirements vary depending on the specific scholarship. Generally, they may include academic achievements, extracurricular involvement, leadership roles, and more. Detailed criteria can be found on our website.

The timeline for when scholarships get awarded can differ based on the scholarship in question. However, most scholarship decisions are announced in the spring. Ensure you check the specific scholarship’s details for exact dates.

Full-ride financial aid covers tuition in addition to other expenses like room and board. To be considered, ensure you meet all scholarship requirements and complete the FAFSA for a comprehensive financial assessment.

To learn how to apply for academic scholarships, visit our official website. The ‘Scholarships’ section provides step-by-step guidance, from documentation to submission procedures.

Absolutely! Completing the FAFSA for merit scholarships can position students favorably for various merit-based opportunities. It provides a comprehensive financial profile, allowing for a holistic evaluation of candidates.

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How to Write the University of Pittsburgh Application Essays 2016-2017

About the university of pittsburgh.

Formerly known as The Pittsburgh Academy, the University of Pittsburgh began as just a small log cabin in 1787. At this time, the young academy was surrounded by miles of wild Pennsylvanian frontier. Over its nearly 250 years of history, the university has endured incredible change and, today, it lies at the center of a bustling, urban city.

The University of Pittsburgh occupies over 130 acres of land — a far cry from its log cabin beginnings — and boasts nearly 30,000 students. These students are lucky to call the university home, as it ranks in the top 10 among all public universities, earning the university great respect as an institution of higher learning.

Over the years, the University of Pittsburgh has racked up a long list of famed alumni. Maybe you’ve heard of the following people: businessman Mark Cuban (think basketball), economist Andrew Mellon (Does Carnegie Mellon ring a bell?), film actor Joe Manganiello (among his films is Spiderman ), and U.S. Senator Rick Santorum (recall the presidential race).

University of Pittsburgh Application Essay Prompts

We here at CollegeVine will walk you through how to craft the 2016–2017 essays in a way that will maximize your shot at getting accepted. Without further ado, the following are this year’s University of Pittsburgh prompts and supporting paragraph.

“The Admissions Committee reviews responses for quality rather than length. However, the most effective responses typically range from 250-500 words in total for all three questions. Responses that are longer or shorter are acceptable. If you decide to submit short answers, please answer all three questions: How have you overcome failure and what did you learn from it? How have you exhibited outstanding leadership Why is Pitt a good choice for you?

Now, it’s time to tackle each essay prompt!

How have you overcome failure…

Step 1: writing the first prompt.

It’s best to split this question into two parts, the first being how you’ve overcome failure and the second about what you’ve learned from it. We’ll begin by dealing with the first part of the question. The wording of this prompt is fairly vague, yet still requires a great deal of detail in its response. For this reason, multiple approaches can be taken to answer this question. Here are some ideas to help you brainstorm your approach to this segment of the essay question:

• You may choose to provide a single example of a time during your life in which you overcame failure.
• You may choose to brainstorm multiple ideas about instances when you overcame failure and find a common theme between all these experiences. Then, you may concentrate your essay on this particular theme.
• You may choose to write an anecdote or metaphorical story that reveals the ways in which you’ve overcome failure; this would require a bit of creativity. For example, let’s suppose that your primary problem was that you were a kid who never seemed to fit in with the others. Perhaps you want to portray yourself as a metaphor of the ugly duckling. Maybe you tried to join the other kids at school in activities, but there was something different or “ugly” about you (in their eyes) that made them shun you. Then, maybe later, you can portray yourself as a metaphor of the beautiful swan after you discuss how you learned how to use your unique differences or “beauty” to be social and happy.
• Many other ideas that were not mentioned here.

Perhaps you would like to write about something that was not covered here. In that case, just make sure that the idea relates to the prompt enough so that admissions readers aren’t forced to make a vague connection. (The prompt is general for a reason, but you should not abuse that power!)

Next, it’s time to brainstorm different instances in which you overcame failure. Search your mind for experiences related to school, your hobbies, interactions with others, etc. in which you faced failure in some way. The possibilities are endless, and you may need to give yourself some time to come up with concrete ideas (which is why it’s important to start early).

If you seem to get stuck somewhere along the way, set your brainstorming list aside and come back to it later. You may even come up with something good for your list randomly throughout the day. Aim for at least five or so items for your list, as this will allow you to have sufficient examples for ideas, theme, and creativity.

With your brainstorming list finished, you may now consider the second part of the question: “What did you learn from it [overcoming failure]?” For each item on your list, try to answer this question in as detailed a way as possible. What did you gain from overcoming a failure in one single instance? Through all the different failures in your life, did you finally realize the core problem you had and solve it — and gain wisdom in the process? Did overcoming failure change you in a major way? These are just some questions to get you started when answering the second part of the question.

Now, think of various connections you can make between the items on your list and the different approaches you are considering for your essay (from Step 1). It may help to create two separate columns — one titled “brainstorming ideas” and the other titled “approaches” — on a sheet of paper. You may choose to draw lines across columns to represent connections between items.

Another way to visualize these connections  is to write a possible approach beside each item from your brainstorming list. Regardless of your preferred method for relating and connecting, you should try to be as specific as possible in naming different approaches for each item you could potentially discuss in your essay.

Now it’s time to finalize the idea and approach that you’ll be using when you craft your essay! Eliminate items and ideas on your list based on criteria such as the following:

• Amount of detail it may provide
• How interesting it will be to readers
• How much the theme/experience meant to you

Now that you have your ideas finalized, it’s time to get cracking on that essay! Remember to apply your creativity and ensure that your tone, diction, and content coalesce into a clear voice.

Begin with a statement that will catch readers’ attention. There are so many ways to do this, including but not limited to the following: plunge readers into the action, write about something seemingly random that then relates to the rest of your essay, or start off with a relevant quotation. Then, craft the body of your essay with what you brainstormed.

Once you’ve done that, tie up your essay and end in a way that is satisfying, memorable, and satisfying. You may choose to do this in the following ways: set your essay into a larger context, reference something you discussed in your first paragraph (your attention-grabber is ideal for this), write a pithy and short final sentence, etc.

As you can see, there are countless ways you can approach the beginning and the end! You may come up with even more ways on your own. Once you are done with your first essay draft, read through it multiple times by yourself for edits . Have teachers, parents, and mentors aid you in your essay editing as well.

How have you exhibited outstanding leadership?

Step 1: writing the second prompt.

The keyword in this essay prompt is “leadership.” Before you even begin brainstorming, it’s best to have a clear idea of what the word means: “leadership” is often defined as the action and ability to lead a group of people or an organization. It is also important to consider the connotations and common associations of the word: guidance, management, passion, power, etc. Try generating your own list of associations that you know with the word “leadership.” What does “leadership” mean in the many ways you’ve heard it or seen it used?

Now that you have an idea of what “leadership” means and encompasses, it’s time to begin brainstorming! Think of the following questions when writing out ideas: During what specific instances in your life have you demonstrated leadership? Do you exhibit leadership very often, maybe even in everyday life? Are you always the first to step up and lead, or does taking a leadership role require you to step out of your comfort zone? When does the leader in you come out strongest or most frequently?

It’s now time to narrow down your brainstormed list and finalize what idea(s) you would like to write about. Eliminate items and ideas on your list based on criteria such as the following:

• How much the leadership experience meant to you

Keep this in mind: Like the last essay prompt, this prompt is a bit vague. It does not ask for a specific instance in which you demonstrated leadership but rather how you’ve demonstrated leadership in a general sense. This vague question opens up a lot of doors for how you may approach your essay, but make sure that there is an unquestionable connection between your response and the original question.

Now that you have your ideas finalized, you may begin writing your essay! See step 6 of question 1 for tips on how to do this, including ways to begin and end your essay.

Why is Pitt a good choice for you?

OVERVIEW : This is your typical “Why this school?” essay. Basically, what you’ll be doing for this prompt is answering why you think the University of Pittsburgh is the school for you. Remember to be as specific as possible throughout the process of crafting this essay.

STEP 1: writing the third prompt

Brainstorming is key for this essay! Why do you hope to attend the University of Pittsburgh? Why is it a good fit for you? Be honest and jot down all the contributing reasons for your interest in the school. Maybe it’s a certain extracurricular activity that compels you to submit your application; maybe it’s a few specific classes that really catch your interest; maybe it’s a renowned professor you’ve been dying to meet and learn from.

Regardless of your reason(s), be as thorough and honest as you can. We advise that you refrain from adding blunt or distasteful reasons for why you want to attend this school (e.g., “I don’t want to attend this college, but my parents are making me apply.”) We recommend that you save your creativity and imagination mostly for the other essays; this is a very standard “Why this school?” essay that typically doesn’t shed as much light on the applicant’s personality as the other two. The answers you brainstorm for this question should be very specific.

Keep in mind that thousands and thousands of applicants will be submitting very similar reasons for wanting to attend this school, so you need to a) stand out and b) seem genuinely interested and knowledgeable about the school.

It is highly recommended that you conduct some research on the school for a very thorough and personal list of reasons for wanting to attend. If you do choose to incorporate research, as most of you likely will, be sure not to sound like a robot reciting researched facts! Be as genuine as possible, and simply use relevant facts to lightly support your reasons for liking the University of Pittsburgh in the first place.

Consider every point you jotted down on the list. By now, you should have a clear idea of the reasons you will incorporate and the clear writing style you will use when writing this essay. You may choose to narrow down and finalize your reasons based on criteria similar to the following:

• How much detail you can provide
• How important the reason is to you personally
• How related the reason is to the rest of the reasons you want to write about

You may also realize at this point that no matter what, some ideas may be hard to weave into your essay due to how common or unspecific they are to the University of Pittsburgh. For example, thousands of students applying to the University of Pittsburgh may say that they are interested in the school for its location in bustling Pittsburgh. Unless you have a compelling personal need to present this interest of yours, you should try to choose a more personal and less common reason to write about.

Once you’ve finalized your reasons, begin writing your essay! Remember to make sure that you project a clear voice with your diction and tone. Generally, try to steer clear of long anecdotes and metaphors in this particular essay; this prompt was not meant to showcase of your writing skills or creativity (save that for the first two essay prompts)!

Even though this essay is relatively straightforward, you may still choose to start with an interesting grabber. This can be done in many ways, including the following: plunge readers into just a bit of action, write about something seemingly random that then relates to the rest of your essay, or begin with a rhetorical question.

Then fill in the body of your essay with what you brainstormed earlier. Once you’ve done this, tie up the ends of your essay and end on a satisfying, final, and memorable note. There are many ways to do this, including the following: speculate about the contents of your essay on a broader scale, reiterate something you discussed in your first paragraph (your introductory statement would be wonderful for this), or write a thought-provoking statement composed of pithy and short words.

There’s countless ways to imagine your beginning and end! Do some more brainstorming to find your own ways to begin or end. Once you are done writing, read through your first essay draft multiple times for edits. Then, have teachers, parents, and mentors aid you in your essay editing for a more complete round of edits.

Now that you have a general idea of how to respond to the University of Pittsburgh’s prompts, it’s time to conduct some research and write. We highly recommend that you don’t procrastinate , even though this seems like a lot of work! Every word and idea counts, and we hope that our guide will help you reach an essay in which each of these simply shines.

In the meantime, you may consider visiting the campus of the University of Pittsburgh to check out the campus and get some inspiration. Good luck on your essay!

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

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Pitt short answer questions?

I was applying to Pitt for the 2022 fall admission, I was wondering if you know if there are more questions than just the personal statement this year on the Pitt application. I cannot see any other questions other than the personal statement, but the introduction indicates there may be more. If there are more questions following, it would impact what I write in my personal statement. So are there short answer questions after the personal statement for 2022?

Personal Essay

<p>So on Pitt’s website it says “If you decide to complete the optional essay question, you can choose one of the topics suggested below or select a topic that reflects something about you and your interests.” I don’t know whether I should write a new essay or just use the one I used for my common app. I wrote about my first memory which was seeing a rainbow reflect onto my rug and trying to touch it. I related that to unattainable dreams and then back to how I persevere. I had it edited by several people and everyone has said it’s very well written. Would it work for my Pitt essay?</p>

<p>whatever you used for your common app essay should be fine!</p>

<p>I used my commonapp essay. It was about my love of reading and Harry Potter. Didn’t do one of the more “professional” ones at all.</p>

<p>I used my common app essay and I wrote about my bookshelf and how each book on it represents to me the opportunity to have my thought process changed by showing me a different way to think</p>

Spring 2025 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 201.ST2 Composition II: The Mind/Body Connection

Dr. sharon smith.

In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.

English 201 S06 and S11: Composition II with an emphasis in Environmental Writing

S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231

S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45 p.m.

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11 a.m.-12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender and Sexuality Studies

As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

TuTh 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 592.S01: The Vietnam War in Literature and Film

Engl 704.s01 introduction to graduate studies.

Thursdays 3-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.