essay for guidance

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

Hear an admissions expert discuss the appropriate level of depth necessary in your college essay.

Student Stories

Student Story: Admissions essay about a formative experience

Get the perspective of a current college student on how he approached the admissions essay.

Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

This content is licensed by Khan Academy and is available for free at www.khanacademy.org.

How to Write Your College Essay: The Ultimate Step-by-Step Guide

Getting ready to start your college essay? Your essay is very important to your application — especially if you’re applying to selective colleges.

Become a stronger writer by reviewing your peers’ essays and get your essay reviewed as well for free.

We have regular livestreams during which we walk you through how to write your college essay and review essays live.

College Essay Basics

Just getting started on college essays? This section will guide you through how you should think about your college essays before you start.

• Why do essays matter in the college application process?
• What is a college application theme and how do you come up with one?
• How to format and structure your college essay

Before you move to the next section, make sure you understand:

How a college essay fits into your application

What a strong essay does for your chances

How to create an application theme

Learn the Types of College Essays

Next, let’s make sure you understand the different types of college essays. You’ll most likely be writing a Common App or Coalition App essay, and you can also be asked to write supplemental essays for each school. Each essay has a prompt asking a specific question. Each of these prompts falls into one of a few different types. Understanding the types will help you better answer the prompt and structure your essay.

• How to Write a Personal Statement That Wows Colleges
• Personal Statement Essay Examples
• How to Write a Stellar Extracurricular Activity Essay
• Extracurricular Essay Examples
• Tips for Writing a Diversity College Essay
• Diversity Essay Examples
• Tips for Writing a Standout Community Service Essay
• How to Write the “Why This Major” Essay
• How to Write a “Why This Major” Essay if You’re Undecided
• How to write the “Why This College” Essay
• How to Research a College to Write the “Why This College” Essay
• Why This College Essay Examples
• How to Write The Overcoming Challenges Essay
• Overcoming Challenges Essay Examples

Identify how each prompt fits into an essay type

What each type of essay is really asking of you

How to write each essay effectively

The Common App essay

Almost every student will write a Common App essay, which is why it’s important you get this right.

• How to Write the Common App Essay
• Successful Common App Essay Examples
• 5 Awesome College Essay Topics + Sample Essays
• 11 Cliché College Essay Topics + How to Fix Them

How to choose which Common App prompts to answer

How to write a successful Common App essay

What to avoid to stand out to admissions officers

Supplemental Essay Guides

Many schools, especially competitive ones, will ask you to write one or more supplemental essays. This allows a school to learn more about you and how you might fit into their culture.

These essays are extremely important in standing out. We’ve written guides for all the top schools. Follow the link below to find your school and read last year’s essay guides to give you a sense of the essay prompts. We’ll update these in August when schools release their prompts.

See last year’s supplemental essay guides to get a sense of the prompts for your schools.

Essay brainstorming and composition

Now that you’re starting to write your essay, let’s dive into the writing process. Below you’ll find our top articles on the craft of writing an amazing college essay.

• Where to Begin? 3 Personal Essay Brainstorming Exercises
• Creating the First Draft of Your College Application Essay
• How to Get the Perfect Hook for Your College Essay
• What If I Don’t Have Anything Interesting To Write About In My College Essay?
• 8 Do’s and Don’t for Crafting Your College Essay
• Stuck on Your College Essay? 8 Tips for Overcoming Writer’s Block

Understand how to write a great hook for your essay

Complete the first drafts of your essay

Editing and polishing your essay

Have a first draft ready? See our top editing tips below. Also, you may want to submit your essay to our free Essay Peer Review to get quick feedback and join a community of other students working on their essays.

• 11 Tips for Proofreading and Editing Your College Essay
• Getting Help with Your College Essay
• 5 DIY Tips for Editing Your College Essay
• How Long Should Your College Essay Be?
• Essential Grammar Rules for Your College Apps
• College Essay Checklist: Are You Ready to Submit?

Proofread and edited your essay.

Had someone else look through your essay — we recommend submitting it for a peer review.

Make sure your essay meets all requirements — consider signing up for a free account to view our per-prompt checklists to help you understand when you’re really ready to submit.

Advanced College Essay Techniques

Let’s take it one step further and see how we can make your college essay really stand out! We recommend reading through these posts when you have a draft to work with.

• 10 Guidelines for Highly Readable College Essays
• How to Use Literary Devices to Enhance Your Essay
• How to Develop a Personalized Metaphor for Your College Applications

• Tips for Reading an Assignment Prompt
• Asking Analytical Questions
• Introductions
• What Do Introductions Across the Disciplines Have in Common?
• Anatomy of a Body Paragraph
• Transitions
• Tips for Organizing Your Essay
• Counterargument
• Conclusions
• Strategies for Essay Writing: Downloadable PDFs
• Brief Guides to Writing in the Disciplines

How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

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College Admissions , College Essays

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

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

What Excellent College Essays Have in Common

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

Visible Signs of Planning

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

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

Stellar Execution

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

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

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

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

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

Links to Full College Essay Examples

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

Common App Essay Samples

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

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

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

Connecticut college.

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

Hamilton College

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

Johns Hopkins

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

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

Essay Examples Published by Other Websites

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

Other Sample College Essays

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

Babson College

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

Emory University

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

University of Georgia

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

Smith College

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

Books of College Essays

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

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

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

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

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

Analyzing Great Common App Essays That Worked

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

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

I had never broken into a car before.

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

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

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

"Why me?" I thought.

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

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

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

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

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

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

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

What Makes This Essay Tick?

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

An Opening Line That Draws You In

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

Great, Detailed Opening Story

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

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

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

Turning a Specific Incident Into a Deeper Insight

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

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

Using Concrete Examples When Making Abstract Claims

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

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

Using Small Bits of Humor and Casual Word Choice

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

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

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

An Ending That Stretches the Insight Into the Future

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

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

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

What Could This Essay Do Even Better?

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

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

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

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

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

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

Suddenly the destination of my pickle was clear.

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

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

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

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

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

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

One Clear Governing Metaphor

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

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

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

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

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

An Engaging, Individual Voice

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

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

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

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

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

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

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

Suddenly the destination of my pickle car was clear.

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

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

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

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

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

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

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

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

4 Essential Tips for Writing Your Own Essay

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

#1: Get Help From the Experts

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

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

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

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

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

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

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

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

#4: Start Early, Revise Often

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

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

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

What's Next?

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

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

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

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

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

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• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

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

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

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

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

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

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

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

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

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

Essay writing in science subjects

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

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

Short videos to support your essay writing skills

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

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

Extended essays and dissertations

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

Planning your time effectively

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

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

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

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

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

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

Tips on writing longer pieces of work

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

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

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Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Your chance of acceptance, your chancing factors, extracurriculars, where to find essay examples for guidance.

I'd like to read through some high-quality essay examples to help me understand the level of writing expected at the college level and to improve my own writing skills. Does anyone know of any resources or websites where I can find a collection of examples? Thanks!

Hi there! It's great that you're seeking to improve your writing by exploring high-quality essay examples.

One reliable source is CollegeVine's Essay Examples, where you can find real college essays, along with analysis and guidance on what made them stand out: https://blog.collegevine.com/category/essays/essay-examples

Another option is to check out books on college essay writing, which often include sample essays and tips on crafting a compelling narrative. Some popular titles include '50 Successful Harvard Application Essays' and 'On Writing the College Application Essay' by Harry Bauld.

Just keep in mind that you should use these resources as inspiration, not for copying or plagiarism. Happy reading!

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Opinion We have a radical democracy. Will Trump voters destroy it?

For some time, it was possible to believe that many voters could not see the threat Donald Trump poses to America’s liberal democracy, and many still profess not to see it. But now, a little more than six months from Election Day, it’s hard to believe they don’t. The warning signs are clear enough. Trump himself offers a new reason for concern almost every day. People may choose to ignore the warnings or persuade themselves not to worry, but they can see what we all see, and that should be enough.

Adapted from “Rebellion: How Antiliberalism is Tearing America Apart — Again” by Robert Kagan. Copyright © 2024 by Robert Kagan. Reprinted by permission of Penguin Random House. All Rights Reserved.

How to explain their willingness to support Trump despite the risk he poses to our system of government? The answer is not rapidly changing technology, widening inequality, unsuccessful foreign policies or unrest on university campuses but something much deeper and more fundamental. It is what the Founders worried about and Abraham Lincoln warned about: a decline in what they called public virtue. They feared it would be hard to sustain popular support for the revolutionary liberal principles of the Declaration of Independence, and they worried that the virtuous love of liberty and equality would in time give way to narrow, selfish interest. Although James Madison and his colleagues hoped to establish a government on the solid foundation of self-interest, even Madison acknowledged that no government by the people could be sustained if the people themselves did not have sufficient dedication to the liberal ideals of the Declaration. The people had to love liberty, not just for themselves but as an abstract ideal for all humans.

Americans are going down this route today because too many no longer care enough whether the system the Founders created survives and are ceding the ground to those, led by Trump, who actively seek to overthrow what so many of them call “the regime.” This “regime” they are referring to is the unique political system established by the Founders based on the principles of universal equality and natural rights. That, plain and simple, is what this election is about. “A republic if you can keep it,” Benjamin Franklin allegedly said of the government created by the Constitutional Convention in 1787. This is the year we may choose not to keep it.

A healthy republic would not be debating whether Trump and his followers seek the overthrow of the Founders’ system of liberal democracy. What more do people need to see than his well-documented attempt to prevent the peaceful transfer of power with the storming of the U.S. Capitol, the elaborate scheme to create false electoral slates in key states, the clear evidence that he bullied officials in some states to “find” more votes, and to persuade Vice President Mike Pence not to certify the legitimate results? What more do they need to know than that Trump continues to insist he won that election and celebrates as heroes and “patriots” the people who invaded the U.S. Capitol and smashed policemen’s faces with the stated aim of forcing Congress to negate the election results? As one 56-year-old Michigan woman present at the Capitol on Jan. 6 , 2021, explained: “We weren’t there to steal things. We weren’t there to do damage. We were just there to overthrow the government .”

Trump not only acknowledges his goals, past and present; he promises to do it again if he loses this year. For the third straight election, he is claiming that if he loses, then the vote will have been fraudulent. He has warned of uprisings, of “bedlam” and a “bloodbath,” and he has made clear that he will again be the promoter of this violence, just as he was on Jan. 6. Trump explicitly warned in 2020 that he would not accept the election results if he lost, and he didn’t. This year he is saying it again. Were there no other charges against him, no other reason to be concerned about his return to the presidency, this alone would be sufficient to oppose him. He does not respect and has never pledged to abide by the democratic processes established by the Constitution. On the contrary, he has explicitly promised to violate the Constitution when he deems it necessary. That by itself makes him a unique candidate in American history and should be disqualifying.

This kind of open challenge to our democracy was never meant to be addressed by the courts. As the Founders well understood, you don’t serve a subpoena to a would-be tyrant and tell him to lawyer up. Nor was it meant to be addressed by the normal processes of democratic elections. They knew, and feared, that a demagogue could capture the allegiance of enough voters to overthrow the system. That was why they gave Congress, and particularly the Senate, supposedly more immune from popular pressures, the power to impeach and remove presidents and to deny them the opportunity to run again — and not simply because they violated some law but because they posed a clear and present danger to the republic. After Trump’s attempt to overthrow the government in 2020, Congress had a chance to use the method prescribed by the Founders in precisely the circumstances they envisioned. But Senate Republicans, out of a combination of ambition and cowardice, refused to play the vital role the Founders envisioned for them. The result is that the nightmare feared by the Founders is one election away from becoming reality.

The problem with Trump is not that he has some carefully thought-out plan for seizing power, much less an elaborate ideological justification for doing so. (Others do have such plans and such justifications, including many of those who will populate his administration — more on that in a moment.) With Trump, everything is about him and his immediate needs. He will run roughshod over the laws and Constitution simply to get what he wants for himself, his family and his business interests. Americans know that if he is elected, he would abuse the justice system to go after his opponents. They know this because he says so. “I am your retribution!” he declares, and by “your” he means “my.” Americans know he would use his power as president to try to solve his financial problems. He did it as president and is doing it now as a presidential candidate . They know he would not respect the results of fair elections if he loses, which is the very definition of a tyrant.

So, why will so many vote for him anyway? For a significant segment of the Republican electorate, the white-hot core of the Trump movement, it is because they want to see the system overthrown. This should not come as a shock, for it is not a new phenomenon. On the contrary, it is as old as the republic. Historians have written about the “liberal tradition” in America, but there has from the beginning also been an anti-liberal tradition: large numbers of Americans determined to preserve preliberal traditions, hierarchies and beliefs against the secular liberal principles of the Declaration of Independence and Bill of Rights. The Founders based the republic on a radical set of principles and assertions about government: that all human beings were created equal in their possession of certain “natural rights” that government was bound to respect and to safeguard. These rights did not derive from religious belief but were “self-evident.” They were not granted by the Christian God, by the crown or even by the Constitution. They were inherent in what it meant to be human.

This is the central tenet of liberalism. Before the American Revolution no government had ever been founded on liberal principles, and the vast majority of human beings had never believed in these natural rights — certainly not the Christian church in either its Protestant or Roman Catholic versions nor Islam nor Judaism nor Hinduism nor Buddhism. People might be equal in the eyes of their god, but no government or religious institution had ever been based on the principle of equal rights. Not even the English system was based on this principle but rather on monarchy, a ruling aristocracy, and a contract between crown and subjects that was modified over the centuries but was not based on the principle of universal “natural” rights.

The Founders knew these ideas were radical, that they were inaugurating, in their own words, a novus ordo seclorum — a new order of the ages — that required a new way of thinking and acting. They knew, as well, that their own practices and those of 18th-century American society did not conform to their new revolutionary doctrines. They knew that slavery was contrary to the Declaration’s principles, though they permitted slavery to continue, hoping it would die a natural death. They knew that established churches were contrary to those principles because they impinged on that most important of rights, “freedom of conscience,” which was vital to the preservation of liberty, yet a number of states in the 18th and 19th centuries retained all kinds of religious tests for office. In short, they knew that a great many Americans did not in fact believe in the liberal principles of the Revolution. As Benjamin Rush, a signer of the Declaration of Independence, put it, “We have changed our forms of government, but it remains yet to effect a revolution in our principles, opinions and manners so as to accommodate them to the forms of government we have adopted.” They did not insist that citizens believe in those principles. One could be an American citizen whether one believed in the Declaration or not.

And a great many did not. Leaders of the slaveholding South called the Declaration “a most pernicious falsehood.” South Carolina’s John C. Calhoun called the very idea of equal rights a “false doctrine.” They believed in democracy, but only if it was an exclusively White democracy. When democracy turned against them in 1860, they rebelled and sought an exit from the system. That rebellion never ended. It has been weakened, suppressed — sometimes by force — and driven underground, but it has never gone away. Although the South was militarily defeated and deprived of its special advantages in the Constitution, its hostility to the Founders’ liberalism did not abate. As Southern writer W.J. Cash observed in 1941, if the war had “smashed the southern world,” it had nevertheless “left the essential southern mind and will … entirely unshaken” and Southerners themselves determined “to hold fast to their own, to maintain their divergences, to remain what they had been and were.” In 1956, almost a century after the Civil War, a fifth of Congress, almost all Democrats — signed the “Southern Manifesto” calling on states to refuse to obey the Supreme Court’s 1954 decision to end segregation in public schools. Nothing had changed. Are we so surprised that for many Americans, nothing has changed even today?

Nor has anti-liberalism only been about race. For more than a century after the Revolution, many if not most White Anglo-Saxon Protestants insisted that America was a Protestant nation. They did not believe Catholics possessed equal rights or should be treated as equals. The influential “second” Ku Klux Klan of the 1920s was anti-Catholic and anti-Jewish as well as anti-Black, which was why, unlike the original Klan, it flourished outside the South. Many regard today’s Christian nationalism as a fringe movement, but it has been a powerful and often dominant force throughout America’s history.

For two centuries, many White Americans have felt under siege by the Founders’ liberalism. They have been defeated in war and suppressed by threats of force, but more than that, they have been continually oppressed by a system designed by the Founders to preserve and strengthen liberalism against competing beliefs and hierarchies. Since World War II, the courts and the political system have pursued the Founders’ liberal goals with greater and greater fidelity, ending official segregation, driving religion from public schools, recognizing and defending the rights of women and minorities hitherto deprived of their “natural rights” because of religious, racial and ethnic discrimination. The hegemony of liberalism has expanded, just as Lincoln hoped it would, “constantly spreading and deepening its influence, and augmenting the happiness and value of life to all people of colors everywhere.” Anti-liberal political scientist Patrick Deneen calls it “liberal totalitarianism,” and, apart from the hyperbole, he is right that liberalism has been steadily deepening and expanding under presidents of both parties since the 1940s.

The fury on the anti-liberal right against what is today called “wokeness” is nothing new. Anti-liberal movements in America, whether in defense of the White race or Christianity, and more often both together, have always claimed to be suffering under the expanding hegemony of liberalism. They have always claimed that a liberal government and society were depriving them of their “freedom” to live a life according to Christian teachings and were favoring various minority groups, especially Black people, at their expense. In the 1970s, influential theologian R.J. Rushdoony complained that the Christian in America had “no right to his identity” but was forced to recognize “all others and their ‘rights.’” And he was correct if a Christian’s “rights” included the right not only to lead a Christian life oneself but to impose that life on the entire society, or if a White person’s “freedom” included the freedom to preserve white primacy in society. In the 19th century, enslavers insisted they were deprived of their “freedom” to hold human beings as property; Southerners in the post-Reconstruction era insisted on their “freedom” to oppress Black citizens in their states.

Today, anti-liberals in American society are indeed deprived of their “freedom” to impose their religious and racial views on society, on public schools, on the public square and on the laws of the nation. What Christian nationalists call “liberal totalitarianism,” the Founders called “freedom of conscience.”

Six decades ago, people like Rushdoony were responding not to “woke” corporations or Black Lives Matter but to civil rights legislation. Today, anti-liberal conservatives complain about school curriculums that acknowledge the racism that has shaped America’s history, but even five decades ago, before the invention of “critical race theory,” anti-liberal White people such as Rushdoony insisted that the “white man” was being “systematically indoctrinated into believing he is guilty of enslaving and abusing the Negro.” Nor is it new that many White people feel that the demands of minority groups for both rights and respect have “gone too far” and it is they, the White people of America, who are suffering the worst discrimination. In the 1960s, surveys taken by the New York Times showed that majorities of White people believed even then that the civil rights movement had “gone too far,” that Blacks were receiving “everything on a silver platter” and the government was practicing “reverse discrimination” against White people. Liberalism is always going too far for many Americans — and certainly for anti-liberals. Anti-liberals these days complain about wokeness, therefore, but it is the liberal system of government bequeathed by the Founders, and the accompanying egalitarian spirit, that they are really objecting to, just as anti-liberals have since the founding of the nation. Many of Trump’s core supporters insist they are patriots, but whether they realize it or not, their allegiance is not to the Founders’ America but to an ethnoreligious definition of the nation that the Founders explicitly rejected.

Some do realize it. The smartest and most honest of them know that if people truly want a “Christian America,” it can only come through “regime change,” by which they mean the “regime” created by the Founders. The Founders’ legacy is a “dead end,” writes Glenn Ellmers, a scholar at the Claremont Institute. The Constitution is a “Potemkin village.” According to Deneen and Harvard Law School’s Adrian Vermeule, the system established by the Founders to protect individual rights needs to be replaced with an alternative form of government. What they have in mind is a Christian commonwealth: a “culture that preserves and encourages order and continuity, and support for religious belief and institutions,” with legislation to “promote public morality, and forbid its intentional corruption,” a “forthright acknowledgment and renewal of the Christian roots of our civilization,” “public opportunities for prayers,” and a “revitalization of our public spaces to reflect a deeper belief that we are called to erect imitations of the beauty that awaits us in another Kingdom.”

These anti-liberal conservatives know that bringing such a commonwealth into being means jettisoning the Founders’ obsession with individual rights. The influential advocate of “conservative nationalism,” Yoram Hazony, wants Americans to abandon the Declaration in favor of a nationhood built on Protestantism and the Bible. America is a “ revolutionary nation ,” Sen. Josh Hawley (R-Mo.) insists, not because of the principles of the Declaration and not even because of the American Revolution itself, but “because we are the heirs of the revolution of the Bible” that began with “the founding of the nation of Israel.” There could hardly be a statement more at odds with the American Founders’ liberal, ecumenical vision.

Expressing a belief in God is no threat to the Founders’ system, but reshaping society in accord with Christian teachings is. To build the nation Hawley and Hazony imagine would require jettisoning not only the Declaration but also the Constitution, which was designed to protect the Declaration’s principles. The Christian commonwealth would not and could not be a democracy because the majority of people can’t be trusted to choose correctly. According to the Claremont Institute’s Ellmers, “most people living in the United States today — certainly more than half — are not Americans in any meaningful sense of the term.” They are a “zombie” or “human rodent” who lives “a shadow-life of timid conformity.” Only “the 75 million people who voted in the last election” for Trump are true Americans. Instead of trying to compete with Democrats in elections that don’t reflect the will of the people, Ellmers writes, “Why not just cut to the chase and skip the empty, meaningless process?” The “only road forward” is “overturning the existing post-American order.”

For these intellectuals, Trump is an imperfect if essential vehicle for the counterrevolution. A “deeply flawed narcissist” suffering from a “bombastic vanity,” as Deneen and Ellmers note, he has “lacked the discipline to target his creative/destructive tendencies effectively.” But this can be remedied. If Trump failed to accomplish the desired overthrow in his first term, Deneen argues, it was because he lacked “a capable leadership class.” Things will be different in his next term. What is needed, according to Deneen, is a “self-conscious aristoi,” a class of thinkers who understand “both the disease afflicting the nation, and the revolutionary medicine required for the cure,” who know how to turn populist “resentments into sustained policy.” Members of Deneen’s would-be new elite will, like Vladimir Lenin, place themselves at the vanguard of a populist revolution, acting “on behalf of the broad working class” while raising the consciousness of the “untutored” masses. Indeed, according to Harvard’s Vermeule, it will be necessary to impose the common good even against the people’s “own perceptions of what is best for them” — a most Leninist concept indeed.

The Christian commonwealth, then, would require a powerful executive freed from the Constitution’s liberal and democratic constraints. The new state, Vermeule wrote, with its “robust executive,” would “sear the liberal faith with hot irons,” wielding the “authority to curb the social and economic pretensions of the urban-gentry liberals.” The whiff of violence and oppression in such statements is intentional. The anti-liberal intellectuals understand that changing the liberal system will require far more than an election and a few legislative reforms.

Deneen and Vermeule are often dismissed as mere intellectual provocateurs, but their writings stand out because they have the courage to acknowledge that what they seek is incompatible with the Founders’ liberal system. While others conceal their views under a phony fidelity to American liberal principles or claim that what they want accords with the Founders’ true intent, Deneen, Vermeule and other anti-liberals acknowledge that the country they want, a country subservient to the Christian God, a country whose laws are based on the Bible, cannot be created absent the overthrow of the Founders’ liberal and defiantly secular system. Even a justice of the U.S. Supreme Court, Neil M. Gorsuch, speaks of the “so-called separation of church and state.” Anti-liberalism at the Supreme Court is nothing new, either.

And the anti-liberals know as well that this year may be their last chance to effect their counterrevolution. The percentage of the population made up of White people (let alone White Protestants) is steadily shrinking. Just as the anti-liberal conservatives of the pre-World War II years closed the immigration gates too late and were overwhelmed by a tide of non-Nordic peoples from Southern and Eastern Europe, so the immigration wave of largely non-White people since 1965 has brought the nation to the cusp of a non-White majority. The anti-liberals thus face the task of engineering the revolution with only a minority of the electorate committed to “regime change.”

Trump’s takeover of the Republican Party makes this possible. Trump is not a unique figure in American history. In each generation, anti-liberal forces have turned to the same breed of demagogue, the flouter of norms, the boorish trampler of liberal nostrums. William Buckley noted that the very “uncouthness” of George Wallace seemed to “account for his general popularity.” James Burnham marveled at how Joseph McCarthy’s “inept acts and ignorant words” had a “charismatic” quality that well expressed the fears and angers of his devoted followers.

What their critics saw as boorishness and malevolence, however, their followers saw as strength and defiance against a liberal system stacked against them. They were rebellious opponents of the system, “wreckers,” unabashedly anti-liberal in both thought and manner, and that is precisely what made them popular among a broad swath of White Americans who felt themselves losing ground in the culture and society — to Black people, Catholics, Jews and immigrants from non-Nordic countries. Today, exactly a century after the most overtly racist immigration restriction in American history, Trump once again calls for more immigrants from “nice” European countries, such as Denmark, Switzerland and Norway.

Trump did not just stumble into leadership of this movement of White rebellion. He summoned it. He made his debut as presidential aspirant on an unabashed white supremacist platform, championing the birther conspiracy that America’s first Black president was not in fact an American. Riding that issue alone, he catapulted to the front of the Republican pack, according to polls in 2011, before bowing out to continue his hit show, “The Apprentice.” Whether his debut as a white supremacist was opportunism or sprang from conviction hardly matters — it certainly has not mattered to his followers. The fact is, white supremacy has been his calling card, and millions have responded to it to the point where white nationalists have become the core of his movement. Many Christian nationalists already see him as a suffering Christ, and in this bizarre sense it is true that the prosecutions have “helped” him: The more adversity he faces, the more court battles he must wage, the more allegations that are slung at him, the more devoted they are to him.

No other group can be counted on for such absolute loyalty. While some Republicans wobble when asked if they would support Trump if convicted of a crime, White Christian Evangelicals overwhelmingly say they will support him no matter what. Trump needs that unshakable loyalty because he is fighting for his life. The thought that he might end up in jail has given him every reason to hew as closely as possible to the people who will stick with him even if he is convicted. These are also the people he will need to back him unconditionally in challenging the results of the election should he lose. If he wins, he will need them in what are sure to be titanic fights with Democrats and the legal system and to keep the Republican Party in line.

This is one reason Trump has so far shown no inclination to reach out beyond his base, to Nikki Haley voters, to more moderate suburban Republicans, to those who are made uncomfortable by his statements and actions. He may show flexibility on the important issue of abortion to secure his own election, but since clinching the nomination, he has only hardened his Christian nationalist message. His “poisoning the blood” campaign, his “dictator-for-a-day” comments, his release of the Trump Bible, his claim that, upon taking office, he will create “a new federal task force” to fight “anti-Christian bias to be led by a fully reformed Department of Justice,” are all aimed directly at his white Christian nationalist base without much concern for how millions of other Republican voters feel about it. Christians are “under siege,” he claims in hawking his Bible. “We must make America pray again.”

Besides, his hard tack toward white supremacy and Christian nationalism has cost him little among the broader Republican electorate.

Why not? Why is there so little resistance to Trump even as he commits ever more deeply to a Christian nationalist program for undoing the Founders’ liberal project?

For many, the answer is simply narrow self-interest, either a positive interest in supporting him or a negative interest in not opposing him or being seen to oppose him. This seems to be the answer for corporate America. Having first followed marketing data to appeal to the broadest cross-section of Americans by embracing communities only recently enjoying more of the full panoply of rights, businesses learned the hard way that Trump and his movement will not tolerate this and have mostly retreated to silence and neutrality. But they have also gone further, making clear as much as possible that they will not be a problem for him — either before he is elected or after.

This was the message JPMorgan Chase CEO Jamie Dimon sent, from Davos, Switzerland, of all places, early this year when he declared that Trump was “kind of right about NATO, kind of right about immigration,” that he “grew the economy quite well.” There is no reason to doubt that he spoke for many of the richest Americans and for other corporate leaders. There was no outcry among them that anyone could hear. The truth is, they have no financial reason to oppose Trump. They know that Trump’s White working-class followers don’t have to be paid off economically because most care chiefly about the culture wars. Trump can still cut taxes and reduce federal regulations and other obstacles to corporate profit. The rich and powerful will always have some purchase in a Trump administration if only because he needs and respects money and will want to make deals for himself and his family, as he did in a first term. Whatever moral or political qualms business leaders may have about Trump, the bottom line dictates that they get along with him, and if that means turning a blind eye to his unconstitutional actions — Dimon’s favorable recounting of Trump’s first term notably ignored his attempt to overthrow the government — then so be it.

We already know that little or no opposition will come from the Republican Party ecosystem. Among elected officials, the few willing to stand up to Trump have either been driven out of the party or are retiring so fast that they cannot even bear to finish out their terms. Those who remain have accepted Trump’s iron rule and therefore now have an interest in his success.

But what about the average Republican voter, the “normal” Republicans who happily voted for George W. Bush, John McCain and Mitt Romney? Do they not see the difference between those Republicans and Trump — or do they not care? They, too, may feel their narrow interests are served by a Trump victory, and although they may not be Christian nationalists themselves, their views as White Americans make them sympathetic to the complaints of the anti-liberals. They, too, may feel they — or their children — are at a disadvantage in a system dedicated to diversity and wokeness. Their annoyance with a liberalism that has “gone too far” makes them susceptible to Trump’s appeal, and, more importantly, unconcerned about the threat he poses. Left to their own devices, they would not be interested in overthrowing the regime. But neither are they inclined to stand in the way of those who are.

Are these voters and GOP power players right to believe that they, like Dimon, will be just fine in a system no longer faithful to the Founders’ liberal ideals? Perhaps so. They will not be the first to suffer from a shift back toward a 1920s America. White Americans tolerated the systematic oppression of Black people for a century after the Civil War. They tolerated violence in the South, injustice in the courtrooms, a Supreme Court that refused to recognize the equal rights of Black people, women and various minorities. Will they rise up against a second Trump term infused by Christian and white nationalism, or will they acquiesce in the gradual dismantling of the liberal gains of the past eight decades?

The shame is that many White people today seem to have conveniently forgotten how much they and their forebears have depended on the Founders’ liberalism to gain their present status as fully equal members of American society and to enjoy the freedoms that they take for granted.

Most White Republicans, after all, do not have the “legacy European” lineage that Tucker Carlson praises. They do not have ancestors who stepped off the Mayflower or fought in the Revolution. The ancestors of the great majority of “White” Americans today were not considered “White” when they first set foot on American shores. Irish Americans may no longer remember that the Thomas Nast cartoons of the late 19th century depicted the Irish as apelike creatures. Many Italian Americans may not recall that a riot made up of “New Orleans’ finest” lynched and murdered 11 Sicilian immigrants and were never charged.

Many Catholics seem to have forgotten that they were once the most despised group in America, such that one of the Founders, John Jay, wanted them excluded from citizenship altogether. Most White Americans were at one time members of despised immigrant groups. They were the victims of the very anti-liberalism they are now voting back into power. They climbed to equality using liberalism as their ladder, and now that they have reached their destination they would pull away the ladder and abandon liberalism. Having obtained their equality using the laws and institutions of liberalism, their passion for liberalism has faded.

The Founders understood, and feared, that the fervor for rights and liberalism that animated the Revolution might not last. Writing in 1781, two years before the end of the war, Thomas Jefferson predicted that once the war ended, “we shall be going down hill.” The people would return to their quotidian lives, forgetting their passionate concern for rights, intent only on “making money.” They might never again come together “to effect a due respect for their rights,” and so their government would stop being solicitous of their rights. Over a half-century later, Lincoln, in his famous Lyceum address, lamented that the original spirit of the Revolution had dissipated with time, leaving Americans with only the normal selfishness of human beings. The original “pillars of the temple of liberty” had “crumbled away.” A little over two decades later, the nation fell into civil war.

If the American system of government fails this year, it will not be because the institutions established by the Founders failed. It will not be because of new technologies or flaws in the Constitution. No system of government can protect against a determined tyrant. Only the people can. This year we will learn if they will.

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Guest Essay

Justin Trudeau Is No Match for a Polarized World

By Stephen Marche

Mr. Marche is the author, most recently, of “The Next Civil War.”

Political careers often end in failure — a cliché that exists because it too often happens to be true. Justin Trudeau, one of the world’s great progressive leaders, may be heading toward that moment. In a recent interview he acknowledged that every day he considers leaving his “crazy job” as Canada’s prime minister. Increasingly, the question is not if he will leave but how soon and how deep his failure will be when he goes.

At stake is something that matters more than one politician’s career: Canada’s contemporary liberal and multicultural society, which just happens to be the legacy of the prime minister’s father and predecessor, Pierre Trudeau. When you fly into Montreal, you land in Trudeau airport, and that’s because of Pierre, not Justin.

The threat to that liberal tradition is not all Justin Trudeau’s fault, of course. The right-wing tide overwhelming global politics has come late but with pent-up vigor to Canada. For several years now, polls have shown Mr. Trudeau’s Liberals at lows from which no Canadian political party has ever recovered in elections. In a recent by-election, in a key suburban district of the Greater Toronto Area, the Conservative Party beat the Liberals by a lopsided 57 percent to 22 percent, a swing of nine percentage points to the Conservatives.

But polls and by-elections can be poor predictors of election viability. A better indicator is the flummoxed figure of Mr. Trudeau himself, who seems increasingly out of touch in the new world of division and extremism.

Part of Mr. Trudeau’s problem is simple exhaustion, both his own and Canadian voters’. He has been in government for almost eight and a half years. During that time, he has been one of the most effective progressive leaders in the world. His government cut Canada’s child poverty in half. He legalized marijuana, ending roughly 100 years of nonsense. He made large strides in reconciliation with Indigenous Canadians. He renegotiated NAFTA with a lunatic American president. He handled Covid better than most. You don’t have to squint too hard to recognize that he is one of the most competent and transformative prime ministers this country has ever produced.

But an era has passed since the start of that halcyon time, when Mr. Trudeau stood in front of his first cabinet and, when asked why it was half female, answered, “Because it’s 2015.” Now a new generation has emerged, for which the liberal technocratic order his government represents has failed to offer a path to a stable, prosperous future and the identity politics he once embodied have withered into vacuous schism. The growing anti-Liberal Party sentiment of young people is the biggest threat to his electability.

His opponents are well aware of Mr. Trudeau’s unpopularity with young voters and have focused Conservative attacks on an issue especially important to that cohort: the housing crisis. The soaring real estate market, in which tiny homes in Toronto and Vancouver now regularly cost more than properties in Paris or New York, has been exacerbated by the Trudeau government bringing in over a million immigrants last year without having built the necessary infrastructure to support the communities receiving them.

For decades, Canada has been the only country in the world where the more patriotic citizens are, the more they support immigration. Liberal mishandling of immigration’s impact may well end this blessed state. The housing crisis is the epitome of Mr. Trudeau’s failure: It feels good — it feels righteous — to support immigration. Isn’t that the whole idea behind multiculturalism? But without the proper hardheadedness, without being frank about difficult realities, righteousness quickly sours.

The first evidence of the prime minister’s weakness in the face of Canada’s growing polarization was the government response to the so-called Freedom Convoy in 2022, in which anti-vaccine demonstrators held Ottawa hostage for a month. His government decided to take a bureaucratic approach to the disruption, dithering while the truckers entrenched themselves in the city, then using the Emergencies Act to seize several of their bank accounts. A January federal decision found that Mr. Trudeau’s invocation of the act was “not justified.”

Other countries took much simpler approaches to their civil unrest in the aftermath of Covid restrictions. The French used tear gas. The moment a convoy set out from Los Angeles headed for Washington, in imitation of the Canadian convoy, the Biden administration called out the National Guard. Other countries know: There is a time for brute force.

The same fear of confrontation — which, to be fair to Mr. Trudeau, afflicts the entirety of Canadian culture and politics — motivated new online harms legislation, which he proposed in February in an attempt to regulate or at least somewhat contain the internet and social media, from revenge pornography and child sexual abuse material to hate speech. It is, unfortunately, an absurd document that seeks to impose virtue by fiat.

The maximum penalty for promoting genocide — a form of speech crime — is life imprisonment, meaning harsh punishments can be meted out for the vaguest and most subjective of definitions. Equally troubling is the measure that if a Canadian citizen “fears on reasonable grounds” that a hate crime will be committed, the individual can apply for an order that another person be subjected to court-mandated conditions on what that person may say.

No less a figure than Margaret Atwood described the proposed law as “Orwellian.” “It’s Lettres de Cachet all over again,” she wrote on X , referring to the king’s ability in prerevolutionary France to imprison without trial. The spirit behind the new law is the very worst of Canada: Be nice, or else. And it will do nothing to contain the disinformation wave that’s swelling.

But more than any other event, it is the Oct. 7 attack on Israel by Hamas that has exposed Mr. Trudeau’s inability to fight for liberal values. Since that day, the Canadian Jewish community has been subject to violence not seen since the 1930s. A synagogue has been firebombed , a Jewish school shot at , a Jewish hospital targeted by an antisemitic mob, a Jewish-owned bookstore vandalized , a Jewish neighborhood disrupted , a Jewish grocery store lit on fire . A mob outside a Holocaust Museum in Montreal chanted , “Death to the Jews.” Mr. Trudeau’s response has been pleas for everyone to just get along. “This needs to stop,” he said , referring to the lobbing of a Molotov cocktail at a synagogue. “This is not who we are as Canadians.”

This litany of failures is all the more significant because of Mr. Trudeau’s name. At a moment of crisis for Canadian multiculturalism, he makes a poor contrast with his father. Pierre Trudeau was not just another Canadian politician; he passed the Charter of Rights and Freedoms while establishing Canada’s Constitution as its own and not subject to the British Parliament. He made no-fault divorce and homosexuality legal. He instituted the official policy of multiculturalism, which made it a matter of law that Canadian citizens were encouraged to practice their religions and maintain their identities.

Pierre Trudeau might have been the most important architect of the liberal Canada, but he was also tough as hell. He famously invoked the War Measures Act against separatist terrorists in 1970, suspending civil liberties and bringing in the military. When asked by journalists how far he was willing to go, he said, “Just watch me.” Pierre Trudeau knew that the liberal order demands forceful and practical — and occasionally ugly — defense.

His son now seems to believe that telling people to be nice to one another will do. This weakness not only threatens the multicultural society his father founded; it threatens progressive values around the world. For many, Canada seemed a lone candle alight for the values of pluralism and liberalism as they have been extinguished elsewhere in the world.

Justin Trudeau does not have to call an election until 2025. He won elections against the odds before. But time is not on his side. It’s not Pierre Trudeau’s world anymore. It doesn’t much look like Justin Trudeau’s, either.

Stephen Marche is the author, most recently, of “The Next Civil War.”

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An earlier version of this article misstated the name of an act that Pierre Trudeau invoked in 1970. It is the War Measures Act, not the Emergency War Measures Act.

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