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How to Write the “Overcoming Challenges” Essay + Examples

What’s covered:.

• What is the Overcoming Challenges Essay?
• Real Overcoming Challenges Essay Prompts
• How to Choose a Topic
• Writing Tips

Overcoming Challenges Essay Examples

• Where to Get Your Essay Edited

While any college essay can be intimidating, the Overcoming Challenges prompt often worries students the most. Those students who’ve been lucky enough not to experience trauma tend to assume they have nothing worth saying. On the other hand, students who’ve overcome larger obstacles may be hesitant to talk about them.

Regardless of your particular circumstances, there are steps you can take to make the essay writing process simpler. Here are our top tips for writing the overcoming challenges essay successfully.

What is the “Overcoming Challenges” Essay?

The overcoming challenges prompt shows up frequently in both main application essays (like the Common App) and supplemental essays. Because supplemental essays allow students to provide schools with additional information, applicants should be sure that the subject matter they choose to write about differs from what’s in their main essay.

Students often assume the overcoming challenges essay requires them to detail past traumas. While you can certainly write about an experience that’s had a profound effect on your life, it’s important to remember that colleges aren’t evaluating students based on the seriousness of the obstacle they overcame.

On the contrary, the goal of this essay is to show admissions officers that you have the intelligence and fortitude to handle any challenges that come your way. After all, college serves as an introduction to adult life, and schools want to know that the students they admit are up to the task. 

Real “Overcoming Challenges” Essay Prompts

To help you understand what the “Overcoming Challenges” essay looks like, here are a couple sample prompts.

Currently, the Common Application asks students to answer the following prompt in 650 words or less:

“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?”

For the past several years, MIT has prompted students to write 200 to 250 words on the following:

“Tell us about the most significant challenge you’ve faced or something important that didn’t go according to plan. How did you manage the situation?”

In both cases, the prompts explicitly ask for your response to the challenge. The event itself isn’t as important as how it pushed you to grow.

How to Choose a Topic for an Essay on Overcoming Challenges

When it comes to finding the best topic for your overcoming challenges essays, there’s no right answer. The word “challenge” is ambiguous and could be used to reference a wide range of situations from prevailing over a bully to getting over your lifelong stage fright to appear in a school musical. Here are some suggestions to keep in mind when selecting an essay subject.

1. Avoid trivial or common topics

While there aren’t many hard-and-fast rules for choosing an essay topic, students should avoid overdone topics.

These include:

• Working hard in a challenging class
• Overcoming a sports injury
• Moving schools or immigrating to the US
• Tragedy (divorce, death, abuse)

Admissions officers have read numerous essays on the subject, so it’s harder for you to stand out (see our full list of cliché college essay topics to avoid ). If events like these were truly formative to you, you can still choose to write about them, but you’ll need to be as personal as possible. 

It’s also ideal if you have a less traditional storyline for a cliché topic; for example, if your sports injury led you to discover a new passion, that would be a more unique story than detailing how you overcame your injury and got back in the game.

Similarly, students may not want to write about an obstacle that admissions committees could perceive as low stakes, such as getting a B on a test, or getting into a small fight with a friend. The goal of this essay is to illustrate how you respond to adversity, so the topic you pick should’ve been at least impactful on your personal growth.

2. Pick challenges that demonstrate qualities you want to highlight

Students often mistakenly assume they need to have experienced exceptional circumstances like poverty, an abusive parent, or cancer to write a good essay. The truth is that the best topics will allow you to highlight specific personal qualities and share more about who you are. The essay should be less about the challenge itself, and more about how you responded to it.

Ask yourself what personality traits you want to emphasize, and see what’s missing in your application. Maybe you want to highlight your adaptability, for example, but that isn’t clearly expressed in your application. In this case, you might write about a challenge that put your adaptability to the test, or shaped you to become more adaptable.

Here are some examples of good topics we’ve seen over the years:

• Not having a coach for a sports team and becoming one yourself
• Helping a parent through a serious health issue
• Trying to get the school track dedicated to a coach
• Having to switch your Model UN position last-minute

Tips for Writing an Essay About Overcoming Challenges

Once you’ve selected a topic for your essays, it’s time to sit down and write. For best results, make sure your essay focuses on your efforts to tackle an obstacle rather than the problem itself. Additionally, you could avoid essay writing pitfalls by doing the following:

1. Choose an original essay structure

If you want your overcoming challenges essay to attract attention, aim to break away from more traditional structures. Most of these essays start by describing an unsuccessful attempt at a goal and then explain the steps the writer took to master the challenge. 

You can stand out by choosing a challenge you’re still working on overcoming, or focus on a mental or emotional challenge that spans multiple activities or events. For example, you might discuss your fear of public speaking and how that impacted your ability to coach your brother’s Little League team and run for Student Council. 

You can also choose a challenge that can be narrated in the moment, such as being put on the spot to teach a yoga class. These challenges can make particularly engaging essays, as you get to experience the writer’s thoughts and emotions as they unfold.

Keep in mind that you don’t necessarily need to have succeeded in your goal for this essay. Maybe you ran for an election and lost, or maybe you proposed a measure to the school board that wasn’t passed. It’s still possible to write a strong essay about topics like these as long as you focus on your personal growth. In fact, these may make for even stronger essays since they are more unconventional topics.

2. Focus on the internal

When writing about past experiences, you may be tempted to spend too much time describing specific people and events. With an Overcoming Challenges essay though, the goal is to focus on your thoughts and feelings.

For example, rather than detail all the steps you took to become a better public speaker, use the majority of your essay to describe your mental state as you embarked on the journey to achieving your goals. Were you excited, scared, anxious, or hopeful? Don’t be afraid to let the reader in on your innermost emotions and thoughts during this process.

3. Share what you learned 

An Overcoming Challenges essay should leave the reader with a clear understanding of what you learned on your journey, be it physical, mental, or emotional. There’s no need to explicitly say “this experience taught me X,” but your essay should at least implicitly share any lessons you learned. This can be done through your actions and in-the-moment reflections. Remember that the goal is to show admissions committees why your experiences make you a great candidate for admission. 

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the g arb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This essay is an excellent example because the writer turns an everyday challenge—starting a fire—into an exploration of her identity. The writer was once “a kind of rustic princess, a cradler of spiders and centipedes,” but has since traded her love of the outdoors for a love of music, writing, and reading. 

The story begins in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. One of the essay’s biggest strengths is its use of imagery. We can easily visualize the writer’s childhood and the present day. For instance, she states that she “rubbed and rubbed [the twigs] until shreds of skin flaked from my fingers.”

The writing has an extremely literary quality, particularly with its wordplay. The writer reappropriates words and meanings, and even appeals to the senses: “My face burned long after I left the fire pit. The camp stank of salmon and shame.” She later uses a parallelism to cleverly juxtapose her changed interests: “instead of scaling a white pine, I’d practiced scales on my piano.”

One of the essay’s main areas of improvement is its overemphasis on the “story” and lack of emphasis on the reflection. The second to last paragraph about changing perspective is crucial to the essay, as it ties the anecdote to larger lessons in the writer’s life. She states that she hasn’t changed, but has only shifted perspective. Yet, we don’t get a good sense of where this realization comes from and how it impacts her life going forward. 

The end of the essay offers a satisfying return to the fire imagery, and highlights the writer’s passion—the one thing that has remained constant in her life.

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

While the writer didn’t succeed in getting the track dedicated to Coach Stark, their essay is certainly successful in showing their willingness to push themselves and take initiative.

The essay opens with a quote from Coach Stark that later comes full circle at the end of the essay. We learn about Stark’s impact and the motivation for trying to get the track dedicated to him.

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

The essay goes on to explain how the writer overcame their apprehension of public speaking, and likens the process of submitting an appeal to the school board to running a race. This metaphor makes the writing more engaging and allows us to feel the student’s emotions.

While the student didn’t ultimately succeed in getting the track dedicated, we learn about their resilience and initiative: I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Overall, this essay is well-done. It demonstrates growth despite failing to meet a goal, which is a unique essay structure. The running metaphor and full-circle intro/ending also elevate the writing in this essay.

Where to Get Your Overcoming Challenges Essay Edited

The Overcoming Challenges essay is one of the trickier supplemental prompts, so it’s important to get feedback on your drafts. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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How to learn from your failures, research suggests that we need to overcome some emotional and cognitive barriers if we’re to learn from our defeats—but it can be done..

Sooner or later, everyone fails at something. But does everyone learn from their failures? In fact, the evidence suggests that most people struggle to grow from mistakes and defeats.

When researchers Lauren Eskreis-Winkler and Ayelet Fishbach developed the “Facing Failure” game, they wanted to test how well people learn from failure. The game consists of successive rounds of multiple-choice questions, where feedback from earlier rounds can help you perform better in later rounds—and getting more correct answers means making more money.

However, across many different studies, the researchers have consistently found that people “underlearn” from failure in the game. In fact, people continue to not learn from errors even as the incentives to do so increase.

“Even when participants had the chance to earn a learning bonus that was 900% larger than the participation payment, players learned less from failure than success,” they write. It’s a result echoed by other studies. The “ostrich effect” describes the tendency for investors to stop checking their stocks when market value tumbles—whereas they’ll compulsively do so when things are going well. One 2012 study found that novices often avoid negative performance feedback.

Why do people avoid the lessons of failure? That’s the question Eskreis-Winkler and Fishbach explored in a recent paper published by Perspectives on Psychological Science . They find a host of emotional and cognitive obstacles to learning from failure—and they provide concrete steps to overcoming them.

Overcoming feelings of failure

Failure bruises the ego, that metaphorical seat of our self-esteem and self-importance. When we fail, we feel threatened—and that sense of threat can trigger a fight-or-flight response.

“Fight” in the context of failure looks like wholesale dismissal of the value of the task, or criticism of the people involved or the unfairness of the situation you faced. However, “flight” might be the more common response to failure. When we flee failure, we disengage our attention from the task that threatens our sense of ourselves as effective people.

In a series of six experiments published in 2020, Hallgeir Sjåstad, Roy Baumeister, and Michael Ent randomly assigned participants to receive good or bad feedback on a cognitive test or academic performance. They found that participants who initially failed at a task predicted that succeeding in the future would make them less happy than it actually did—and they tended to dismiss the goals of the tests. The researchers coin the term “sour grapes effect” to describe this kind of response.

How do we make failure less threatening to the ego? Research offers a few suggestions.

Observe other people’s failures. In their paper, Eskreis-Winkler and Fishbach propose removing the ego from failure as much as possible by looking at other people’s failures first, before you take on a task yourself. In one of their studies, half of participants got lessons from other people’s negative results in the Facing Failure game before playing it themselves—and learned more from those failures than they did from their own. In other words, when you set out to learn out to ski, it will probably help to watch YouTube videos about common mistakes, before you hit the slopes yourself.

Get some distance. If negative emotions are getting in the way of your understanding, they also suggest trying self-distancing techniques . This involves thinking of your personal experience from the outside perspective of a neutral third party, asking, “Why did Jeremy fail?” instead of “Why did I fail?” While that might sound cheesy, it seems to work. As Amy L. Eva writes in Greater Good :

According to  research , when people adopt a self-distanced perspective while discussing a difficult event, they make better sense of their reactions, experience less emotional distress, and display fewer physiological signs of stress. In the long term, they also experience reduced reactivity when remembering the same problematic event weeks or months later, and they are less vulnerable to recurring thoughts (or rumination).

It may also help to write about the failure in the third person or from the point of view of a future self who is looking back on the failure.

Share your own failure story. People tend to hide their own failures, out of a sense of shame, but there are ways to turn failure into success by transforming it into a story of growth.

In a series of 2018 and 2019 studies with Angela Duckworth, Eskreis-Winkler and Fishbach asked people to turn failures in different domains like work, fitness, or school into inspirational stories for others. This often fueled success down the line. High school students who shared failures with middle school students went on to get better grades than those who didn’t reframe their failures; middle schoolers who gave advice to elementary school students later spent more time on homework.

How can adults apply these insights to real life? If you’re a manager, for example, consider sharing your mistakes with employees in helping them improve their own performance—which will help them (as well as you) learn from failure.

Recognize your successes. There are other ways to shore up your own ego. Studies consistently find that experts are better able to tolerate failure in their fields, in part because they have a past history of accomplishment and future predicated on commitment.

In a 2014 experiment , seventh-grade teachers paired constructive criticism with encouraging notes that reminded students of the ability and skill they’d already demonstrated in class, which led to better grades in the future. Studies suggest teachers can also reframe failure as success by making learning the goal, as one 2019 study found.

This insight can obviously be applied to the workplace, as well: Managers can take steps to build up the egos of employees in feedback, by reminding them of how far they’ve come. They can also make learning one of the goals of any project, to encourage progress away from any missteps.

Feel the disappointment. If all else fails, try just feeling sad over your mistakes and defeats. There is a great deal of research suggesting that sadness evolved as a response to failure and loss, and that it exists in order to encourage us to reflect on our experiences. Sadness seems to improve memory and judgment, which can help us to succeed in the future; regret can actually sharpen motivation. When children reach the developmental stage when they can experience regret, suggests one 2014 study , they’re more likely to learn more from failure.

Thinking beyond failure

Beyond the emotional challenge to our ego, failure also presents a cognitive challenge, meaning that information from failure can be harder to process than successful experiences. “Whereas success points to a winning strategy, from failure people need to infer what not to do,” write Eskreis-Winkler and Fishbach.

In a complex 2020 experiment , they presented participants with three boxes, each containing an imaginary large success, a moderate success, and a small failure, with real monetary awards attached to each choice. They structured the game so that the rewards would be greatest with choosing the failure scenario, because the failure contains better information: “Learning the location of the losing box statistically raises a player’s winnings more than revealing the location of the moderate win, because knowing to avoid the failure guarantees a larger gain.”

The results? One third of the participants were not able to see that the imaginary failure contained better information, which would ultimately lead to more money for them. “Even when ‘failure’ is a reveal, not an actual failure—and thus, not at all ego-threatening—people struggle to see that failure contains useful information,” they write.

It’s not too hard to see what’s going on in experiments like those: Ego aside, we all need to make a realistic assessment about whether a task is worth our time and effort. Initial failure sends a signal that a task might not provide a return on investment; thus, we naturally bend in the direction of success, even when the success story has nothing to do with us. So how do we get our brains to pay more attention to the lessons that come from failure?

More on Failure

Learn three ways to overcome fear of failure at work .

Discover how passion helps you overcome failure .

Consider what to do when you feel like a failure .

Find out how mindfulness can help students cope with failure .

Focus on the long-term goal. Often, we need to ask ourselves: Will my failures lead to rewards down the line? That’s why goals and commitments are important for overcoming the cognitive barriers to learning from failure. Holding a clear long-term goal in mind—such as becoming a doctor or learning to sail—can help us to tolerate short-term failure and override information-avoidance.

Practice mindfulness. “There is yet another reason failure often contains superior information: failure violates expectations,” Eskreis-Winkler and Fishbach write. Because people almost never intend to fail, failure can be surprising, which has the happy effect of waking up our brains—and a brain that is awake learns more than a brain that’s sleepwalking. When you feel surprised by failure, take that as a signal to be mindful and to sit with it rather than ignoring it. Indeed, multiple studies suggest that practicing mindfulness —that is, cultivating nonjudgmental awareness of thoughts and experiences—can help you to grow from failure.

Reflect on the lessons you learned. Because failure requires more interpretation and thinking than success if we’re to learn from it, Eskreis-Winkler and Fishbach suggest reducing mental loads as much as possible in its wake.

In one version of their Facing Failure game, the researchers highlight lessons from failure: “TAKE NOTE: there were only two answer choices to the question. Based on the feedback above, you can learn the correct answer! It is whichever choice you did not select initially.” You can do this on your own by distilling lessons into notes for yourself: “I failed at my math test because I didn’t study long enough. Therefore, I need to study longer—at least four hours!”

Do less. Finally, they suggest increasing our capacity to learn by engaging in fewer tasks that present opportunities for failure. In other words, if you’re learning to do something hard, you might need to prioritize that ahead of other, easier tasks, simply taking one thing at a time. Repetition helps, too. In other words, practice makes perfect—or at least good enough .

Practice self-compassion . Many people believe that they should be hard on themselves in the wake of failure; after all, how else would you grow? In fact, many recent studies suggest that you’re more likely to grow if you speak kindly to yourself, as a loved one might speak to you, in the wake of failure.

Along with self-kindness, there’s another component of self-compassion worth mentioning: common humanity. This is the awareness of our connection with other people and the universality of human experience. Failure is one of those human experiences, because it’s inevitable. It’s not a question of if you’ll fail—it’s when. The only real question you need to answer is what you can learn from the experience.

Well, there might be one more question to ask yourself: whether to keep the failure to yourself or turn it into a lesson for others. That can be scary, but, as Eskreis-Winkler and Fishbach argue, “The information in failure is a public good. When it is shared, society benefits.”

About the Author

Jeremy Adam Smith

Uc berkeley.

Jeremy Adam Smith edits the GGSC's online magazine, Greater Good . He is also the author or coeditor of five books, including The Daddy Shift , Are We Born Racist? , and (most recently) The Gratitude Project: How the Science of Thankfulness Can Rewire Our Brains for Resilience, Optimism, and the Greater Good . Before joining the GGSC, Jeremy was a John S. Knight Journalism Fellow at Stanford University.

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Ultimate Guide to Writing a College Essay about Failure

Writing about failure can be daunting, especially when it comes to college essays. Many students feel the need to present themselves as perfect, without flaws or mistakes. However, failure is a natural part of life and can often lead to growth and personal development. In this guide, we’ll explore how to write a college essay about failure and turn it into a powerful and compelling story.

1. Define what failure means to you

Defining what failure means to you is the first step in writing a college essay about failure. This involves taking some time to reflect on your personal experiences and how you perceive failure. Failure can mean different things to different people, and it's important to understand how you view it in order to effectively write about it.

Some people view failure as a setback or a defeat, while others view it as an opportunity for growth and learning. Some may see it as a necessary part of the journey towards success, while others may feel discouraged and demotivated by it. Whatever your perspective on failure may be, it's important to be honest with yourself and reflect on how it has impacted your life.

As you define what failure means to you, think about specific examples from your life that demonstrate your perspective. This could be a time when you failed to achieve a goal, made a mistake, or experienced a significant setback. Reflect on how you felt in that moment and how it affected you in the short and long term. This can help you better understand your relationship with failure and how you can write about it in a meaningful way in your college essay.

2. Choose the right experience to write about

When it comes to writing a college essay about failure, choosing the right experience to write about is crucial. You need to pick a failure that is significant enough to be interesting to the admissions officers, but also something that you are comfortable sharing.

One strategy is to think about a time when you failed to meet your own expectations, whether it was in school, in sports, or in your personal life. This kind of failure can be particularly powerful because it shows a willingness to take risks and set ambitious goals for yourself.

Another approach is to reflect on a time when you faced a difficult challenge or obstacle and were not able to overcome it. This could be a failure in an academic setting, such as a poor grade on an exam, or a failure in your personal life, such as the end of a relationship or a family conflict.

Whatever experience you choose, be sure to focus on the lessons you learned from the failure and how it has helped you grow and develop as a person. Admissions officers are looking for applicants who are self-aware, reflective, and able to learn from their mistakes.

3. Describe the experience in detail

When writing a college essay about failure, it is important to describe the experience in detail. This means not only discussing what happened, but also how you felt, what you learned, and how it has affected you.

One way to do this is to use descriptive language. Instead of simply stating what happened, try to paint a picture with your words. Use sensory details to help the reader visualize the experience and understand the impact it had on you.

For example, if you are writing about failing a test, don't just say "I got a bad grade." Instead, describe the feelings you had when you saw the grade, how it made you feel about yourself, and how it affected your motivation to do better in the future.

It is also important to be honest and authentic when describing the experience. Don't try to make yourself look better or downplay the impact of failure. Admissions officers want to see that you can reflect on your experiences and learn from them, even when things don't go according to plan.

Overall, by providing a detailed and honest description of your experience, you can help the reader understand how failure has shaped you as a person and why it is an important topic to write about in a college essay.

4. Reflect on what you learned

When writing a college essay about failure, it's essential to reflect on what you learned from the experience. It's not enough to merely describe the failure; you need to demonstrate how it impacted you and what you gained from it.

Start by examining the experience and what led to the failure. What were the circumstances that led to it, and what were your reactions? How did you feel at the time, and how did those feelings change over time? Did the failure have any long-term effects on you, or did it change the way you approach similar situations?

Next, think about what you learned from the experience. Did the failure reveal any weaknesses or blind spots in your skills or approach? Did it force you to confront any personal biases or beliefs? Did it teach you anything about resilience, perseverance, or risk-taking? Reflect on how the experience changed your perspective, and what you can do differently moving forward.

It's important to avoid falling into the trap of merely presenting the failure as a story with a tidy ending. Instead, use the essay as an opportunity to showcase your ability to think critically and reflectively. Admissions officers want to see that you have the capacity to learn and grow from your mistakes and that you can apply those lessons to future challenges. By demonstrating your ability to do so, you can turn a difficult experience into a powerful and persuasive essay.

5. Emphasize the positive

When writing about failure in a college essay, it's important to emphasize the positive aspects that came out of the experience. Admissions officers want to see that you learned from your failure and grew as a person.

Start by describing the positive things that came out of the experience. Did you gain a new perspective on something? Did you learn a valuable lesson? Did you develop a new skill? Highlighting the positives shows that you are able to take something negative and turn it into a positive.

For example, if you failed a test, you could talk about how you used that experience to improve your study habits and ultimately become a better student. Or if you failed to win a sports championship, you could discuss how you used that experience to become a better athlete, teammate, and leader.

Remember to focus on how you grew and what you learned from the experience, rather than dwelling on the negative aspects of the failure. This will show admissions officers that you are resilient, adaptable, and able to turn challenges into opportunities.

6. Be authentic

When writing about failure, it's important to be honest and authentic in your essay. Don't try to portray yourself as a perfect person who never fails because that's simply not true. Admissions officers are looking for authenticity in your writing, and they can often tell when an essay is insincere or embellished.

Instead, focus on being genuine and vulnerable in your essay. Share your real emotions and thoughts about the experience you're writing about. Talk about how it made you feel and what you learned from it. Share any insights you gained or how it has affected you since then. This will show the admissions officers that you are self-aware and able to reflect on your experiences, which are important qualities for any college student.

Remember that being authentic doesn't mean you have to overshare or be too personal. It's okay to set boundaries and not share every detail of your experience. The key is to strike a balance between being open and honest while still maintaining some privacy and dignity.

In addition, avoid using cliches or generic language in your essay. Instead, use specific details and examples to illustrate your points. This will make your essay more memorable and engaging to read.

Overall, being authentic in your essay will help you stand out from the crowd and show admissions officers that you are a real person with real experiences and insights to share.

Writing about failure in a college essay may seem daunting, but it can be an opportunity to showcase your personal growth and resilience. By defining what failure means to you, choosing the right experience, describing it in detail, reflecting on what you learned, emphasizing the positive, and being authentic, you can craft a powerful and effective essay that demonstrates your character and potential. Remember that failure is a part of life, and it's how you respond to it that matters most. Use this guide to approach your essay with confidence and authenticity.

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How to Write The College Essay for The Common App on Failure

Mark montgomery.

• September 28, 2023

Each year, the Common Application asks students to address one of several prompts around which to build their college essay.  In this article, we will examine the prompt that focuses on the subject we all wish we could avoid—but cannot:  FAILURE. Writing about failure can be difficult, but it also can make for an excellent college essay.  Read on to learn how you can turn a failure into a successful college essay.

So, here’s how the “writing about failure” prompt reads:

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?

Below we will review all the key words of this prompt, and give some tips about how to address this prompt of writing about failure.

Recount a Time 

First, you are being asked for a specific event in time in which you encountered some sort of obstacle. Thus you will tell a story to your reader in which you faced a challenge, setback, or failure. This story should be a very succinct one, but it should have a beginning, middle, and an end. You also want to give enough detail that your reader can follow the narrative, but not so long that you get boring—or worse, go over the word count limit. But bear in mind that the story is merely the entry point to the heart of the essay:  your “reflection” on this failure. 

Also keep in mind that the “failure” at the heart of this essay does not have to be a big, embarrassing, terrible event.  In some cases, a failure might be one that is otherwise invisible to other people.  It could be an incident in which you failed to live up to your own moral standards.  Thus the magnitude of the setback or challenges is not what is important; rather it is how you responded to these obstacles is what will be at the heart of your essay.

Bombing a math test is not the best topic when sriting A college essay about failure

However, one set of failures is unlikely to be good stories at the center of this essay:  a failure in a class or on a test in high school.  While you are applying to college–where academic credentials are central to the application–it’s rare that an essay about the time you failed a math test or did poorly on a paper is going to be a great topic.  While we “never say never,” consider other sorts of failures before you decide to write about an academic failure at school.  Most of these sorts of essays come off as trite and mundane, and really don’t tell us much more than “I learned my lesson and ever since I study harder and now I get much better grades.” Think about failures or obstacles or 

How did this experience affect you? 

What was the impact of this failure? How did it make others see you? How did you see yourself after this incident? Be reflective. Examine your emotions. Did it make you angry, embarrassed, disappointed, secretly thrilled, or downright sad? What was the immediate impact of your failure? This is perhaps the hardest part of answering this prompt: you have to go into that mess of feelings that you’ve tried to put behind you. But the admissions office is asking you to share, so share you must.

What did you learn?

This seems obvious, but these lessons can be hard to articulate. So begin with a list: how many things can you pinpoint that you learned from this mistake? Think about how you can learn things at different times, too. Sometimes we learn things from failure immediately. Other lessons take longer to sink in. Again, you have to be analytical. I recommend that you come up with three solid lessons for this essay.

Writing a college essay about failure:  Summary

Writing about failure can be difficult. And when writing about failure, the fear is that the essay will come off as too negative, too self-critical. The ultimate direction of this essay should be positive and optimistic. You should not worry too much about the nature of the mistake: we’ve all made them, and admissions officers, frankly, have seen them all. The point of this is to allow you to demonstrate your maturity, your humility, and your ability to turn a bad experience into a good one.

So in order to really turn this negative experience into a positive one, you really do have to dig into the ways in which this challenge or obstacle affected you.  And if you can carefully and thoroughly present the ways in which you have learned from this failure, you will be on the road to writing an amazing college essay that will convince readers that you are just the sort of human being that belongs on their campus. 

Need help writing a college essay about failure?

The team of expert college counselors at Great College Advice have helped thousands of students write excellent college essays on every Common Application prompt.  We can help you brainstorm topics, structure your prose, hone your messages, and edit the essay to perfection.

If you’d like more information about our college essay services or our comprehensive college advising packages, please contact us . Or just give us a call. We would be happy to chat with you. 

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Essay on Failure Is The Stepping Stone To Success

Students are often asked to write an essay on Failure Is The Stepping Stone To Success in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Failure Is The Stepping Stone To Success

Introduction.

Failure is often seen as a bad thing. But, if we change our view, we can see it as a stepping stone to success. It’s a chance to learn and grow.

Learning from Mistakes

When we fail, we learn what doesn’t work. This helps us find what does work. We gain knowledge and experience from our mistakes.

Building Character

Failure also builds our character. It makes us strong and resilient. It shows us that we can face challenges and not give up.

Path to Success

So, failure is not the end. It’s the start of a journey to success. By learning and growing from our failures, we can reach our goals.

In conclusion, failure is a stepping stone to success. It’s an opportunity to learn, grow, and become stronger. So, don’t fear failure. Embrace it and keep moving forward.

250 Words Essay on Failure Is The Stepping Stone To Success

In life, everyone aims to be successful. But the road to success is not always smooth. We often face hurdles and sometimes, we fail. Yet, it is crucial to understand that failure is not the end. Instead, it is a stepping stone to success.

When we make mistakes, we learn what not to do. This is important because it helps us avoid the same mistakes in the future. For example, if a student fails in a test, he will study harder next time to pass. This is how failure acts as a stepping stone to success.

The Role of Persistence

Being persistent is key to overcoming failure. When we fail, we should not give up. Instead, we should try again with more determination. The story of Thomas Edison, the inventor of the light bulb, is a great example. He failed thousands of times before he succeeded.

Turning Failure into Success

To turn failure into success, we need to have a positive mindset. We should view failure as an opportunity to learn and grow. By doing so, we can turn our failures into stepping stones towards success.

In conclusion, failure is not something to be feared. It is, in fact, a stepping stone to success. It teaches us valuable lessons, makes us persistent, and helps us grow. So, the next time you fail, remember that it’s not the end, but the beginning of a journey towards success.

500 Words Essay on Failure Is The Stepping Stone To Success

Life is full of ups and downs. It is not a smooth journey, but rather a path full of obstacles and challenges. One of the most important lessons we learn from life is that failure is not the end. In fact, it can be the stepping stone to success.

Understanding Failure

Failure is when we are unable to achieve our goals or meet our expectations. It is a part of life that everyone experiences at one point or another. It can be in school, at home, or in our daily activities. Failure can make us feel sad and disappointed. But we should not let these feelings stop us from trying again.

Learning from Failure

Each failure teaches us something. It shows us what doesn’t work and encourages us to find a different way to reach our goals. For example, imagine you are trying to ride a bicycle for the first time. You may fall down many times. But each fall teaches you something new. You learn how to balance, how to pedal, and how to steer. Eventually, you learn to ride the bicycle. In this case, each fall or failure was a stepping stone to your success.

Failure and Success

Failure and success are two sides of the same coin. To reach success, we must face and overcome our failures. Many famous people have faced big failures before they found success. Thomas Edison, a famous inventor, failed thousands of times before he invented the light bulb. He once said, “I have not failed. I’ve just found 10,000 ways that won’t work.” This shows that he saw each failure as a step closer to success.

Building Resilience

Facing failures can make us stronger. It builds our resilience, which is our ability to bounce back from difficult situations. When we fail, we have two choices. We can give up, or we can try again. By choosing to try again, we are building our resilience. We are showing that we are not afraid of failure. We are ready to learn from it and move forward.

In conclusion, failure is not something to be afraid of. It is a stepping stone to success. Each failure is a lesson that brings us closer to our goals. So, the next time you fail, do not be disheartened. Remember, it is just a stepping stone on your path to success. Embrace it, learn from it, and move forward with more determination. Success is waiting for you at the end of your journey.

This essay is a reminder that failure is not the end. It is just a part of the journey to success. So, don’t be afraid to fail. Embrace it, learn from it, and use it as a stepping stone to reach your goals.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Failure In School
• Essay on Failure In Life
• Essay on Failing A Test

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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• Applying For Scholarships
• Scholarships

Common Essay Topic: Describe a Time When You Experienced Failure. How Did That Failure Impact You?

David Jun 29, 2020

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Writing scholarship essays is one of the most difficult parts of the scholarship application. For this reason, it might be tempting to only apply for scholarships that don’t require essays. Of course, you’d be limiting your options as some of the best scholarships with the biggest awards require an essay. 

While writing a scholarship essay can be stressful, there is a way to approach it that will make things easier and less stressful. 

In this guide, we’re going to break down one of the most common essay topics: “Describe a time when you experienced failure. How did that failure impact you?” Many scholarships include this question in their application. It is also one of the questions in the Common App .

We’re going to explain what this question is asking you to write about, how to write a great answer and we’ll even give you a sample essay. 

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Understanding the Question

This question might make you feel uncomfortable. It’s not easy to talk about weaknesses.

You shouldn’t worry though! 

Failure is part of life. What’s important (and what the committee is looking for) is the way in which you handled the failure. (Spoiler alert! This is going to be the real heart of your essay).

The scholarship committee wants to know how the failure impacted you and what you learned from the experience. This is your opportunity to show how you deal with failure and respond to challenges.

Dealing with failures in a constructive manner and growing from them are key ingredients to succeeding in college. 

How to Write a Great Answer

After you understand the essay question, it’s time to start planning what you are actually going to write.

We suggest starting by brainstorming. Write down failures that you’ve experienced in life. Not sure where to start? Think about ‘failures’ that happened in school, during extracurricular activities, or even with family and friends. 

Once you have a list of ‘failures’ think about which one with an outcome you are most proud of. Why are you proud of it? If that failure was in school, did you end up working harder and ace the class? If it was in an extracurricular activity, did you show good sportsmanship? If it was with family or friends, did you end communication well and come out stronger on the other side? 

The first step in the process is to look for ‘failures’ with silver linings. Think of it not about getting knocked down but how you evaluated the situation and got up stronger than ever. 

What Failure Should You Write About? 

If you can help it, try not to write about failing a test or losing a sports game. These are some of the most common experiences that students write about. Remember, thousands of other students will write about the same topics. Your essay should be about an experience that you and only you had.

If you absolutely can’t come up with something else, at least make the experience sound unique and meaningful. Failing a test can be meaningful if it changes your perspective or your approach to studying. But, if it didn’t have such an impact on you, you’ll want to choose another experience to write about. 

Meaningful does not mean a grand failure. You don’t need to burn your house down or get expelled from school. Failures come in many shapes and sizes. You just need to show the failure impacted you and taught you an important lesson. 

To sum things up, the exact failure that you experienced is less critical in your essay. What’s more important is to show how you rose up from the failure and grew from the experience. 

Some Final Tips Before Our Sample Essay

• Don’t write an essay that’s overly sad. The focus should be more about taking responsibility, learning, and less about self-pity. The scholarship committee wants to see how you took weaknesses and turned them into strengths. How did this experience impact you moving forward? How did you grow? 
• Like all scholarship essays, you’ll want to engage your readers from the very beginning. Your introduction should grab their attention with a good hook and make them want to continue reading. Good hooks can include personal stories, rhetorical questions, misconceptions, or stating an overly strong opinion.  
• To prevent sounding like other students, use a lot of details throughout your essay. This helps differentiate you from other students and single you out from the crowd. It also helps readers envision being in your shoes. 

Sample Essay Example

I’ll never forget watching Nastia Liukin win gold in the 2008 Olympics when I was four years old, thinking that’s going to be me one day. I had been doing gymnastics for a year, and despite my small size, I had big dreams and every intention of achieving them.

I excelled quickly at the sport and invested a lot of hours at the gym. High school came along and I continued to train vigorously. Practice, school, practice, school, like I was on a hamster wheel with no ability to stop. It wasn’t until I had to miss my first school dance that I realized what a toll the sport had taken on my body and my mental health. 

I was forced to make a decision I never thought I’d make. I chose to leave my sport at my prime, despite that it had been my world for as long as I had known. 

I realized that I was no longer that little girl with the big dream. I was becoming a young adult, with new dreams and aspirations. I allowed myself a period of mourning and then got to work. I got involved with the school journal, something that I had been itching to do for the first two years of high school but didn’t have the time for it. 

Joining the school journal has allowed me to discover my love for writing. This year, I am even the president of the club! I cannot wait to take my new skills and passion for college, where I plan to study journalism. 

I have learned that sometimes life goes very differently than originally planned. But, that doesn’t mean it’s time to throw in the towel. I may not be as strong as I used to be physically, but mentally, I’m stronger and more excited than ever before. 

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David Tabachnikov is the CEO of ScholarshipOwl. Formerly at Waze and Google, David is an experienced CTO/R&D manager with over 10 years of experience of leading tech teams. David fervently believes that students should have greater access to education, and is passionate about using technology to help them achieve that goal.

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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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4 Writing Tips for the Personal Failure Common App Essay

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Hoping to keep Spanish vibrant, Hartford organization announces high school essay contest

The Connecticut Institute for Community Development (CICD) — Puerto Rican Hartford Parade is hosting a Spanish-writing contest for all greater Hartford area high school students.

Ivonne Olmo, a board member of the CICD Puerto Rican Hartford Parade, emphasized the emotional significance of the contest. She said language is a vital aspect of Latino and Puerto Rican identity.

“When you know who you are, nobody can tell you who you are,” Olmo said. “So it's very important that children get connected with the roots, with their history. I know that we live in the United States we should know English, but always is important to know Spanish.”

The Spanish language is a key aspect in maintaining the cultural heritage of many communities, particularly those with Hispanic and Latino roots, organizers said.

Connecticut’s second largest community is Hispanic, comprising 18% of residents in the state. Spanish is a global language spoken by millions and research has shown that bilinguals can have improved memory, multitasking skills and problem-solving abilities.

“Being a bilingual person gives you a key to a lot of success so for us, it's important to promote the learning and the practice of Spanish,” Olmo said.

The essay contest is for ninth to 12th grade students in the greater Hartford area. The essay requires participants to explore the relationship between identity and language in a three-page essay written in Spanish. Submissions are due by April 30. The top two entries will be awarded scholarship prizes.

Samuel Vega, president of the CICD Puerto Rican Parade in Hartford, emphasized the importance of preserving Puerto Rican culture in Connecticut and promoting educational opportunities for young Latinos.

“You don't have to be Puerto Rican to qualify for the scholarship, it's for everyone, as long as you write the essay in Spanish you will qualify for this scholarship,” Vega said. “But you should always recognize where you came from, or your grandparents came from.”

Learning and using Spanish allows people to communicate with a diverse range of people, fostering connections and understanding across cultures, Olmo said.

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Guest Essay

What Began as a War on Theater Won’t End There

By James Shapiro

Mr. Shapiro is the author of the forthcoming “The Playbook: A Story of Theater, Democracy, and the Making of a Culture War.”

Productions of plays in America’s high schools have been increasingly under attack. In 2023, Anton Chekhov’s “Three Sisters” was rejected in Tennessee (since it deals with adultery); “August: Osage County,” the Pulitzer Prize-winning play by Tracy Letts, was canceled in Iowa after rehearsals had begun (the community was deemed not ready for it); and in Kansas, students were not even allowed to study, let alone stage, “The Laramie Project ,” a play by Moisés Kaufman and members of the Tectonic Theater Project about the murder of a gay student, Matthew Shepard.

It should come as no surprise, then, that in the Educational Theater Association’s most recent survey, 85 percent of American theater teachers expressed concern about censorship . Even Shakespeare is at risk: In Florida, new laws led to the restriction of “A Midsummer Night’s Dream” to grades 10 through 12 and “Romeo and Juliet” could not be taught in full to avoid falling afoul of legislation targeting “sexual conduct.” Kill off young people’s exposure to theater, and you kill off a generation of playgoers, along with the empathy and camaraderie (already in short supply) that are intrinsic to theater. According to the latest report from the National Endowment for the Arts , from 2017 to 2022 the percentage of Americans who went even once a year to see a nonmusical play dropped by roughly half, from about 10 percent to less than 5 percent.

What begins as a war on theater never ends there.

The current attacks on theater in American schools have their origins in a struggle that took place in the late 1930s, when America’s political leadership believed that the arts, no less than industry and agriculture, were vital to the health of the Republic and deserving of its financial support. There was still an implicit understanding that theater and democracy — twinborn in ancient Greece, spheres where competing visions of society could be aired and debated — were mutually dependent. Funded by Congress as part of a Works Progress Administration relief bill and established in 1935, the Federal Theater Project by 1939 had staged over 1,000 productions in 29 states, seen free or for a pittance by 30 million spectators, or roughly one in four Americans, two-thirds of whom had never seen a play before.

It brought children’s plays on touring trucks to kids in crowded cities. It staged works in Spanish, Yiddish and Italian to reach immigrants. It established what it called Negro units from Hartford, Conn., to Seattle to support Black actors and playwrights. It staged Christmas plays and classics by Shakespeare and Euripides and nurtured young playwrights and directors, including Arthur Miller and Orson Welles. It brought free theater to asylums, orphanages, hospitals, prisons and veterans’ homes. It revived playgoing in rural states where the movies had all but ended it. Ten million listeners a week tuned in to its radio broadcasts. It established ties with hundreds of educational, fraternal, civic and religious groups, strengthening communal bonds.

It turned out that Americans were hungry for plays about issues that mattered to their lives, topics largely shunned by Hollywood and the commercial stage. So they flocked to see new plays about substandard housing and the plight of struggling farmers. One of the most remarkable Federal Theater ventures was a stage version of Sinclair Lewis’s novel “It Can’t Happen Here ,” in which a fascist is elected president of the United States. It opened on the same day, Oct. 27, 1936, in 18 cities across the country, and by the time it closed, more than 379,000 Americans had seen it. The cost of these thousand or so productions to taxpayers was roughly the price of building a single battleship.

The program’s popularity contributed to its undoing. Many of those in Congress who had voted to fund the Federal Theater became frightened by its reach and impact, its interracial casting, its challenge to the status quo — frightened, too, perhaps, by the prospect of Americans across racial, economic and political divides sitting cheek by jowl in packed playhouses.

Three years after the creation of the Federal Theater, Congress authorized the establishment of what would become the House Un-American Activities Committee, chaired by Martin Dies of Texas. It was to supposed to spend seven months investigating the rise of Nazism, fascism and communism in America and submit a report. The ambitious Mr. Dies, desperate to have his committee’s life extended, instead focused much of his attention on a more vulnerable target: the Federal Theater, accusing it of disseminating offensive and communistic and therefore un-American values. In the course of waging and winning this battle, he assembled a right-wing playbook so pervasive that it now seems timeless. He succeeded wildly: All Federal Theater productions were abruptly terminated in 1939, and the House Un-American Activities Committee lasted until 1975. With a nascent national theater now destroyed, targeting theater in schools was the inevitable next step for his successors, who — whether cynical politicians or school board members eager to police what offends their sensibilities — have all stolen a page from the Dies playbook.

It’s hard to imagine what America would be like today had support for the Federal Theater continued and Mr. Dies’s committee not been renewed. Counterfactual history is best left to novelists. But a more vibrant theatrical culture extending across the land might well have led to a more informed citizenry and, by extension, a less divided and more equitable and resilient democracy. What happened instead was that Mr. Dies begat Joseph McCarthy, who begat Roy Cohn, who begat Donald Trump.

Some of those familiar with this history haven’t given up. Right now, artists are preparing projects that on July 27 will open simultaneously in 18 U.S. cities and towns, much as “It Can’t Happen Here” did in 1936 . Under the rubric of Arts for EveryBody, the initiative is bringing together performers, audiences, community leaders and local officials. It is a small start and a promising one. So, too, is legislation coming before Congress, the STAGE Act of 2024, that would provide badly needed support for endangered nonprofit theaters across the land. Passing it should be a no-brainer, but there’s a likelihood that the Dies playbook will be used to defeat it. Until those in power in this country pivot from suppressing theater to investing in it, it’s not just the arts but also democracy itself that remains vulnerable.

James Shapiro teaches English at Columbia University and is the author of the forthcoming “ The Playbook: A Story of Theater, Democracy, and the Making of a Culture War .”

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

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Creative local students win historical essay and video contests

RIDGEFIELD – Three high school students from Vancouver and Ridgefield displayed their creativity in winning first place in the Fort Vancouver Sons of The American Revolution Chapter’s 2024 Eagle Scout Essay, Knight Essay and youth video contests. Each contest challenged the high school students to research and write about or produce a video featuring a compelling person from the American Revolution. Each winner received a $100 award and certificate for their achievement at the local level and advanced to the state level for further competition.

Josephine Abbott, a Seton High School junior, wrote a descriptive essay about Cherokee Nation War Chief Dragging Canoe and his many efforts to lead his people during the American Revolution. Abbott’s entry in the SAR Arthur M. and Berdena King Eagle Scout Essay Contest earned a first-place finish at the local level. Abbott had a special connection to her essay subject as she is the eighth great-granddaughter of Chief Dragging Canoe. In addition to writing her essay, Abbott was required to prepare a four-generation family lineage chart and document her many accomplishments as an Eagle Scout.

Elizabeth Swift, a Ridgefield High School senior, also choose a Native American as the subject for her George S. and Stella M. Knight Essay Contest entry. Nicholas Cusick was a member of the Tuscarora tribe, which supported the American patriots’ cause during the Revolution. He served with French Marquis de Lafayette as an interpreter and guide, and for his service he was granted a pension after the war. Swift’s essay on Cusick also earned her second place at state this year and a $500 award.

Lincoln Swift, a sophomore at Ridgefield High School, used video to tell the story of Patrick Carr, an Irish immigrant and leather worker, who was one of the victims of the Boston Massacre. Swift choreographed Carr’s tragic story with the use of stick puppets. Swift’s three-minute video not only won accolades at the local level, it earned him first place in the Washington State SAR Society Youth Video Contest. Swift received a $1,000 award and certificate for first place.

“These three contests challenge high school students to research and document important events and people from the American Revolution,” said Fort Vancouver SAR Chapter President Paul Winter. “In fact, we have programs designed for students at the elementary school level up through high school. Each program encourages the students to be creative, have some fun, and, as in the case of our Eagle Scout this year, find personal connections to the struggle for independence.”

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Statement from President Joe   Biden on 25 Years Since the Columbine High School   Shooting

Twenty-five years ago today, two students walked into Columbine High School with assault weapons and other firearms they obtained without background checks. They killed twelve of their fellow students and one teacher, injuring nearly two dozen others, and transforming classrooms into crime scenes. Jill and I continue to pray for the survivors and families impacted by this traumatic event, as well as a community that was forever changed. We know that pain never goes away.  Since Columbine, over 400 school shootings have exposed over 370,000 students to the horrors of gun violence. From Newtown to Parkland to Uvalde, we have seen communities across the nation be torn apart by senseless violence. Students across the country now learn how to duck and cover before they learn how to read and write. This violence must end.  I’ve met with countless families who’ve lost loved ones because of gun violence. Their message is always the same: do something. My Administration has answered their call. We created the first-ever White House Office of Gun Violence Prevention, overseen by Vice President Kamala Harris. I signed into law the Bipartisan Safer Communities Act, the most significant gun safety legislation in decades. Last week, my Administration implemented the largest expansion of the gun background check requirement since 1993, addressing the loophole that allowed the Columbine shooters to obtain guns. This action means fewer guns will end up in the hands of domestic abusers, felons, minors prohibited from purchasing firearms, and other dangerous individuals. My Administration will continue taking action, but Congress must do their part. We need universal background checks, a national red flag law, and we must ban assault weapons and high-capacity magazines. We need Congress to do something—do something—so that communities won’t continue to suffer due to the epidemic of gun violence.

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What caused Dubai floods? Experts cite climate change, not cloud seeding

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DID CLOUD SEEDING CAUSE THE STORM?

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Pope Francis travels to Venice on Sunday for his first trip of the year, testing his mobility and resilience after a number of health scares in recent months.

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Home — Essay Samples — Geography & Travel — Travel and Tourism Industry — The History of Moscow City

The History of Moscow City

• Categories: Russia Travel and Tourism Industry

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Words: 614 |

Published: Feb 12, 2019

Words: 614 | Page: 1 | 4 min read

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