uw eau claire essay prompts

University of Wisconsin-Eau Claire

Here, you will redefine the college experience to better prepare for the future. We do not shy away from pushing boundaries. We rewrite the written and achieve the unthinkable. We believe an open mind opens doors and unlocks brilliance and transformation. At the heart of all of our students is compassion. And when we embrace our differences, we are a force to be reckoned with — anything is possible.

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UW-Eau Claire is a university living up to its full potential by offering opportunities for its students to produce excellence. Pushing its students towards new experiences, exposing us to the problems of the world, and preparing us with critical thinking skills so we can be part of the world’s solution, not the problem. Austin Northagen, English Critical Studies

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How to Write the University of Washington Essays 2023-2024

The University of Washington has two supplemental essays that are required for all applicants, and one optional, “additional information” prompt. While we typically encourage students to respond to any optional prompt, this one is actually optional, as you should only respond if there truly are unusual circumstances that have impacted your high school career. If you are applying to UW’s Honors Program, you will also have to write an additional essay.

UW is one of the top public universities in the country, with elite STEM programs and a location that offers unparalleled access to Amazon and Microsoft, among other influential companies, so you’ll want to make sure your essays truly shine. In this post, we’ll break down how to brainstorm for and write each one, so you can be sure you’re putting your best foot forward.

Read these University of Washington essay examples to inspire your writing.

University of Washington Prompts

All applicants.

Prompt 1: Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (650 words)

Prompt 2: Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words)

Prompt 3 (optional): You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

You have experienced personal hardships in attaining your education

Your activities have been limited because of work or family obligations, you have experienced unusual limitations or opportunities unique to the schools you attended. (200 words), uw interdisciplinary honors program applicants.

We want to understand your desire to learn new things and to push your education outside of the areas of learning that you are most familiar with. Tell us why this type of learning interests you and which subjects you’re excited to explore in college. (450 words)

All Applicants, Prompt 1

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (650 words).

This prompt is the first of the five options on the Coalition Application and is purposefully phrased nebulously to allow for a wide range of responses. You can relay any experience that reflects or shaped who you are. 

To start, examine your many identities, and choose one that you want to highlight. All experiences are valid, whether they are traditional or unconventional. Focus on the things that make you different from others, and reflect on how they shaped you as a person. Remember that this is your main college essay, so be sure to pick an experience that was integral to your growth throughout high school. 

This is a good chance to tell the story behind any major extracurriculars on your activity list. For example, you might write “debate team captain” as an extracurricular, but this essay is where you can recount the grit and dedication it took for you to reach that position, as you once were extremely shy. You can also use this space to explore identities that don’t appear elsewhere on your application, such as your role within your family. For example, you can write about how you tutor your younger brother in math, and how watching his face light up after understanding a new concept sparked your love of teaching. 

A common theme across all college essays is “show, don’t tell.” This phrase is thrown around frequently, but is easier said than done. A few things to keep in mind when showing rather than telling are vividness and authenticity, which can be created by invoking imagery and specific details. For example, rather than saying “I like tennis and the game has always fascinated me,” try conjuring an image in the reader’s mind such as “At the start of my first official match, I gripped my trusted red racquet tightly, swaying ever so slightly from foot to foot in the ‘ready’ stance that I had practiced for years.” While the first response may be true, it is generic and can apply to any tennis aficionado. The latter response better authenticates your experiences than the former, and demonstrates your sincerity to readers. 

All Applicants, Prompt 2

Our families and communities often define us and our individual worlds. community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. describe the world you come from and how you, as a product of it, might add to the diversity of the uw. (300 words).

This question serves two purposes: it gives UW an opportunity to learn more about how you developed your values, and it allows them to consider how you might interact with others on campus. It is easy to get mired in focusing on describing your community, but remember, UW wants to learn about you through seeing how your community impacted you. Use a description of your community to frame your essay, but always remind yourself to connect the story back to how it changed you. Once you have framed the essay with a description of who you have become as a result of your community’s impact, be sure to extend this thread to your potential future influence on UW.

There are several ways to interpret community. You could interpret it in the literal sense by explaining how your hometown and family have guided your ambitions. For example, maybe growing up on your family’s farm inspired your appreciation for agriculture and working with your hands. You hope to share this appreciation with other students by working on the UW farm and organizing workshops where students can learn how to plant their own flowers or herbs.

Or, perhaps the community you want to highlight is less conventional, such as the coffeeshop you work at. You could discuss how your coworkers are from all walks of life, and how you’ve befriended a retired older couple that picks up weekend shifts. They offer you advice based on their many life experiences, showing you the importance of having an older mentor. This makes you want to join the Big Brothers Big Sisters chapter at UW.

Regardless of what your community is, be sure to highlight how you’ll contribute to UW’s diversity, whether that’s through your perspective, actions, ideas, cultural traditions, etc.

All Applicants, Prompt 3 (optional)

You are not required to write anything in this section, but you may include additional information if something has particular significance to you. for example, you may use this space if:.

This portion of the application is optional, and while we recommend that you fill out most “optional” essays, this space is truly optional. If you don’t have any unusual circumstances, you can leave it blank without penalty. If feel that the parameters apply to you, you should fill this section out. This is your chance to explain anything that hasn’t been addressed in other parts of your application. Since the maximum is 200 words and the prompt is straightforward, you can (and should) also be totally straightforward in your response, rather than painting a picture with vivid imagery. 

For the first prompt, an example of a response could be:

“In the sophomore year of high school, my dad was diagnosed with cancer, and it profoundly affected multiple areas of my life, including my academic performance. For that reason, there is a significant dip in my grades in the spring semester of that year.”

For the second:

“Because my parents own a small restaurant, it is often my responsibility to watch my younger siblings while they are working, and even help out by doing the dishes or bussing tables in my free time. For that reason, I was unable to join as many extracurriculars as my after school time went towards helping ensure the family restaurant was running smoothly.” 

For the last prompt, you can briefly state school-related limitations or opportunities, like if your school did not have an AP or IB program, or if it did have a special internship program that you participated in. Keep in mind that some universities designate admissions officers to research your region and know what programs your school has or doesn’t have – this might be something you want to look into before filling out this section. However, you might want to fill out this section if the school you’re applying to does not have regional admissions officers.

If there is a specific school program or opportunity that you wish to mention, we recommend doing so via your activity list or one of your essays, rather than in this short, 200-word window. If you find that you don’t have space in the rest of your application, then this section is fine.

Please reflect and respond to the following question, and in doing so explain your interest in the UW Interdisciplinary Honors Program. What is interdisciplinary learning and why is it important to you? (300 words)

While you might be tempted to approach this prompt in the way you would approach a traditional “Why This Major?” essay, hold on for a second and reread the prompt. Rather than being asked why you are pursuing a particular major or area of study, you’re being asked about why learning new things interests you and which “subjects you’re excited to explore in college”. 

Although you will likely be most excited to study the topics relevant to your major, this prompt specifically requests that you “push…outside of the areas of learning that you are most familiar with.” UW admissions officers are hoping to acquire a more comprehensive understanding of your intellectual potential, so your response should focus on a topic other than your intended major.

However, be sure to discuss an area of interest that has some alignment with the rest of your application, so that it doesn’t feel totally out-of-the-blue. If you’ve never been a part of any music-related classes or activities, writing about your passion for songwriting may feel a little disjointed. 

Of course, our identities are complicated, but remember that the people reading your applications don’t know you outside of what you tell them, which means it’s crucial that the various pieces of your application come together to form a cohesive unit. Otherwise, your readers may not understand who exactly you are.

To give an example of something you could write about, maybe your intended major is biology, but you’ve also studied Latin throughout high school. You could focus your essay on how you hope to read ancient and medieval scientific texts, to learn more about how human understanding of the world around us has evolved.

Another approach to this essay could be identifying a topic that has nothing to do with biology but ties into some aspect(s) of your identity. Perhaps growing up in a multilingual, bi-racial household, with parents from South America and East Asia, meant you were constantly participating in family gatherings and celebrating holidays with very different cultural contexts. In college, you hope to study anthropology and sociology, even though you have no direct experience with either of those subjects, so that you can not only understand your own identity better, but also be better prepared to engage with those who have their own complicated stories.

Note that the prompt asks you to not only describe one of your academic interests, but also explain “why this type of learning interests you,” with regards to interdisciplinary learning. To answer this part of the prompt, you’ll want to identify one or two of your goals for college, and how you see interdisciplinary learning in particular helping you reach them.

The second example given above already does this, as the student explains that they want to be able to better communicate with people from cultural backgrounds that differ from their own, and they clearly connect that goal to the subjects they are focusing on. 

The student in the first example is starting to get to this component of their essay, but needs a little more personal connection. They could get that by, for example, writing about how they’re not sure how they can best utilize their skills within the vast field of biology–as a doctor, researcher, educator, or something else–and throughout college, hopefully exploring the history of the subject will give them a clearer idea of the right path ahead.

Here are some finals tips for you to consider when responding to this essay: 

• 450 words is on the long side for a supplemental essay, so take the time to share an anecdote that integrates your interest in a specific topic with your background, personal values, and overall love of learning, rather than just stating your points in a direct, factual way
• Explain why the University of Washington specifically can help you reach your goals, by referencing a few course offerings, campus organizations, research opportunities, and so on that align with your interests
• Not to sound cheesy, but have fun! As we noted at the beginning of this breakdown, you have more freedom here than in a “Why Major?” essay, so highlight your curiosity, excitement, and any quirky connection you have to your topic, rather than worrying about whether or not you’ve taken enough APs or done enough extracurriculars related to your topic

Where to Get Your University of Washington Essays Edited 

Do you want feedback on your UW essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. 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!

Related CollegeVine Blog Posts

University of Washington (UW) 2023-24 Supplemental Essay Prompt Guide

Regular Decision: 

Regular Decision Deadline: Nov 15

You Have: 

University of Washington 2023-24 Application Essay Question Explanations

The Requirements: One 500 word essay (required), one 300 word essay (required), one 200 word essay (optional). Supplemental Essay Type (s): Oddball ,  Community , Additional Info 

At the UW, we consider the college essay as our opportunity to see the person behind the transcripts and the numbers. Some of the best statements are written as personal stories. In general, concise, straightforward writing is best, and good essays are often 300-400 words in length.

Please note that the uw essay questions must be answered within our application. for the common app, that means within our uw questions. we do not consider the common app essay., essay prompt, tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (650 words max).

You can think of this prompt as the slightly more general cousin to the Common App’s first prompt, which is about your background. You can write about almost anything in your life experience that has shaped who you are today. But maybe you feel like you used your best story in your personal statement. What to do? Your goal is to reveal a different side of yourself, so try thinking in opposites! If your personal statement was about your family, maybe this essay could focus on school or work. If your personal statement was about your leadership skills, could this essay cover a time when you let someone else lead the way and learned something new? As you begin to zero in on the area of your life that you haven’t tapped into yet, think about how your past experiences still resonate in your life today. Maybe your summer job as a lifeguard taught a new sense of personal responsibility that has made you more attentive in your day-to-day life. Maybe an ill-fated childhood attempt to drink an entire carton of milk taught you how to balance enthusiasm and moderation in every major project you take on. The experience itself can be big or small, but its connection to who you are today must be clear. UW wants to know who you’ll be on campus, so show them!

Short Response

Our families and communities often define us and our individual worlds. community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. describe the world you come from and how you, as a product of it, might add to the diversity of the university of washington. (300 words).

Ah, the infamous “community” essay. Many schools ask students about their communities because they want to know how applicants relate to the people around them, forge connections, and commune with their peers. In this particular instance, the question calls attention to family as well, so consider how the people who you are related to (or those who you consider family even if they’re not bound to you by blood) have influenced your life and worldview. Maybe you’re very involved in your local synagogue, polka dancing club, or environmental organization. University of Washington wants to know about your life beyond the classroom and how you will continue those activities and interests on their campus. Why do you invest in the people you invest in?

Additional Information About Yourself or Your Circumstances (200 words)

You are not required to write anything in this section, but feel free to include additional information if something has particular significance to you. for example, you may use this space if:, -you have experienced personal hardships in obtaining your education, -your activities have been limited because of work or family obligations, -unusual limitations or opportunities unique to the schools you attended.

This prompt is an opportunity for you to explain just about anything else that you haven’t covered elsewhere on the application. Usually, we recommend this type of optional essay only to students who have experienced a major academic strain or have had noticeable blemishes on their records. One example could be the explanation of a complication, like an illness that caused you to miss school and impacted your grades. Perhaps your family moved around a lot, which made it hard to transfer grades or connect with your peers. Maybe an undiagnosed learning disability caused you major challenges in school until you learned how to cope with it.  UW’s prompt covers these circumstances, and invites responses from applicants who feel that their unique circumstances are not represented elsewhere in their application. 

Additional Space (Optional) (200 words)

You may use this space if you need to further explain or clarify answers you have given elsewhere in this application, or if you wish to share information that may assist the office of admissions. if applicable, be sure to include the question number to which your comment(s) refer..

Admissions is giving you one more opportunity to address anything that needs to be addressed. If you feel inclined to answer, think about what else might admissions officers might want or need to know about you. You have an additional 200 words at your disposal to speak to them in your own voice, so use them as long as what you’re writing isn’t simply filler — if that’s the case, it’s better just to leave this blank. 

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Academic Catalog

English (ENGL)

How to read course descriptions.

The bold first line is the capitalized course abbreviation that designates the subject area followed by the course number, title and credits.

Prerequisite: Coursework to be completed and/or requirements to be met before taking the course.

Course description: Summary of the purpose and key topical areas of the course.

Attributes: Indicates Liberal Education (LE) (or General Education-GE) area for which the course may fulfill a requirement and/or special course fee requirements. NOTE: Attributes are term specific to the term course is taken. Defer to the Schedule of Classes in CampS for term specific attributes.

GE – General Education applies to requirements in catalogs prior to Fall 2016.

Courses listed in the prerequisite that are not linked indicate that the course is inactive and is listed for historical purposes.

The unit of credit is the semester hour. It is defined as one class hour per week (or its equivalent) for one semester. Thus, a lecture-discussion course which meets three hours per week ordinarily carries three semester credits. Laboratory and studio classes usually require two hours in class as the equivalent of one semester credit.

ENGL 121 Busting Language Myths (3 crs)

Explore the underworld of English language studies, the part your high school teachers never told you about. Investigate and dispel several common myths about language using insightful readings, critical reflection, and linguistic research methods.

Attributes: GE IA Communication-Language Arts, LE-K2 Social Sciences

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

ENGL 130 Introduction to World/Postcolonial Literature (3 crs)

Introduction to Eastern and Western literary classics from ancient and/or modern times (excluding British and American), with emphasis on cultural significance. Attention may also be given to origin and development of literary forms, modes, techniques, and conventions.

Attributes: Foreign Culture, GE IVD Humanities-Literature, LE-K3 Humanities, LE-R2 Global Perspectives

ENGL 142 Introduction to American Indian Literatures (3 crs)

Prerequisite: Not available for juniors or seniors.

• Credit may not be earned in both ENGL 142 and AIS 142 or if taken after ENGL 346 or AIS 346 .

A study of the literatures by and about American Indians, with special attention to the cultural background.

Attributes: Cultural Diversity 3 cr., GE IVD Humanities-Literature, LE-DDIV Design for Diversity, LE-K3 Humanities, LE-R1 Equity, Diversity, and Inclusivity

ENGL 150 Introduction to Literature (3 crs)

Appreciation and analysis of great works of literature in fiction (short story and novel), poetry, and drama, through the application of a range of critical techniques.

Attributes: GE IVD Humanities-Literature, LE-K4 Fine Arts

ENGL 181 Introduction to Critical Studies in Film, Television, and Moving-Image Culture (3-4 crs)

• Three (3) credit offerings will meet in class for four hours per week; four (4) credit offerings will meet in class for five hours per week. Additional screening time outside of class may be required.

Introduction to critical studies in film, television, and moving-image culture. Includes concepts such as representation and ideology; race, class, and gender; economics and history; aesthetics and politics; and genre and form. Variable focuses and emphases.

Lecture/Discussion Hours: 4-5

ENGL 210 Introduction to Critical Studies (5 crs)

Students learn methods for understanding how texts construct meaning and shape frameworks of power that mediate human relationships.

Attributes: GE IVD Humanities-Literature, LE-K3 Humanities, LE-R1 Equity, Diversity, and Inclusivity

Lecture/Discussion Hours: 5

ENGL 212 Histories and Theories of Rhetoric (3 crs)

Introduction to the field of rhetoric through historical, contemporary, and theoretical perspectives.

Attributes: GE IA Communication-Language Arts, LE-K3 Humanities, LE-R3 Civic and Environmental Issues

Grading Basis: A-F Grades Only

ENGL 220 Introduction to Creative Writing (3 crs)

Introduction to creative writing with opportunities for the student to create and evaluate several forms of verbal art (poetry, fiction and/or nonfiction).

Attributes: GE IA Communication-Language Arts, LE-S3 Creativity

ENGL 221 Introductory English Linguistics (3 crs)

Introduction to the nature and structure of human language with an emphasis on the English language. Survey topics include phonology, morphology, syntax, semantics, pragmatics, history of the English language, regional and social dialects, language acquisition.

ENGL 230 Survey of World/Postcolonial Literature (3 crs)

This course provides a comparative survey of literature from a minimum of four western (excluding British and North American) and non-western cultures over two or more centuries from the fourteenth century onward.

Attributes: GE IVD Humanities-Literature, LE-K3 Humanities, LE-R2 Global Perspectives

Repeat: Course may be repeated for a maximum of 6 credits

ENGL 242 The American Indian in Literature and Film (3 crs)

• Credit may not be earned in both ENGL 242 and AIS 242 .

A critical, cultural examination of the origins and evolution of film images of American Indians; analysis based on study and application of film techniques as well as literary and historical textual analysis.

Lecture/Discussion Hours: 2

Lab/Studio Hours: 2

ENGL 243 American Literature to 1865 (3 crs)

A survey of literature created in America from the pre-Columbian period to the end of the Civil War.

Attributes: Cultural Diversity 1 cr., GE IVD Humanities-Literature, LE-K3 Humanities

ENGL 244 American Literature from 1865-1945 (3 crs)

Poetry, fiction, nonfiction, drama, and folktales of the late nineteenth century and the first half of the twentieth, from Chopin, Gilman and Twain to Eliot, Faulkner, O'Neill, and Hurston.

ENGL 245 American Literature Since 1945 (3 crs)

Poetry, fiction, nonfiction, and drama since 1945, including such authors as Miller, Lowell, Didion, and Warren.

ENGL 252 Perspectives on Pre-1790 British Literature (3 crs)

Introductory-level study and appreciation of pre-1790 British literatures situated across a major shift of at least two literary periods (e.g., before and after the Norman Conquest, medieval and early modern theatricality or Arthurian myths).

Attributes: GE IVD Humanities-Literature, LE-K3 Humanities

ENGL 257 Representative Shakespeare (3 crs)

Analysis of a representative group of texts (plays and verse) with attention to genre, historical contexts, or theoretical approaches. Does not duplicate English 357.

ENGL 259 Perspectives on British Literature After 1790 (3 crs)

This course investigates a specific topic or group of British authors situated across a major shift of at least two literary periods (e.g., Romanticism to Victorianism) ranging from 1790 to the present.

ENGL 268 Survey of American Ethnic Literature (3 crs)

Focuses on literary techniques/forms that represent experiences of at least one particular American ethnic group. Analyzes relationships between an ethnic culture and the dominant culture, emphasizing the intersection in literature of ethnic/dominant traditions, histories, cultural values.

ENGL 272 Perspectives in Popular Texts (3 crs)

• See current Class Schedule for specific theme or topic.

Perspectives on a theme, issue, topic, genre, major author, or movement in mass culture as presented in popular texts.

Repeat: Course may be repeated for a maximum of 9 credits

ENGL 273 Creative and Narrative Nonfiction (3 crs)

• Credit may not be earned in both CJ 273 and ENGL 273 .

Survey of nonfiction works (reportage, autobiography, travel, and nature writing) which combines factual reporting with literary techniques to reveal American society.

Attributes: LE-K4 Fine Arts

ENGL 274 The Short Story (3 crs)

Analysis and discussion of ideas and literary techniques found in the short story with attention to such writers as Chekhov, Dinesen, Borges, Welty.

ENGL 275 The Novel (3 crs)

Analysis and discussion of ideas and literary techniques found in the novel with attention to such writers as Austen, Hawthorne, Twain, Joyce, Dostoevsky, Woolf, Heller.

ENGL 276 Poetry (3 crs)

Analysis and discussion of ideas and literary techniques found in poetry with attention to such writers as Shakespeare, Frost, Yeats, Dickinson, Whitman, Rich, Plath, Heaney.

ENGL 277 Drama (3 crs)

Analysis and discussion of ideas, literary techniques, and conventions found in drama. Selections will normally range from classical to contemporary and include examples from diverse cultures.

ENGL 281 Critical Perspectives on Film, Television, and Moving-Image Culture (3-4 crs)

•Three (3) credit offerings will meet in class for four hours per week; four (4) credit offerings will meet in class for five hours per week. Additional screening time outside of class may be required.

Engagement with critical perspectives on film, television, and/or moving image culture. Students will analyze films, TV shows, and/or moving-image texts using a variety of critical methods and approaches.

Seminar Hours: 4-5

ENGL 284 Introduction to Theory and Criticism (3 crs)

Prerequisite: ENGL 210 (formerly 160) or concurrent enrollment.

Introduction to a range of positions concerning what, how, and why we read within English Studies. Students will develop their ability to recognize, explain, and argue for their own positions in relation to these issues.

ENGL 296 Perspectives on Women's Literature (3 crs)

• Credit may not be earned in both ENGL 296 and WGSS 296 unless topics differ. See current Class Schedule for specific theme or topic.

Analyzes representative texts by women. Attention given to historical and critical/theoretical questions relevant to understanding women's achievements in such areas as writing for literary fame, artistic creation, religious expression, political resistance, and economic survival.

Attributes: Cultural Diversity 1 cr., GE IVD Humanities-Literature, LE-DDIV Design for Diversity, LE-K3 Humanities, LE-R1 Equity, Diversity, and Inclusivity

ENGL 302 Teaching Writing in the Elementary and Middle School (3 crs)

Prerequisite: Limited to elementary education, middle/early adolescence majors. Completion of University Writing Requirement.

Writing intensive course focused on writing theory and pedagogy in the elementary and middle school. Students will develop their writing skills as well as learn to support writing development of children in a writing workshop.

Attributes: Undergraduate/Graduate Offering

ENGL 307 Editing and Publications Management (3 crs)

Prerequisite: Completion of University Writing Requirement.

Copyediting and substantive editing of text and art. Addresses use of style guides and stylesheets, editor/author rapport, document design, indexing, and the publication process. Flexible strategies that consider conventions, cognition, and rhetorical situation.

ENGL 310 Intermediate Poetry Writing (3 crs)

Prerequisite: Grade of B or above in ENGL 220 , or consent of instructor.

The study, creation, and evaluation of poetry for the intermediate writing student.

Attributes: GE IA Communication-Language Arts

ENGL 311 Intermediate Fiction/Nonfiction Writing (3 crs)

The study, creation, and evaluation of fiction and nonfiction for the intermediate writing student.

ENGL 312 Science Writing (3 crs)

Develop students' abilities to respond to rhetorical situations informed by scientific evidence and create documents that respond effectively to these situations.

Attributes: GE IA Communication-Language Arts, LE-S1 Written and Oral Communication, Undergraduate/Graduate Offering

ENGL 313 Technical Writing (3 crs)

Students analyze rhetorical situations and user needs, determine optimal formats, and produce effective technical documents for intended audiences.

ENGL 314 Cultural Rhetorics (3 crs)

Topics in rhetorical action of cultural groups. Explores relationships among rhetoric, identity, ideology, power, privilege, and social change.

Attributes: GE IA Communication-Language Arts, LE-R2 Global Perspectives, Undergraduate/Graduate Offering

ENGL 315 Visual Rhetorics of Science, Technology, and Culture (3 crs)

Examines texts as comprised of both verbal and visual elements that work together to make meaning, create knowledge, and persuade audiences.

Attributes: GE IA Communication-Language Arts, LE-S3 Creativity, Undergraduate/Graduate Offering

ENGL 316 Rhetorics of Social Justice (3 crs)

Prerequisite: Successful completion of University Writing Requirement.

Develops students’ understanding of inequitable power systems to enable students to produce ethical and fitting rhetorical responses in the public sphere. Sections will vary in thematic approach.

Attributes: LE-R3 Civic and Environmental Issues, Service-Learning, Full 30 Hours

ENGL 319 Introduction to English Education Methods (3 crs)

Prerequisite: ES 212 or concurrent enrollment. ENGL 210 or consent of instructor. Three credits of literature at the 100- or 200-level. Limited to English teaching majors and minors. Minimum resident and total GPA of 2.75.

An introduction to the theories and methods of teaching English language arts in middle and high school classrooms.

ENGL 321 Topics in the Structure of English (3 crs)

Prerequisite: ENGL 221 or consent of instructor.

Explores the inner workings of the English language. Specific course offerings will involve one or more areas of language structure: phonology, morphology, syntax, semantics, pragmatics.

Attributes: GE IA Communication-Language Arts, Undergraduate/Graduate Offering

ENGL 325 Topics in Language in Society (3 crs)

Explores issues of language in society from a linguistic perspective. Topics may include the history of the English language, language attitudes, language change, language variation, and others.

ENGL 330 Topics in World/Postcolonial Literature (3 crs)

Prerequisite: ENGL 210 or three credits of literature at the 100 or 200 level.

A thematic analysis of issues pertaining to the study of world (excluding British and American) and/or postcolonial literatures.

Attributes: Foreign Culture, GE IVD Humanities-Literature

ENGL 332 Women in African Literature (3 crs)

• Credit may not be earned in both ENGL 332 and WGSS 332 .

Using cultural and historical perspectives, the course interprets images of women in African literature, emphasizing how the experiences of phases of colonialism have continued to transform women's images, roles, and prospects in society.

ENGL 340 Topics in American Literature to 1865 (3 crs)

This focused study of American literature may include works from the pre-European contact period through 1865. A major author, genre, theme, or movement may be the subject of this course.

Attributes: GE IVD Humanities-Literature

ENGL 345 American Indian Autobiography (3 crs)

Prerequisite: Three credits of Engl Lit (GE-IVD) or one of the following: AIS 101 , AIS 102 , AIS 111 , AIS 112 , AIS 480 , AIS 240 or HIST 240 , AIS 250 or POLS 250 , AIS 324 or ARTH 324 , AIS 325 or ANTH 325 , AIS 368 or HIST 368 , AIS 369 or HIST 369 or consent of instructor

• Credit may not be earned in both ENGL 345 and AIS 345 .

Explores evolving forms and political implications of the creation and production of American Indian autobiographies and collaborative personal narratives.

Attributes: Cultural Diversity 3 cr., GE IVD Humanities-Literature

ENGL 346 Major Works in American Indian Literature (3 crs)

Prerequisite: Three credits of English Literature (GE-IVD) or one of the following: AIS 101 , AIS 102 , AIS 111 , AIS 112 , AIS 480 , AIS 240 / HIST 240 , AIS 250 / POLS 250 , AIS 324 / ARTH 324 , AIS 325/ ANTH 325 , AIS 368 / HIST 368 , AIS 369 / HIST 369 or consent of instructor

• Credit may not be earned in both ENGL 346 and AIS 346 .

Major and supporting works of American Indian literature, from oral and written sources.

ENGL 348 Topics in American Literature: 1865 - Present (3 crs)

A focused study of American literature between the end of Civil War and the present. A major author, genre, theme, or movement related to this period may be the subject.

ENGL 351 Chaucer and His Age (3 crs)

Prerequisite: ENGL 125 or ENGL 221 or CSD 262 or foreign language competency at the 102 level, and either ENGL 210 or three credits of literature with either ENGL or FLTR prefix.

Literature and language of Geoffrey Chaucer in his literary and social context; readings from his Canterbury Tales and other writings, and from comparable works by his contemporaries and/or imitators through ca. 1450.

ENGL 352 Topics in British Literature Before 1790 (3 crs)

This course will investigate a specific literary period, topic, or group of authors in British literature before 1790.

ENGL 357 Shakespearean Topics (3 crs)

Prerequisite: Three credits of literature at the 100 or 200 level.

Analysis of a selected group of plays or poems in terms of a specific thematic or theoretical topic.

ENGL 359 Topics in British Literature After 1790 (3 crs)

• See current Class Schedule for current theme or topic.

This course will investigate a specific literary period, topic, or group of British authors within the period ranging from 1790 to the present.

ENGL 362 Studies in Transatlantic Romanticism (3 crs)

Examines Romanticism as an Anglo-American literary dialogue concerned with topics such as abolition of slavery, environmental preservation, women's rights, etc. Explores how the successes and failures of political, poetical, and industrial revolutions shaped Romantic literature.

ENGL 368 Topics in American Ethnic Literature (3 crs)

This literature course explores the literary perspectives and cultural lives embodied by U.S. ethnic communities, particularly African American, Asian American, American Indian, and Hispanic/Latin American communities. Individual sections explore ethnic literature produced by an author, literary period, genre, or theme.

ENGL 372 Topics in Popular Culture (3 crs)

Thoughtful, critical, and in-depth study of a theme, issue, topic, genre, major author, or movement in mass culture as presented in popular texts and related critical discussions.

ENGL 381 Critical Studies in Film and Culture (3-4 crs)

• Meets 5 hours per week in classroom. Additional screening time outside of class required for 4 credit offerings. See current Class Schedule for specific theme or topic.

Critical exploration of topics in film and culture. Variable focus and credits by offering. Recommended for English majors/minors and others with significant interest in film, video, and moving-image culture or in cinema and media history.

Repeat: Course may be repeated for a maximum of 8 credits

ENGL 384 Studies in Theory and Criticism (3 crs)

Prerequisite: ENGL 284

Study and analysis of selected theory and/or criticism. Specific offerings under this course title will vary, focusing on author, theme, period, genre.

ENGL 391 Travel Seminar (1-3 crs)

• Course offered only when sufficient enrollment has been recruited, may be offered in cooperation with UW-Extension. May be used in English major or minor programs. See current Class Schedule for specific theme or topic.

Study before, during, or after travel to a region associated with a writer or writers, e.g. Thomas Hardy's Wessex. Emphasizes visits to libraries, museums, cities, countryside, and special sites associated with the literature.

ENGL 394 Academic Apprenticeship in English (1-3 crs)

Consent: Department Consent Required

Qualified students, supervised by English faculty, facilitate teaching and learning in a specific course. Students will enhance their knowledge of the discipline and their ability to communicate this understanding to their peers.

Attributes: Service-Learning, Full 30 Hours

Repeat: Course may be repeated for a maximum of 4 credits

Grading Basis: S/U Only Grade Basis

ENGL 395 Directed Studies (1-3 crs)

Study of a problem or special area in language or literature.

Repeat: Course may be repeated

ENGL 396 Studies in Women's Literature (3 crs)

• Credit may not be earned in both ENGL 396 and WGSS 396 unless topics differ. See current Class Schedule for specific theme or topic.

Study of a particular problem, genre, or literary period within that literature written by or about women, such as "Our Literary Foremothers" or "Jane Eyre's Literary Daughters".

ENGL 397 Writing Center Theory & Practice (3 crs)

Prerequisite: Grade of B or above in WRIT 114 , WRIT 116 , WRIT 118 , or WRIT 120 , or equivalent. Minimum sophomore standing.

Consent: Instructor Consent Required

Introduction to Writing Center Theory and its application to tutoring college writing in a variety of disciplines. Students tutor three hours per week in the Center for Writing Excellence. This course is open to non-majors.

Attributes: Service-Learning, Full 30 Hours, Undergraduate/Graduate Offering

Lecture/Discussion Hours: 1

Lab/Studio Hours: 3

ENGL 399 Independent Study - Juniors (1-3 crs)

Prerequisite: Minimum junior standing.

Individual project under the direction of a faculty member.

ENGL 409 Grant Proposal Writing (3 crs)

Students will gain knowledge of various grant proposal forms (government, corporate, foundation), with emphasis on conceptualizing, developing, and writing proposals for real clients. Each student will complete an individual and a collaborative proposal.

ENGL 410 Creative Writing Workshop - Poetry (3 crs)

Prerequisite: ENGL 210 , ENGL 310 and six credits from ENGL 245 , ENGL 273 , ENGL 274 , ENGL 275 , or ENGL 276 ; or consent of instructor.

• May be repeated only with permission of the department.

Special emphasis on class discussion and personal conferences for advanced writers of poetry.

ENGL 411 Creative Writing Workshop - Fiction (3 crs)

Prerequisite: ENGL 210 , ENGL 311 and six credits from ENGL 245 , ENGL 273 , ENGL 274 , ENGL 275 , or ENGL 276 ; or consent of instructor.

Special emphasis on class discussion and personal conferences for advanced writers of fiction.

ENGL 412 Creative Writing Workshop - Nonfiction (3 crs)

Prerequisite: ENGL 210 , ENGL 311 , and six credits from ENGL 245 , ENGL 273 , ENGL 274 , ENGL 275 , ENGL 276 ; or consent of instructor.

Writing and reading nonfiction, with an emphasis on producing an essay of publishable quality for a general, literate audience.

ENGL 413 Prose Writing Workshop-Topics (3 crs)

Prerequisite: ENGL 210 ; six credits from ENGL 245 , ENGL 273 , ENGL 274 , ENGL 275 , or ENGL 276 ; and ENGL 311 ; or consent of instructor.

Reading and writing in one or more prose genres. Topics may include: writing for children, historical fiction, mystery, young adult.

ENGL 419 Seminar in English Education Methods (3 crs)

Prerequisite: ENGL 319 . Limited to English teaching majors and minors admitted to the College of Education and Human Sciences.

Seminar focused on constructivist theories of literacy teaching and the application of those theories in middle and high school classrooms.

ENGL 421 Seminar in Linguistic Research (3 crs)

Theory and practice of linguistic research, on a general theme designated by the instructor. Students design and carry out research projects, choosing language problems and research methodology suggested by the theme.

Attributes: LE-I1 Integration, LE-S3 Creativity, Undergraduate/Graduate Offering

ENGL 430 Seminar in World/Postcolonial Literature (3 crs)

Prerequisite: ENGL 210 , ENGL 284 , and six credits of literature, film, theory or culture

In-depth study of specialized topics in world/postcolonial literature such as Postcolonial Feminism or Magic Realism in the Latin American Novel.

Attributes: Foreign Culture, LE-I1 Integration, LE-S3 Creativity, Undergraduate/Graduate Offering

ENGL 440 Seminar in American Literature Before 1865 (3 crs)

Advanced study of specialized topics in American literature before 1865, including theoretical (e.g., Racial Pseudoscience in the American Novel), generic (e.g., The Antebellum Romance), and special themes (e.g., The Transcendentalists and Social Reform).

ENGL 448 Seminar in American Literature Since 1865 (3 crs)

Advanced study of selected topics in American literature since 1865, including genres or subgenres, theoretical perspectives, ethnic emphases, special themes, and paired or individual authors.

ENGL 452 Seminar in Early British Literature (3 crs)

In-depth exploration of selected topics in British Literature before 1790, including theoretical (e.g., Feminism and Medieval Literature), generic (e.g., Medieval Drama, Early Modern Poetry, Romance), and special themes (e.g., Death in Early British Literature).

ENGL 455 Seminar in Rhetorics of Science, Technology, and Culture (3 crs)

Prerequisite: ENGL 210 , ENGL 212 , and at least six credits from the following: ENGL 307 , ENGL 312 , ENGL 313 , ENGL 314 , ENGL 315 , ENGL 316 , ENGL 409 , ENGL 415, ENGL 498 ; or consent of instructor.

Course provides capstone experience in theory and praxis of rhetorics in science, technology, and/or culture. Content of individual course iterations will vary depending on instructor expertise/interests, but will balance rhetorical analysis with textual production.

ENGL 459 Seminar in British Literature After 1790 (3 crs)

Advanced study of specialized topics in British literature after 1790, including theoretical (e.g., intersection of Feminism and British Modernism), generic (e.g., Romantic Poetry, Modern Drama, Postmodern Novel), special themes (e.g., Booker Novels), and author studies (e.g., Dickens and Collins).

ENGL 468 Seminar in American Ethnic Literature (3 crs)

Advanced study of topics and texts authored by American Ethnic writers. Topics may include theoretical, political, aesthetic, and cultural issues reflecting the historical and cultural forces that have shaped the literary production of authors from a particular American ethnic tradition.

Attributes: Cultural Diversity 3 cr., LE-I1 Integration, LE-S3 Creativity, Undergraduate/Graduate Offering

ENGL 480 English Capstone (1-3 crs)

Prerequisite: Completion of 29 credits (including ENGL 210 , ENGL 221 , ENGL 284 , and a 400-level seminar) toward the English major. For those electing the one-credit option, an ENGL 400-level seminar must be taken concurrently.

Students elect either a one-credit Capstone course coincident with a 400-level seminar, completing a combined "senior thesis" project; or a three-credit Capstone course, completing the senior project independent of any specific seminar.

Attributes: Capstone Course

ENGL 481 Seminar in Film, Video, and Moving-Image Culture (3-4 crs)

• Meets 5 hours per week in classroom. Four credit offerings require additional screening time outside of class.

Advanced explorations in film, video, and moving-image culture studies. Variable focus and credits by offering. Seminar topics will often include significant engagement with work in various forms of critical theory.

ENGL 484 Seminar in Critical Theory (3 crs)

• See current Class Schedule for specific theme or topic. Others may enroll with the instructor's permission.

In-depth exploration of topics in Critical Theory, including schools (e.g., Feminist Theory), periods (e.g., 20th Century Theory), figures (e.g., Foucauldian Theory), and special themes (e.g., Theorizing Music).

ENGL 496 Seminar in Women's Literature (3 crs)

Advanced study of specialized topics in literature authored by women--e.g., theory (Womanist Writings and Readings), period (Women's WWI Fiction), genre (Feminism in Science Fiction), or theme (Woman's Work: Gender and Class Before 1790).

Grading Basis: No S/U Grade Option

ENGL 497 Honors Independent Study (1-3 crs)

Prerequisite: ENGL 210 , ENGL 221 , ENGL 284 . At least six credits of English coursework at the 400-level. Minimum senior standing. Minimum resident and total GPA of 3.50. Limited to English majors

• Must be admitted and in good standing in the English Department Honors Program with an English GPA of 3.50 or higher.

Intensive study of a topic resulting in an honors quality scholarly, creative, or other type of project appropriate to English majors fulfilling the English Departmental Honors option.

Repeat: Course may be repeated for a maximum of 3 credits

ENGL 498 Internship in Writing (1-3 crs)

Prerequisite: Open to English majors and minors only.

• Five hours of work experience per week per credit.

Experience in a professional organization working as a technical writer, editor, etc. Work will build on and relate to writing skills developed in other courses in writing.

Attributes: Service-Learning, Full 30 Hours, Internship

ENGL 499 Independent Study - Seniors (1-3 crs)

Prerequisite: Minimum senior standing.

ENGL 502 Teaching Writing in the Elementary and Middle School (3 crs)

• Dual-listed with ENGL 302 . Credit may not be earned in both courses.

ENGL 507 Editing and Publications Management (3 crs)

• Dual-listed with ENGL 307 . Credit may not be earned in both courses.

ENGL 512 Science Writing (3 crs)

• Dual-listed with ENGL 312 . See current Class Schedule for specific theme or topic.

ENGL 513 Technical Writing (3 crs)

• Dual-listed with ENGL 313 . See current Class Schedule for specific theme or topic.

ENGL 514 Cultural Rhetorics (3 crs)

• Dual-listed with ENGL 314 . See current Class Schedule for specific theme or topic.

ENGL 515 Visual Rhetorics of Science, Technology, and Culture (3 crs)

• Dual-listed with ENGL 315 . See current Class Schedule for specific theme or topic.

ENGL 521 Topics in the Structure of English (3 crs)

• Dual-listed with ENGL 321 . See current Class Schedule for specific theme or topic.

ENGL 525 Topics in Language in Society (3 crs)

• Dual-listed with ENGL 325 . See current Class Schedule for specific theme or topic.

ENGL 591 Travel Seminar (1-3 crs)

• Dual-listed with ENGL 391 . See current Class Schedule for specific theme or topic. Course offered only when sufficient enrollment has been recruited, may be offered in cooperation with UW-Extension.

ENGL 595 Directed Studies (1-3 crs)

• Dual-listed with ENGL 395 . The English graduate program may include no more than three semester credits of either independent or directed study courses. Independent and directed study courses must be approved in advance by the English Graduate Director.

ENGL 597 Writing Center Theory & Practice (3 crs)

• Dual-listed with ENGL 397 . Credit may not be earned in both courses

ENGL 609 Grant Proposal Writing (3 crs)

• Dual-listed with ENGL 409 . Credit may not be earned in both courses.

ENGL 610 Creative Writing Workshop - Poetry (3 crs)

• Dual-listed with ENGL 410 . May be repeated only with permission of the instructor.

ENGL 611 Creative Writing Workshop - Fiction (3 crs)

• Dual-listed with ENGL 411 . May be repeated only with permission of the instructor.

ENGL 612 Creative Writing Workshop - Nonfiction (3 crs)

• Dual-listed with ENGL 412 .

ENGL 613 Prose Writing Workshop-Topics (3 crs)

• Dual-listed with ENGL 413 .

ENGL 621 Seminar in Linguistic Research (3 crs)

• Dual-listed with ENGL 421 . See current Class Schedule for specific theme or topic.

ENGL 630 Seminar in World/Postcolonial Literature (3 crs)

• Dual-listed with ENGL 430 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

ENGL 640 Seminar in American Literature Before 1865 (3 crs)

• Dual-listed with ENGL 440 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

ENGL 648 Seminar in American Literature Since 1865 (3 crs)

• Dual-listed with ENGL 448 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

ENGL 652 Seminar in Early British Literature (3 crs)

• Dual-listed with ENGL 452 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

In-depth exploration of selected topics in British Literature before 1790, including theoretical (Feminism and Medieval Literature), generic (Medieval Drama, Early Modern Poetry, Romance), and special themes (Death in Early British Literature).

ENGL 655 Seminar in Rhetorics of Science, Technology, and Culture (3 crs)

• Dual-listed with ENGL 455 . Credit may not be earned in both courses. See current Class Schedule for specific theme or topic.

ENGL 659 Seminar in British Literature After 1790 (3 crs)

• Dual-listed with ENGL 459 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

ENGL 668 Seminar in American Ethnic Literature (3 crs)

• Dual-listed with ENGL 468 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

ENGL 681 Seminar in Film, Video, and Moving-Image Culture (3-4 crs)

• Meets 5 hours per week in classroom. Four credit offerings require additional screening time outside of class. Dual-listed with ENGL 481 .

ENGL 684 Seminar in Critical Theory (3 crs)

• Dual-listed with ENGL 484 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic. Others may enroll with the instructor's permission.

ENGL 696 Seminar in Women's Literature (3 crs)

• Dual-listed with ENGL 496 . Requires six credits of literature prior to enrollment in this course. See current Class Schedule for specific theme or topic.

ENGL 711 Critical Thinking, Reading, and Writing (3 crs)

• Admission to program or consent of graduate instructor.

Introduction to graduate level critical reading and writing, stressing the development of insightful analysis and critical voice supported by an understanding of a variety of critical approaches and research methodologies.

ENGL 715 Critical Theory and English Studies (3 crs)

Prerequisite: ENGL 711 or consent of instructor.

Seminar examining the function of critical theory in studies of literature, language, and culture, focusing on the place of English Studies within the culture and the relations between critical theory and the disciplines of English.

ENGL 721 Studies in Writing, Language, or Pedagogy (3 crs)

Prerequisite: ENGL 711 or concurrent enrollment, or consent of instructor.

Seminar examining topics of importance in writing, language, or pedagogy (e.g., Approaches to Teaching English, Social Forces and Linguistic Change, or The Nature of Composition Studies: Historical, Institutional, Cultural Forces).

ENGL 724 Poetry Writing Seminar (3 crs)

Prerequisite: ENGL 610 , or consent of instructor

The study, creation, workshop evaluation and revision of poems.

Seminar Hours: 3

ENGL 727 Studies in Scientific and Technical Communication (3 crs)

Theory and research on scientific and technical communication. Emphasis on the role of current theory and research in informing best practices in textual and graphic documentation.

ENGL 733 Studies in World/Postcolonial Literature (3 crs)

Theoretically focused seminar on a particular theme, genre, or historical period from a geographical region other than Great Britain or North America (e.g., the European Novel, Literature of the African Diaspora, or Postcolonial Fiction).

ENGL 743 Studies in North American Literature (3 crs)

Theoretically focused seminar on a particular ethnic group, race, culture, or historical period in North America (e.g. Native Voices in American Literature, African American Writing 1830-1900, or American Poetry: Whitman to Frost).

ENGL 753 Studies in British and Irish Literature (3 crs)

Theoretically focused seminar on a particular region, group, or period in Great Britain (e.g. British Women Writers--seventeenth and eighteenth century, Kailyard School of Scottish Fiction, Exile and the Irish Writer, or twentieth century British Poetry).

ENGL 769 Studies in Figures and Groups (3 crs)

Theoretically focused seminar on a particular figure or literary group, including investigation of philosophical and political background, cultural milieu, literary influences, and critical reception (e.g. Shakespeare, Alice Walker, Thomas Pynchon, the Beats, or the Brontes).

ENGL 779 Studies in Themes and Genres (3 crs)

Theoretically focused seminar on a particular theme or genre that extends beyond geographical boundaries and traditional literary periods (e.g., Evolution of the Novel, Nineteenth Century Gothicism, Autobiography in Western Literature, or Our Literary Foremothers).

ENGL 789 Studies in Theory and Culture (3 crs)

Seminar exploring theoretical issues, historical or contemporary, with emphasis on critical application and implication (e.g. Cultural Studies Theory, Literary Post- Modernism, Theories of Degeneration in the British Novel, Film Noir, or Cultural Perspectives on Literacy).

ENGL 794 Graduate Apprenticeship: Teaching Theory and Practice (3 crs)

Prerequisite: Fifteen credits of graduate coursework

• Permission required by Faculty Supervisor and Graduate Program Director

Students will gain college classroom teaching preparation and experience under the supervision of a graduate faculty member teaching an undergraduate course. In addition, students will read within a select bibliography of texts on pedagogy.

ENGL 796 Directed Studies (1-3 crs)

Permits a group of students to investigate a common topic under the direction of a department faculty member.

ENGL 797 Independent Study (1-3 crs)

ENGL 799 Thesis (1-6 crs)

• Full-time equivalent.

A description of acceptable topics and the precise nature of the thesis requirement is provided in the departmental program descriptions.

Grading Basis: PR Only Grade Basis

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• Faculty & Staff

Students admitted to the UW now have until June 1 to commit, a result of FAFSA delays. We anticipate that financial aid offers will be sent in late April or early May.

Freshman writing section

At the UW, we consider the college essay as our opportunity to see the person behind the transcripts and the numbers. Some of the best statements are written as personal stories. In general, concise, straightforward writing is best, and good essays are often 300-400 words in length.

Please note that the UW essay questions must be answered within our application. For the Common App, that means within our UW questions. We do not consider the Common App essay.

Essay prompt [required]

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Maximum length : 650 words

Short response [required]

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW.

Maximum length : 300 words

Tip :  Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values and viewpoints.

Additional information about yourself or your circumstances [optional]

You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

• You have experienced personal hardships in attaining your education
• Your activities have been limited because of work or family obligations
• You have experienced unusual limitations or opportunities unique to the schools you attended

Maximum length : 200 words

Format for the essays

• Content is important, but spelling, grammar and punctuation are also considered.
• We recommend composing in advance, then copying and pasting into the application. Double-spacing, italics and other formatting will be lost, but this will not affect the evaluation of your application.
• We’ve observed most students write a polished formal essay, yet submit a more casual short response. Give every part of the writing responses your best effort, presenting yourself in standard, formal English.
• Proofread, proofread, proofread!

Tip :  Write like it matters, not like you’re texting. This is an application for college, not a message to your friend. Get some hints in the video:

All writing in the application, including your essay/personal statement and short responses, must be your own work.  Do not use another writer’s work and do not use artificial intelligence software (ChatGPT, Bard, etc.) to assist or write your statement.

Per Washington state law and University of Washington policy , all admissions staff are mandatory reporters of child abuse and neglect. Any statements in written materials that give admissions staff reasonable cause to believe abuse or neglect of someone under the age of 18 may have occurred must be reported to Child Protective Services or the police. Learn more about University reporting requirements . 

If you or someone you know is a survivor of sexual assault or other sexual misconduct, RAINN is a national hotline that provides support and referrals. Call 800.656.4673 or visit the website for a chat option. For individuals who have experienced domestic violence or intimate partner violence, the National DV Hotline offers phone, chat, and text options for support.

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The essay writers who will write an essay for me have been in this domain for years and know the consequences that you will face if the draft is found to have plagiarism. Thus, they take notes and then put the information in their own words for the draft. To be double sure about this entire thing, your final draft is being analyzed through anti-plagiarism software, Turnitin. If any sign of plagiarism is detected, immediately the changes will be made. You can get the Turnitin report from the writer on request along with the final deliverable.

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Check your email for notifications. Once your essay is complete, double-check it to see if it falls under your expectations and if satisfied-release the funds to your writer. Keep in mind that our essay writing service has a free revisions policy.

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University of Wisconsin-La Crosse

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at University of Wisconsin-La Crosse?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

University of Wisconsin-La Crosse’s 2023-24 Essay Prompts

Select-a-prompt essay.

Please respond to ONE of the following:

How will your life experiences or commitments enrich the UW-La Crosse campus community?

Tell us why you are interested in attending UW-La Crosse and what aspects of the campus are especially important to you.

All About You Essay

This part is all about you. Tell us about something you’ve done — academically or personally — and what you’ve learned from it. Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence you as you pursue your college education?

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

Preview Life as a Blugold

Where the curious belong..

The University of Wisconsin-Eau Claire cultivates spaces of discovery in every classroom, laboratory, residence hall, stage and field. Here, you will uncover new passions in more than 200 academic programs, find a sense of belonging through university housing and campus life events, and feel empowered to transform your future with UWEC's scholarships and financial aid opportunities. Choosing to further your education is one of the biggest decisions — and investments — you can make. Here, your decision to advance your education will leap off the page. You’ll be encouraged to push boundaries and test limits. You’ll rewrite the written, achieve the unthinkable and invent the unimaginable. You’ll learn that when we have compassion for others, embrace our differences and work as a team, we’re a force to be reckoned with — anything is possible.

At Eau Claire, you can truly accomplish whatever your specific goals are. I work, I am an athlete, I am in the nursing program. If you communicate with the people around you about the goals you have, they can be accomplished. Teagan Jones Nursing

What should I study?

Your opportunities abound in UWEC’s diverse undergraduate and graduate programs. Here, you’ll be at the center of collaborative classrooms, exciting research innovations, meaningful peer and professional networks, and world-changing ideas. Choose from a variety of academic programs, including majors, graduate degrees, minors, certificates and pre-professional programs that equip you to hone your interests and prepare for a thriving career.

• Undergraduate Majors & Minors Explore the field experiences, student-faculty research, study abroad programs and in-demand career paths associated with UWEC’s 200+ majors, minors, certificates and programs.
• Graduate Programs Excel in your profession by advancing your expertise with a master’s degree, doctoral degree or graduate certificate.
• Elevate Your Learning Take your learning to the next level with experiential learning opportunities from the classroom to research labs, from internships to service-learning projects, and from Eau Claire to study abroad and cultural immersion opportunities around the world.

Explore Our Virtual Tour

Admissions and Financial Aid

At UW-Eau Claire, you will be motivated and empowered to seize fresh opportunities, serve diverse communities and drive collaborative innovation. With the support of faculty mentors, perspective-shifting peers, and admissions and financial aid counselors, you will unlock a daring future. Even better: your ambitions will be in reach with UWEC’s affordable tuition and financial aid, grants and scholarships applications. 

• Visit UW-Eau Claire We offer many ways to explore the UW-Eau Claire campus! Choose from a variety of in-person and virtual visit options or connect with our Admissions team directly.
• Apply for Admission When you're ready to take your first step toward a transformative education, review our step-by-step guidelines for first-year, transfer, international, graduate and adult learner students.
• Tuition & Fees By studying at UWEC, you’ll access top-ranked learning opportunities at a competitive and affordable price. And, if you are a Wisconsin or Minnesota resident, you’ll be eligible for lower tuition rates.
• Can I afford to go to college? In addition to UWEC’s affordable tuition, you can complete the FAFSA by March 15 and apply for a variety of scholarships, grants, loans and work-study opportunities.

UW-Eau Claire is the

highest-rated

public regional university in WI and MN

Wall Street Journal 2024

Best Value School

in Wisconsin among public universities

U.S. News & World Report 2024

Ranked a Best of the Best

LGBTQIA+ Friendly College

by Campus Pride

Campus Life

The University of Wisconsin-Eau Claire is more than a campus: it’s a community of curious minds, change-seeking adventurers, competitive athletes, dedicated leaders, thoughtful friends and ambitious go-getters. As a Blugold, you'll feel at home as you find your favorite study spots, connect with student orgs, learn where the best food is in town and so much more.

• Housing and Dining When you live in a residence hall community on campus, you’ll find leadership opportunities, social programs, plenty of amenities and a broad variety of dining options.
• Get Involved On campus and among your neighbors, you can lead, serve and build community through student organizations, Greek life, cultural immersion and the Student Senate.
• Go Blugolds Cheer hard for the 25 DIII Blugold teams on the field, court, ice, track, course, pool and beyond. They’ve won 166 conference championships!

Only at Eau Claire

UW-Eau Claire & Mayo Clinic Health System

UWEC is proud to have a research collaboration with Mayo Clinic Health System. This work is focused on achieving excellence in community health care in Northwest Wisconsin, offering unmatched internship and research experiences for Blugolds.

Blugold Biomedical Innovator Scholars

UW-Eau Claire has completed three academic years of Blugold Biomedical Innovators program. Hear from three recipients of this one-of-a-kind research scholarship on their unique experiences.

Partnering to Make a Difference

At UW-Eau Claire, it’s not a matter of if you’ll change the world but when . Many Blugolds take part in collaborative research and creative projects during their time on campus — and those findings have the power to immediately impact the world around us. Learn more about a few recent Blugold collaborations.

UWEC History Department partners with a Michigan historical park

The History Department has partnered with the Keweenaw National Historical Park in Calumet, Michigan. This collaboration will provide two interns the chance to work alongside park staff to advance public history projects each summer.

Blugold biology team collaborates with UC Davis on field studies

Dr. Jennifer Smith has been conducting animal behavior studies on California ground squirrels for a decade. Since she joined the faculty at UWEC, Blugold biology students now can take part in these California-based field studies.

Blugolds make an impact at the Children's Museum of Eau Claire

A group of special education and inclusive practices students collaborated with the museum to design and implement a sensory room. This space will aid young visitors experiencing sensory dysregulation.

Glimpses of Life as a Blugold