successful essays to harvard

50 Successful Harvard Application Essays: What Worked for Them Can Help You Get into the College of Your Choice

With talented applicants coming from the top high schools as well as the pressure to succeed from family and friends, it’s no wonder that writing college application essays is one of the most stressful tasks high schoolers face. Add in how hard it is to get started or brag about accomplishments or order stories for maximum effect, and it’s a wonder that any ever get written. To help, this completely new edition of 50 Successful Harvard Application Essays, edited by the staff of the Harvard Crimson, gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation’s top ranked college. From chronicling personal achievements to detailing unique talents, the topics covered in these essays open applicants up to new techniques to put their best foot forward. It teaches students how to: - Get started - Stand out - Structure the best possible essay - Avoid common pitfalls Each essay in this collection is from a Harvard student who made the cut and is followed by analysis by the staff of The Harvard Crimson where strengths and weakness are detailed to show readers how they can approach their own stories and ultimately write their own high-caliber essay. 50 Successful Harvard Application Essays’ all-new essays and straightforward advice make it the first stop for applicants who are looking to craft essays that get them accepted to the school of their dreams.

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Harvard University Essay Examples (And Why They Worked)

The following essay examples were written by several different authors who were admitted to Harvard University and are intended to provide examples of successful Harvard University application essays. All names have been redacted for anonymity. Please note that Bullseye Admissions has shared these essays with admissions officers at Harvard University in order to deter potential plagiarism.

For more help with your Harvard supplemental essays, check out our 2020-2021 Harvard University Essay Guide ! For more guidance on personal essays and the college application process in general, sign up for a monthly plan to work with an admissions coach 1-on-1.

Please briefly elaborate on one of your extracurricular activities or work experiences. (50-150 words)

Feet moving, eyes up, every shot back, chants the silent mantra in my head. The ball becomes a beacon of neon green as I dart forward and backward, shuffling from corner to far corner of the court, determined not to let a single point escape me. With bated breath, I swing my racquet upwards and outwards and it catches the ball just in time to propel it, spinning, over the net. My heart soars as my grinning teammates cheer from the sidelines.

While I greatly value the endurance, tenacity, and persistence that I have developed while playing tennis throughout the last four years, I will always most cherish the bonds that I have created and maintained each year with my team.

Why this Harvard essay worked: From an ex-admissions officer

When responding to short essays or supplements, it can be difficult to know which info to include or omit. In this essay, the writer wastes no time and immediately captivates the reader. Not only are the descriptions vivid and compelling, but the second portion highlights what the writer gained from this activity. As an admissions officer, I learned about the student’s level of commitment, leadership abilities, resiliency, ability to cooperate with others, and writing abilities in 150 words.

I founded Teen Court at [High School Name Redacted] with my older brother in 2016. Teen Court is a unique collaboration with the Los Angeles Superior Court and Probation Department, trying real first-time juvenile offenders from all over Los Angeles in a courtroom setting with teen jurors. Teen Court’s foundational principle is restorative justice: we seek to rehabilitate at-risk minors rather than simply punish them. My work provides my peers the opportunity to learn about the justice system. I put in over fifty hours just as Secretary logging court attendance, and now as President, I mentor Teen Court attendees. My goal is to improve their empathy and courage in public speaking, and to expand their world view. People routinely tell me their experience with Teen Court has inspired them to explore law, and I know the effort I devoted bringing this club to [High School Name Redacted] was well worth it.

This writer discussed a passion project with a long-lasting impact. As admissions officers, we realize that post-secondary education will likely change the trajectory of your life. We hope that your education will also inspire you to change the trajectory of someone else’s life as well. This writer developed an organization that will have far-reaching impacts for both the juvenile offenders and the attendees. They saw the need for this service and initiated a program to improve their community. College Admissions Quiz: If you’re planning on applying to Harvard, you’ll want to be as prepared as possible. Take our quiz below to put your college admissions knowledge to the test!

Harvard University Supplemental Essay Option: Books Read During the Last Twelve Months

Reading Frankenstein in ninth grade changed my relationship to classic literature. In Frankenstein , I found characters and issues that resonate in a modern context, and I began to explore the literary canon outside of the classroom. During tenth grade, I picked up Jane Eyre and fell in love with the novel’s non-traditional heroine whose agency and cleverness far surpassed anything that I would have imagined coming from the 19th century. I have read the books listed below in the past year.

• Chimamanda Ngozi Adichie, Purple Hibiscus *
• Aravind Adiga, The White Tiger *
• Jane Austen, Sense and Sensibility
• Aphra Behn, The Fair Jilt ♰
• Mongo Beti, Mission Terminée * (in French)
• Kate Chopin, The Awakening
• Arthur Conan-Doyle, A Study in Scarlet
• Kamel Daoud, Meursault, contre-enquête * (in French)
• Roddy Doyle, A Star Called Henry *
• Mircea Eliade, The Sacred and the Profane *
• Ralph Ellison, Invisible Man
• William Faulkner, As I Lay Dying *
• Gustave Flaubert, Madame Bovary
• E. M. Forster, Maurice
• E. M. Forster, A Passage to India
• E. M. Forster, Where Angels Fear to Tread
• Eliza Haywood, The City Jilt ♰
• Homer, The Iliad
• Christopher Isherwood, All The Conspirators
• Christopher Isherwood, A Meeting by the River
• Christopher Isherwood, Sally Bowles
• Christopher Isherwood, A Single Man
• Shirley Jackson, We Have Always Lived in the Castle
• James Joyce, Portrait of the Artist as a Young Man
• Franz Kafka, The Metamorphosis
• Franz Kafka, The Trial
• Jhumpa Lahiri, Interpreter of Maladies *
• Morrissey, Autobiography
• Rudolph Otto, The Idea of the Holy *
• Boris Pasternak, Doctor Zhivago
• Charlotte Perkins-Gilman, Herland
• Marcel Proust, Swann’s Way
• Marcel Proust, Within a Budding Grove
• Mary Renault, Fire From Heaven
• Mary Renault, The Friendly Young Ladies
• Mary Renault, The King Must Die
• Mary Renault, The Persian Boy
• J. K. Rowling, Harry Potter and the Cursed Child
• Antoine de Saint-Exupéry, Terre des hommes * (in French)
• Shakespeare, Hamlet *
• Mary Shelley, The Last Man
• Tom Stoppard, Rosencrantz and Guildenstern Are Dead *
• Kurt Vonnegut, Breakfast of Champions
• Kurt Vonnegut, The Sirens of Titan
• Evelyn Waugh, Brideshead Revisited
• Evelyn Waugh, Scoop
• Evelyn Waugh, Vile Bodies
• Jeanette Winterson, The Passion
• Mary Wollstonecraft, Mary: A Fiction ♰
• Mary Wollstonecraft, Vindication of the Rights of Woman ♰
• Virginia Woolf, A Haunted House and Other Stories
• * indicates assigned reading
• ♰ indicates independent study reading

Harvard University Supplemental Essay Option: What would you want your future college roommate to know about you? (No word limit)

Hi Roomie!!!!

You probably have noticed that I put four exclamation points. Yes, I am that excited to meet you, roomie!

Also, I don’t believe in the Rule of Three. It’s completely unfair that three is always the most commonly used number. Am I biased in my feelings because four is my favorite number? Perhaps. However, you have to admit that our reason for the Rule of Three is kinda arbitrary. The Rule of Three states that a trio of events is more effective and satisfying than any other numbers. Still, the human psyche is easily manipulated through socially constructed perceptions such as beauty standards and gender roles. Is having three of everything actually influential or is it only influential because society says so? Hmm, it’s interesting to think about it, isn’t it?

But if you’re an avid follower of the Rule of three, don’t worry, I won’t judge. In fact, if there’s one thing I can promise you I will never do, it’s being judgmental. Life is too short to go around judging people. Besides, judgments are always based on socially constructed beliefs. With so many backgrounds present on campus, it really would be unfair if we start going around judging people based on our own limited beliefs. My personal philosophy is “Mind your own business and let people be,” So, if you have a quirk that you’re worrying is too “weird” and are afraid your roommate might be too judgy, rest assured, I won’t be.

In fact, thanks to my non-judginess, I am an excellent listener. If you ever need to rant with someone about stressful classes, harsh gradings, or the new ridiculous plot twists of your favorite TV show (*cough* Riverdale), I am always available.

Now, I know what you are thinking. A non-judgmental and open-minded roommate? This sounds too good to be true. This girl’s probably a secret villain waiting to hear all my deepest and darkest secrets and blackmail me with them!

Well, I promise you. I am not a secret villain. I am just someone who knows how important it is to be listened to and understood.

I grew up under the communist regime of Vietnam, where freedom of speech and thought was heavily suppressed. Since childhood, I was taught to keep my opinion to myself, especially if it is contradictory to the government’s. No matter how strongly I felt about an issue, I could never voice my true opinion nor do anything about it. Or else, my family and I would face oppression from the Vietnamese government.

After immigrating to America, I have made it my mission to fight for human rights and justice. Back in Vietnam, I have let fear keep me from doing the right thing. Now, in the land of freedom, I won’t use that excuse anymore. I can finally be myself and fight for what I believe in. However, I can still remember how suffocating it was to keep my beliefs bottled up and to be silenced. Trust me, a conversation may not seem much, but it can do wonders. So, if you ever need a listener, know that I am right here.

See, I just shared with you a deep secret of mine. What secret villain would do that?

See ya soon!!!!!

[Name redacted] : )

P/S: I really love writing postscripts. So, I hope you won’t find it weird when I always end my emails, letters, and even texts with a P/S. Bye for real this time!!!!!

Harvard University Supplemental Essay Option: Unusual circumstances in your life

I would like the Harvard Admissions Committee to know that my life circumstances are far from typical. I was born at twenty-four weeks gestation, which eighteen years ago was on the cusp of viability. Even if I was born today, under those same circumstances, my prospects for leading a normal life would be grim. Eighteen years ago, those odds were worse, and I was given a less than 5% chance of survival without suffering major cognitive and physical deficits.

The first six months of my life were spent in a large neonatal ICU in Canada. I spent most of that time in an incubator, kept breathing by a ventilator. When I was finally discharged home, it was with a feeding tube and oxygen, and it would be several more months before I was able to survive without the extra tubes connected to me. At the age of two, I was still unable to walk. I engaged in every conventional and non-conventional therapy available to me, including physical and speech therapy, massage therapy, gymnastics, and several nutritional plans, to try to remedy this. Slowly, I began to make progress in what would be a long and arduous journey towards recovery.

Some of my earliest childhood memories are of repeated, often unsuccessful attempts to grip a large-diameter crayon since I was unable to hold a regular pencil. I would attempt to scrawl out letters on a page to form words, fueled by either determination or outright stubbornness, persevering until I improved. I spent countless hours trying to control my gait, eventually learning to walk normally and proving the doctors wrong about their diagnoses. I also had to learn how to swallow without aspirating because the frequent intubations I had experienced as an infant left me with a uncoordinated swallow reflex. Perhaps most prominently, I remember becoming very winded as I tried to keep up with my elementary school peers on the playground and the frustration I experienced when I failed.

Little by little, my body’s tolerance for physical exertion grew, and my coordination improved. I enrolled in martial arts to learn how to keep my balance and to develop muscle coordination and an awareness of where my limbs were at any given time. I also became immersed in competition among my elementary school peers to determine which one of us could become the most accomplished on the recorder. For each piece of music played correctly, a “belt” was awarded in the form of a brightly colored piece of yarn tied around the bottom of our recorders- meant as symbols of our achievement. Despite the challenges I had in generating and controlling enough air, I practiced relentlessly, often going in before school or during my lunch hour to obtain the next increasingly difficult musical piece. By the time the competition concluded, I had broken the school record of how far an elementary school child could advance; in doing so, my love of instrumental music and my appreciation for the value of hard work and determination was born.

Throughout my middle and high school years, I have succeeded at the very highest level both academically and musically. I was even able to find a sport that I excelled at and would later be able to use as an avenue for helping others, volunteering as an assistant coach once I entered high school. I have mentored dozens of my high school peers in developing trumpet skills, teaching them how to control one’s breathing during musical phrases and how to develop effective fingering techniques in order to perform challenging passages. I believe that my positive attitude and hard work has allowed for not only my own success, but for the growth and success of my peers as well.

My scholastic and musical achievements, as well as my leadership abilities and potential to succeed at the highest level will hopefully be readily apparent to the committee when you review my application. Perhaps more importantly, however, is the behind-the-scenes character traits that have made these possible. I believe that I can conquer any challenge put in front of me. My past achievements provide testimony to my work ethic, aptitudes and grit, and are predictive of my future potential.

Thank you for your consideration.

In this essay, the writer highlighted their resilience. At some point, we will all endure challenges and struggles, but it is how we redeem ourselves that matters. This writer highlighted their initial struggles, their dedication and commitment, and the ways in which they’ve used those challenges as inspiration and motivation to persevere and also to encourage others to do the same.

Harvard University Supplemental Essay Option: An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you.

I want to be a part of something amazing, and I believe I can. The first line of the chorus springs into my mind instantaneously as my fingers experiment with chords on the piano. In this moment, as I compose the protagonist’s solo number, I speak from my heart. I envision the stage and set, the actors, the orchestra, even the audience. Growing increasingly excited, I promptly begin to create recordings so I can release the music from the confines of my imagination and share it with any willing ears.

My brother [name redacted] and I are in the process of writing a full-length, two-act musical comprised of original scenes, songs, characters. I began creating the show not only because I love to write music and entertain my friends and family, but also with the hope that I might change the way my peers view society. Through Joan, the protagonist of my musical, I want to communicate how I feel about the world.

The story centers around Joan, a high schooler, and her connection to the pilot Amelia Earhart. Ever since I saw a theatrical rendition of Amelia Earhart’s life in fifth grade, she has fascinated me as an extraordinary feminist and a challenger of society’s beliefs and standards. As I began researching and writing for the show, I perused through biographies and clicked through countless youtube documentaries about the first woman to fly across the Atlantic, astounded by her bravery and ability to overcome a troubled childhood and achieve her dream. In my musical, as Amelia transcends 20th century norms, changing the way that people regard women and flight, Joan strives to convince her peers and superiors that the worth of one’s life spans not from material success and grades, but from self-love and passion.

As I compose, the essence of each character and the mood of each scene steer the flow of each song. To me, it seems as though everything falls into place at once – as I pluck a melody out of the air, the lyrics come to me naturally as if the two have been paired all along. As I listen to the newly born principal line, I hear the tremolo of strings underscoring and the blaring of a brass section that may someday audibly punctuate each musical phrase.

The project is certainly one of the most daunting tasks I’ve ever undertaken – we’ve been working on it for almost a year, and hope to be done by January – but, fueled by my passion for creating music and writing, it is also one of the most enjoyable. I dream that it may be performed one day and that it may influence society to appreciate the success that enthusiasm for one’s relationships and work can bring.

These essay examples were compiled by the advising team at Bullseye Admissions. If you want to get help writing your Harvard University application essays from Bullseye Admissions advisors , register with Bullseye today .

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First-years recount the agony and the ecstasy

Late nights. Discarded drafts. That one great idea. Most high school seniors would agree that the admissions essay is the hardest part of a college application. The Gazette asked first-year students to reflect on theirs — the writing, the inspiration, the hand-wringing — and the lessons learned.

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Louisville, Ky.

I stayed up really late at first, when my inhibitions were down, so I could write without being self-critical and brainstorm ideas. I probably went through 20 ideas, narrowed them down to five, wrote drafts of five, and then picked one and edited and edited and edited until I finished. All of the days writing the essay were stressful. I wrote about the transition from independence to interdependence and my personal growth that was catalyzed by my parents’ divorce. I reflected on my early independence as a child and how that transitioned to me depending on other people, working together in teams, and leading people to accomplish important things in our community.

“I stayed up really late at first, when my inhibitions were down, so I could write without being self-critical and brainstorm ideas.”

Nick Nocita

Arlington Heights, Ill.

I distinctly remember writing my Harvard essay at Thanksgiving on my phone. The inspiration just came in waves while I was spending time with my family. I talked about my grandmother, who passed around five or six years ago. She was someone who really influenced me in terms of seeing what one can do with a selfless attitude. She had only ever earned a high school education, and she didn’t have the opportunity to go beyond that. Seeing what someone can do with a high school education was amazing for me, to think about what I could do with the power of a prestigious college education. It was such an inspiration that I immediately wanted to start writing about her. My family was watching a football game, and I was pumping out this essay.

“The inspiration just came in waves while I was spending time with my family.”

Divya Amirtharaj

Portland, Ore.

There were a couple of weeks when I was sitting in front of my laptop and getting nothing. But once I figured out what I wanted to write, it was fast; in a day, I was done. In one of my essays, I wrote about growing up in a predominantly white area and a skin condition that I have called vitiligo. I wrote about how those things impacted my identity as an Indian woman. In another, I wrote about how I went from competitive swimming, to lifeguarding, to teaching lessons, to starting a program for free swim lessons for underprivileged kids in my area. It was interesting to go back at the end and see what I had written, summing up my entire life for 17 years.

“It was interesting to go back at the end and see what I had written, summing up my entire life for 17 years.”

Sophie Clivio

Kingston, Jamaica

I did submit my essay with a typo! I wrote it on Google Drive and made a comment to myself and a reference to switching something around. It’s at the bottom of my essay, and I didn’t realize until yesterday. I also wrote the essay as kind of a spoken-word poem. How many people have done that? I did not want to do the whole paragraph thing. I wrote about the culture shock I experienced moving from Jamaica to Milton, Mass., to attend boarding school, in terms of race and identity, because I’m a mixed-race person. I was really happy with the essay. It was very emotional to write, and I felt like a huge weight had been lifted off my shoulders when I finished it. The typo was disappointing, but it’s fine! I’m here!

“I wrote the essay as kind of a spoken-word poem.”

Marcus Miller

For my essay, I wrote about being an athlete and finding your way after athletics by applying yourself in school. In eighth grade, I broke my femur, and I wrote about overcoming that. Then in my senior year of high school I tore my UCLs in both hands playing football. [That experience] brought me back to the process of rehabbing through injury. My essay was about finding your identity afterward. I’m more of a math and numbers guy, and I probably went through three or four ideas before I found this one.

“I’m more of a math and numbers guy, and I probably went through three or four ideas before I found this one.”

Kylie Simms

Travelers Rest, S.C.

I wrote about living in Milan when I was younger and how it opened my eyes to other perspectives and taught me not to be so quick to judge other people. In middle and high schools, I lived back in my small town in the U.S. and missed those interactions that helped me grow, so I also wrote about wanting to attend Harvard because I wanted to experience those different perspectives again. I didn’t edit my essay a lot because I wanted it to sound authentic and like my voice. I didn’t want to go through and replace all the words with fancier words. I wanted to sound like a person.

“I wanted it to sound authentic and like my voice.”

Alexander Park

Belmont, Mass.

I had just gotten out of the shower and thought, “Oh, I got this.” I remembered this anecdote of me sitting in the back of my grandfather’s car in Korea, and he was telling me about when Korea was a kingdom and about these kings from the Chosun dynasty. It was really interesting learning about this history that I wasn’t able to learn in America from somebody who was super-knowledgeable and cared a lot about it. I remember my sister was leaning on me, and we were driving on the highway. It was very calming and peaceful. So, I wrote about my love for history and my love for listening to stories. A lot of people say that you have to write down your entire life story in however many words you’re given, but you can highlight one really essential aspect of your identity. Telling a story about that is much more compelling than trying to fit everything in.

“Telling a story about that is much more compelling than trying to fit everything in.”

Nayleth Lopez-Lopez

When I started middle school, my mom went back to college. She emigrated from Venezuela and worked in her own convenience store for 17 years. When she started college, I took on the role of helping her edit her essays. In my essay, I wrote about asking for help and how she inspires me to ask for help, because she had the courage to ask her young daughter for help. It was so emotional to write. The first time I asked my mom to read it, I freaked out because she said she didn’t know if she liked it. She thought it was too much about her. But I think it all turned out OK.

“I wrote about … how [my mother] inspires me to ask for help, because she had the courage to ask her young daughter for help.”

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How To Answer Harvard's 2023/24 Supplemental Essays: Tips & Insights

What's New in 2023/24

What are Harvard's Essay Prompts?

How to Answer Harvard's Essay Prompts

General Guidelines

Explore the changes in Harvard's supplemental essay prompts for 2023/24, understand the nuances of each question, and gain insights on crafting compelling responses with our detailed guide, complete with expert tips and links to successful Harvard essay examples.

Harvard's 2023/24 Supplemental Essay Updates: What's Changed?

Gaining admission to Harvard is no small feat, with acceptance rates sometimes plummeting as low as 3% . In such a competitive environment, every component of your application, especially your essay, becomes a crucial tool to stand out to admissions officers.

Every year, top-tier universities like Harvard fine-tune their application process to get a deeper understanding of their applicants. For the 2023/24 admissions cycle, Harvard University has made notable modifications to its supplemental essay questions .

Last year, applicants had a mix of required and optional prompts, with varying word limits, ranging from 50 to 150 words. These prompts touched on extracurricular activities, intellectual experiences, personal backgrounds, and more.

This year, Harvard has streamlined the process, requiring all applicants to answer five questions, each with a strict 200-word limit . The questions emphasize the importance of diversity, intellectual experiences, extracurricular activities, the utilization of a Harvard education, and personal insights for potential roommates.

This shift indicates a desire for more concise, focused responses from applicants, allowing the admissions committee to gain a clearer, more uniform understanding of each student's background, aspirations, and personality.

What Are Harvard’s Supplemental Essay Prompts for 2023/24?

For the 2023/24 application cycle, Harvard University has outlined specific supplemental essay prompts to understand applicants better in addition to the Common App or Coalition App questions. These questions delve into your experiences, intellectual pursuits, and personal insights. Students are required to answer each Harvard-specific question in under 200 words. Here's a breakdown of the prompts:

• Diversity and Contribution : Harvard values a diverse student body. Reflect on your life experiences and explain how they have shaped you and how you plan to contribute to Harvard. (200 words)
• Intellectual Experience : Discuss an intellectual experience that has had a significant impact on you. (200 words)
• Personal Shaping Experiences : Elaborate on extracurricular activities, employment, travel, or family responsibilities that have played a pivotal role in defining who you are. (200 words)
• Future Aspirations : Describe how you envision utilizing your Harvard education in the future. (200 words)
• Getting to Know You : List three things your future roommates should know about you. (200 words)

These prompts offer applicants a chance to showcase their personalities, aspirations, and experiences, providing a holistic view of their candidacy.

Looking for inspiration? Dive into these Harvard essay examples to see what successful applications look like!

How to Answer Harvard’s Supplemental Essay Questions?

This guide aims to help you craft a compelling response that showcases your unique journey and potential contributions to Harvard's diverse community.

As you begin planning responses to each individual prompt, be sure to consider what experiences, reflections, and qualities you want to showcase once you’ve responded to all the prompts:

• Ensure you won’t leave out any important experiences, reflections, and qualities you want Harvard to know about.
• Be sure you’ll avoid repeating the same experiences, reflections, or qualities in the other prompts.

Answering Prompt 1

“harvard values a diverse student body. reflect on your life experiences and explain how they have shaped you and how you plan to contribute to harvard.”, - 200 words or fewer, 1. understand the question.

Harvard is not merely asking for a list of experiences. They want to understand the depth of your experiences , how they've molded your character, and how you'll use that growth to contribute to the Harvard community.

Since Harvard is telling you they value diversity, consider emphasizing unique experiences or circumstances that highlight the most personal and profound aspects of your personality, values, and perspectives.

2. Reflect on Your Unique Experiences

Consider moments in your life that have had a significant impact on your worldview:

• Have you lived in multiple countries, exposing you to various cultures?
• Did you overcome challenges that forced you to view the world differently?
• Were there pivotal moments in your upbringing that shaped your identity?
• How did interactions with diverse individuals or groups influence your perspectives?

3. Dive Deep into Personal Growth

Discuss the evolution of your perspectives, values, or aspirations.

• How did these experiences challenge your beliefs or expand your understanding?
• What lessons did you derive, and how have they influenced your subsequent actions or decisions?
• What experiences or reflections shape your deepest beliefs and values? — or, shape some deep questions or doubts you wrestle with?

4. Connect to Harvard

Consider how your unique perspective will enrich Harvard's community .

• Will you introduce new viewpoints in classroom discussions or help teams work together more successfully?
• Will you contribute to or initiate student organizations or community projects?
• Will you exemplify certain traits that enhance a vibrant, curious, and inclusive learning environment?

5. Be Concise and Authentic

With a 200-word limit, precision is key. Ensure your narrative is genuine, making your essay resonate with the reader. Avoid generic statements; instead, provide specific examples that showcase your journey.

Harvard's first supplemental essay is an opportunity to showcase the depth of your experiences and how they've shaped you . Reflecting on significant moments, emphasizing personal growth, and connecting your unique perspective to how you'll contribute to Harvard is essential. Remember to be concise, authentic, and ensure your essay is polished to perfection.

Answering Prompt 2

“discuss an intellectual experience that has had a significant impact on you.”.

This question aims to help you articulate the depth and significance of an intellectual experience and its profound impact on your academic and personal journey.

1. Define "Intellectual Experience"

Before diving in, understand that an intellectual experience isn't limited to classroom learning . It could be:

• A book that changed your perspective
• A conversation that challenged your beliefs
• An experience that triggered a profound insight or understanding
• Or even a personal project or research endeavor

2. Choose a Meaningful Experience

Reflect on experiences that genuinely transformed your thinking:

• Was there a particular course or project that ignited a passion?
• Did a specific book, article, or documentary challenge your pre-existing beliefs?
• Have you attended seminars, workshops, or lectures that introduced you to new ideas?

3. Delve into the "Why"

Discuss why this experience was transformative:

• What preconceptions or beliefs did it challenge?
• How did it expand or deepen your understanding of a particular subject or idea?
• Did it inspire further exploration or study into the topic?

4. Highlight Personal Growth

Describe how this intellectual experience influenced your academic and personal journey:

• Did it guide your academic pursuits or career aspirations?
• How did it shape your values, beliefs, or worldview?

5. Be Authentic and Reflective

Your genuine curiosity and passion should shine through. Avoid using jargon or overly complex language. Instead, focus on genuine reflection and personal growth .

Harvard's second supplemental essay seeks to understand your intellectual journey . It's an opportunity to showcase your curiosity, passion, and the transformative power of learning. By reflecting on a significant intellectual experience and its impact on you, you can demonstrate your academic depth, your own intellectual processes and aptitudes, and intellectual growth.

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Answering Prompt 3

“elaborate on extracurricular activities, employment, travel, or family responsibilities that have played a pivotal role in defining who you are.”.

This question is designed to help you articulate the significance of experiences outside the classroom and their profound impact on your personal journey.

1. Prioritize Depth Over Quantity

While you might have multiple experiences, focus on one or two that have had the most profound impact on you . This allows you to delve deeper and provide a more insightful reflection.

2. Choose a Defining Experience

Reflect on moments that genuinely shaped your character:

• Was there an extracurricular activity that taught you leadership, teamwork, or dedication?
• Did a job teach you responsibility, time management, or the value of hard work?
• Has travel exposed you to diverse cultures, broadening your perspectives?
• Were there family responsibilities that instilled in you a sense of maturity, empathy, or resilience?

3. Describe the Experience

Briefly set the scene. Whether it's the bustling environment of a part-time job, the challenges of a leadership role in a club, or the nuances of a family responsibility, paint a picture for the reader.

4. Reflect on the Impact

Discuss how this experience influenced your personal growth:

• What challenges did you face, and how did you overcome them?
• What skills or values did you acquire or strengthen?
• How did this experience shape your aspirations, perspectives, or values?

5. Connect to the Present

Highlight how this experience continues to influence you:

• How do the lessons you learned guide your current decisions or actions?
• How has it influenced your academic interests or future aspirations?

Harvard's third supplemental essay is an opportunity to showcase experiences outside the classroom that have significantly influenced your personal growth . Reflecting on these pivotal moments and their lasting impact can provide a holistic picture of your character, values, and aspirations.

Answering Prompt 4

“describe how you envision utilizing your harvard education in the future.”.

This question aims to help you articulate how a Harvard education aligns with your future goals and the impact you aim to make in your chosen field or community.

1. Reflect on Your Goals

Begin by identifying your long-term aspirations . Have a clear vision in mind, whether it's a specific career, a desire to address a global challenge, or a passion you wish to pursue further.

2. Highlight Harvard's Unique Offerings

Research specific programs, courses, or opportunities at Harvard that align with your goals. This could be a particular academic program, research opportunities, or extracurricular activities.

3. Draw a Connection

Discuss how these unique offerings will equip you with the skills, knowledge, or experiences needed to achieve your future aspirations . Make it evident that Harvard is the ideal place for you to realize these goals.

4. Go Beyond the Obvious

While Harvard's academic excellence is a given, delve into the broader Harvard experience. Consider the influence of its diverse community, its culture of innovation, or its commitment to leadership and service.

5. Discuss the Broader Impact

Expand on how you plan to use your Harvard education to make a difference . Whether it's in your community, in a particular field, or on a global scale, showcase your commitment to creating positive change.

6. Stay Authentic

Ensure your response is genuine and reflects your true aspirations. Admissions officers can discern genuine passion and commitment from generic responses.

Harvard's fourth supplemental essay is an opportunity to showcase your forward-thinking approach and how you plan to leverage Harvard's resources to achieve your future goals. By drawing a clear connection between what Harvard offers and your aspirations, you demonstrate a purposeful approach to your education.

Answering Prompt 5

“list three things your future roommates should know about you.”.

This question aims to help you present a genuine and well-rounded picture of yourself, offering insights into your personality, habits, and values.

1. Reflect on Your Personality

This prompt is an invitation to share more about your personal side. Think about the quirks, habits, or values that define you. What are the things that make you, well, you?

2. Balance Seriousness with Lightness

While one point could be a deep reflection of your values or beliefs, another could be a fun fact or a unique hobby. This mix gives a rounded picture of who you are.

3. Be Genuine

Avoid coming up with things you believe the admissions committee wants to hear. This is your chance to let your true self shine through.

4. Consider Your Daily Life

Think about your habits or routines, the music you listen to, or the books you read. These can offer insights into your personality and preferences.

5. Reflect on Past Living Experiences

Have you shared a space with someone before — roommate, sibling, family members, fellow campers?… Think about what made the experience harmonious. Were there particular habits, routines, or guiding principles you followed that were appreciated by those you were sharing space with?

Harvard's fifth supplemental essay is a chance to showcase your personality beyond academics and extracurriculars . By sharing genuine aspects of yourself related to day-to-day living and the many small ways you interact with those around you in more personal spaces, you give a glimpse into your life outside the classroom and what it might be like to share a living space with you.

5 Tips for the "Why This School?" Essay

General Guidelines for Crafting Stellar Harvard Supplemental Essays

1. Understand the Question: Before you start writing, ensure you fully understand what the prompt is asking. Break it down and consider its nuances. This will help you stay on track and address all aspects of the question.

2. Be Authentic: Harvard isn't just looking for high achievers; they're looking for genuine individuals. Your essay should reflect your true self, not what you think the admissions committee wants to hear.

3. Show, Don't Tell: Instead of just stating facts or beliefs, use anecdotes, experiences, or stories to convey your points. This makes your essay more engaging and paints a clearer picture of who you are.

4. Stay Within the Word Limit: While it might be tempting to write more, respect the word limits. It shows that you can convey your thoughts concisely and respect guidelines.

5. Proofread and Edit: Always review your essay multiple times for clarity, coherence, and grammar. Consider also asking a teacher, mentor, or friend to review it.

6. Connect to Harvard: While the prompts might not explicitly ask for it, subtly showing why your experiences, values, or aspirations align with Harvard's culture or offerings can be a plus.

7. Reflect on Growth: Colleges love to see personal growth. Reflect on how experiences have shaped you, lessons learned, and how you've evolved.

8. Avoid Repetition: Ensure that your supplemental essays present new information and don't repeat what's already in your Common App essay or other parts of your application.

9. Be Forward-Looking: While it's essential to reflect on past experiences, also touch on how these experiences prepare you for future endeavors, especially at Harvard.

10. Start Early: Give yourself ample time to brainstorm, draft, and revise. Starting early reduces stress and allows you to approach the essay with a clear mind.

Remember, the supplemental essays are an opportunity to showcase aspects of yourself that aren't evident in other parts of your application . Use them wisely to provide a holistic picture of yourself and why you'd be a great fit for Harvard.

Final Thoughts

The journey to Harvard is more than just academic prowess; it's about crafting a narrative that resonates deeply with the admissions committee. Your supplemental essays provide a unique window into your personality, aspirations, and the distinct perspectives you'll bring to the Harvard community.

Every Harvard aspirant has a story waiting to be told. This is your moment to share yours. Approach your essays with authenticity, introspection, and a genuine passion for your narrative.

If you're wondering whether your essay truly captures your essence or if it stands out from the multitude of applications, our essay review service is here to help. Our team of experts will meticulously review and provide feedback to refine your essay, ensuring it resonates with admissions officers. For further inspiration, delve into our ebook , which showcases essays from students who clinched spots at top universities. And if Harvard is your dream, these successful Harvard essay examples will provide invaluable insights.

For those just starting their college application journey, consider booking a free consultation with our seasoned college counselors. We're dedicated to guiding you in creating an application that significantly enhances your chances of donning the Crimson colors. Harvard is within reach, and we're here to help you every step of the way.

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Key Resources & Further Reading

• Everything you need to know about US Application Supplemental Essays
• Acing your College Application Essay: 5 Expert Tips to Make it Stand Out from the Rest
• How to Tackle Every Type of Supplemental Essay
• 2023-24 Common App Essay Prompts
• What are the Most Unusual US College Supplemental Essay Prompts?

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Fifty all-new essays that got their authors into Harvard - with updated statistics, analysis, and complete student profiles - showing what worked, what didn't, and how you can do it, too. With talented applicants coming from top high schools as well as the pressure to succeed from family and friends, it's no wonder that writing college application essays is one of the most stressful tasks high schoolers face. To help, this completely new edition of 50 Successful Harvard Application Essays , edited by the staff of the Harvard Crimson , gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation's top-ranked college. From chronicling personal achievements to detailing unique talents, the topics covered in these essays open applicants up to new techniques to put their best foot forward. It teaches students how to: - Get started - Stand out - Structure the best possible essay - Avoid common pitfalls Each essay in this collection is from a Harvard student who made the cut, is accompanied by a student profile that includes SAT scores and grades, and is followed by a detailed analysis by the staff of the Harvard Crimson that shows readers how they can approach their own stories and ultimately write their own high-caliber essay. 50 Successful Harvard Application Essays ' all-new examples and straightforward advice make it the first stop for college applicants who are looking to craft essays that get them accepted to the school of their dreams.

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To apply for admission as a first-year or transfer student at Harvard, you will start with the Application. Fill out the Common Application  or the Coalition Application, Powered by Scoir (choose one, we have no preference), followed by the supplement to help us get a better sense of who you are. Not sure where to start? We've gathered some helpful tips on how to fill out the main application and the Harvard supplement.

The Profile section is a place where you'll share detailed information about yourself, including contact information, demographics, and fee waiver request. It's always a good idea to review the information here and update any details, if necessary. Please note that none of the demographic questions in this section are required. 

Profile Section

Personal information: legal name.

Please fill out your name exactly as it will show up on all materials we receive for your application. Your teachers, college counselors and others should also use your legal name just as it will appear on your financial aid forms, official test score reports, etc. Use of a nickname can cause your application to be incomplete if we cannot match your materials to your application.

Citizenship

Citizenship does not in any way affect your chances of admission or eligibility for financial aid at Harvard. There is no admissions advantage or disadvantage in being a US citizen. This is not the case at all institutions.

For students who need a visa to study in the United States, this question is of critical importance: we begin to prepare the forms that qualify you for a visa immediately after acceptance. Any delay in this process can jeopardize your chances of arriving in Cambridge in time to begin the fall semester.

U.S. Social Security Number

Your U.S. Social Security number is kept strictly confidential and is used solely to match up your admissions and financial aid data if you are applying for aid.

U.S. Armed Forces Status

The applications of veterans are most welcome and your service is a positive factor in our admissions process. We’re proud to help veterans continue their education by participating in the Yellow Ribbon Program and Service to School’s VetLink program. Learn more about applying as a veteran here .

Application Fee Waiver

The application fee covers a very small portion of the administrative costs of processing applications. However, if the fee presents a hardship for you or your family, it will be waived. Each applicant applying with a fee waiver should select an option for a need-based fee waiver. Do not let the application fee stand in the way of applying! 

How to Request an Application Fee Waiver

Do not let the admissions application fee prevent you from applying! In the spirit of our  honor code , if the admissions application fee presents a hardship for you or your family, the fee will be waived. Please follow the steps below to request a fee waiver:

Common Application

• Confirm that you meet at least one of the indicators of economic need and then select “Yes” to the prompt “You are eligible for application fee waivers if you meet one or more of the following criteria."
• Complete the fee waiver signature.

Coalition Application

• Confirm that you meet at least one of the indicators of economic need listed in the Fee Waiver section of your Profile.
• If you do not meet one of the indicators of economic need, you may enter the Harvard-specific fee waiver code on the payment page: JH3S5Q2LX9

Transfer Applicants

• Please send an email to  [email protected]  to request a transfer application fee waiver.

In the family section, you'll share information about your household, your parents, and any siblings. Most colleges collect this information for demographic purposes. Even if you're an adult or an emancipated minor, you'll need to fill out this section.

Unknown Parent

Answer the questions as honestly and fully as you can, but don’t worry if you and your parent/guardian do not know all of the details about your family.

Family Information

Part of an admissions officer’s job in reading your application is to understand your background and how these circumstances have affected your upbringing, the opportunities available to you, academic preparation, and other factors relevant to the college admissions process.

Family life is an important factor in helping us to learn more about the circumstances and conditions in which you were raised, and how you have made the most of the opportunities provided by your family. We want to understand where you’re coming from, not only in school, but at home as well.

Parent Education

Parents almost always have a significant effect on students’ lives. Information about parents may indicate challenges you have faced – and overcome. In your essay you might elaborate on your family experiences in a wide variety of ways that can illuminate your character and personal qualities, including the positive aspects of your family life.

In the Education section is where you will share information about your current school or coursework, academic honors, and future education plans. Here are some tips on commonly asked questions.

Interruption in Education

It is not uncommon for students to change schools or take time off during high school. While this information will most likely appear on your transcript, hearing directly from you about any interruption in schooling will help us to fill in any gaps.

We always defer to the secondary school report for information about grades. If yours is not provided by the counselor or school, we will take into consideration what is self-reported, making sure to confirm with your school officials.

Current or Most Recent Year Courses

Please list the courses you are currently taking and/or are planning on taking before you graduate. If your schedule changes after you have submitted your application, please keep us updated by submitting additional materials in the Applicant Portal.

Honors & Level(s) of Recognition

This is a place to highlight any achievements or awards you have received. If you receive any significant honors or awards after submitting the application, you may notify us by submitting additional materials in the Applicant Portal and we will include this information with your application materials.

Future Plans & Career Interest

You do not need to have a ten year plan, but getting a sense of what kinds of professions you have considered gives us insight into your current plans. Don’t fret about it: put a few ideas down and move on with your application.

Since there are some students who do have a developed career interest already established while they are in high school, this question provides an opportunity to indicate such a plan.

The Testing section is where you'll enter your self-reported scores for any standardized tests that you've taken and wish to report to colleges. However, remember that if you self-report your SAT or ACT test scores and you are admitted and choose to enroll at Harvard, you'll be required to submit your official score reports from the College Board or ACT. View more information on our standardized testing requirements on our Application Requirements page.

Tests Taken

Test scores.

We have always looked at the best scores applicants choose to submit. If you haven’t yet taken the tests, please indicate which tests you are taking and when.

The TOEFL is not required for Harvard, but if you are taking it for another college, you may elect to submit it as part of your Harvard application. Your score can be one more piece of evidence regarding your English language proficiency, so you may choose to submit it if you feel it provides additional helpful information. 

AP/IB Tests

These exam scores are additional pieces of academic information which can help us as we think about your preparation and potential for college level work. Sometimes AP or IB scores can demonstrate a wide range of academic accomplishments.

If you have the opportunity to take AP and IB exams, the results may also be helpful for academic placement, should you be accepted and choose to enroll at Harvard. 

The activities section gives you the opportunity to tell schools more about who you are and activities you're involved with outside the classroom. You'll have the opportunity to list up to ten activities, but that doesn't mean you need to enter all ten.

How we use extracurricular activities and work experience in the admissions process

We are much more interested in the quality of students’ activities than their quantity so do not feel you need to fill in the entire grid! Contributions students make to the well-being of their secondary schools, communities and families are of great interest to us. So indicate for us the time you spend and the nature of the contribution to extracurricular activities, the local community, work experiences and help provided to your family. Activities you undertake need not be exotic but rather might show a commitment to excellence regardless of the activity. Such a commitment can apply to any activity in your life and may reflect underlying character and personal qualities.

For example, a student can gain a great deal from helping his or her family with babysitting or other household responsibilities or working in a restaurant to help with family or personal expenses. Such experiences are important “extracurricular” activities and can be detailed in the extracurricular section and discussed in essays.

Some students list only activities they feel will appear significant to the admissions office, while others endeavor to list every single thing they have ever done. Neither approach is right for everyone. Rather, you should think about the activities (in-school, at home, or elsewhere) that you care most about and devote most of your time doing, and list those.

We realize that extracurricular and athletic opportunities are either unavailable or limited at many high schools. We also know that limited economic resources in many families can affect a student’s chances for participation on the school teams, travel teams, or even prevent participation at all due to the costs of the equipment or the logistical requirements of some sports and activities. You should not feel that your chances for admission to college are hindered by the lack of extracurricular opportunities. Rather, our admissions committee will look at the various kinds of opportunities you have had in your lifetime and try to assess how well you have taken advantage of those opportunities.

For additional thoughts on extracurricular activities, please refer to this 2009 article in the New York Times:  Guidance Office: Answers From Harvard’s Dean, Part 3 .

Positions held, honors won, letters earned, or employer

In this section, please describe the activity and your level of participation. Please note that your description should be concise, or it may be cut off by the Common Application.

Participation Grade Level

The grades during which you have participated are important because they help us to understand the depth of your involvement in that activity and your changing interests over time. Not all extracurricular activities must be a four-year commitment for our applicants.

Approximate Time Spent

We are interested to know how you manage your time and to understand how you balance your life outside of the classroom. Some students dedicate their time to one or two activities, while others spread their time among many.

When did you participate

We know that students are often active both during the school year and the summer – working, babysitting siblings, enrolling in courses, traveling, playing sports, holding internships, etc. Distinguishing school-year activities from summer activities helps us understand how you have spent your time and taken advantage of opportunities available to you.

Plans to participate in college?

Harvard is a residential institution, and our students are actively engaged in college life. This section helps us to understand how you might contribute at Harvard. Some students who were involved in several activities during high school choose to narrow their focus in college and/or to try new activities not previously available.

What if there's not enough space?

Filling out the grid is an act of prioritization: your responses tell us what activities or work experiences are most meaningful to you. And there’s quite a bit of space there, too; almost everyone should be able to convey the breadth and depth of out-of-class commitments on the application. Conversely, please do not feel a need to fill every line!

The first section is the personal essay. Harvard requires the submission of the personal essay with your application. We also offer an opportunity to add any additional information.

Personal Essay

The Common Application essay topics are broad. Please note that Coalition essay questions may differ. While this might seem daunting at first, look at it as an opportunity to write about something you care about, rather than what you think the Admissions Committee wants to hear. The point of the personal statement is for you to have the chance to share whatever you would like with us. Remember, your topic does not have to be exotic to be compelling.

Essay topics include:

• 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.
• 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?
• Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
• 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? 
• Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
• 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?
• 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.

Additional Information

Do not feel obligated to fill this space, but some students have used this opportunity to tell us about challenging circumstances in their lives such as illness or other difficulties that may have affected their grades. Any information that can tell us more about the person behind the test scores and grades can be helpful.

Harvard Questions

Each college or university that is a member of the Common Application and/or the Coalition Application - Powered by Scoir has an opportunity to ask applicants a series of school-specific questions separate from the common part of the application. The Harvard supplement contains a series of questions that help us learn more about your academic, extracurricular, and personal interests. You application is not considered complete until you submit the supplement. 

General: Applying for Financial Aid

Harvard has a need-blind admissions process and applying for aid is never detrimental to your admissions decision. We ask this question because we want to be able to calculate your financial need in advance of our April notification date so that we can send your admission letter and financial aid offer at the same time. One thing to note – not all institutions have such policies.

General: Submitting Supplementary Materials

Supplementary materials (art slides, music recordings, research papers, etc.) help when they reveal unusual talent. You absolutely do not have to include anything supplementary to gain acceptance to Harvard, and the vast majority of admitted students do not submit supplementary materials with their applications. You can submit art and media files through Slideroom  and any documents or articles directly in the Applicant Portal with an uploader tool.

Academics: Fields of Study

When you select from the full list of Harvard's academic concentrations, you give us a sense of the direction you may choose when it comes time for you to choose a concentration at Harvard in your sophomore year.

While we realize that this question is quite similar to the one asked on the Common Application, our own format allows us to fit this information into data fields that Harvard has been collecting for many years. While we know students might well change their minds once they are in college, it is helpful for us to get a sense of their current interests and those academic areas in which they have already spent time and effort.

We do not admit students into specific academic programs, and we have no quotas or targets for academic fields.

Academics: Future Plans

As a liberal arts institution with fifty academic concentrations and more than 450 extracurricular organizations, we expect and encourage our students to explore new opportunities. We understand that as you answer these questions, you may not be entirely sure of your plans, but this information helps us to understand how you might use Harvard.

One of the principal ways students meet and educate each other during college is through extracurricular activities. Your answer to this question gives us a better sense of the interests you might bring to college and how definite your academic, vocational, extracurricular or athletic interests might be. This information helps us understand better how you might use Harvard. Of course, one of the best things about a liberal arts education is that plans may change. There is no “right” answer to these questions.

If you have applied to Harvard before, we want to include your previous application with your current one. We also want to have a record of any other involvement at Harvard you may have had, including the Summer School and the Extension School and associated transcripts. This information adds to the context of your present application. It can be helpful for us to note changes in your application—perhaps areas where you have strengthened the academic and/or extracurricular aspects of your candidacy.

Writing Supplement

The supplement includes five required short-answer questions, each with a 150 word limit. We want to ensure that every student has the same opportunity to reflect on and share how their life experiences and academic and extracurricular activities shaped them, how they will engage with others at Harvard, and their aspirations for the future. Our continued focus is on considering the whole student in the admissions process and how they have interacted with the world.

Required Short Answer Questions

Each question has a 150 word limit. 

• Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?
• Describe a time when you strongly disagreed with someone about an idea or issue. How did you communicate or engage with this person? What did you learn from this experience?
• Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.
• How do you hope to use your Harvard education in the future?
• Top 3 things your roommates might like to know about you. 

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Book details

50 Successful Harvard Application Essays, 6th Edition

What Worked for Them Can Help You Get into the College of Your Choice

Author: Staff of the Harvard Crimson

N EB F . Hometown: Birmingham, Alabama, USA High School: Public school, 350 students in graduating class GPA: 4.0 out of 4.0 (4.6 Weighted) ACT: 35 Extracurriculars and Awards: Bailey Thomson Award for Editorial Writing, National Merit Scholar Major: Economics ESSAY “We need you to throw bombs.” It was a rather unorthodox way of telling me to write something controversial. With the deadline of our first issue rapidly approaching, the Co-Editors-in-Chief of my high school newspaper wanted to do something special, to set a precedent. Readership was the priority, and our best shot of increasing it was through the publication of a wide variety of eye-catching topics: the pervasive alcohol problem, the sexist dress code, and, of course, what would later be my opinion piece on our suburb’s diversity, or rather lack thereof. But I’m sure the newspaper teacher was beginning to have her initial doubts about my ability to run the section. While others already had an idea of what they wanted to write about, I—the supposed outspoken Opinions Editor—was the only one who didn’t have a clue what to write about. Was I even deserving of the position if I couldn’t speak my mind on simple school issues? As the only junior awarded a section editor position, I somehow beat out seniors who had applied for Opinions Editor as their top choice. However, it was only a few weeks in before I fell upon the same self-doubts about writing for the paper that I had had as a sophomore the year before. Taking on the role of clueless newspaper newbie early on that sophomore year, I found guidance only in the sponsor’s singular, resonating message: “Write about whatever interests you.” It was supposedly as simple as that. No parameters. No governing rubric. No monotonous prompts. No, unlike the five-paragraph, formal essays and research papers we were programmed to churn out, my school paper presented an unprecedented opportunity of free will at hand, a creative free will that no other class had ever really emphasized firstmost. But not even I could capitalize on that kind of independence. That first year on the staff would mostly bear witness to the same “who, what, where, when, and why” features, news, and sports pieces, issue after issue, that demonstrated a skill in article writing, sure, but didn’t quite showcase a writer’s voice that was true to me. That was to change, I resolved. This time around, I would write about the topic that was inherently bomb-laden: my heritage and my place in the predominantly white community where I had grown up in. Being, for a period of time, the only student of color in my elementary school, as well as the unfortunate recipient of countless, blatantly racist Asian impressions and jokes, would eventually shape a perspective that I was hesitant to speak openly about. Not anymore. There was too much at stake, an identity even. I could recognize that much. A long night of meticulous drafting would pass before giving way to a rough, but impassioned, opinion piece that spoke to the lack of both racial and political diversity that distinguished our community. The administration went on to censor out the more colorful aspects of all of our opinion pieces, but, for once, I could unabashedly take pride in the voice expressed in that draft. It was never about the stun factor, but rather about finding the courage to give my writing a stun factor in the first place. Reflecting now on my involvement both on the paper as well as for other print publications, I’ve come to accept a certain credence. The opportunities writing offers are wide and plentiful in terms of self-expression at large, but the pursuit of topics that push you outside of your comfort zone makes the difference needed to write with a compelling conviction. As it turned out, this stated call to conviction came as the curious result of a simple request, a summoning of some internal, unrelenting voice capable of “throwing bombs.” REVIEW What did the essay do well? Neb does a great job of connecting two themes in his essay: growing as a writer and taking a proud stance on his identity. In this essay, we learn about how he overcame his hesitancy to express himself fully in the newspaper, which demonstrates his perseverance as well as his character. And while Neb makes his Asian identity central to the piece and mentions heavy topics, namely racism, he does not let that overpower the essay, keeping the message focused on his personal strengths and capabilities. What could be improved about the essay? The fourth paragraph, in which Neb walks us through his sophomore experience on the newspaper in order to contextualize his subsequent growth, is slightly unwieldy. The reader is led to navigate backwards in chronology and go through a different and retired mind-set. While the paragraph itself is well written, it could have been condensed to get to the main point: before his junior year, Neb didn’t feel like he could capitalize on the unprecedented creative freedom the paper offered. What made this essay memorable? The hook of this essay—“We need you to throw bombs”—works really well. It grabs your attention right away without being obnoxious and the fact that it bookends the piece is a bonus. The hook shows off Neb’s creativity and style, which nicely mirrors the actual content of his essay. Furthermore, the overall message of perseverance comes through the essay without being overpowering or cliché, which often happens with this theme of struggle followed by having to overcome said struggle. In essays such as this, something needs to stand out when reviewers have read this theme countless times over again, and the hook—as well as other unique stylistic choices—can be a strong way to accomplish this. —Cara Chang U NA R . Hometown: Brooklyn, New York, USA High School: Private school, 96 students in graduating class GPA: undisclosed ACT: 35 Extracurriculars and Awards: Chamber music (piano), Science Olympiad, humor magazine, crossword club, Columbia University Science Honors Program, research at Memorial Sloan Kettering Major: History of Science ESSAY The first word I ever spoke was my name. I was intrigued that my entire identity could be attached to and compressed into such a simple sound. I would tell everyone I met that my name meant “one,” that it made me special because it sounded like “unique.” When I learned to write, I covered sheets of paper with the letters U, N, and A. Eventually, I realized that paper was not enough—I needed to cover the world with my name, my graffiti tag. This came to a screeching halt in kindergarten. One day in music class, I scratched UNA into the piano’s wood. Everyone was surprised that I tagged my name and not someone else’s. I didn’t want someone else to suffer for my misdeeds. I wanted to take something, to make it mine. Kindergarten was also the year my parents signed me up for piano lessons, and every aspect of them was torture. I had to learn to read an entirely new language, stretch my fingers to fit challenging intervals, use my arms with enough force to sound chords but not topple over, grope around blindly while keeping my eyes on the music, and the brain-splitting feat of doing this with each hand separately. Hardest was the very act of sitting down to practice. The physical challenges were more or less surmountable, but tackling them felt lonely and pointless. I only fell in love with music when I found myself in a sweaty church on the Upper West Side—my first chamber music concert, the final event of a two-week camp the summer before sixth grade. I was nervous. My group, playing a Shostakovich prelude, was the youngest, so we went first. My legs shook uncontrollably before, during, and after I played. I nearly became sick afterward from shame and relief. I was so disappointed that I thought I could never face my new music friends again. From the front row, I plotted my escape route for when the concert finished. But I didn’t run. I watched the whole concert. I watched the big kids breathe in unison, occupying the same disconnected body. I fell in love with music through the way they belonged to each other, the way they saw each other without even looking. I stuck with that chamber camp. In the twenty chamber groups that have made up my last six years, I’ve performed in six-inch heels and nearly fallen off-stage during my bow. I’ve performed in sneakers and a sweatshirt, on pianos with half the keys broken and the other half wildly out of tune, in subway stations, nursing homes, international orchestras, Carnegie Hall, and on Zoom. Chamber music doesn’t work when everyone aims to be a star; it works when everyone lets everyone else shine through. It’s more fun that way. A musical notation I rarely saw before playing chamber music is “una corda,” which says to put the soft pedal down and play on only “one string,” usually to highlight another player’s solo. I don’t need to be the loudest to breathe in unison with my friends, to create something beautiful. In that moment, I’m not just Una, I’m the pianist in the Dohnányi sextet. I started to love music only when I realized it doesn’t belong to me. I had to stop trying to make piano my own and take pleasure in sharing it. I learned that the rests in my part were as meaningful as the notes; that although my name means “one,” I’d rather not be the “only.” My favorite compliment I’ve received was that I made an audience member feel like they were sitting onstage next to me. This, to me, is the essence of chamber music. To pull your audience onto the stage, trusting your group isn’t enough—you have to fuse together, to forget you exist. For a few minutes, you have to surrender your name. REVIEW What did the essay do well? In her essay, Una is able to showcase an experience of growth, her passion for piano chamber performance, and her value of collaboration and working with others. The essay is well woven together to bridge her two primary topics: her name and unique identity, and her extracurricular piano. The technical writing and organization of the essay is also very strong, with a clear voice, easy to follow structure, and plenty of engaging details. What could be improved about the essay? The essay started off with red flags like stories that reflected less desirable personality traits and a focus on experiences all the way back to kindergarten. However, these early-warning signs are well resolved by the end to give both a good impression of the writer and a real sense of change. This is not a weakness on the part of this essay and is actually something done well since the author can be truly vulnerable by acknowledging their flaws, but addressing how they have changed and grown since then. However, readers should keep in mind that speaking about such dated experiences must tie back to the applicant in the current day, which Una does well in her description of where she has gotten in terms of chamber music, even performing on Zoom. What made this essay memorable? The entrance into the topic with the story of her name helps this essay stand out from other essays about piano or music in general. Without using it as an entrance, weaving it well into the body of the essay, and connecting it to her overall message, this essay would miss that unique quality and otherwise blend in with other similar essays. —Isabella Tran S IMAR B . Hometown: Fremont, California, USA High School: Private school, 200 students in graduating class GPA: 4.0 out of 4.0 (4.72 Weighted) ACT: 35 Extracurriculars and Awards: Medical Club president, Students Partner with Veterans Club president, Psychology Club president, Honor Council chair, varsity tennis, theater, John Near Scholarship, Presidential Volunteer Major: History of Science ESSAY June 2nd, 2019. The birth of the new me, or “Simar 2.0” as mom called me. However, I still felt like “Simar 1.0,” perceiving nothing more than the odd new sensation of a liberating breeze fluttering through my hair. At age seventeen, I got a haircut for the first time in my life. As a Sikh, I inherited a tradition of unshorn, cloth-bound hair, and, for most of my life, I followed my community in wholeheartedly embracing our religion. Over time, however, I felt my hair weighing me down, both materially and metaphorically. Sikhism teaches that God is one. I asked mom why then was God cleaved into different religions? If all paths were equal, I asked dad, then why not follow some other religion instead? My unease consistently dismissed by our Sikh community, I decided to follow the religion of God: no religion. My hair, though, remained; if I knew my heart, then cutting my hair served no purpose. Nevertheless, that unshorn hair represented an unequivocal beacon for a now defunct identity. I visited my calculus teacher’s office hours, only to be peppered by incessant questions about Sikhism. He pigeonholed me into being a spokesperson for something I no longer associated with. Flustered, I excused myself to the bathroom, examining this other me in the mirror. Why this hair? This question kept coming back. I ransacked my conscience, and it became painfully obvious. Fear. Fear of what my conservative grandparents might think. Fear of what my Sikh family friends might say. Fear of what my peers might ask. This hair had usurped my sense of self. Copyright © 2024 by the Staff of The Harvard Crimson

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Fifty all-new essays that got their authors into Harvard, with updated statistics and analysis, showing what worked, what didn’t, and how you can do it, too. With talented...

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Fifty all-new essays that got their authors into Harvard, with updated statistics and analysis, showing what worked, what didn’t, and how you can do it, too. With talented applicants coming from the top high schools as well as the pressure to succeed from family and friends, it’s no wonder that writing college application essays is one of the most stressful tasks high schoolers face. In addition, since our last edition of 50 Successful Harvard Application Essays, the application process has shifted toward a more widespread acceptance of the test-optional model. The remaining components of the application are more heavily weighted and the personal statement has never been a more important factor in the admissions process. Test-optional policies have also led to many selective universities seeing an increase in applicants, so a particularly strong essay can help you stand out in this larger applicant pool. To help, this completely new edition of 50 Successful Harvard Application Essays gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation’s top ranked college. From chronicling personal achievements to detailing unique talents, the topics covered in these essays open applicants up to new techniques to put their best foot forward. It teaches students how to: - Get started - Stand out - Structure the best possible essay - Avoid common pitfalls Each essay in this collection is from a Harvard student who made the cut and is followed by analysis by the staff of The Harvard Crimson where strengths and weaknesses are detailed to show readers how they can approach their own stories and ultimately write their own high-caliber essay. 50 Successful Harvard Application Essays ’ all-new essays and straightforward advice make it the first stop for applicants who are looking to craft essays that get them accepted to the school of their dreams.

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10 Successful Harvard Application Essays | 2024

With the top applicants from every high school applying to the best schools in the country, it's important to have an edge in your college application. Check out our list of 10 new Harvard application essays from students who made it in, and hear from expert college consultants about what made these work.

The Crimson's news and opinion teams—including writers, editors, photographers, and designers—were not involved in the production of this article.

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My Successful Harvard Application (Complete Common App + Supplement)

Other High School , College Admissions , Letters of Recommendation , Extracurriculars , College Essays

In 2005, I applied to college and got into every school I applied to, including Harvard, Princeton, Stanford, and MIT. I decided to attend Harvard.

In this guide, I'll show you the entire college application that got me into Harvard—page by page, word for word .

In my complete analysis, I'll take you through my Common Application, Harvard supplemental application, personal statements and essays, extracurricular activities, teachers' letters of recommendation, counselor recommendation, complete high school transcript, and more. I'll also give you in-depth commentary on every part of my application.

To my knowledge, a college application analysis like this has never been done before . This is the application guide I wished I had when I was in high school.

If you're applying to top schools like the Ivy Leagues, you'll see firsthand what a successful application to Harvard and Princeton looks like. You'll learn the strategies I used to build a compelling application. You'll see what items were critical in getting me admitted, and what didn't end up helping much at all.

Reading this guide from beginning to end will be well worth your time—you might completely change your college application strategy as a result.

First Things First

Here's the letter offering me admission into Harvard College under Early Action.

I was so thrilled when I got this letter. It validated many years of hard work, and I was excited to take my next step into college (...and work even harder).

I received similar successful letters from every college I applied to: Princeton, Stanford, and MIT. (After getting into Harvard early, I decided not to apply to Yale, Columbia, UChicago, UPenn, and other Ivy League-level schools, since I already knew I would rather go to Harvard.)

The application that got me admitted everywhere is the subject of this guide. You're going to see everything that the admissions officers saw.

If you're hoping to see an acceptance letter like this in your academic future, I highly recommend you read this entire article. I'll start first with an introduction to this guide and important disclaimers. Then I'll share the #1 question you need to be thinking about as you construct your application. Finally, we'll spend a lot of time going through every page of my college application, both the Common App and the Harvard Supplemental App.

Important Note: the foundational principles of my application are explored in detail in my How to Get Into Harvard guide . In this popular guide, I explain:

• what top schools like the Ivy League are looking for
• how to be truly distinctive among thousands of applicants
• why being well-rounded is the kiss of death

If you have the time and are committed to maximizing your college application success, I recommend you read through my Harvard guide first, then come back to this one.

You might also be interested in my other two major guides:

• How to Get a Perfect SAT Score / Perfect ACT Score
• How to Get a 4.0 GPA

What's in This Harvard Application Guide?

From my student records, I was able to retrieve the COMPLETE original application I submitted to Harvard. Page by page, word for word, you'll see everything exactly as I presented it : extracurricular activities, awards and honors, personal statements and essays, and more.

In addition to all this detail, there are two special parts of this college application breakdown that I haven't seen anywhere else :

• You'll see my FULL recommendation letters and evaluation forms. This includes recommendations from two teachers, one principal, and supplementary writers. Normally you don't get to see these letters because you waive access to them when applying. You'll see how effective strong teacher advocates will be to your college application, and why it's so important to build strong relationships with your letter writers .
• You'll see the exact pen marks made by my Harvard admissions reader on my application . Members of admissions committees consider thousands of applications every year, which means they highlight the pieces of each application they find noteworthy. You'll see what the admissions officer considered important—and what she didn't.

For every piece of my application, I'll provide commentary on what made it so effective and my strategies behind creating it. You'll learn what it takes to build a compelling overall application.

Importantly, even though my application was strong, it wasn't perfect. I'll point out mistakes I made that I could have corrected to build an even stronger application.

Here's a complete table of contents for what we'll be covering. Each link goes directly to that section, although I'd recommend you read this from beginning to end on your first go.

Common Application

Personal Data

Educational data, test information.

• Activities: Extracurricular, Personal, Volunteer
• Short Answer
• Additional Information

Academic Honors

Personal statement, teacher and counselor recommendations.

• Teacher Letter #1: AP Chemistry
• Teacher Letter #2: AP English Lang

School Report

• Principal Recommendation

Harvard Application Supplement

• Supplement Form
• Writing Supplement Essay

Supplementary Recommendation #1

Supplementary recommendation #2, supplemental application materials.

Final Advice for You

I mean it—you'll see literally everything in my application.

In revealing my teenage self, some parts of my application will be pretty embarrassing (you'll see why below). But my mission through my company PrepScholar is to give the world the most helpful resources possible, so I'm publishing it.

One last thing before we dive in—I'm going to anticipate some common concerns beforehand and talk through important disclaimers so that you'll get the most out of this guide.

Important Disclaimers

My biggest caveat for you when reading this guide: thousands of students get into Harvard and Ivy League schools every year. This guide tells a story about one person and presents one archetype of a strong applicant. As you'll see, I had a huge academic focus, especially in science ( this was my Spike ). I'm also irreverent and have a strong, direct personality.

What you see in this guide is NOT what YOU need to do to get into Harvard , especially if you don't match my interests and personality at all.

As I explain in my Harvard guide , I believe I fit into one archetype of a strong applicant—the "academic superstar" (humor me for a second, I know calling myself this sounds obnoxious). There are other distinct ways to impress, like:

• being world-class in a non-academic talent
• achieving something difficult and noteworthy—building a meaningful organization, writing a novel
• coming from tremendous adversity and performing remarkably well relative to expectations

Therefore, DON'T worry about copying my approach one-for-one . Don't worry if you're taking a different number of AP courses or have lower test scores or do different extracurriculars or write totally different personal statements. This is what schools like Stanford and Yale want to see—a diversity in the student population!

The point of this guide is to use my application as a vehicle to discuss what top colleges are looking for in strong applicants. Even though the specific details of what you'll do are different from what I did, the principles are the same. What makes a candidate truly stand out is the same, at a high level. What makes for a super strong recommendation letter is the same. The strategies on how to build a cohesive, compelling application are the same.

There's a final reason you shouldn't worry about replicating my work—the application game has probably changed quite a bit since 2005. Technology is much more pervasive, the social issues teens care about are different, the extracurricular activities that are truly noteworthy have probably gotten even more advanced. What I did might not be as impressive as it used to be. So focus on my general points, not the specifics, and think about how you can take what you learn here to achieve something even greater than I ever did.

With that major caveat aside, here are a string of smaller disclaimers.

I'm going to present my application factually and be 100% straightforward about what I achieved and what I believed was strong in my application. This is what I believe will be most helpful for you. I hope you don't misinterpret this as bragging about my accomplishments. I'm here to show you what it took for me to get into Harvard and other Ivy League schools, not to ask for your admiration. So if you read this guide and are tempted to dismiss my advice because you think I'm boasting, take a step back and focus on the big picture—how you'll improve yourself.

This guide is geared toward admissions into the top colleges in the country , often with admissions rates below 10%. A sample list of schools that fit into this: Harvard, Princeton, Yale, Stanford, Columbia, MIT, UChicago, Duke, UPenn, CalTech, Johns Hopkins, Dartmouth, Northwestern, Brown. The top 3-5 in that list are especially looking for the absolute best students in the country , since they have the pick of the litter.

Admissions for these selective schools works differently from schools with >20% rates. For less selective schools, having an overall strong, well-rounded application is sufficient for getting in. In particular, having an above average GPA and test scores goes the majority of the way toward getting you admission to those schools. The higher the admission rate, the more emphasis will be placed on your scores. The other pieces I'll present below—personal statements, extracurriculars, recommendations—will matter less.

Still, it doesn't hurt to aim for a stronger application. To state the obvious, an application strong enough to get you Columbia will get you into UCLA handily.

In my application, I've redacted pieces of my application for privacy reasons, and one supplementary recommendation letter at the request of the letter writer. Everything else is unaltered.

Throughout my application, we can see marks made by the admissions officer highlighting and circling things of note (you'll see the first example on the very first page). I don't have any other applications to compare these to, so I'm going to interpret these marks as best I can. For the most part, I assume that whatever he underlines or circles is especially important and noteworthy —points that he'll bring up later in committee discussions. It could also be that the reader got bored and just started highlighting things, but I doubt this.

Finally, I co-founded and run a company called PrepScholar . We create online SAT/ACT prep programs that adapt to you and your strengths and weaknesses . I believe we've created the best prep program available, and if you feel you need to raise your SAT/ACT score, then I encourage you to check us out . I want to emphasize that you do NOT need to buy a prep program to get a great score , and the advice in this guide has little to do with my company. But if you're aren't sure how to improve your score and agree with our unique approach to SAT/ACT prep, our program may be perfect for you.

With all this past us, let's get started.

The #1 Most Important College Application Question: What Is Your PERSONAL NARRATIVE?

If you stepped into an elevator with Yale's Dean of Admissions and you had ten seconds to describe yourself and why you're interesting, what would you say?

This is what I call your PERSONAL NARRATIVE. These are the three main points that represent who you are and what you're about . This is the story that you tell through your application, over and over again. This is how an admissions officer should understand you after just glancing through your application. This is how your admissions officer will present you to the admissions committee to advocate for why they should accept you.

The more unique and noteworthy your Personal Narrative is, the better. This is how you'll stand apart from the tens of thousands of other applicants to your top choice school. This is why I recommend so strongly that you develop a Spike to show deep interest and achievement. A compelling Spike is the core of your Personal Narrative.

Well-rounded applications do NOT form compelling Personal Narratives, because "I'm a well-rounded person who's decent at everything" is the exact same thing every other well-rounded person tries to say.

Everything in your application should support your Personal Narrative , from your course selection and extracurricular activities to your personal statements and recommendation letters. You are a movie director, and your application is your way to tell a compelling, cohesive story through supporting evidence.

Yes, this is overly simplistic and reductionist. It does not represent all your complexities and your 17 years of existence. But admissions offices don't have the time to understand this for all their applicants. Your PERSONAL NARRATIVE is what they will latch onto.

Here's what I would consider my Personal Narrative (humor me since I'm peacocking here):

1) A science obsessive with years of serious research work and ranked 6 th in a national science competition, with future goals of being a neuroscientist or physician

2) Balanced by strong academic performance in all subjects (4.0 GPA and perfect test scores, in both humanities and science) and proficiency in violin

3) An irreverent personality who doesn't take life too seriously, embraces controversy, and says what's on his mind

These three elements were the core to my application. Together they tell a relatively unique Personal Narrative that distinguishes me from many other strong applicants. You get a surprisingly clear picture of what I'm about. There's no question that my work in science was my "Spike" and was the strongest piece of my application, but my Personal Narrative included other supporting elements, especially a description of my personality.

My College Application, at a High Level

Drilling down into more details, here's an overview of my application.

• This put me comfortably in the 99 th percentile in the country, but it was NOT sufficient to get me into Harvard by itself ! Because there are roughly 4 million high school students per year, the top 1 percentile still has 40,000 students. You need other ways to set yourself apart.
• Your Spike will most often come from your extracurriculars and academic honors, just because it's hard to really set yourself apart with your coursework and test scores.
• My letters of recommendation were very strong. Both my recommending teachers marked me as "one of the best they'd ever taught." Importantly, they corroborated my Personal Narrative, especially regarding my personality. You'll see how below.
• My personal statements were, in retrospect, just satisfactory. They represented my humorous and irreverent side well, but they come across as too self-satisfied. Because of my Spike, I don't think my essays were as important to my application.

Finally, let's get started by digging into the very first pages of my Common Application.

There are a few notable points about how simple questions can actually help build a first impression around what your Personal Narrative is.

First, notice the circle around my email address. This is the first of many marks the admissions officer made on my application. The reason I think he circled this was that the email address I used is a joke pun on my name . I knew it was risky to use this vs something like [email protected], but I thought it showed my personality better (remember point #3 about having an irreverent personality in my Personal Narrative).

Don't be afraid to show who you really are, rather than your perception of what they want. What you think UChicago or Stanford wants is probably VERY wrong, because of how little information you have, both as an 18-year-old and as someone who hasn't read thousands of applications.

(It's also entirely possible that it's a formality to circle email addresses, so I don't want to read too much into it, but I think I'm right.)

Second, I knew in high school that I wanted to go into the medical sciences, either as a physician or as a scientist. I was also really into studying the brain. So I listed both in my Common App to build onto my Personal Narrative.

In the long run, both predictions turned out to be wrong. After college, I did go to Harvard Medical School for the MD/PhD program for 4 years, but I left to pursue entrepreneurship and co-founded PrepScholar . Moreover, in the time I did actually do research, I switched interests from neuroscience to bioengineering/biotech.

Colleges don't expect you to stick to career goals you stated at the age of 18. Figuring out what you want to do is the point of college! But this doesn't give you an excuse to avoid showing a preference. This early question is still a chance to build that Personal Narrative.

Thus, I recommend AGAINST "Undecided" as an area of study —it suggests a lack of flavor and is hard to build a compelling story around. From your high school work thus far, you should at least be leaning to something, even if that's likely to change in the future.

Finally, in the demographic section there is a big red A, possibly for Asian American. I'm not going to read too much into this. If you're a notable minority, this is where you'd indicate it.

Now known as: Education

This section was straightforward for me. I didn't take college courses, and I took a summer chemistry class at a nearby high school because I didn't get into the lottery at my school that year (I refer to this briefly in my 4.0 GPA guide ).

The most notable point of this section: the admissions officer circled Principal here . This is notable because our school Principal only wrote letters for fewer than 10 students each year. Counselors wrote letters for the other hundreds of students in my class, which made my application stand out just a little.

I'll talk more about this below, when I share the Principal's recommendation.

(In the current Common Application, the Education section also includes Grades, Courses, and Honors. We'll be covering each of those below).

Now known as: Testing

Back then AP scores weren't part of this section, but I'll take them from another part of my application here.

However, their standards are still very high. You really do want to be in that top 1 percentile to pass the filter. A 1400 on the SAT IS going to put you at a disadvantage because there are so many students scoring higher than you. You'll really have to dig yourself out of the hole with an amazing application.

I talk about this a lot more in my Get into Harvard guide (sorry to keep linking this, but I really do think it's an important guide for you to read).

Let's end this section with some personal notes.

Even though math and science were easy for me, I had to put in serious effort to get an 800 on the Reading section of the SAT . As much as I wish I could say it was trivial for me, it wasn't. I learned a bunch of strategies and dissected the test to get to a point where I understood the test super well and reliably earned perfect scores.

I cover the most important points in my How to Get a Perfect SAT Score guide , as well as my 800 Guides for Reading , Writing , and Math .

Between the SAT and ACT, the SAT was my primary focus, but I decided to take the ACT for fun. The tests were so similar that I scored a 36 Composite without much studying. Having two test scores is completely unnecessary —you get pretty much zero additional credit. Again, with one test score, you have already passed their filter.

Finally, class finals or state-required exams are a breeze if you get a 5 on the corresponding AP tests .

Now known as: Family (still)

This section asks for your parent information and family situation. There's not much you can do here besides report the facts.

I'm redacting a lot of stuff again for privacy reasons.

The reader made a number of marks here for occupation and education. There's likely a standard code for different types of occupations and schools.

If I were to guess, I'd say that the numbers add to form some metric of "family prestige." My dad got a Master's at a middle-tier American school, but my mom didn't go to graduate school, and these sections were marked 2 and 3, respectively. So it seems higher numbers are given for less prestigious educations by your parents. I'd expect that if both my parents went to schools like Caltech and Dartmouth, there would be even lower numbers here.

This makes me think that the less prepared your family is, the more points you get, and this might give your application an extra boost. If you were the first one in your family to go to college, for example, you'd be excused for having lower test scores and fewer AP classes. Schools really do care about your background and how you performed relative to expectations.

In the end, schools like Harvard say pretty adamantly they don't use formulas to determine admissions decisions, so I wouldn't read too much into this. But this can be shorthand to help orient an applicant's family background.

Extracurricular, Personal, and Volunteer Activities

Now known as: Activities

For most applicants, your Extracurriculars and your Academic Honors will be where you develop your Spike and where your Personal Narrative shines through. This was how my application worked.

Just below I'll describe the activities in more detail, but first I want to reflect on this list.

As instructed, my extracurriculars were listed in the order of their interest to me. The current Common App doesn't seem to ask for this, but I would still recommend it to focus your reader's attention.

The most important point I have to make about my extracurriculars: as you go down the list, there is a HUGE drop in the importance of each additional activity to the overall application. If I were to guess, I assign the following weights to how much each activity contributed to the strength of my activities section:

Research Science Institute 2004	75%
Jisan Research Institute	10%
Pasadena Young Musicians Orchestra	6%
Science Olympiad/Science Bowl/Math Team	4%
City of Hope Medical Center	1%
Pre-Medicine Club	1%
Hospital Quartet Performances	1%
Chemistry Club	1%

In other words, participating in the Research Science Institute (RSI) was far more important than all of my other extracurriculars, combined. You can see that this was the only activity my admissions reader circled.

You can see how Spike-y this is. The RSI just completely dominates all my other activities.

The reason for this is the prestige of RSI. As I noted earlier, RSI was (and likely still is) the most prestigious research program for high school students in the country, with an admission rate of less than 5% . Because the program was so prestigious and selective, getting in served as a big confirmation signal of my academic quality.

In other words, the Harvard admissions reader would likely think, "OK, if this very selective program has already validated Allen as a top student, I'm inclined to believe that Allen is a top student and should pay special attention to him."

Now, it took a lot of prior work to even get into RSI because it's so selective. I had already ranked nationally in the Chemistry Olympiad (more below), and I had done a lot of prior research work in computer science (at Jisan Research Institute—more about this later). But getting into RSI really propelled my application to another level.

Because RSI was so important and was such a big Spike, all my other extracurriculars paled in importance. The admissions officer at Princeton or MIT probably didn't care at all that I volunteered at a hospital or founded a high school club .

This is a good sign of developing a strong Spike. You want to do something so important that everything else you do pales in comparison to it. A strong Spike becomes impossible to ignore.

In contrast, if you're well-rounded, all your activities hold equal weight—which likely means none of them are really that impressive (unless you're a combination of Olympic athlete, internationally-ranked science researcher, and New York Times bestselling author, but then I'd call you unicorn because you don't exist).

Apply this concept to your own interests—what can be so impressive and such a big Spike that it completely overshadows all your other achievements?

This might be worth spending a disproportionate amount of time on. As I recommend in my Harvard guide and 4.0 GPA guide , smartly allocating your time is critical to your high school strategy.

In retrospect, one "mistake" I made was spending a lot of time on the violin. Each week I spent eight hours on practice and a lesson and four hours of orchestra rehearsals. This amounted to over 1,500 hours from freshman to junior year.

The result? I was pretty good, but definitely nowhere near world-class. Remember, there are thousands of orchestras and bands in the country, each with their own concertmasters, drum majors, and section 1 st chairs.

If I were to optimize purely for college applications, I should have spent that time on pushing my spike even further —working on more Olympiad competitions, or doing even more hardcore research.

Looking back I don't mind this much because I generally enjoyed my musical training and had a mostly fun time in orchestra (and I had a strong Spike anyway). But this problem can be a lot worse for well-rounded students who are stretched too thin.

Aside from these considerations about a Spike, I have two major caveats.

First, developing a Spike requires continuous, increasingly ambitious foundational work. It's like climbing a staircase. From the beginning of high school, each step was more and more ambitious—my first academic team, my first research experience, leading up to state and national competitions and more serious research work.

So when I suggest devoting a lot of time to developing your Spike, it's not necessarily the Spike in itself—it's also spending time on foundational work leading up to what will be your major achievement. That's why I don't see my time with academic teams or volunteering as wasted, even though in the end they didn't contribute as much to my application.

Second, it is important to do things you enjoy. I still enjoyed playing the violin and being part of an orchestra, and I really enjoyed my school's academic teams, even though we never went beyond state level. Even if some activities don't contribute as much to your application, it's still fine to spend some time on them—just don't delude yourself into thinking they're stronger than they really are and overspend time on them.

Finally, note that most of my activities were pursued over multiple years. This is a good sign of commitment—rather than hopping from activity year to year, it's better to show sustained commitment, as this is a better signal of genuine passion.

In a future article, I'll break down these activities in more detail. But this guide is already super long, so I want to focus our attention on the main points.

Short Answer: Extracurricular Activities

In today's Common Application, you have 50 characters to describe "Position/Leadership description and organization name" and 150 characters for "Please describe this activity, including what you accomplished and any recognition you received, etc."

Back then, we didn't have as much space per activity, and instead had a short answer question.

The Short Answer prompt:

Please describe which of your activities (extracurricular and personal activities or work experience) has been most meaningful and why.

I chose RSI as my most significant activity for two reasons—one based on the meaning of the work, and another on the social aspect.

It's obvious that schools like Yale and UChicago want the best students in the world that they can get their hands on. Academic honors and awards are a great, quantifiable way to show that.

Here's the complete list of Academic Honors I submitted. The Common Application now limits you to five honors only (probably because they got tired of lists like these), but chances are you capture the top 98% of your honors with the top five.

Charlie wins a Golden Ticket to Harvard.

I know this is intimidating if you don't already have a prestigious honor. But remember there are thousands of nationally-ranked people in a multitude of honor types, from science competitions to essay contests to athletics to weird talents.

And I strongly believe the #1 differentiator of high school students who achieve things is work ethic, NOT intelligence or talent. Yes, you need a baseline level of competence to get places, but people far undervalue the progress they can make if they work hard and persevere. Far too many people give up too quickly or fatigue without putting in serious effort.

If you're stuck thinking, "well I'm just an average person, and there's no way I'm going to become world-class in anything," then you've already lost before you've begun. The truth is everyone who achieves something of note puts in an incredible amount of hard work. Because this is invisible to you, it looks like talent is what distinguishes the two of you, when really it's much more often diligence.

I talk a lot more about the Growth Mindset in my How To Get a 4.0 GPA guide .

So my Chemistry Olympiad honor formed 90% of the value of this page. Just like extracurriculars, there's a quick dropoff in value of each item after that.

My research work took up the next two honors, one a presentation at an academic conference, and the other (Siemens) a research competition for high school researchers.

The rest of my honors were pretty middling:

• National Merit Scholarship semifinalist pretty much equates to PSAT score, which is far less important than your SAT/ACT score. So I didn't really get any credit for this, and you won't either.
• In Science Olympiad (this is a team-based competition that's not as prestigious as the academic Olympiads I just talked about), I earned a number of 1 st place state and regional medals, but we never made it to nationals.
• I was mediocre at competition math because I didn't train for it, and I won some regional awards but nothing amazing. This is one place I would have spent more time, maybe in the time I'd save by not practicing violin as much. There are great resources for this type of training, like Art of Problem Solving , that I didn't know existed and could've helped me rank much higher.

At the risk of beating a dead horse, think about how many state medalists there are in the country, in the hundreds of competitions that exist . The number of state to national rankers is probably at least 20:1 (less than 50:1 because of variation in state size), so if there are 2,000 nationally ranked students, there are 40,000 state-ranked students in something !

So state honors really don't help you stand out on your Princeton application. There are just too many of them around.

On the other hand, if you can get to be nationally ranked in something, you will have an amazing Spike that distinguishes you.

Now known as: Personal Essay

Now, the dreaded personal statement. Boy, oh boy, did I fuss over this one.

"What is the perfect combination of personal, funny, heartrending, and inspirational?"

I know I was wondering this when I applied.

Having read books like 50 Successful Harvard Application Essays , I was frightened. I didn't grow up as a refugee, wrenched from my war-torn home! I didn't have a sibling with a debilitating illness! How could anything I write compare to these tales of personal strength?

The trite truth is that colleges want to know who you really are . Clearly they don't expect everyone to have had immense personal struggle. But they do want students who are:

• growth-oriented
• introspective
• kind and good-hearted

Whatever those words mean to you in the context of your life is what you should write about.

In retrospect, in the context of MY application, the personal statement really wasn't what got me into Harvard . I do think my Spike was nearly sufficient to get me admitted to every school in the country.

I say "nearly" because, even if you're world-class, schools do want to know you're not a jerk and that you're an interesting person (which is conveyed through your personal essay and letters of recommendation).

Back then, we had a set of different prompts :

What did you think?

I'm still cringing a bit. Parts of this are very smug (see /r/iamverysmart ), and if you want to punch the writer in the face, I don't blame you. I want to as well.

We'll get to areas of improvement later, but first, let's talk about what this personal essay did well.

As I said above, I saw the theme of the snooze button as a VEHICLE to showcase a few qualities I cared about :

1) I fancied myself a Renaissance man (obnoxious, I know) and wanted to become an inventor and creator . I showed this through mentioning different interests (Rubik's cube, chemistry, Nietzsche) and iterating through a few designs for an alarm clock (electric shocks, explosions, Shakespearean sonnet recitation).

2) My personality was whimsical and irreverent. I don't take life too seriously. The theme of the essay—battling an alarm clock—shows this well, in comparison to the gravitas of the typical student essay. I also found individual lines funny, like "All right, so I had violated the divine honor of the family and the tenets of Confucius." At once I acknowledge my Chinese heritage but also make light of the situation.

3) I was open to admitting weaknesses , which I think is refreshing among people taking college applications too seriously and trying too hard to impress. The frank admission of a realistic lazy habit—pushing the Snooze button—served as a nice foil to my academic honors and shows that I can be down-to-earth.

So you see how the snooze button acts as a vehicle to carry these major points and a lot of details, tied together to the same theme .

In the same way, The Walking Dead is NOT a zombie show—the zombie environment is a VEHICLE by which to show human drama and conflict. Packaging my points together under the snooze button theme makes it a lot more interesting than just outright saying "I'm such an interesting guy."

So overall, I believe the essay accomplishes my goals and the main points of what I wanted to convey about myself.

Note that this is just one of many ways to write an essay . It worked for me, but it may be totally inappropriate for you.

Now let's look at this essay's weaknesses.

Looking at it with a more seasoned perspective, some parts of it are WAY too try-hard. I try too hard to show off my breadth of knowledge in a way that seems artificial and embellishing.

The entire introduction with the Rubik's cube seems bolted on, just to describe my long-standing desire to be a Renaissance man. Only three paragraphs down do I get to the Snooze button, and I don't refer again to the introduction until the end. With just 650 words, I could have made the essay more cohesive by keeping the same theme from beginning to end.

Some phrases really make me roll my eyes. "Always hungry for more" and "ever the inventor" sound too forced and embellishing. A key principle of effective writing is to show, not say . You don't say "I'm passionate about X," you describe what extraordinary lengths you took to achieve X.

The mention of Nietzsche is over-the-top. I mean, come on. The reader probably thought, "OK, this kid just read it in English class and now he thinks he's a philosopher." The reader would be right.

The ending: "with the extra nine minutes, maybe I'll teach myself to cook fried rice" is silly. Where in the world did fried rice come from? I meant it as a nod to my Chinese heritage, but it's too sudden to work. I could have deleted the sentence and wrapped up the essay more cleanly.

So I have mixed feelings of my essay. I think it accomplished my major goals and showed the humorous, irreverent side of my personality well. However, it also gave the impression of a kid who thought he knew more than he did, a pseudo-sophisticate bordering on obnoxious. I still think it was a net positive.

At the end of the day, I believe the safest, surefire strategy is to develop a Spike so big that the importance of the Personal Essay pales in comparison to your achievements. You want your Personal Essay to be a supplement to your application, not the only reason you get in.

There are probably some cases where a well-rounded student writes an amazing Personal Essay and gets in through the strength of that. As a Hail Mary if you're a senior and can't improve your application further, this might work. But the results are very variable—some readers may love your essay, others may just think it's OK. Without a strong application to back it up, your mileage may vary.

This is a really fun section. Usually you don't get to read your letter of recommendation because you sign the FERPA waiver. I've also reached out to my letter writers to make sure they're ok with my showing this.

Teacher recommendations are incredibly important to your application. I would say that after your coursework/test scores and activities/honors, they're the 3 rd most important component of your application .

The average teacher sees thousands of students through a career, and so he or she is very well equipped to position you relative to all other students. Furthermore, your teachers are experienced adults—their impressions of you are much more reliable than your impressions of yourself (see my Personal Essay above). They can corroborate your entire Personal Narrative as an outside observer.

The most effective recommendation letters speak both to your academic strengths and to your personality. For the second factor, the teacher needs to have interacted with you meaningfully, ideally both in and out of class. Check out our guide on what makes for effective letters of recommendation .

Starting from sophomore year, I started thinking about whom I connected better with and chose to engage with those teachers more deeply . Because it's standard for colleges to require two teachers in different subjects, I made sure to engage with English and history teachers as well as math and science.

The minimum requirement for a good letter is someone who taught a class in which you did well. I got straight A's in my coursework, so this wasn't an issue.

Beyond this, I had to look for teachers who would be strong advocates for me on both an academic and personal level . These tended to be teachers I vibed more strongly with, and typically these were teachers who demonstrably cared about teaching. This was made clear by their enthusiasm, how they treated students, and how much they went above expectations to help.

I had a lot of teachers who really just phoned it in and treated their job perfunctorily—these people are likely to write pretty blasé letters.

A final note before reading my actual teacher evaluations— you should avoid getting in the mindset where you get to know teachers JUST because you want a good recommendation letter . Your teachers have seen hundreds, if not thousands, of students pass through, and it's much easier to detect insincerity than you think.

If you honestly like learning and are an enthusiastic, responsible, engaging student, a great recommendation letter will follow naturally. The horse should lead the cart.

Read my How to Get a 4.0 GPA for tips on how to interact with teachers in a genuine way that'll make them love you.

Teacher Letter #1: AP Chemistry Teacher

I took AP Chemistry in 10 th grade and had Miss Cherryl Vorak (now Mynster). She was young, having taught for fewer than 5 years when I had her. She was my favorite teacher throughout high school for these reasons:

• She was enthusiastic, very caring, and spent a lot of time helping struggling students. She exuded pride in her work and seemed to consider teaching her craft.
• She had a kind personality and was universally well liked by her students, even if they weren't doing so well. She was fair in her policies (it probably helped that science is more objective than English). She was also a younger teacher, and this helped her relate to kids more closely.
• She was my advocate for much of the US National Chemistry Olympiad stuff, and in this capacity I got to know her even better outside of class. She provided me a lot of training materials, helped me figure out college chemistry, and directed me to resources to learn more.

By the time of the letter writing, I had known her for two full years and engaged with her continuously, even when I wasn't taking a class with her in junior year. We'd build up a strong relationship over the course of many small interactions.

All of this flowed down to the recommendation you see here. Remember, the horse leads the cart.

First, we'll look at the teacher evaluation page. The Common Application now has 16 qualities to rate, rather than the 10 here. But they're largely the same.

You can see a very strong evaluation here, giving me the highest ratings possible for all qualities.

In today's Common Application, all of these Ratings are retained, aside from "Potential for Growth." Today's Common App also now includes Faculty Respect, Maturity, Leadership, Integrity, Reaction to Setbacks, Concern for Others, and TE Overall. You can tell that the updated Common App places a great emphasis on personality.

The most important point here: it is important to be ranked "One of the top few encountered in my career" for as many ratings as possible . If you're part of a big school, this is CRITICAL to distinguish yourself from other students. The more experienced and trustworthy the teacher, the more meaningful this is.

Again, it's a numbers game. Think about the 20,000+ high schools in the country housing 4 million+ high school students—how many people fit in the top 5% bucket?

Thus, being marked merely as Excellent (top 10%) is actually a negative rating , as far as admissions to top colleges is concerned. If you're in top 10%, and someone else with the SAME teacher recommender is being rated as "One of the top ever," it's really hard for the admissions officer to vouch for you over the other student.

You really want to make sure you're one of the best in your school class, if not one of the best the teacher has ever encountered. You'll see below how you can accomplish this.

Next, let's look at her letter.

As you read this, think— what are the interactions that would prompt the teacher to write a recommendation like this? This was a relationship built up in a period of over 2 years, with every small interaction adding to an overall larger impression.

You can see how seriously they take the letter because of all the underlining . This admissions reader underlined things that weren't even underlined in my application, like my US National Chemistry Olympiad awards. It's one thing for a student to claim things about himself—it's another to have a teacher put her reputation on the line to advocate for her student.

The letter here is very strong for a multitude of reasons. First, the length is notable —most letters are just a page long, but this is nearly two full pages , single spaced. This indicates not just her overall commitment to her students but also of her enthusiastic support for me as an applicant.

The structure is effective: first Miss Vorak talks about my academic accomplishments, then about my personal qualities and interactions, then a summary to the future. This is a perfect blend of what effective letters contain .

On the micro-level, her diction and phrasing are precise and effective . She makes my standing clear with specific statements : "youngest student…top excelling student among the two sections" and "one of twenty students in the nation." She's clear about describing why my achievements are notable and the effort I put in, like studying college-level chemistry and studying independently.

When describing my personality, she's exuberant and fleshes out a range of dimensions: "conscientious, motivated and responsible," "exhibits the qualities of a leader," "actively seeks new experiences," "charismatic," "balanced individual with a warm personality and sense of humor." You can see how she's really checking off all the qualities colleges care about.

Overall, Miss Vorak's letter perfectly supports my Personal Narrative —my love for science, my overall academic performance, and my personality. I'm flattered and grateful to have received this support. This letter was important to complement the overall academic performance and achievements shown on the rest of my application.

Teacher Letter #2: AP English Language Teacher

My second teacher Mrs. Swift was another favorite. A middle-aged, veteran English teacher, the best way I would describe her is "fiery." She was invigorating and passionate, always trying to get a rise out of students and push their thinking, especially in class discussions. Emotionally she was a reliable source of support for students.

First, the evaluation:

You can see right away that her remarks are terser. She didn't even fill out the section about "first words that come to mind to describe this student."

You might chalk this up to my not being as standout of a student in her mind, or her getting inundated with recommendation letter requests after over a decade of teaching.

In ratings, you can see that I only earned 3 of the "one of the top in my career." There are a few explanations for this. As a teacher's career lengthens, it gets increasingly hard to earn this mark. I probably also didn't stand out as much as I did to my Chemistry teacher—most of my achievement was in science (which she wasn't closely connected to), and I had talented classmates. Regardless, I did appreciate the 3 marks she gave me.

Now, the letter. Once again, as you read this letter, think: what are the hundreds of micro-interactions that would have made a teacher write a letter like this?

Overall, this letter is very strong. It's only one page long, but her points about my personality are the critical piece of this recommendation. She also writes with the flair of an English teacher:

"In other situations where students would never speak their minds, he showed no hesitation to voice questions, thoughts, and ideas."

"controversial positions often being the spark that set off the entire class"

"ability to take the quiet and shy student and actively engage"…"went out of my way to partner him with other students who needed"

"strength of conviction"…"raw, unbridled passion"…"He will argue on any topic that has touched a nerve."

These comments most support the personality aspect of my Personal Narrative—having an irreverent, bold personality and not being afraid of speaking my mind. She stops just short of making me sound obnoxious and argumentative. An experienced teacher vouching for this adds so much more weight than just my writing it about myself.

Teacher recommendations are some of the most important components of your application. Getting very strong letters take a lot of sustained, genuine interaction over time to build mutual trust and respect. If you want detailed advice on how to interact with teachers earnestly, check out my How to Get a 4.0 GPA and Better Grades guide .

Let's go to the final recommendation, from the school counselor.

Now known as: School Report

The first piece of this is reporting your academic status and how the school works overall. There's not much to say here, other than the fact that my Principal wrote my recommendation for me, which we'll get into next.

Counselor Recommendation

Now known as: Counselor Recommendation

Let's talk about my school principal writing my recommendation, rather than a school counselor.

This was definitely advantageous—remember how, way up top in Educational Data, the reader circled the "Principal." Our Principal only wrote a handful of these recommendations each year , often for people who worked closely with him, like student body presidents. So it was pretty distinctive that I got a letter from our Principal, compared to other leading applicants from my school.

This was also a blessing because our counseling department was terrible . Our school had nearly 1,000 students per grade, and only 1 counselor per grade. They were overworked and ornery, and because they were the gatekeepers of academic enrollment (like class selection and prerequisites), this led to constant frictions in getting the classes you wanted.

I can empathize with them, because having 500+ neurotic parents pushing for advantages for their own kids can get REALLY annoying really fast. But the counseling department was still the worst part of our high school administration, and I could have guessed that the letters they wrote were mediocre because they just had too many students.

So how did my Principal come to write my recommendation and not those for hundreds of other students?

I don't remember exactly how this came to be, to be honest. I didn't strategize to have him write a letter for me years in advance. I didn't even interact with him much at all until junior year, when I got on his radar because of my national rankings. Come senior year I might have talked to him about my difficulty in reaching counselors and asked that he write my recommendation. Since I was a top student he was probably happy to do this.

He was very supportive, but as you can tell from the letter to come, it was clear he didn't know me that well.

Interestingly, the prompt for the recommendation has changed. It used to start with: "Please write whatever you think is important about this student."

Now, it starts with: " Please provide comments that will help us differentiate this student from others ."

The purpose of the recommendation has shifted to the specific: colleges probably found that one counselor was serving hundreds of students, so the letters started getting mushy and indistinguishable from each other.

Here's the letter:

This letter is probably the weakest overall of all my letters. It reads more like a verbal resume than a personal account of how he understands me.

Unlike my two teacher recommendations, he doesn't comment on the nature of our interactions or about my personality (because he truly didn't understand them well). He also misreported by SAT score as 1530 instead of 1600 (I did score a 1530 in an early test, but my 1600 was ready by January 2004, so I don't know what source he was using).

Notably, the letter writer didn't underline anything.

I still appreciate that he wrote my letter, and it was probably more effective than a generic counselor letter. But this didn't add much to my application.

At this point, we've covered my entire Common Application. This is the same application I sent to every school I applied to, including Harvard, Princeton, and Stanford. Thanks for reading this far—I hope you've gotten a lot out of this already.

If you keep reading to the end, I'll have advice for both younger students and current applicants to build the strongest application possible.

Next, we'll go over the Harvard Supplemental Application, which of course is unique to Harvard.

For most top colleges like Princeton, Yale, Stanford, Columbia, and so on, you will need to complete a supplemental application to provide more info than what's listed on the Common Application.

Harvard was and is the same. The good news is that it's an extra chance for you to share more about yourself and keep pushing your Personal Narrative.

There are four major components here:

• The application form
• Writing supplement essay
• Supplementary recommendations
• Supplemental application materials

I'll take you through the application section by section.

Harvard Supplement Form

First, the straightforward info and questions.

This section is pretty straightforward and is similar to what you'd see on a Columbia application.

I planned to live in a Harvard residence, as most students do.

Just as in my Common App, I noted that I was most likely to study biological sciences, choose Medicine as my vocation, and participate in orchestra, writing, and research as my extracurriculars. Nothing surprising here—it's all part of my Personal Narrative.

Interestingly, at the time I was "absolutely certain" about my vocational goals, which clearly took a detour once I left medical school to pursue entrepreneurship to create PrepScholar...

I had the space to list some additional honors, where I listed some musical honors that didn't make the cut in my Common App.

Here are the next two pages of the Harvard supplemental form.

The most interesting note here is that the admissions officer wrote a question mark above "Music tape or CD." Clearly this was inconsistent with my Personal Narrative —if violin was such an important part of my story, why didn't I want to include it?

The reason was that I was actually pretty mediocre at violin and was nowhere near national-ranked. Again, remember how many concertmasters in the thousands of orchestras there are in the world—I wasn't good enough to even be in the top 3 chairs in my school orchestra (violin was very competitive).

I wanted to focus attention on my most important materials, which for my Personal Narrative meant my research work. You'll see these supplementary materials later.

Additional Essays

Now known as: Writing Supplement

For the most part, the Harvard supplemental essay prompt has stayed the same. You can write about a topic of your choice or about any of the suggestions. There are now two more prompts that weren't previously there: "What you would want your future college roommate to know about you" and "How you hope to use your college education."

Even though this is optional, I highly recommend you write something here. Again, you have so few chances in the overall application to convey your personal voice—an extra 500 words gives you a huge opportunity. I would guess that the majority of admitted Harvard students submit a Writing Supplement.

After a lot of brainstorming, I settled on the idea that I wanted to balance my application by writing about the major non-academic piece of my Personal Narrative—my music training . Also, I don't think I explicitly recognized this at the time, but I wanted to distance myself from the Asian-American stereotype—driven entirely by parent pressure, doing most things perfunctorily and without interest. I wanted to show I'd broken out of that mold.

Here's my essay:

Reading it now, I actually think this was a pretty bad essay, and I cringe to high heaven. But once again, let's focus on the positive first.

I used my violin teacher as a vehicle for talking about what the violin meant to me. (You can tell I love the concept of the vehicle in essays.) He represented passion for the violin—I represented my academic priorities. Our personal conflict was really the conflict between what we represented.

By the end of the essay, I'd articulated the value of musical training to me—it was cathartic and a way to balance my hard academic pursuits.

Halfway in the essay, I also explicitly acknowledged the Asian stereotype of parents who drove their kids, and said my parents were no different. The reader underlined this sentence. By pointing this out and showing how my interest took on a life of its own, I wanted to distance myself from that stereotype.

So overall I think my aims were accomplished.

Despite all that, this essay was WAY overdramatic and overwrought . Some especially terrible lines:

"I was playing for that cathartic moment when I could feel Tchaikovsky himself looking over my shoulder."

"I was wandering through the fog in search of a lighthouse, finally setting foot on a dock pervaded by white light."

OK, please. Who really honestly feels this way? This is clumsy, contrived writing. It signals insincerity, actually, which is bad.

To be fair, all of this is grounded in truth. I did have a strict violin teacher who did get pretty upset when I showed lack of improvement. I did appreciate music as a diversion to round out my academic focus. I did practice hard each day, and I did have a pretty gross callus on my pinky.

But I would have done far better by making it more sincere and less overworked.

As an applicant, you're tempted to try so hard to impress your reader. You want to show that you're Worthy of Consideration. But really the best approach is to be honest.

I think this essay was probably neutral to my application, not a strong net positive or net negative.

Supplementary Recommendations

Harvard lets you submit letters from up to two Other Recommenders. The Princeton application, Penn application, and others are usually the same.

Unlike the other optional components (the Additional Information in the Common App, and the Supplementary Essay), I would actually consider these letters optional. The reader gets most of the recommendation value from your teacher recommendations—these are really supplementary.

A worthwhile Other Recommender:

• has supervised an activity or honor that is noteworthy
• has interacted with you extensively and can speak to your personality
• is likely to support you as one of the best students they've interacted with

If your Other Recommenders don't fulfill one or more of these categories, do NOT ask for supplementary letters. They'll dilute your application without adding substantively to it.

To beat a dead horse, the primary component of my Personal Narrative was my science and research work. So naturally I chose supervisors for my two major research experiences to write supplemental letters.

First was the Director of Research Science Institute (the selective summer research program at MIT). The second was from the head of Jisan Research Institute, where I did Computer Science research.

This letter validates my participation in RSI and incorporates the feedback from my research mentor, David Simon. At the time, the RSI students were the most talented students I had met, so I'm also flattered by some of the things the letter writer said, like "Allen stood out early on as a strong performer in academic settings."

I didn't get to know the letter writer super well, so he commented mainly on my academic qualifications and comments from my mentor.

My mentor, who was at one of the major Harvard-affiliated hospitals, said some very nice things about my research ability, like:

"is performing in many ways at the level of a graduate student"

"impressed with Allen's ability to read even advanced scientific publications and synthesize his understanding"

Once again, it's much more convincing for a seasoned expert to vouch for your abilities than for you to claim your own abilities.

My first research experience was done at Jisan Research Institute, a small private computer science lab run by a Caltech PhD. The research staff were mainly high school students like me and a few grad students/postdocs.

My research supervisor, Sanza Kazadi, wrote the letter. He's requested that I not publish the letter, so I'll only speak about his main points.

In the letter, he focused on the quality of my work and leadership. He said that I had a strong focus in my work, and my research moved along more reliably than that of other students. I was independent in my work in swarm engineering, he says, putting together a simulation of the swarm and publishing a paper in conference proceedings. He talked about my work in leading a research group and placing a high degree of trust in me.

Overall, a strong recommendation, and you get the gist of his letter without reading it.

One notable point—both supplemental letters had no marks on them. I really think this means they place less emphasis on the supplementary recommendations, compared to the teacher recommendations.

Finally, finally, we get to the very last piece of my application.

Let me beat the dead horse even deader. Because research was such a core part of my Personal Narrative, I decided to include abstracts of both of my papers. The main point was to summarize the body of work I'd done and communicate the major results.

As Harvard says, "These materials are entirely optional; please only submit them if you have unusual talents."

This is why I chose not to submit a tape of my music: I don't think my musical skill was unusually good.

And frankly, I don't think my research work was that spectacular. Unlike some of my very accomplished classmates, I hadn't ranked nationally in prestigious competitions like ISEF and Siemens. I hadn't published my work in prominent journals.

Regardless, I thought these additions would be net positive, if only marginally so.

I made sure to note where the papers had been published or were entering competitions, just to ground the work in some achievement.

Recommendation Letters: Hopefully you should have developed strong, genuine relationships with teachers you care about. The letters should flow naturally from here, and you will only need to do gentle prodding to make sure they meet deadlines.

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50 Successful Harvard Application Essays: What Worked for Them Can Help You Get into the College of Your Choice Paperback – July 2, 1999

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• Print length 192 pages
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• Publisher ‏ : ‎ St. Martin's Griffin; First Edition (July 2, 1999)
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About the author

Marcelline block.

Marcelline Block is an award-winning film historian, author, editor and translator. Her publications include, among others, World Film Locations: Paris; World Film Locations: Marseilles (and its French version is entitled Filmer Marseille, which she co-translated into French); World Film Locations: Las Vegas; World Film Locations: Prague; World Film Locations: Boston; Fan Phenomena: Marilyn Monroe; French Cinema and the Great War: Remembrance and Representation; French Cinema in Close-up: La vie d'un acteur pour moi; An Anthology of French Singers from A to Z: Singin' in French; Situating the Feminist Gaze and Spectatorship in Postwar Cinema, and the French to English translation of Jean-Pierre Bertin-Maghit's Propaganda Documentaries in France: 1940-1944.

French Cinema in Close-up: La vie d'un acteur pour moi was named a Best Reference Book of 2015 by Library Journal (March 1, 2016)

Her writing appears in Afterall; Art Decades; the Big Picture Magazine; Cineaste; Electric Sheep; the Guardian; the Harvard French Review; Periodical; Soledad; Vingtième Siècle: Revue d'histoire; Wages of Film, and Women in French Studies, and is translated into Chinese, French, Italian, Korean, and Russian.

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Writing Application Essays and Personal Statements

Some applications ask that you write an essay that draws on more personal reflections. These essays, sometimes called Personal Statements, are an opportunity to show the selection committee who you are as a person: your story, your values, your interests, and why you—and not your peer with a similar resume—are a perfect fit for this opportunity. These narrative essays allow you to really illustrate the person behind the resume, showcasing not only what you think but how you think.

Before you start writing, it’s helpful to really consider the goals of your personal statement:

• To learn more about you as a person: What would you like the selection committee to know about you that can't be covered by other application materials (e.g. resume, transcript, letters of recommendation)? What have been the important moments/influences throughout your journey that have led to where (and who!) you are?
• To learn how you think about the unsolved problems in your field of study/interest: What experiences demonstrate how you've been taught to think and how you tackle challenges?
• To assess whether you fit with the personal qualities sought by the selection committee:  How can you show that you are thoughtful and mature with a good sense of self; that you embody the character, qualities, and experience to be personally ready to thrive in this experience (graduate school and otherwise)? Whatever opportunity you are seeking—going to graduate school, spending the year abroad, conducting public service—is going to be challenging intellectually, emotionally, and financially. This is your opportunity to show that you have the energy and perseverance to succeed.

In general, your job through your personal statement is to show, don’t tell the committee about your journey. If you choose to retell specific anecdotes from your life, focus on one or two relavant, formative experiences—academic, professional, extracurricular—that are emblematic of your development. The essay is where you should showcase the depth of your maturity, not the breadth—that's the resume's job!

Determining the theme of an essay

The personal statement is usually framed with an overarching theme. But how do you come up with a theme that is unique to you? Here are some questions to get you started:

• Question your individuality:  What distinguishes you from your peers? What challenges have you overcome? What was one instance in your life where your values were called  into question?
• Question your field of study:  What first interested you about your field of study? How has your interest in the field changed and developed? How has this discipline shaped you? What are you most passionate about relative to your field?
• Question your non-academic experiences:  Why did you choose the internships, clubs, or activites you did? And what does that suggest about what you value?

Once you have done some reflection, you may notice a theme emerging (justice? innovation? creativity?)—great! Be careful to think beyond your first idea, too, though. Sometimes, the third or fourth theme to come to your mind is the one that will be most compelling to center your essay around.

Writing style

Certainly, your personal statement can have moments of humor or irony that reflect your personality, but the goal is not to show off your creative writing skills or present you as a sparkling conversationalist (that can be part of your interview!). Here, the aim is to present yourself as an interesting person, with a unique background and perspective, and a great future colleague. You should still use good academic writing—although this is not a research paper nor a cover letter—but the tone can be a bit less formal.

Communicating your values

Our work is often linked to our own values, identities, and personal experiences, both positive and negative. However, there can be a vulnerability to sharing these things with strangers. Know that you don't have to write about your most intimate thoughts or experiences, if you don't want to. If you do feel that it’s important that a selection committee knows this about you, reflect on why you would like for them to know that, and then be sure that it has an organic place in your statement. Your passion will come through in how you speak about these topics and their importance in forming you as an individual and budding scholar. 

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Harvard Successful Essays | 2019

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"Ut Italiam laeti Latiumque petamus"

"Sandra, would you mind reading the next few lines and translating them for us?"

The professor glanced at me, a kind glimmer in his bespectacled eyes. I gulped. I was in a classroom of eighteen, five of whom were high school Latin teachers. And I was supposed to recite and translate Livy's Ab Urbe condita — with elisions! After fumbling through a few words and mistaking a verb for a noun, I finished the first sentence. I skimmed the second line, looking for the main verb. Singular. I searched for a singular noun and pieced the two together. Then, I noticed an accusative and added it as a direct object. As I continued, a burst of exhilaration shot through my body. My eyes darted across the page, finding a verb, a noun, and objects. I reached the end of the passage and grinned, relief pulsing in my veins.

"Very good!" The professor beamed at me before selecting his next victim.

A few months ago, I never would have imagined myself sitting in Harvard's Boylston Hall this summer for six hours a week, cherishing the ancient literature of Rome. Even though the professor decided I was eligible for the course despite not taking the prerequisite, I was still nervous. I worked hard in the class, and it reminded me just how much I love the language.

A few months ago, I never would have imagined myself sitting in Harvard's Boylston Hall this summer for six hours a week, cherishing the ancient literature of Rome.

Translating has always given me great pleasure and great pain. It is much like completing a jigsaw puzzle. Next, I look for phrases that connect the entire clause — does this adjective match this noun? Does this puzzle piece have the right shape? The middle of the sentence is the trickiest, full of convoluted dependent clauses, pieces colored ambiguously and with curves and edges on all four sides. I am sometimes tangled in the syntax, one of the worst feelings in the world. After analyzing every word, I try to rearrange the pieces so they fit together. When they finally do, I am filled with a satisfaction like no other. Translating forces me to rattle my brain, looking for grammatical rules hidden in my mind's nooks and crannies. It pushes my intellectual boundaries. No other language is as precise, using inflection to express gender, number, and case in just one word. When I pull apart a sentence, I am simultaneously divulging the secrets of an ancient civilization. Renowned scholars are telling the stories of their time through these words! No other language is as meticulous. Every line follows the same meter and the arrangement of every word is with a purpose. The story of Pyramus and Thisbe includes a sentence where the word "wall" is places between the words "Pyramus" and "Thisbe" to visually show the lovers' separation. Translating is like life itself; the words are not in logical order. One cannot expect the subject of a sentence to appear at the beginning of a clause, just like one cannot plan the chronology of life. Like the delayed verb, we do not always know what is happening in our lives; we just know it is happening.

When translating we notice the nouns, the adjectives, and the conjunctions just like we see the people, senses, and connections of our lives. However, we often do not know what we are doing and ask ourselves the age-old question: Why are we here? Perhaps we are here to learn, to teach, to help, to serve, to lead, or just to live. We travel through life to decide what our purpose is, and it is that suspense and our unknown destinies that make the journey so irresistibly beautiful. I feel that same suspense and unknown when I translate, because I am beautifully struggling to unlock a past I know very little of. It is unbelievably exhilarating.

Thus, I question why others consider Latin a dead language. It is alive in all of the Western world. The Romance languages of French, Spanish, and Italian all have Latin origins. Without Latin, I would not be able to write this essay! It is alive in the stories it tells. You may see an apple and associate it with orchards, juice, pie, and fall. When I see an apple, I think of the apple of discord thrown by Eris that ultimately caused the Trojan War. This event, albeit destructive and terrifying, leads to the flight of Aeneas and eventually, his founding of Rome.

I study Latin for its rewarding return, incredible precision, intellectual challenge, rich history and culture, and deep influence on our world. I study Latin to show others how beautiful it is, to encourage the world that it should be valued. I study Latin to lead our society, like Aeneas did, toward a new city, a new dawn where everyone appreciates a mental trial of wits, everyone marvels at a vibrant past, and no one wonders whether Latin is dead or not.

What is most striking about Sandra's essay was not the fact that she was taking a class alongside high school Latin teachers, or that she was taking a summer class at Harvard. Rather, it was how in-depth Sandra went into her thought process when translating Latin. It became clear from the vivid detail with which she described her translating process that she takes it rather seriously, and it is always a pleasure to read application essays that make such passion clear.

It became clear from the vivid detail with which she described her translating process that she takes it rather seriously, and it is always a pleasure to read application essays that make such passion clear.

That said, there are times where Sandra's writing appears to deliberately make something engaging when there is no need. For example, “One cannot expect the subject of a sentence to appear at the beginning of a clause, just like one cannot plan the chronology of life” seemed to be an intentionally poetic sentence made to fit Sandra's claim that “translating is like life itself.” Overall, the simile works, but you should not feel forced to make dramatic claims in your essay. If you write about something that you are passionate about, that should naturally become clear in the way you write.

Disclaimer: With exception of the removal of identifying details, essays are reproduced as originally submitted in applications; any errors in submissions are maintained to preserve the integrity of the piece.

Christopher

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When I broke the news to my volunteer team, we were in a church basement, cleaning up after the final event of the summer. I tried to downplay it. I nudged Ms. Diana, the neighborhood leader, in the shoulder, and said, "Guess what I'll be doing next Wednesday — having lunch with the president." Her face blazed with a kilowatt smile. Before I could slow her down, she shouted, "Christopher's meeting President Obama next week."

Eldred dropped his broom, Ms. Sheila left the cups scattered on the floor, and all the others came running over and fusilladed me with questions. Yes, the campaign had chosen me from all the other summer organizers. Yes, I would bring photos for everyone. And yes, we had the strongest team by the numbers — total calls, knocks, voters registered, and events — in the country.

I felt guilty that only I could go and told them so. "I wish that I could bring you all with me. You made nearly all of the calls, brought your friends and family along, and made this what it is. I've just been here to facilitate." The others good-naturedly shouted me down. Then Ms. Melva spoke up. Her words were pressed out against the heaving of her respirator. "Christopher, don't feel bad. You'll bring us wherever you go in your pocket. Just pull us out when you meet Barack."

For a long time, I was perplexed by her advice. Then I thought back to the exercise that we employed before any volunteer activity. We sat in a circle and gave our reasons for being in the room, willing to work with the campaign. That way, when it came time to make our "hard ask" on the phones, we would be supported by personal conviction and shared purpose. The "hard ask" is the Obama campaign's tactic for garnering support or a commitment to volunteer, moving from values to idealism to specific action.

In my work on the campaign, I am reminded of my cross-country coach, Rob. Before every single race, from petty league meets to national championships, Rob taps the spot on his thigh where a pocket would be. We look at our teammates who are lining up with us and tap the same spot. Coach Rob is reminding us, and we're reminding each other, that we carry "the bastard" in our pockets with us throughout the race.

I want an education that fills my pockets. And, perhaps more importantly, an education that prompts hard asks, that demands us to use the

"The bastard in your pocket" is a metaphor for the sum of our efforts to succeed as runners. "The bastard" exists as a sort of Platonic ideal form of the high school cross-country runner, melded from accrued mileage and mental conditioning. My goal in a race is to take this ideal form and to transform it into a reality that lives on the course.

I want an education that fills my pockets. And, perhaps more importantly, an education that prompts hard asks, that demands us to use "the bastard" and that uses the compounded experiences of a group for a single purpose.

Through the two examples of his volunteer work and cross-country experience, Christopher is able to depict a nuanced and sophisticated understanding of leadership and a profound dedication to teamwork.

In the opening paragraphs, he describes the moment in which he related news of an invitation to meet the president to his volunteer team. The moment is shown as the culmination of Christopher’s efforts as a summer organizer for the Obama campaign. The mention of the invitation serves as a validation of demonstrable and impressive leadership; further, the reference to members of his team by name displays that his work was meaningful and personal.

The last paragraph in Christopher's essay serves as a succinct but powerful conclusion, one that links the kind of educational experience he seeks with his determined, goal-actualizing mentality.

Throughout the essay, Christopher reveals his passion for forming and being a part of a community as both a goal in itself and as a way to achieve success for the team. This is a point he elaborates upon in his reference to "the bastard in your pocket," which he presents as an ideal that can be transformed into action in order to achieve examples of his volunteer work and cross-country success. An allusion to the words of his cross-country coach, he uses this example to expand upon his views toward community and lived experience. He talks about both action and intention, emphasizing his own success in transforming beliefs and ideas into tangible results. The last paragraph in Christopher’s essay serves as a succinct but powerful conclusion, one that links the kind of educational experience he seeks with his determined, goal-actualizing mentality.

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I’m a bit of a grandma. I don't wear horn rimmed spectacles, nor perch on a rocking chair, and I certainly wish I carried hard candies in my backpack. However, I do enjoy baking: butter sizzling as it glides across heated metal like a canoe across a glassy lake; powdered sugar fluttering through the air like glitter from a confetti cannon. Some consider themselves math, literature, or history nerds. I rifle through cookbooks, browse the internet for ingenious new recipes, and revel in this year’s birthday gift: a copy of “Bread Illustrated.”

My greatest achievement in elementary school was not the perfect score on a spelling test, but the first time I mastered a batch of cookies that didn’t bear a rigidity comparable to steel. To my parents’ bewilderment, I dismissed Barbies, yo-yo’s, and jump ropes in favor of a wire whisk: It was love at first sight.

Why do I bake? Sometimes it’s to thank a friend or reconnect with former colleagues, employers, and teachers. Just as often, it’s the intricate processes involved. Creating the exacting liaison between eggs and flour to create a pâte à choux is, for me, a form of meditation. And sometimes I bake to reflect and even gain insight into my other interests.

Baking pastries for my next Junior Commission meeting, I ruminated on my interviews with officers and local homeless regarding their direct experiences with human trafficking in my own community. I recalled a police detective telling me, “For a youth isolated from family and friends, it doesn’t take much to accept the exploitation because he believes trafficking is his only chance of survival. I remember thinking, “Except that your body has to be sold like a box of cereal at Safeway?” This inspired my exhibit that was presented at high schools in my county, in which a figure, made up of barcodes, stands silhouetted against a black background.

Creating the exacting liaison between eggs and flour to create a pâte à choux is, for me, a form of meditation. And sometimes I bake to reflect and even gain insight into my other interests.

Then there was the time my political interests literally gave me food for thought. As a Senate page, I welcomed Senators and staff back from their Independence Day recess with choux à la crème, that perfect French amalgam of wheat, egg, butter and air we call cream puffs. I had cherry-picked the ingredients from a local farmer’s market, because local and organic is more than just a trend for me; it means contributing to the reduction of food miles and supporting small businesses rather than Big Agra. Ironically, activists that day chose to protest an aggressively lobbied pro-GMO bill by showering the Senate floor with dollar bills. Senators and staff brushed them off of their jackets while gingerly stepping around them to navigate the room.

But the elephant in the room wasn’t the litter of currency, but the senators who paid more attention to corporate lobbyists than the protesters exposing their corruption. It deepened my perspective on how politics intersects our lives, farm to table. Yet, I’ve realized that when I feel empowered to advocate for a cause, I need to remember how the audience — legislators, for example — might view both my side and the opposing side. Sometimes they see us both as intruding groups. Other times, there are unseen advantages to acting in agreement with one side over the other or coming to a compromise.

If, as M.F.K Fisher said, “First we eat, then we do everything else,” then baking is an avenue through which I have connected with people, causes and even intellectual pursuits. But the greatest gift that baking offers me is the responsibility to share. With this, I have realized an innate priority: to turn my talents, whether in the kitchen or an advocacy meeting, into tools to improve the welfare of others. My goal is to employ my compassion, intellect, and creativity into a career in public service. As much as I sometimes feel like a grandma, I also know a lot of grandmothers who happen to run our political system.

Laura opens with a unique opening line, sure to catch the eye of an admissions officer. She proceeds to draw upon compelling and specific imagery, which grounds the reader in her life while adding authenticity and depth to her interest in baking. Referring to her first successful batch of cookies as a moment of pride in her childhood, Laura sets herself apart from peers who may have chosen to focus on other interests.

Through citing baking as a way to connect with others, Laura shows that she sees herself as part of a greater community — something which admissions officers appreciate seeing. Further, Laura sets the stage for an exploration of baking as a form of meditation, showcasing her thoughtful nature, as she writes that “creating the exact liaison between eggs and flour... is a form of meditation.”

Through citing baking as a way to connect with others, Laura shows that she sees herself as part of a greater community — something which admissions officers appreciate seeing.

Writing that baking is a way to “gain insight into my other interests” is a segue into fleshing out her other interests — something which done poorly can read as artificial, but here naturally flows with the essay. We see Laura consider the less fortunate in her community as she bakes, showing rather than telling how she sees baking as a form of meditation. While the second to last paragraph walks the line between reciting a resume and maintaining the momentum of her story, the line "how politics intersects our lives, farm to table," clinches its greater point as a reflection on the impact of politics on everyone's daily lives.

Laura closes with a quote, a tactic which could read as artificial with a cliche choice. However, her quote speaks to the specific intersection of food and a greater purpose, elevating the themes of her essay. She concludes by connecting her passion for baking with the greater world, underscoring how her passion for baking unifies her mindset, compassion for others, and goals for the future.

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My father said I didn’t cry when I was born. Instead, I popped out of the womb with a furrowed brow, looking up at him almost accusatorially, as if to say “Who are you? What am I doing here?” While I can’t speak to the biological accuracy of his story — How did I survive, then? How did I bring air into my lungs? — it’s certainly true that I feel like I came preprogrammed with the compulsion to ask questions.

I received my first journal in preschool, probably because my parents were sick of cleaning my crayon drawings off my bedroom wall. Growing up, my notebooks became the places where I explored ideas through actions in addition to words. If the face I was sketching looked broody, I began to wonder what in her life made her that way. Was she a spy? Did she just come in from the cold? Graduating from crayons to markers to colored pencils, I layered color upon color, testing out the effects of different combinations, wondering why the layering of notes in music filled me with the very same happiness as the sight of the explosion of paired colors beneath my hands.

I began to take notes, on anything and everything. Reading Steve Martin’s Born Standing Up , I took away lessons on presentations, of maintaining a rhythm and allowing crescendos of energy to release every so often. While watching a documentary on people preparing for a sommelier exam, I made note of the importance of an enriching environment where most everything points you to your goals. Flipping through my old journal, I see that even an article about trouble in the South China Sea inspired notes on precedent and maintaining tradition lest you provoke the unknown. I was looking for the rules of the world.

More than just a place to catalogue my observations about the world, my notebooks are places to synthesize, to course-correct, to pinpoint areas for iterative improvement.

More than just a place to catalogue my observations about the world, my notebooks are places to synthesize, to course-correct, to pinpoint areas for iterative improvement. When the words are down on paper, I see my patterns of thought and the holes in my logic stark against the white page. If I have a day of insecurity that leads to a sudden rush of journaling characteristic of that in a teen movie, looking down at the angsty scribbles, I'll recognize my repeated thoughts and actions and look for pressure points in that system of behavior where I can improve.

Now my 2016 notebook returns to exploring the world through actions and experiments. Dozens of doughnut-shaped sketches dot pages that ask “how would you play tic-tac-toe on a torus?” Another page containing bubble letters answers the simpler question of the result of sorting these figures into groups of topological equivalences. Not two pages later are the results of a research binge on Mersenne primes that took me through perfect numbers and somehow deposited me at a Wikipedia page detailing the mathematical properties of the number 127. Once again, I look for the rules of the world.

Whenever I feel discouraged, I look to my stack of notebooks, shelved neatly by my desk. In those pages I’ve learned that I have room to fail and grow, to literally turn over a new leaf if a problem is particularly tricky. Through years of scribbling away, I’ve learned that the most fundamental part of my development has been giving myself the space to try: to sketch mangled faces, to draw the wrong conclusions, to answer a question incorrectly, and to learn from my mistakes without shame. I look to that mass of notebooks filled with my ideas, my mistakes, and my questions, and I'm reminded that I’ve grown before, and that I’ll grow again, all the while asking questions.

Marina’s opening line catches readers' attention, although it’s not immediately clear how it relates to the theme until Marina's reflection on her initial anecdote shows, rather than tells, her predilection for asking questions. Marina stakes her interest in keeping notebooks through anecdotes relating even back to preschool. Although her imagery borders on purple prose, the momentum of the essay keeps the writing from dragging too much.

Marina tracks her shifts in mental framework — from initially gathering information to finally synthesizing and building upon her observations — as she flips through the pages of her notebooks. While the examples of notes taken, in paragraph three, walk the line between adding detail and being repetitive, they deepen the reader's understanding of her notebooks. We see her exhibit a growth mindset, as she notes that she uses her notebooks as a space to process thoughts and find areas for improvement.

Marina tracks her shifts in mental framework — from initially gathering information to finally synthesizing and building upon her observations — as she flips through the pages of her notebooks.

The second-to-last paragraph also walks the line between deepening Marina's interests and adding redundant details. However, it broadens Marina's interests to not only cover pop culture and world events, but also math. This also exemplifies the paragraph's purpose, of the notebooks as a way to explore the world through experimentation.

Marina closes her essay on a positive, grounded note that brings the content of the essay one step further to show her mindset of iterative growth. With a closing sentence returning to "asking questions," she exhibits full-circle imagery which underscores the essay's theme.

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I am African-American, Caucasian, Jewish, and gay, and narrowly escaping the degradation of my ancestors: my great-great-great grandfather's slavery, my grandmother's persecution in the Holocaust, and the denial of gay identity. I am the personification of the culture and struggles of each of these groups. As I walk through life with this mix, I must be able to respect and love all different walks of life. Furthermore, during those times that I stereotype people, I assume roles onto their identity. I am able to stop myself and realize that they hold the wisdom from experiences that I do not, and that I am actually hurting myself. Judging a book by its cover really does make you miss out. Some people I know acknowledge me as the gay guy, a member of that small minority that is stricken with bullying and identity crisis, seldom as a Jew or black. It has always been important to me for people to recognize me by my radiant personality and not by my superficial sexuality or race. My ethnicity and orientation do not define me: they are the tools my ancestors have granted so that I can pursue my destiny, and I have my individual spirit to color my path. I am an independent, positive person.

My ethnicity and orientation do not define me: they are the tools my ancestors have granted so that I can pursue my destiny, and I have my individual spirit to color my path.

I carry the mark of maturity with the essence of vitality. I can only hope that people remember me via my relationships with them and my effects on their lives. And so I apply the same mindset to others. The snappy, aggravated cashier at the grocery store checking me out may be working through her retirement to pay for her granddaughter's tuition. Or the black youth with his jeans hanging low and "speaking Ebonics" is actually executing a facet of his culture from which he takes pride and grows. Moreover my template also allows me to be open-minded; how could I not be cultural? My ancestors would not have succeeded without those that have listened and empathized with their plights. And how could I shut my ears? I cannot; I will not. I will not allow myself to shut out another's opinion simply because I was not introduced to their beliefs in my upbringing. How ignorant and arrogant to speak my gospel and thrive on the grace of others but not even consider others' words? Every breath I take is due to the grace of those magnanimous humans before me who not only listened to those Jews, or those slaves, or that gay person, but also took it upon themselves to advance humanity beyond close-mindedness into a world where every individual's contribution based on their experience is respected. There is never a time to neglect the social fragility of our existence, not in the courtroom or the living room. To assume the serenity of social culture is a blind eye to the macrocosm of daily life. It is my expectation to persevere for the fight for human rights and to respect the nature of all cultures and all peoples through my actions as well as my words. It is insufficient to tell someone they are wrong for persecuting. We have to help them find no solace in their prejudice. Not only do I have a duty to argue for the progress of our humanity, I will do so by example.

In this essay, Aiden immediately captures the reader's attention with a blunt confession of his complex identity before delving more deeply into how his identity has shaped his outlook on life.

This essay emphasizes the importance of struggles and challenges the narrowness of identity. Perhaps the most poignant strength of Aiden’s piece is its message: that superficial aspects of identity do not define a person; rather, one's identity affects how one pursues his or her destiny. One aspect which could have improved this essay is to break the thoughts into more than one paragraph as to give the reader a chance to breathe and pace him or herself. Despite this, Aiden’s thoughts flow gracefully and logically throughout his writing, and the content pulls the reader in so it is barely noticeable that his essay functioned as one large paragraph.

Aiden shows his insightfulness and maturity both by acknowledging the strife his ancestors went through, but also by taking his acknowledgment and great respect for them and applying them to his own life.

Aiden shows his insightfulness and maturity both by acknowledging the strife his ancestors went through, but also by taking his acknowledgment and great respect for them and applying them to his own life. His writing is wise, powerful, and greatly moving, and the depth of his wisdom and maturity clearly impressed those who read it.

I stood frozen in the produce aisle at ShopRite, wondering which of the five varieties of oranges to buy. Valencia, blood orange, organic, Florida navel – what were the differences? When I asked my mom which variety she was looking for, she responded curtly, “It’s your choice. Pick what you want.” The thing was, I didn’t know what I wanted.

For my parents, this level of freedom – even in the orange section of the grocery store — is somewhat unique to the United States. The lingering policies of the Cultural Revolution in 1970s China dictated life choices for my parents; growing up in poverty, their families’ sole concern was putting food on the table. As a result of economic disadvantage, higher education became my parents’ life goal. “If I didn’t make it to college,” my dad told me, “I would have been trapped in that godforsaken village for the rest of my life” (only one-tenth of his high school ever made it). My parents didn’t have a choice: my mom’s entire life revolved around studying, and my dad was spanked into shape at home. Sports, music, or entertainment were out of the question – my parents’ only option was to work hard and dream of a choice in America.

The miraculous thing is that my parents, having no freedom of choice for the better part of twenty years, still had the vision to grant me choice in the United States. Unfortunately, this is not common, even in our beloved land of opportunity. All I have to do is talk to my closest childhood friends - children of other Asian-American immigrants – to see the glass walls that cultural and familial expectation have erected around their lives. For some of them, playing the piano is an obligation, not a hobby, and medical school is the only career option.

The miraculous thing is that my parents, having no freedom of choice for the better part of twenty years, still had the vision to grant me choice in the United States.

Oddly enough, I had always felt a bit left out when I was younger – why weren’t my parents signing me up for American Math Competitions and middle school summer research programs, when all my friends were doing them? I’ve come to realize, though, that having the choice to do the things I’m interested in brings out an enthusiasm I can explore passionately and fully. My many hobbies – playing soccer with our neighbor in my backyard, fiddling around with Mendelssohn on my violin, or even talking to my friend about our latest stock picks – all have come from me, and I’m forever grateful to my parents for that.

The contrast between my parents’ lives and mine is shocking. In the United States, I have so many paths available to me that I sometimes can’t even choose. I don’t even know what kind of oranges to buy, yet oranges – or any other fruit - were precious delicacies to my dad as a child. I can dream of attending a school like Harvard and studying whatever I want, whether it be math, economics, or even philosophy or biochemistry – a non-existent choice for my parents, who were assigned majors by their universities. I can even dream of becoming an entrepreneur, which I see as exploration and self-destiny in its purest form. I can be sure that wherever my true passions take me, my parents will support the choices that I make, as they have for seventeen years.

Most importantly, though, I value that Harvard, with its centuries-long devotion to educating the full person, fosters the same sense of choice for its students that I have come to so deeply appreciate in my parents. I am exhilarated to have the freedom to define my own academic journey and, looking forward, for this upcoming four-year odyssey to lay the groundwork for a lifetime of exploration. For me, thankfully, it’s all possible - but only because of the sacrifice and vision of my parents.

Kevin begins his essay with an anecdote, a tried and true method of grabbing readers’ attention. Through the colorful imagery of choosing oranges in the store, Kevin begins to construct a theme of self-direction.

Through the colorful imagery of choosing oranges in the store, Kevin begins to construct a theme of self-direction.

References to his parents' past show Kevin’s appreciation for their struggles as well as his broader awareness of global issues. This contextualizes not only his application, but also his mindset. We see Kevin reflect on his childhood, his initial mental perturbation about not being like other children finally reconciled with his understanding of his unique opportunity. Kevin further shows his self-awareness of his freedom to pursue his own interests — a strong choice, as many colleges desire intellectually curious students.

Kevin closes his essay with a return to his anecdote about choosing images in the store, a full-circle imagery method which helps to underscore his essay's theme. He makes clear that he would make the most of his college education, and just as importantly, that he appreciates the values of the school to which he's applying. Kevin ends his essay on an uplifting, mature note, reflecting what kind of student he would be on campus.

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I was in 9th grade the first time I stumbled upon a copy of Newsweek. What caught my eye was its trademark title: white type, red highlight, a connotation that stories of great consequence lay beneath. Such bold lettering gave me a moment's pause, and I was prompted to leaf through its glossy pages.

To my surprise, I was instantly hooked.

A new world unfolded before me. Biting social commentary. World conflicts that weren't dumbed down. Piquant reviews of best-selling books, controversial exposés of political figures, tantalizing tidbits on pop culture, full-page spreads of photographs.

And the prose was elegant, sharp, mesmerizing. It radiated sophistication and IQ. As I scanned the credentials of the authors, my only thought was, wow. The articles were written by worldly, ambitious people who were experts in their fields, people with PhDs and MBAS from world-class institutions, people who could write brilliantly, who got paid to give their opinions, who walked with a purpose and ran in the direction of their dreams. People I knew — then and there — I’d like to one day become.

This is what education looks like, I told myself. I was young, I was impressionable. Like a child standing on the outside of a candy store, nose pressed against the glass, I hungered to be a part of that cerebral adult world. So I read that magazine from cover to cover. Twice. And with each turn of the page I felt my small-town naïveté break into smaller and smaller pieces. I remember that day as an incredibly humbling experience. I had an awkward, self-conscious epiphany: that I actually knew next to nothing about the world. There I was, cream of the crop of my middle school, fourteen years of "smart" outwitted by a thin volume of paper. I was used to feeling gifted, to getting gold stickers and good grades, to acing every elementary examination placed in front of my cocky #2 pencil.

I wasn't used to feeling like I'd been living in the Dark Ages.

At the same time, however, I struggled with another realization, one that was difficult for me to define. I felt. . . liberated. I felt as though I had taken a breath of fresh air and found it to be bracing and delicious, like it was the first breath I'd ever taken, and I'd never known that air was so sweet.

I wasn't used to feeling like I'd been living in the Dark Ages.

Talk about a paradigm shift: somehow, reading Newsweek had re-kindled my natural intellectual curiosity; it had, briefly, filled a hole in my soul that I didn't know existed. It had also sparked something within me-a hint of defiance, a refusal to accept complacency. One taste of forbidden fruit, and I knew I could never go back.

Although reading a news magazine seemed like a nonevent at the time, in retrospect it was one of the defining moments of my adolescence. That seemingly unextraordinary day set a lot of subsequent days in motion-days when I would push my limitations, jump a little higher, venture out of my comfort zone and into unfamiliar territory, days when I would fail over and over again only to succeed when I least expected it, days when I would build my dreams from scratch, watch them fall down, then build them back up again, and before I knew it, the days bled into years, and this was my life.

At 14, I'd caught a glimpse of where the bar was set. It always seemed astronomically high, until it became just out of my grasp. Sadly, Newsweek magazine went out of print on January 1, 2013. Odd as it may sound, I'll always be indebted to an out-of-print magazine for helping me become the person I am today.

Julia’s strongest skill here is her powerful language and poetic use of metaphors. One of the highlights of the essay is her description of how reading Newsweek humbled her, remarking that she was used to feeling "gifted" but now felt like she had been living in the Dark Ages. Her answer of the prompt is spot-on, expressing precisely how the experience marked a transition from childhood to adulthood.

Her answer of the prompt is spot-on, expressing precisely how the experience marked a transition from childhood to adulthood.

Julia could have elaborated on why being interested in Newsweek was such a surprise for her. She also could have chosen a more reflective and thoughtful conclusion to end an otherwise very strong piece of writing. There is definitely an irony between what was at the time an "out-of-print magazine" and her "natural intellectual curiosity" that could have been teased out further.

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As the first texts came in — “Where are you? The game’s over.” — I grinned, my feet propped up against the trunk and my back relaxed along the incline of the thickest arm of the tree. I swung off the branch and clambered down. The satisfaction on my face a little too apparent, I walked back to my friends, who sat out of sight on a swing set. The competition of the night was manhunt, a combination of hide-and-seek and tag renamed to suit the “dignity” of kids our age.

As I approached the swings, Marc called out, “You won. Where’d you hide?” “That tree over there,” I replied. “You climbed a tree?” Jack laughed, the surprise clear on his face. As manhunt novices, we had previously confined our gameplay to the ground. They were intrigued, recognizing I had taken our sport to new heights, literally.

As absurd as perching on a tree may be, there’s an undeniable thrill to discovering a new hiding spot and changing the game. In that way, manhunt simultaneously fuels my desire to innovate and my love of competition — passions I transfer from my musical, academic, and athletic pursuits to the boundaries of Jack’s backyard.

I search for new perspectives, new trees to climb, in all my endeavors. When I improvise in jazz band, I enjoy sharing original musical riffs and runs. My bandmates and I persist in the hunt for a “perfect solo.” While we know there's no such thing, we look for the next moment of musical insight that will change the complexion of our improvisation. And though we improve as a group, each of us takes pride in our own unique, musical style. The challenge of blending these varying shades of jazz into a cohesive performance is the reason I love being a part of the band.

In that way, manhunt simultaneously fuels my desire to innovate and my love of competition — passions I transfer from my musical, academic, and athletic pursuits to the boundaries of Jack's backyard.

The classroom brings new perspectives as well. Each day’s lesson engages my curiosity as I consider the world from a different physical, historical, or political point of view. It’s the excitement in my Physics teacher’s voice as he tells us that lightning strikes from the ground up and that Zeus is a lie, or the tightly bound silence in the room as a classmate reads aloud a letter home from an American soldier in Vietnam, that captures my interest.

My competitive drive, meanwhile, kicks in whenever I hear a countdown, whether it’s the measure before a jazz solo or the seconds before a sailing race. When I’m out on the water, the urgent beep of my watch preceding the start refocuses my attention to the wind and waves before me. I envision the race ahead, visualizing the changes in wind patterns and the movement of the fleet of boats. When the pounding of my heart drowns out my thoughts and I fall into the rhythm of maneuvering the boat, that’s when I know I’m at my competitive peak.

Similarly, my drive comes to life during soccer games, when a desire to win embodied in a slide tackle is all that defends our net. Though the steely looks in my opponents’ eyes and the chants from the stands threaten to distract me, my ambition and pride in representing my high school harden my nerves on the game field and fuel my resolve in practice.

As much as I love to compete and innovate, the thrill of achievement is matched by the camaraderie among the friends, bandmates, and teammates with whom I share the journey. The determination to push my limits and reach for the next branch is at the root of my athletic ambitions and musical interests, but the personal relationships and shared experiences along the way make the process all the more rewarding. Even in a casual game of hide-and-seek and tag, I compete, innovate, and develop lasting bonds and memories that make a good-natured competition more than a zero-sum game. That’s what delivers the real joy of manhunt.

Opening in the middle of the action with incoming texts and the imagery "my feet propped up against the trunk and my back relaxed along the incline of the thickest arm of the tree," Reginald immediately grounds the reader in his surroundings. The writing has a clear voice, lighthearted yet confident, exemplified through its easy rhythm.

Reginald's choice of details to set the stage — grinning, clambering down the tree, and explaining manhunt in a tongue-in-cheek manner — serves doubly as a portrait of his personality. Reginald shows, not tells, his innovative nature through recounting how he won a game of manhunt. As his opening anecdote has completed its purpose of humanizing Reginald, he connects the values inherent to the game to his broader interests in "musical, academic, and athletic pursuits." Tales of improvising jazz not only reflect Reginald's appreciation for the arts, but also his ability to collaborate with others and appreciate others' hard work.

Tales of improvising jazz not only reflect Reginald's appreciation for the arts, but also his ability to collaborate with others and appreciate others' hard work.

The details in his paragraph on his academic curiosity add a layer of authenticity, strengthening his essay more than a simple statement of his curiosity. Similarly, because the imagery in Reginald's discussions of sailing and soccer captures readers' attention, we can be sure that it is a deep interest of Reginald's which he is pursuing for far more than just another accolade to add to his resume.

To balance out his emphasis on competition, Reginald closes with appreciation for all of his friends and teammates. We see that his pursuit of competition stems from a desire for constant self-improvement. Returning to the imagery of hide-and-seek, Reginald lands his full-circle theme.

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Languages have played a central role in my life. I have studied a variety of languages, to varying degrees — but always in the name of my greater goal, which is to understand people — to truly comprehend what lies beneath the surface: How does a culture conceive of itself? what can we learn about how the Japanese based on formality of address? What can be said about the Germans, whose language requires the verb appear at the end of a sentence? Maybe not much, but without the knowledge of the language, the possibility of real understanding is impaired. My interest in linguistics — psychology as well — derives from this belief: there is an underlying structure to all language, and through the study and comprehension of this structure, there can be a mutual understanding.

My interest in linguistics — psychology as well — derives from this belief: there is an underlying structure to all language, and through the study and comprehension of this structure, there can be a mutual understanding.

Beyond the underlying structure, words themselves have a deep and rich history, and their usage is a form of beauty in itself. It was my father who opened my eye to this truth — who taught me to love words for their stories and to appreciate etymology. It began as a friendly contest between us, but for me, appreciation soon became full-fledged adoration that was only encouraged by my study of Latin. I began drawing connections I had previously missed between words I use every day, and I found myself spending hours in front of the computer looking for sites to aid me in my discoveries. One of my favorite discoveries (and an apt one to share with you) is the word ​hedera​.

I happened upon ​hedera​ when I noticed the similarity among the words ​apprehend,​ ​aprender,​ and ​apprendre​, in Spanish and French, respectively. It was clear, judging by the orthography and definitions, that these words shared a Latin root, but in my studies, never had I come across such a word. Next thing I knew, I had the following on my hands: apprentice, comprehend, prehensile, apprehensive. What relationship exists between one who is learning a trade and a sense of foreboding? The answer lay within the etymologies, which led to ​hedera,​ the Latin word for ivy. Once suffixes had been stripped away, the remaining word was always ​-hendere​. Alone, the word means virtually nothing; it was contrived from ​hedera​ as a verb form to convey a sense of grasping. What better to do so than ivy, a plant known for its tenacity? I could not help but admire the ivy which had embedded itself into the foundations of language.

Language is all about meaning and understanding, but to grasp the true meaning of language, one must look beyond the surface of the sentence to the structure, and even beyond that to the meaning and histories of the words themselves. Language, therefore, is my passion because it is the study of understanding.

The strength of Valerie’s essay lies, unsurprisingly, in her adept use of language to string together sentences as well written as they are communicative. Valerie’s writing is uncharacteristically advanced for her age: It is free of the attempts at poetic flourish that often appear in personal statements and manages to showcase her extensive vocabulary without using ten-dollar words. As Valerie’s puts forward, words and language are the tools she commands best; her essay is proof of this.

As for its content, this essay successfully exhibits its author's intellectual curiosity by parsing through the reasons why she loves linguistics and then demonstrating her learning process by parsing an actual word. And yet, this exercise causes the writer to stray from her initial discussion of how linguistics helps her better understand cultures and people, a wildly intriguing concept that ultimately doesn't get much airtime here.

This essay successfully exhibits its author's intellectual curiosity by parsing through the reasons why she loves linguistics and then demonstrating her learning process by parsing an actual word.

Beyond that, this essay could exhibit more about its author as an individual. Though Valerie’s alludes to a playful relationship with her father, this is all we get in the way of a glimpse into her personality. At 475 words, this essay is well under the 650-word limit. A more colorful introduction, some insight into how Valerie’s love of linguistics shapes her interactions with others, or a more personal conclusion could liven up what is already a sound argument for the writer's keen intellect.

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Language is not the sole domain of humans. Animals also talk, and over the last few years I have been fascinated by learning two new languages that even foreign language school students have never heard of. Studying animal languages is very different from learning Korean, Chinese, or Spanish. There are always dictionaries to refer to when I learn human languages, but when learning animal languages I don't have a Google translator to spit out satisfactory answers. In fact, I have to use my own judgment, which combines my mind, heart, and instinct to interpret what I hear.

Tree frogs, specifically Japanese tree frogs and Suweon tree frogs, use songs not just to express their amorous intentions but to survive. While these two species may look physically identical, they are sexually incompatible. So in order to lure the right female, male frogs sing serenades that are distinguishable from other species. Analyzing these serenades at an ecology lab with spectrograms and waveforms, I decoded every pulse of sounds emitted by these ravenous tree frogs into the patterns of numbers to let humans understand their lyrics.

Unlike frogs' mating songs, bats use language not only to communicate but also to navigate and locate insects at night. While flying, bats shoot out biosonar sounds and listen to the echoes that bounce off obstacles to grasp the world around them. Visualizing a world just with sound, I was enchanted by their invisible language when I studied the Greater Horseshoe bat's supersonic echolocation at a wildlife conservation lab. When bats cast nets of invisible words every millisecond during free flight and ziplining experiments, we captured and revealed their dialogue that had neither conjugations nor grammar.

After eavesdropping on tree frogs' and bats' conversations, I discovered that they use languages for survival. The language of the frogs exemplifies power — the stronger and bigger a frog is, the louder it can sing, scaring off all its prey and bravely exposing itself to predators. And for bats, their invisible language is their vision. They silently scream out for help and listen carefully as nature's echoes guide their path. In a sense, animals communicate with other species and with nature.

On the other hand, humans have developed esoteric words, convoluted sentences, and dialects to express their sophisticated ideas and feelings. This amazing evolution has, I believe, isolated us from nature. Now we prefer to live away from wildlife, tending to communicate only among other Homo sapiens sapiens through texts, tweets, and e-mails. Taking a page from Dr. Dolittle's pocket diction, I hope that my work helps us broaden our anthropocentric minds and understand animals who also share our biosphere. If our souls are reconnected with nature, maybe we could hear Mother Nature whisper some secrets about her mysteries that we are too wired or unaware to heed.

In the same way, I want to take risks in learning to communicate with other species beyond human beings and become a multilingual biologist who connects human and animal realms.

Early explorers boldly left the comforts of their homeland to learn the languages and traditions of other cultures. Due to their dedication, these self-taught bilinguals were able to bridge cultures and share values between different communities. In the same way, I want to take risks in learning to communicate with other species beyond human beings and become a multilingual biologist who connects human and animal realms. I wish to venture into the animal kingdom and become a pioneer in mastering and sharing nature's occult dialects with our species. When we finally learn to comprehend and harmonize with nature, we humans might become more humane.

Describing her study of animal languages was likely quite difficult for Samantha express through other components of her application. Her essay brings to light this extremely unique academic interest while also depicting the relations and insight she draws between animal and human language.

Instead of writing about her interest in science or biology, she writes about a very specific scientific niche in which academic context is needed; similarly, she focused on providing just as much insight about the topic as she did about the academic details of the topic itself.

Because it isn't a good idea to scholastically ramble in a college essay, Samantha instead weaves a story with a mixture of academic knowledge and self-reflection. Additionally, instead of writing about her interest in science or biology, she writes about a very specific scientific niche in which academic context is needed; similarly, she focused on providing just as much insight about the topic as she did about the academic details of the topic itself.

Samantha’s powerful and articulate description of her interest captivates the reader. Her framing of animal language in humanistic terms, such as when she talks about bats' languages in terms of "conjunctions and grammar," makes the essay exceptional. She develops this comparison further near the end of the essay when she presents her insight about the disconnect between humans and animals and her future desires to reconnect the two. While the unique topic in itself was likely to grasp the audience's attention, Samantha’s expressive reflections and explicit desire to continue studying the topic mesmerizes the reader even further.

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   To help, this completely new edition of 50 Successful Harvard Application Essays gives you the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, one of the nation's top ranked colleges. From chronicling personal achievements to detailing unique talents, the topics covered with ...

10. 50 Successful Harvard Application Essays: What ...

    To help, this completely new edition of 50 Successful Harvard Application Essays, edited by the staff of the Harvard Crimson, gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation's top ranked college. From chronicling personal achievements to detailing ...

11. Harvard University Essay Examples (And Why They Worked)

    Harvard University Supplemental Essay Option: Books Read During the Last Twelve Months AUTHOR 1. Reading Frankenstein in ninth grade changed my relationship to classic literature. In Frankenstein, I found characters and issues that resonate in a modern context, and I began to explore the literary canon outside of the classroom.During tenth grade, I picked up Jane Eyre and fell in love with the ...

12. 50 Successful Harvard Application Essays, 5th Edition: What Worked for

    To help, this completely new edition of 50 Successful Harvard Application Essays, edited by the staff of the Harvard Crimson, gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation's top-ranked college.

13. How they wrote (and rewrote) their Harvard admissions essays

    First-years recount the agony and the ecstasy. Late nights. Discarded drafts. That one great idea. Most high school seniors would agree that the admissions essay is the hardest part of a college application. The Gazette asked first-year students to reflect on theirs — the writing, the inspiration, the hand-wringing — and the lessons learned.

14. How To Ace Harvard's '23/24 Supplemental Essay Prompts

    For the 2023/24 application cycle, Harvard University has outlined specific supplemental essay prompts to understand applicants better in addition to the Common App or Coalition App questions. These questions delve into your experiences, intellectual pursuits, and personal insights. Students are required to answer each Harvard-specific question ...

15. How to Get Into Harvard Undergrad: Strategies and Essays That Worked

    Part 4: 2024-2025 Harvard supplemental essays (examples included) (Note: While this section covers Harvard's admissions essays specifically, we encourage you to view additional successful college essay examples.). Acing the supplemental essays is a crucial part of your child's strategy to get into Harvard. In addition to the Common App Personal Statement, Harvard's essays, like other ...

16. 50 Successful Harvard Application Essays

    To help, this completely new edition of 50 Successful Harvard Application Essays, edited by the staff of the Harvard Crimson, gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation's top-ranked college.

17. Application Tips

    We're here to help. To apply for admission as a first-year or transfer student at Harvard, you will start with the Application. Fill out the Common Application or the Coalition Application, Powered by Scoir (choose one, we have no preference), followed by the supplement to help us get a better sense of who you are.

18. 50 Successful Harvard Application Essays, 6th Edition: What Worked for

    To help, this completely new edition of 50 Successful Harvard Application Essays gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation's top ranked college. From chronicling personal achievements to detailing unique talents, the topics covered in these ...

19. 50 Successful Harvard Application Essays, 6th Edition

    To help, this completely new edition of 50 Successful Harvard Application Essays gives readers the most inspiring approaches, both conventional and creative, that won over admissions officers at Harvard University, the nation's top ranked college. From chronicling personal achievements to detailing unique talents, the topics covered in these ...

20. 10 Successful Harvard Application Essays

    10 Successful Harvard Application Essays | 2024. produced by The Crimson Brand Studio. With the top applicants from every high school applying to the best schools in the country, it's important to have an edge in your college application. Check out our list of 10 new Harvard application essays from students who made it in, and hear from expert ...

21. My Successful Harvard Application (Complete Common App

    In my complete analysis, I'll take you through my Common Application, Harvard supplemental application, personal statements and essays, extracurricular activities, teachers' letters of recommendation, counselor recommendation, complete high school transcript, and more. I'll also give you in-depth commentary on every part of my application.

22. 50 Successful Harvard Application Essays: What Worked for Them Can Help

    This collection gives 50 great examples of effective and diverse ways to express individuality in that most dreaded of all tasks for high school seniors--writing the college application essay. Each was used by a Harvard student on his or her application and is followed with analysis by the staff of the Harvard Crimson, who help give perspective ...

23. Writing Application Essays and Personal Statements

    Some applications ask that you write an essay that draws on more personal reflections. These essays, sometimes called Personal Statements, are an opportunity to show the selection committee who you are as a person: your story, your values, your interests, and why you—and not your peer with a similar resume—are a perfect fit for this opportunity. These narrative essays allow you to really ...

24. Harvard Successful Essays

    Beyond that, this essay could exhibit more about its author as an individual. Though Valerie's alludes to a playful relationship with her father, this is all we get in the way of a glimpse into ...

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