how to write a list in a essay

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How To List Things in an Essay (APA and MLA)

Essays usually follow a consistent format but every now and then something happens to throw that pattern off. Lists may be required in essays, which might throw off the piece’s general formatting, organization, and syntax. Let us go through how to list things in an essay.

When adding a list of subtopics or themes, lists of recommendations, phases of analysis, components of an item, and the like, readers often get your point fast. The key to using lists in an essay is to employ proper punctuation and grammar, as well as to maintain a consistent grammatical style.

Anything less than 3 items should not be listed in your essay.

Lists frequently appear in essays, posing problems for formatting, paragraph structure, and grammar. When you include:

• subtopics or themes
• evaluation checklists
• complex lists of ideas
• steps in project planning
• component pieces of an item

With lists, readers immediately grasp your message. Punctuation and parallelism in grammar are some of the important tools for creating lists in essays. Here is how to list things in an essay.

Ways to List Things in Your Essay

1. listing with bullets.

Bulleted lists aid in the organization of texts and project ideas by eliminating the necessity for a chronological order of events or concepts. Maintain a consistent listing style throughout. Following the bullet style, statements should begin with capital letters and end with simply the correct punctuation. Bulleted lists aren’t the best format for listings in chronological order.

The APA lists are quite effective at establishing concepts, and they are organized in a variety of ways based on the type of information conveyed.

Find the most effective technique of establishing the facts about your subject matter after reviewing your work and confirming that your professors do not prohibit bullet points.

Consider whether an MLA numbered list or any other APA list would showcase your content more effectively. Find a technique to list things in an essay, specifically the MLA numbered list, when the specific points of your topic require a specific order in which they must be given.

Bullets are a good option in research papers.

If there isn’t a specific chronological order, a bulleted list is another option for listing items in an essay.

Lists that aren’t too long should be organized as separate paragraphs or under their titled sections rather than as vertical lists. However, for extremely thorough information, the bulleted list is still the best alternative.

Bullet points should be indented at least one inch from the left margin, which is a standard recognized formatting style. Lists with double spaces and precise quotations from their sources are more efficient.

Create a brief topic sentence that explains your motives just as soon as you’re about to introducing a sentence, and then include all those items in your list in an orderly manner that pertains to that statement.

When Do You Use Bullet Lists?

Exercise some restraint when employing bullet points in your academic writing assignments. The last thing you want your essay to look like is a smallpox sore.  Many of the circumstances and ways in which you might use bullet points in your article include the following:

• Significant emphases on interpretation
• In the case of listings
• Clarification of step-by-step instructions
• Formulating recipes and component lists.
• When you want to condense descriptions
• To provide evidence to support your essay points
• When making use of illustrations

When Bullet Points are not allowed

Watch closely for patterns in how frequently you employ them. The bullet points should not take up more than a quarter of the total space on your page.

However, there are some instances in which using bullet points in an academic composition is a strict no-no. Here are some examples of such situations:

• When writing your thesis statement.
• When writing a conclusion in your paper.
• Within the context of a detailed illustration.
• In the case of quotations.
• Within the first paragraph of the introduction.

2. Listing with Numbers

For numbered lists, they’re ideal for describing a series of events or a logical arrangement of thoughts. When writing an APA format list, the standard format is to start with numerals and end with a full stop. The next logical step is to begin your listed item with a capital letter after the period has been removed.

In their papers, psychologists and experts in the social sciences use the APA style. These APA lists are quite effective at establishing concepts, and they are organized in a variety of ways based on the type of information conveyed.

Using colons and bracketed numbers

There are numerous methods for enumerating things such as statements. The first of these ways involves writing the number in parentheses: Here’s an illustration:

Dinosaurs lived 4 million years ago: (1) first evidence to support, (2) second evidence, and (3) third evidence written here. 

It’s important to pay attention to the numbers inside the parenthesis, and it’s not a good idea to utilize only one bracket once the number has been written. If the introduction of your supporting claim is an incomplete sentence, do not begin the list with a colon. You could try the following:

Here are the pieces of evidence: (1) the first evidence, (2) the second evidence, and (3) the third proof.

Using semi colons and bracketed numbers

If one of your pieces of evidence also has a comma in the middle, use semicolons to separate the elements. Changing it from a run-in text to a vertical list is the easiest method to get around this.

Naming the numbers

Here, instead of writing 1, 2, 3, 4, and so on, you will use first, second, third, fourth, and so on.

This other way to list data include separates statements using the serial versions of the numerals.

For instance.

The following are the arguments to support it. First (insert evidence). Second (here is the evidence). Third, here is the evidence. 

It is not a good practice to use semicolons to join all the pieces into one big claim since itemizing facts into one phrase necessitates the use of parentheses.

3. Lists with Letters

In this case, semicolons are utilized to properly divide APA-styled lists. They often use (a) lowercase letters; (b) within parentheses; and (c) semicolons to divide their sentences.

They often use (a) lowercase letters; (b) within parentheses; and (c) semicolons to divide their sentences. You should get the idea from there.

4. Running Text Lists

To identify elements in a list, Oxford commas are employed in run-in-texts. It’s known as the serial comma, and it comes before the conjunction. The main ingredients for recipe ABC are tomatoes, chilies, onions, and cilantro.

5. The First Sentence of the Introduction

When you create a numbered or unnumbered list in conjunction with a thesis statement or the introduction sentence, you have the option of either concluding the list or leaving it incomplete. It all depends on the structure of the essay and the methods used to list items. The colon should only be used with statements that have been completed.

A good example would be: “When making the perfect cup of coffee, you would usually need the following ingredients:”

Other than that approach, you could write “For the best cup of coffee, ensure that you” — think this approach only if every item on the list could self-sufficiently conclude a sentence that began with this structure.

6. Listing Single Items

Sometimes, what you need to list come as a complete statement, then each list item can be a single word, an expression, or a complete sentence, depending on the situation. The only requirement is that you adhere to a consistent pattern throughout the list. If you find yourself in this circumstance, write it in all capital letters and only use the full stop for complete statements.

7. Punctuation

Only statements and phrases that help to bring the structure to completion should be used when it is still unfinished. There should be a period at the end of each of them. Never use commas or semicolons, and avoid appending items from the second to the final one in a list unless necessary.

8. Deciding on a List

Ensure that your plans for really using that structure are expressed in that manner prior to deciding on a list format. For short itineraries with only a few things to say about each of them, it is ideal to utilize them as a statement in the run-in text. It is necessary to utilize a semicolon in order to neatly arrange the elements that will be listed within the sentence after the colon.

In contrast to our first case, lengthy statements that are to be incorporated into lists are difficult to deal with when they are presented as statements alone. In this case, the things should be separated into separate paragraphs or mentioned within a single lengthy paragraph, depending on their importance. It is best to break up long sentences inside a paragraph into separate paragraphs and number them in an essay. It is also best to bullet point or title them in an essay.

9. Separators

The usage of dividers such as “2)” or “(b)” in lists created with run-in-text should only be done when absolutely essential. The language and punctuation, in other words, fall short of the purpose of distinguishing the items on a list. Furthermore, despite this, you might want to think about doing a second rewrite to alleviate the complication and improve the overall comprehension of the section.

Using roman numerals and lowercase letters alternately, create simple outlines with a number of levels of difficulty. This method of defining your work and identifying each item in a list is the most effective technique to use multilevel lists. You should follow this order:

• Roman numbers
• Capitalized letters
• Arabic numbers
• Lowercase letters
• An Arabic numeral marked by parentheses or placed within brackets is a type of numeric expression.
• Lowercase letters, mainly denoted by parenthesis or put within brackets.

How to List Things in an Essay APA Style

Always make sure that all of the items on a list are syntactically and conceptually equivalent. For example, all of the items could be nouns, or all of the items could be phrases that begin with the word “and.” In the vast majority of cases, lists are simple lists in which commas (or semicolons in the case of lists in which items contain commas) are used between items, including immediately before the final item (see more information and examples on the lettered lists page). The use of lettered lists, numbered lists, and bulleted lists are all permitted in APA Style in order to draw additional attention to specific items.

Bulleted and numbered lists are permitted by the APA Style rules; however, if you’re unsure whether or not your instructor will allow them in your assignment, you should check with your instructor before submitting your work. See the section below for information on how to format lists.

Bulleted lists in the APA format

Depending on how the sentence is structured, the capitalization and punctuation for each bulleted item will differ. The first letter of the first word in the bulleted text should be capitalized, and the paragraph should be terminated by placing a period after the last bullet (see “Lists, Part 5: Bulleted Lists” in the APA Style Blog). As an illustration:

• This is a complete sentence.
• This is an additional sentence.

This is the final sentence of the bulleted list.

The bulleted list that separates three or more elements within a sentence is “capitalized and punctuated as if it were a complete sentence,” according to the style guide (American Psychological Association, 2010, p. 64).

APA 7th Edition

Bulleted and numbered lists are allowed by the APA Style rules, but if you’re unsure whether or not your instructor will allow them in your assignment, you should check with your instructor before submitting your work. Always keep in mind that, because bulleted or numbered items only provide undetailed information and do not include analysis, and because the goal of formal academic writing is to showcase your analytical thinking, these lists should be used sparingly in favor of conveying your ideas in full sentences and paragraphs. See the section below for information on how to format lists.

Lists with bullets

The capitalization and punctuation used for each bulleted item is determined by whether the items are complete sentences or sentence parts in the paragraph below. It is acceptable to capitalize the first letter of the very first word and to end the paragraph with a period in case the bulleted text is a complete sentence.

How to Make a List in MLA Format

Vertical lists are uncommon in essays written in humanities departments around the world, and they are most often used as run-in text within a sentence, with a colon marking the beginning of the list.

As an illustration, “Mark Twain has written five books: The Adventures of Mississippi, The Prince and the Tramp, A Tramp At Home, Life on the Finn, and My Early Life”.

The colon, on that note, is not used before a list when the list if those items are the object of the verb that announces them.

For instance, “Mark Twain’s recently published books include The Adventures of Mississippi, The Prince and the Tramp, A Tramp At Home, Life on the Finn, My Early Life.”

Although it is possible to include numbered lists in an MLA essay, it is recommended that you avoid doing so as much as possible. The use of lists in your essay can be accomplished in a variety of ways, so you should inquire about your professor’s preferences before proceeding.

How to Write a List Correctly: Colons, Commas, and Semicolons

If you want to write a list but aren’t sure about the correct punctuation, look no further. In this article, you’ll learn how to appropriately use colons, commas, and semicolons when making lists.

• Colons are sometimes used to introduce a list.
• Commas separate items in a simple list.
• Semicolons are used to separate items in a complex list.

How to Write a List Correctly

For writers, list-making is a handy tool to illustrate your ideas or to make your text more readable by breaking it up.

There are two types of lists: horizontal and vertical. Each type uses colons, commas, and/or semicolons.

A Punctuation Review

Before we dig in, let’s review what colons, commas, and semicolons are.

Colons look like this:

Commas look like this:

Semicolons look like this:

Horizontal Lists

Horizontal lists help you give examples or specify your argument by having ideas laid out next to each other.

Colons, commas, and semicolons come in handy when it comes to laying out your list and making it look neat. But what are the standard guidelines?

Using Colons in a List

First of all, the colon. It can be used to introduce lists but isn’t necessary. Your list can be a simple continuation of your sentence.

For instance:

The available colors are blue, gray , and white.

You should use a colon, though, if you use an apposition (e.g., “the following”).

The available colors are the following: blue, gray, and white.

You should also use a colon to introduce a list if semicolons separate the items in the list:

The available colors are: blue and gray; black and white; and red and pink.

Later I’ll explain whether to choose commas or semicolons to separate the items in your list.

Using Commas in a List

Use commas to separate items in a simple list - that is, if each item comprises a single word.

The following sentence illustrates this:

For lunch, you can have a toastie, salad, or fries.

Using Semicolons in a List

You can use semicolons to separate items in complex lists - that is, if each item comprises several words or contains the conjunction ‘and.’

If you use semicolons to separate the items, you must also introduce the list with a colon.

I’ll show you what I mean.

For lunch, you can have: a cheese and ham toastie; a caesar salad; or french fries with ketchup .

Because each separate item contains several words, and sometimes the word ‘and’ it could be confusing to the reader if they were only separated with commas.

It’s by no means necessary to do this and perfectly acceptable to use commas still, but it’s just a way to make your list easier on the eye.

Vertical Lists

Vertical lists are a great way to make items stand out or to break up your text by making it more visually appealing. They are usually made with bullet points, numbers, or letters.

A common problem with vertical lists is deciding which punctuation to use at the end of each item.

Here are some easy-to-follow guidelines:

• Put a comma at the end if the items are unpunctuated single words or phrases.
• Use a semicolon at the end if the items are punctuated but aren’t complete sentences.
• If the items are complete sentences, use a full stop at the end as you usually would when writing a regular sentence.

The last item in your bulleted list needs a full stop. You can look at the bulleted list above as an example of a vertical list that uses full sentences.

Here’s an example of a vertical list with unpunctuated single words or phrases:

The top three things we look for in a Masters Student candidate are

• motivation,

And here’s an example of a vertical list with punctuated clauses or phrases:

The plan for this evening is to go:

• to the restaurant for dinner;
• dancing with friends;
• have the happiest birthday .

To introduce a list, use a colon if the items are complete sentences that stand alone. If it’s just a clause or phrase, use no punctuation, and imagine the bulleted list as being a continuation of the sentence.

Top Tip! If you’re writing some kind of brochure or creative document, you can take more freedom with the punctuation since your goal is to make it look as appealing and readable as possible.

Concluding Thoughts on How to Write a List Correctly

I hope this article has helped you feel more confident about using punctuation when writing lists. Let’s summarize what we’ve learned:

• Use commas to separate items in a simple list.
• Use semicolons to separate items in a complex list.
• Use colons to introduce a list after an apposition or semicolons to separate the list items.

If you found this article helpful, check out our blog archive on navigating complex grammar rules.

Learn More:

• 'Dos and Don'ts': How to Write Them With Proper Grammar
• How to Write a Movie Title in an Essay or Article
• How to Write Comedy: Tips and Examples to Make People Laugh
• ‘Spicket’ or ‘Spigot’: How to Spell It Correctly
• How to Write Height Correctly - Writing Feet and Inches
• Assertive Sentence Examples: What is an Assertive Sentence?
• Optative Sentence Example and Definition: What Is an Optative Sentence?
• Grammar Book: Learn Basic English Grammar
• How to Write a Monologue: Tips and Examples
• ‘Writing’ or ‘Writting’: How to Spell It Correctly
• How to Correctly Apply 'In Which', 'Of Which', 'At Which', Etc.
• ‘Goodmorning’ or ‘Good Morning’: How to Spell ‘Good Morning’ Correctly
• ‘Realy’ or ‘Really’: How to Spell ‘Really’ Correctly
• ‘Eachother’ or ‘Each Other’: How to Spell ‘Each Other’ Correctly
• 'Do' or 'Does': How to Use Them Correctly

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How to Write a List in an Essay

Often essays incorporate lists that pose challenges to manuscript design, paragraph structure and grammar. However, readers quickly grasp your point when you list subtopics or themes; assessment checklists; complicated lists of recommendations; steps in process analysis; or component parts of an item. Key aids in composing lists are punctuation and parallelism in grammar.

Introduce the list with an independent clause or a sentence with a colon before the list. In punctuation, the colon signals that a long list follows. If the list contains a series of one-word items, separate items with commas. If the list requires more separation between items, use semicolons to separate individual items of more than three words and items that contain commas.

Set off a short list from the rest of a sentence with a dash, an informal punctuation mark that also often marks a sudden or dramatic change. Example: All eyes share common features --- optic nerves, retinas and pupils. Use dashes sparingly in a formal essay. If you have to choose between using a dash and using a colon before a short list, use a colon. A dash has much in common with a T-shirt; neither signals high style.

Write an introductory sentence for steps in a sequence. Use numerals followed by periods for each step. Example:

To bake a cake:

Assemble ingredients

Preheat oven

Grease cake pans.

Use bullets to list items when order is unimportant. As always, provide a sentence to introduce the list to follow. Bulleted lists must warrant the use of space, meaning do not use bullets for a list of two to four small items. The reader may assume you are wasting space to make your essay appear longer.

• If possible, ask your instructor or editor for style guidelines about preferred format.
• Beware of punctuating merely a list of items as a complete sentence.

In grammar, parallelism requires that each item in a series begin with the same kind of word. Example:

"Dogs can help with protection, with hunting and with detecting drugs" or "Dogs can track, swim and bark".

• Do not use more than one bulleted list in a three-page essay, if you want your composition to look like a prose composition.
• "The Bedford Handbook"; Diana Hacker and Nancy Sommers; 2010
• Purdue OWL: Parallel Structure
• In grammar, parallelism requires that each item in a series begin with the same kind of word. Example: "Dogs can help with protection, with hunting and with detecting drugs" or "Dogs can track, swim and bark".

Patricia Hunt first found her voice as a fiction and nonfiction writer in 1974. An English teacher for over 27 years, Hunt's works have appeared in "The Alaska Quarterly Review," "The New Southern Literary Messenger" and "San Jose Studies." She has a Master of Fine Arts in creative writing from American University and a doctorate in studies of America from the University of Maryland.

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MLA Formatting Lists 

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Note: This page is new and reflects added guidance published in the latest version of the MLA Handbook (i.e., MLA 9).

Though they should be used sparingly, lists are a great way to convey information in an easily digestible and recognizable format. Lists are either integrated into the prose or set vertically, dependent on the list’s purpose and the amount of information presented.

INTEGRATED INTO THE PROSE

 Lists that are integrated into the text can be introduced by text itself:

        Baldwin was known for his astute sociological observations, meticulously crafted sentences, and decidedly metropolitan dialogue.

Or they can be introduced with a colon:

       Baldwin was known, mainly, for three things: his astute sociological observations, meticulously crafted sentences, and decidedly metropolitan dialogue.

SET VERTICALLY

 There are a number of ways to properly format a vertically set list. Numbered lists should only be used when the nature of the list necessitates a specific order.

LISTS INTRODUCED BY A COMPLETE SENTENCE

Lists can be introduced by a sentence in the body, which should end with a colon. The items can be complete sentences or fragments. The first letter of each list-item must be capitalized if the items are complete sentences. Each sentence requires punctuation.

Keeping with Cabral’s teachings, we must ask the following questions while interacting with social issues:

       Do our solutions consider the stated needs of the community we are speaking for?

       Do we have a clear strategy?

       Do we have realistic expectations?

If the items are not complete sentences, they should be bulleted or numbered. These should also be introduced with a colon at the end of a sentence. In both formats, begin each item in lowercase. Bulleted items do not require punctuation. Numbered items, beyond their respective numbers, should follow the same guidelines as a list-item that continues the sentence that introduces it (detailed below).

LISTS THAT CONTINUE THE SENTENCES THAT INTRODUCED THEM

Some sentences can be stratified into vertically-set lists. These lists should be considered, technically, as one single sentence. Do not introduce the list with a colon. Simply begin the sentence as you normally would and then format each item onto a separate line. End each item with a semicolon, closing the second-to-last item with a semicolon, followed by the word “and” or the word “or”. End the final item with the closing punctuation of the sentence.

Several health-food stores are focusing on customer safety by

       requiring that essential oil manufacturers include skin irritation warnings on their bottles;

       documenting the temperature of all frozen produce upon arrival; and

       performing all mopping after hours, in order to prevent accidents.

Bullet items that continue sentences do no not require punctuation, nor do they require a colon to introduce them.

• Place order

How to Integrate a List of Things in an Essay or Paper

In academic writing, all papers must follow strict formatting rules and structures. Essays, research papers, term papers, dissertations, theses, or reports are written in APA, MLA, Harvard, Chicago, or Oxford, among other formatting styles. With the structure comes some rules to maintain, and one of these rules is how to incorporate lists when writing.

Lists are ideal even when writing in prose, even if they abruptly disrupt the structure, design, length, and sometimes grammar of the written piece. They can be integrated into the prose (horizontally or run-in) or set vertically depending on the amount of information and its intended purpose.

What is in a list? You may ask .

A list makes your work easy to read without struggling to identify the main points. They make your format recognizable and your reading digestible.

If you use the right punctuation, syntax, and grammar and stick to the formatting style requirements, you are good at including lists in an essay or any academic writing task. However, you must know that you can only use a vertical list if there are more than three items, and anything less than that should not be listed and should follow the general sentence formatting rules.

Let us see how everything works and how to present a list in an essay.

Types of Lists in Academic Writing

You can format lists differently, provided they are parallel and consistent. In academic writing, there are two types of lists: run-in lists and vertical lists, and let us expound on the meaning and formats of each.

Run-in Lists

A run-in list is a list that is included as part of the general text, and they are laid out in line in running prose. It is a horizontal list that entails listing the items as part of the sentences in a paragraph using the correct punctuation. In APA, you can use seriation within sentences where an item in the sentence is preceded by a number or letter enclosed in two brackets, followed by a semicolon, and has a period at the end of the sentence. Let’s look at an example:

Based on post-world cup analysis research conducted by sports researchers, it emerged that (a) it united more people than ever; (b) created a sense of belongingness for football fans; (c) broke the fear caused by the Covid-19; (d) helped entertain millions of fans; (e) contributed to Qatar’s GDP.

You can introduce run-in lists through a complete sentence followed by a list of items preceded by a colon while a comma separates each item. Let us look at an example:

Every camper and hiker should be introduced to basic survival skills training so that they can: make a fire without flint or matches, forage food, track and navigate the wild, make simple tools, and manage emergency scenarios.

On the same note, the list can also be part of a sentence where each item is separated by numbers or letters in paragraphs. Let us look at an illustration.

Kids should train for and participate in triathlons because it: (1) keeps them active, (2) teaches them to set and meet goals, (3) helps them develop motor skills, and (4) develops strength, endurance, and balance.

Vertical Lists

Vertical lists are laid out vertically and can be ordered and labeled with numbers or letters or bulleted (unordered).

A vertical list is preceded by a complete sentence that gives a brief introduction or overview of the items or points in a list. Vertical lists do not necessarily have to be bulleted, nor do you require to put a punctuation mark at the end of each item in the entry.

Making a camping fire is a fun process that involves the following:

• Have a source of water, a bucket, and a shovel
• Gather enough wood for the fire
• Pile a handful of tinder at the center of the fire pit
• Kindle the fire and add more wood

When your lead-in sentence is complete, and all the entries comprise complete sentences, you can use a final period at the end of each item in the list.

When you have a long list that cannot be presented in a single sentence, use vertical lists that are punctuated as a sentence. You can use this structure when the phrases have internal punctuation, or the reader might have trouble getting the gist of your written text.

If you have a complex vertical list, you can format it like an outline. You can then use numbers or letters to itemize the items in the list. The lead-in or introductory sentence should be a complete sentence followed by a colon.

Vertical lists help improve readability by breaking blocks of prose or chunks. They also help the readers to skim the text with ease, and they also highlight important content. Finally, they can be used as a signpost or to cue the readers about the following content, especially when listing subheadings or sections.

Ensure that you observe the nuanced rules for punctuating vertical lists for every formatting style you use to write an academic paper.

When to Use Lists in an Essay or Paper

Even though lists can disrupt the formatting, grammar, and structure of an essay or a written piece, they are sometimes the necessary evil that makes such papers organized. Imagine reading a prose format text that has stuffed a list of items in a sentence, and you must read, interpret, or internalize. It would be a tough call, won’t it? That’s where lists come in. Lists are meant to get your reader’s attention so they can decode your message on the go and off the bat. You can use lists in an essay when:

• Introducing a cluster of ideas
• Including themes
• Writing subtopics
• Writing an assessment/evaluation checklist
• Steps in a process or analysis (procedures, strategic planning or project planning, nursing SOAP Notes, etc.)
• Components of an item (list of board of directors, recipes, etc.)
• Signposting the ideas in your written piece
• List of recommendations
• Help navigate longer lists such as data sets

That said, you must adhere to parallelism and punctuation to the T when creating a list in an essay or any academic writing task. Besides, you must pay attention to the general formatting guidelines for the respective formatting style you are writing the paper.

Different Ways to List Items in an Essay

When assigned to write an essay or research paper in MLA, APA, Chicago, or Harvard formatting styles and you need to make a list, you should only proceed when it is unavoidable. Combine the list with good transition words, and you will make comprehensive, coherent, and cogent paragraphs that make your writing stand out.

That said, many ways to list items in an essay include using a numbered list, bulleted list, lettered list, and running text lists. Even though these means are allowed, you can only use lists sparingly in your writing.

1.      Bulleted or Unordered Lists

Bulleted lists are a preference when using lists that do not communicate hierarchical, superiority, priority, or chronological order. Although sparingly, you can use bulleted points in academic writing when:

• Formulating recipes and introducing component lists.
• Listing items
• Emphasizing points after an interpretation
• Clarifying the step-by-step process
• Condensing descriptions
• Providing evidence to support arguments and claims
• Illustrating points
• Providing examples

If opportunity allows, you are highly encouraged to use bullet lists in a research paper to make it readable as long as there is no condition to the list. If you have lists that are not too long, have them as separate paragraphs. You can also introduce short bulleted lists as titled sections. But if you have longer items to list and want to be thorough in your listing, use a bulleted list.

Before introducing the bullet list, ensure that you have an opening sentence explaining the list's contents. The introduction should give your readers a head start on the items, so they are not confused as they read.

When including the bulleted lists, indent them at least one inch or one tab stop from the left margin. The lists should be double or single, depending on the entire document's general spacing.

You cannot use a bulleted list in an academic essay or paper when:

• Writing the conclusion of your paper
• Writing the thesis statement
• Writing the introduction paragraph

The use of bullet points is strictly prohibited in these circumstances. You can use bullet lists in quotations, as we share later in this article.

Related Reading: Transition words and phrases to use in a university essay .

2.      Numbered or Ordered Lists

Like bullet point lists, you can use numbered lists that are similar, only that the latter has numbers instead of bullet points. Besides, there are also rules to observe when using either.

Most formatting styles, such as MLA and APA, allow seriation (use of numbered or ordered lists). However, this should be done sparingly as well. Overusing the numbered lists will make your paper look more like an outline than an academic piece written in prose.

You should use numbered lists when describing a series of events or a logical arrangement of items. Every list begins with numerals and ends in a full stop/ period.

If you are integrating the list in prose, you need to use colons and bracketed numbers.

The main steps of taking a shower include: (1) getting your clothes off, (2) getting into the bathroom; (3) activating the shower and adjusting to the right temperature, and (4) taking a bath.”

Notice that you must open and close the parentheses and not use just one bracket.

You can also use a semicolon and bracketed numbers if your pieces of evidence have a comma in the middle, and Semicolons are used to separate the elements. Alternatively, you can make a vertical list rather than a run-in text to better capture readers' attention.

You can also list items by specifying their order. This is the first, second, third…nth.

3.      List with Letters

Lettered lists are like numbered lists in every aspect. Listing things in an essay using letters and brackets entails using lowercase letters within parentheses preceding the items in the list, followed by semicolons before introducing the next item. The second last item will have the semicolon and the word “and” or “or” before introducing the last item and finishing with a period.

The main steps of taking a shower include: (a) getting your clothes off, (b) getting into the bathroom; (c) activating the shower and adjusting to the right temperature, and (d) taking a bath.

4.      Running Text Lists

Ever heard of the famous Oxford comma? You can use it in a sentence to introduce a list of items in an essay within run-in texts, and the serial comma precedes the conjunction.

When you plan a hike, you must pick a safe destination, get good gear, have the right attitude, prepare well, and plan your trip.

Making Lists in APA formatting Style

APA formatting style, used primarily in social sciences, allows using both numbered and bulleted lists. You should consult with your instructor whether to include lists in your essay or piece of assignment for clarity so that you submit work that meets instructions.

In APA style, you can list with bullets if you want to separate points in a sentence. In this case, the list is not preceded by a colon, and the bulleted list is considered part of the sentence. This option is usually great when writing complex sentences that might be difficult to digest without punctuation. If the bulleted list contains phrases rather than sentences, there is no need for punctuation.

As an example:

The project planning team has assessed the suitability of the location and has already completed

• the impact assessment report;
• health and safety report;
• work breakdown structure;
• letters of request;
• soil testing report as illustrated in their final letter.

In APA 7, using numbered lists is encouraged for complete sentences or paragraphs in a series. You can, for instance, use a numbered list when describing steps in a procedure or including itemized recommendations.

In APA 7, you have two options for punctuating bulleted phrases: to include no punctuation after each list item and after the last list item or to include commas or semicolons, as appropriate, after each list item and final punctuation at the end of the list. Example:

• the impact assessment report
• health and safety report
• work breakdown structure
• letters of request

Here is an example of a seriated list in APA

A survey should include (a) clear wording, (b) convenient access, (c)concise direction, and (d) simple language.

If you list three or more items, use a serial comma or Oxford comma before the last item and the conjunction “and’ or “or.” If you have one or more clauses that contain commas, you should use a semicolon instead of a comma to separate every clause.

Also Read: Signposting strategies for essays and papers .

How to make a List in MLA Format

In MLA style, primarily used in humanities subjects, there are many ways to integrate a list.

First, you can integrate a list into your essay's prose or paragraphs. In this case, the lists are introduced by the text.

E.g., “ We can praise Baldwin for his astute sociological observations, crafting meticulous sentences, and using metropolitan dialogue.”

Instead of using commas, you can also list using a colon.

For example, “ Baldwin is known, primarily, for three reasons: astute sociological observations, meticulous crafting of sentences, and using decidedly metropolitan dialogue.”

You can also introduce a vertical list in MLA either as a complete sentence or a list that continues the sentence that introduced it.

If you introduce a list by a complete sentence in the body, it should end in a colon first, then introduce the list as complete sentences or fragments. In this case, the first letter of each item in the list must be capitalized if they are a complete sentence. Besides, you should adhere to the punctuation rules for sentences.

Having gone through the report, four pertinent questions arise:

• Are we prepared for the future?
• Are our competitors edging us out of the market?
• Do we have the capacity to counter competition?
• When can we begin implementing new mechanisms to counter the effects we are seeing now?

You can also stratify some sentences in your MLA-format paper into a vertical list, and the lists will be considered as one single sentence.

In this case, since it is a sentence continuation, there is no need to include a colon before the list. Instead, begin the sentence as usual and format each item on a separate line.

Every item in the list ends in a semicolon. The second last item should have a semicolon and the word “or” or the word “and. The final item should have a closing punctuation of the sentence.

Several schools are reconsidering their physical security setups by

• installing motion sensors;
• installing gates with access controls;
• hiring guards with military training;
• only allowing authorized vehicles into the school; and
• Log in to all the people who enter and leave the school digitally.

If you can avoid using numbered lists in MLA, please do so without hesitation.

Using Bulleted Lists with Quotes and Paraphrased Text

You can use bulleted lists to format paraphrased passages from a source. You need to use a signal phrase or citation in the sentence before the text. For example:

“Red and yellow are the best colors to decorate a restaurant because they induce feelings of hunger, energize customers to order more food, and prevent patrons from lingering in the dining area once they have finished their meals.” (Jackson, 2009)

This can be paraphrased as:

It is profit-oriented to decorate a restaurant with yellow and red colors. Jackson (2009) suggests

• make people feel hungry;
• lead to customers eating and therefore spending more;
• and encourage diners to leave the restaurant once they have finished eating, freeing the tables for new customers.

A bulleted list can also function as a block quote, without quotation marks, if taken directly from the source. However, you must introduce the source with a signal phrase, and the quote should be single-spaced. If you change any words, you need to use brackets. You should also include the citation in the list item after the period after the last thing in the list.

Sticking to the same original passage, the right way to present this would be:

In her marketing study, Jackson highlights the benefits of decorating a restaurant with red and yellow color schemes citing that these colors,

• induce (potential customers’) feelings of hunger,
• energize customers to order more food, and
• prevent patrons from lingering in the dining area once they have finished their meals. (Jackson, 2009, p. 29)

You can also use the bulleted list to quote individual list items directly and paraphrase some items. Again, you must use the signal phrase or citation in the paragraph preceding the list. You should also include quotation marks and citations with the quotes in verbatim. Taking the same example:

When it comes to restaurant décor, the findings of a marketing study by Jackson (2009) suggest that the colors red and yellow:

• Make people feel hungry.
• “Energize customers to order more food.” (Jackson, 2009, p. 29)
• Encourage diners to leave the restaurant once they have finished eating, freeing the table for new customers.

Dos and Don’ts when Using Lists

As you strive to perfect listing items or things in an essay or paper, there are some things you should do and others that you should not do. Even though we have listed them as part of this guide, in the previous sections, let us gather them together for clarity. Below are some things you should do and others not to do with lists in academic writing:

• Only group items that are related. As you write and edit lists in your essay or academic writing, ensure they belong together. Only give a list of items related to the paragraph, sentences preceding it, or those it is part of. If the things are unrelated, disband the list and use other strategies.
• Your list should be easy to read. Instead of slapping everything else into your list, ensure it is structured and easy to read. The intention is to get the main idea out to your readers without them wasting much time. The list should be introduced well and straightforwardly. If there is a grammatically complex item, place it at the end of the list for easy processing.
• Observe punctuation rules. Every academic writing style guide has a unique approach and the best ways to use either numbered or bulleted lists. You must adhere to punctuation styles, including a colon, semicolon, or period. The punctuation should be consistent and correct. If unsure, ask your instructor for clarification.
• Stick to the grammatical rules. As you write the lists in your essay or paper, ensure that you observe grammatical rules such as capitalization rules.
• Do it Sparingly . Your academic writing must demonstrate that you can comprehensively research, synthesize, and present facts about a specific topic or subject. Depending too much on lists can dilute the very purpose resulting in a subpar essay or paper. If there is an opening to use them, do it sparingly and only when unavoidable. You are not doing a PowerPoint slide and do not want your essay to look like a scatter graph. Draw meaningful connections using prose format that entails good flowing words, sentences, and paragraphs.

As you Exit….

Again, we insist that using numbered or bulleted items or points in academic writing should only be made when unavoidable.

• How to write a perfect academic essay .
• How to use quotes in essays and papers.

 The rationale is that formal academic writing entails synthesizing information and critically presenting arguments to explore in-depth topics, which can only be achieved with uninterrupted prose: complete sentences and paragraphs.

Capitalizing the items in a list depends on whether you are writing complete sentences or the list is part of a sentence in a paragraph. You can capitalize the first letter of the first word of the items in the list if you are writing a complete sentence where you don’t need a semicolon but a full stop or period at the end of each item.

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How to Properly List Things in a Sentence

| Danielle McLeod

Danielle McLeod

Danielle McLeod is a highly qualified secondary English Language Arts Instructor who brings a diverse educational background to her classroom. With degrees in science, English, and literacy, she has worked to create cross-curricular materials to bridge learning gaps and help students focus on effective writing and speech techniques. Currently working as a dual credit technical writing instructor at a Career and Technical Education Center, her curriculum development surrounds student focus on effective communication for future career choices.

Lists are a popular way for people to stay organized. Perhaps you jot down grocery items or tasks you need to complete at work each day on a sticky note or your phone. But, when you need to communicate lists in writing and speech, you need to organize them in a manner to show importance and clarity to your audience.

Items aren’t the only thing you can make a list of either: ideas, claims, directions, and even complicated storylines can be integrated into a list format.

The biggest challenge I encounter when teaching English is how to punctuate list items properly. Let’s look at how to write a sentence with a list below and where and when to use punctuation, so your information is clear to your reader.

What is the Best Way to Write a List?

When jotting down some quick list items for your eyes only (such as a simple grocery list), you probably don’t care what your lists look like. But list format matters when you have an audience.

Listing things in a sentence can contain simple items, such as what you might pick up from a store. Or a list might illustrate complicated directions or ideas to help support a claim. No matter the content, organization and punctuation matter , as does the proper grammar for listing items.

There are two types of lists: vertical and horizontal. Both are very useful and communicate ideas effectively when used in the proper context.

When to Use Vertical Lists

Vertical, bulleted lists are great to use when you need to make a very visual point concerning your list items. This style of organization is best used for emails and memos that are formal but brief and very specific in the information being shared. It also works great to help break larger sentences into something quick and easy to view.

For example:

• A copy of your licensure certification
• Your available transportation dates
• A list of all students attending
• An overview of your trip itinerary
• The objectives of the lesson associated with the trip

It is also good for providing formal yet understandable directions.

• 4 lbs of flour
• 1 dozen eggs
• 1 can each of baking soda and baking powder
• 12 packets of yeast
• 1 block of sharp cheddar cheese
• 2 lbs fresh jalapeno peppers

Vertical lists are also the preference for a quick, informal item listing for personal use.

Grocery List

When to Use Horizontal Lists

Horizontal lists are best used when writing out more complicated ideas in paragraph form. They work well for quick lists and are also the preference for writing dialog. These can be used in both formal and informal writing, especially when sharing complicated ideas or thoughts.

• My frustration with the students had to do with their complete apathy toward the material, their disregard for wasted time, and their inability to realize how their actions were affecting their future.
• I need you to run to the store to pick up a few items: milk, butter, eggs, and bread.
• On our road trip, we passed through Fort Worth, Texas, where we spent a day at the Stockyards; Orlando, Florida, to visit my brother and his family; and Garden City, South Carolina, because I have a condo there.

How to Punctuate a List in a Sentence

Knowing the correct punctuation for list items is very important to avoid running your items together and creating a jumble of words. Lists not only use commas to separate items but also use colons and semicolons when the occasion arises.

Comma List Rules

If you list three or more words, prepositional phrases, or clauses in a series, you need to use a comma to separate them. The comma placed between the final two items is called an Oxford (or serial) comma . Some people feel this is an unnecessary punctuation mark, but its use helps provide a visual separation to avoid confusion.

Use Commas to Separate Three or More Words

Commas separate words in a simple list of items to ensure your reader that they are separate items and not the same thing.

• After work, I need to run to the grocery, laundry, and daycare.

Use Commas to Separate Three or More Prepositional Phrases

Prepositional phrases add detail to your sentence’s main topic. Commas help separate these details to create understandable information.

• Mykayla won the scholarship due to her detailed essay writing, her intrinsic motivation, and her interview preparation.

Use Commas to Separate Three or More Clauses

Clauses are detailed and consist of multiple words. A comma creates organization and structure, so your reader understands the information you share.

• The high school marching band was plagued by many disappointments over the weekend when the bus they were traveling on got a flat tire, the competition they were performing in rained out after the first round, and the trip home took twice as long due to the rain.

When Not to Use a Comma

If your list items are already separated by coordinating conjunctions or you list pairs of items, you don’t have to use commas between them.

• I went to the farm store for chicken and horse and dog food.
• I love to make bacon and eggs, biscuits and gravy, and toast and jelly for breakfast.

Colon List Rules

Colons follow an independent clause to connect the information that follows with the main topic. When a colon introduces a list, what precedes it must be a complete sentence, even if the list is vertical.

Use a Colon to Introduce a List Horizontally

Horizontal lists are lists that are integrated into the sentence following the colon placement.

• The school drill went flawlessly: everyone was organized, students stayed quiet, and the meeting place made it easy to take a head count.

Use a Colon to Introduce a List Vertically

If you use a colon to introduce a vertical list, you still need to place it after a complete sentence. Vertical lists work well for simple lists, or to list fragments when creating horizontal lists may create confusing or long sentences.

• A choice of hot or iced coffee
• Homemade breakfast pastries
• Sandwiches made to order

Use a Colon to List Abbreviations

You can also use colons to list abbreviations.

• MI: Michigan
• SYP: Student Youth Program

When NOT to Use a Colon

Colons should not be used after headings, titles, or captions to introduce information. There are many other options you can use to indicate formatting.

• Indentations
• Underlining
• Color changes

Semicolon List Rules

Semicolons are used to conjoin two complete sentences related to one another. It can also replace a comma and coordinating conjunction pair to avoid the repetitive use of and .

When used to separate list items, semicolons help create a division between elements that already include a comma. This can be as simple as city and state combinations or work to help clarify complex lists that contain descriptive instruction.

Use a Semicolon to List Locations

Semicolons are used to punctuate complex lists that include cities, states, and countries. Since commas are necessary to properly punctuate locations, a semicolon is needed if more than one is used in a series.

• I’m using my vacation days this year to road trip through Moab, Utah; San Francisco, California; Portland, Oregon; and a stop to ski in Banff, Alberta, Canada before heading back home.

Use a Semicolon to Divide Events

Descriptive events that contain a comma should be separated by a semicolon if they are listed within a sentence.

• Our trip to the Kennedy Space Center included a walking tour of the shuttle Atlantis, which is on display in the memorial building; a break in the Planet Play Zone, where children are immersed in space exploration; and an astronaut training experience, a real-life encounter with astronaut training scenarios.

Use a Semicolon for Descriptive Instructions

If your sentence includes detailed, punctured instructions, you will need to separate these steps using a semicolon.

• Before our field trip on Friday, I need you all to complete the following information in advance: one, your physical health release; two, your physics worksheet on forces; three, your confirmed group members complete with contact information.

Use a Semicolon to Provide Detail

When including descriptive elements in your list items, you should include semicolons if the descriptions are already punctuated.

• The luncheon included ham, turkey, and vegetable finger sandwiches with delicate cheeses; fresh melons, strawberries, and grapes with a sweet dipping sauce; and a choice of decadent fruit sorbets, tartlets, or hand-dipped chocolates for dessert.

When NOT to Use a Semicolon

Do not use a semicolon to replace a comma unless the list item that follows already includes comma punctuation. Also, do not use a semicolon to replace a colon. Semicolons do not introduce a list.

Let’s Review

Including lists in your writing to create descriptions and detail is an excellent way to create varied sentence structure. Although you don’t want to depend upon it too heavily, there are many ways to punctuate your items when you begin to include phrases and clauses within your list organization.

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Writing from Near and Far

Transform Your Travels Into Meaningful Memoir

How to Write a List Essay

If you’re feeling stuck with your travel memoir writing, an interesting and playful structure to try is to tell your story in the form of a how-to list. This structure is like an instruction manual, but humorously reframes each step as part of your story. Some example titles might be:

How to Not Get Deported in Singapore How to Get Your Heart Broken in Hanoi How to Get Over Sea Sickness in Greece How to Become a Lifelong American Expatriate

What would your title be?

Let’s think about an example: If you had a life changing experience on a boat ride down the Ganges River, your title might be ‘How to be Profoundly Moved on the Ganges River’. You might start out with: “1. Decide to book a flight to India. Change your mind. Change it back. Ask your friends if you’re making the right decision. Listen to your husband telling you, ‘Just go. It’s not that big of a deal.”

As you can see, this type of essay is written in the second person. That means you’ll be using ‘you’ in place of ‘I’, and writing in the imperative voice (giving commands) rather than unfolding a traditional tale.

This type of essay will also include numbers for each ‘step’ in your how to guide. I suggest not having too many steps. Between 5 and 15 is a good range to aim for. Some steps can be longer than others—they don’t necessarily need to be of similar lengths.

Still going with our example, the rest of ‘How to be Profoundly Moved on the Ganges River’ could focus on your transition from ambivalence to profound experience as you spend time on the river, meet the others on the boat with you, and make stops along the way.

These steps could start something like this:

“Meet Chris from Idaho on the walk up to the temple. He tells you …”

And “Walk next to Daveed, your guide. Decide to listen closely to everything he says about …”

And “Avoid stray dogs at all costs. You read about this in the guide books, but acting upon this advice is different than reading. You love dogs, but you must suppress this love for now.”

Obviously I’m just making up these examples to help you get some ideas for your own how to essay.

Even if you’ve written about a particular trip in the past in a more traditional way, this structure can help you reframe that experience and write it from a different angle. This kind of structure is also great for online publications, since so much of what we read online these days is comprised of lists. This how to structure gives the impression of a light, quick read. And your interpretation of this kind of essay can certainly fit that, but it can also be dense and profound, only masking as light Internet fodder.

Take a look at this example from the Agni review  titled Breakup Tips.

Even though Breakup Tips is not travel themed, it is still a great (and quick) example of a how to essay that reaches for profound over light. Almost every sentence starts with an imperative: “Stand,” “Draw,” “Wait,” “Pull,” “Find,” etc. It’s a good idea to start most of your numbered sections with a command word to pull off the conceit that this is an instructional text.

I’ve also published one of these essays, mentioned as an example above: How to Become a Lifelong American Expatriate . Writing my story as a how to guide allowed me to give a broad overview of my travels and moves to different countries over the years, all masked as instructions to the reader. The appealing and humorous aspect of these kinds of essays is the suspended belief that any of these lists could ever actually exist as an instruction to someone else, when of course they couldn’t. That’s what makes it fun, and potentially profound. When we push ourselves to tell our stories in unconventional forms, magic can happen.

If you start to write this, I’d love to read it! Send me an email with your draft, and I’ll give you some helpful feedback.

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How to Write an Essay

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

Essay Writing Fundamentals

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

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

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

Purdue OWL Online Writing Lab

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

"The Essay: History and Definition" (ThoughtCo)

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

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

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

Wikipedia Article on the "Essay"

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

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

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

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

How to Identify Your Audience

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

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

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

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

"Determining Audience" (Aims Online Writing Lab)

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

"Know Your Audience" ( Paper Rater Blog)

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

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

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

"How to Choose a Paper Topic" (WikiHow)

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

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

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

"Guidelines for Choosing a Topic" (CliffsNotes)

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

How to Come Up with an Argument

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

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

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

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

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

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

"Developing a Thesis" (Harvard College Writing Center)

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

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

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

How to Outline your Essay

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

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

"Essay Outline" (Univ. of Washington Tacoma)

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

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

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

"Outlining" (Harvard College Writing Center)

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

"Writing Essays" (Plymouth Univ.)

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

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

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

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

How to Write an Introduction

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

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

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

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

"The Introductory Paragraph" (ThoughtCo)

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

"Introductions and Conclusions" (Univ. of Toronto)

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

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

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

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

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

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

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

"How to Write a Thesis Statement" (WikiHow)

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

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

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

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

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

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

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

"Strong Body Paragraphs" (Washington Univ.)

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

"Guide to Paragraph Structure" (Deakin Univ.)

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

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

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

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

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

"The Five-Paragraph Essay" (ThoughtCo)

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

How to Use Transitions

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

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

"Using Transitions Effectively" (Washington Univ.)

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

"Transitions" (Aims Online Writing Lab)

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

"Transitions in Academic Essays" (Scribbr)

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

"Transitions" (El Paso Community College)

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

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

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

"Transition Words" (smartwords.org)

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

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

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

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

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

"How to End An Essay" (WikiHow)

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

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

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

How to Include Sources and Citations

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

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

EasyBib: Free Bibliography Generator

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

CitationMachine

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

Modern Language Association Handbook (MLA)

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

Chicago Manual of Style

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

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

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

"Plagiarism" (University of Oxford)

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

"Avoiding Plagiarism" (MIT Comparative Media Studies)

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

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

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

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

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

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

"Writing a First Draft" (Academic Help)

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

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

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

"How to Proofread Effectively" (ThoughtCo)

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

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

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

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

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

"Editing the Essay" (Harvard College Writing Center)

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

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

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

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

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

Sharing Your Essays Online

Go Teen Writers

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

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

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

Publishing Your Essays Online

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

The Matador Review

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

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

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

Publishing Your Essays in Print

Canvas Teen Literary Journal

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

The Claremont Review

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

Skipping Stones

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

The Telling Room

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

Essay Contests

Scholastic Arts and Writing Awards

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

Society of Professional Journalists High School Essay Contest

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

National YoungArts Foundation

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

Signet Classics Student Scholarship Essay Contest

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

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

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

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

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

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

"Writing and English" (Brightstorm)

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

"How to Write an Essay" (EdX)

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

Writer's Digest University

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

Writing.com

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

How to Overcome Writer's Block

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

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

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

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

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

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

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

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

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

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

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

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

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

"SAT Sample Essay Prompts" (College Board)

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

"Popular College Application Essay Topics" (Princeton Review)

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

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

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

"Topics in English" (Kibin)

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

"Student Writing Models" (Thoughtful Learning)

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

"Five-Paragraph Essay" (ThoughtCo)

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

The Best Essay Writing Collections

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

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

The Best American Essays 2017 by Leslie Jamison (Amazon)

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

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

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

The White Album by Joan Didion (Amazon)

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

Consider the Lobster by David Foster Wallace (Amazon)

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

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

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

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

Essay Writing Classroom Activities for Students

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

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

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

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

"Writing Worksheets" (Berkeley Student Learning Center)

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

"Using Sources and Avoiding Plagiarism" (DePaul University)

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

Essay Writing Homework Activities for Students

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

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

"Student Interactives" (Read Write Think)

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

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

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

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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

One way to think of your college essay is as the heart of your application—as in, it helps an admissions officer see who you are, what you value, and what you bring to their campus and community.

And before we talk you through how to write your college essay, we want to acknowledge something fairly strange about this process: namely, that this is a kind of writing that you’ve maybe never been asked to do before.

In that sense, college essays are a bizarre bait-and-switch—in high school, you’re taught a few different ways to write (e.g., maybe some historical analysis, or how to analyze literature, or creative writing), and then to apply to college, you’re asked to write something fairly different (or maybe completely different) from any of the things you’ve been asked to write in high school.

So first we’ll talk you through

the purpose of your college essay

and the degree to which it is important in your application (preview: it won’t be as important for some people as for others)

and then we’ll walk you step-by-step through how to write an essay that can help you stand out in the application process.

Let’s dive in.

TABLE OF CONTENTS

Brainstorming your college essay topic, how to structure & outline a college essay, the difference between a boring and a stand-out personal statement.

• A quick word on “common” or “cliché” topics
• The “home” essay: a quick college essay case study
• Five (more) ways to find a thematic thread for your personal statement
• Montage essay structure FAQ’s
• Narrative essay structure FAQ’s

How to write a college essay: understanding what it is and how important it can be

What’s the purpose of your college essay (aka the personal statement).

This is your main essay. Your application centerpiece. The part of your application you’re likely to spend the most time on.

Assuming you’re applying via the Common App (here’s our how-to guide for that), the personal statement is likely to be 500-650 words long (so about a page) and many of the colleges you’re applying to will require it. (If you’re applying to the UCs, you’ll need to write some totally different essays .)

What’s a college essay’s purpose?

Jennifer Blask, Executive Director for International Admissions at the University of Rochester, puts it beautifully: “So much of the college application is a recounting of things past—past grades, old classes, activities the student has participated in over several years. The essay is a chance for the student to share who they are now and what they will bring to our campus communities.” 

Basically, college admission officers are looking for three takeaways in your college essay:

Who is this person?

Will this person contribute something of value to our campus?

Can this person write?

If you want to dig deeper into how admissions officers are thinking during the admissions process , or into what colleges look for in students , check out those two guides.

How important is your college essay?

That really depends on a lot of factors, but two of the biggest are the schools you’re applying to, and your academic profile. Here’s one way to think of the importance of essays:

Essays are less important if

You’re applying to “selective” colleges (around a 15-50% acceptance rate) and your academic profile is stronger than other applicants’

You’re applying in-state to large colleges, and/or to less competitive programs (e.g. you live in Sacramento and are applying to UC Riverside as an English major)

Essays are more important if

You’re applying to “highly-selective” aka “highly rejective”) colleges, meaning they have a less than 15% acceptance rate

You’re applying to “selective” colleges (around a 15-50% acceptance rate) but your academic profile isn’t as strong as other applicants’

You’re applying to really competitive programs (for example, engineering and computer science at some schools have way, way more applicants than spots) and/or you’re applying out-of-state to a state school system (e.g. you live in Montana and want to go to school at the University of Washington, and/or you want to study CS at UW).

To illustrate further—CEG’s Tom Campbell, who used to be an Assistant Dean of Admissions at Pomona , puts it this way: around 80% of the applicants to Pomona in a given year when he worked there were academically admissible. Meaning at schools like Pomona (with its 7ish% acceptance rate), grades and test scores don’t really get you in—they just get your foot in the door.

And an important thing to understand on that last note: if you get rejected from the “highly rejective” schools, it will tend to have a lot more to do with things like institutional priorities —some things in this process are out of your control.

Below are the five exercises I have every student complete before I meet with them:

Essence Objects Exercise : 12 min.

Values Exercise : 4 min.

21 Details Exercise : 20 min. 

Everything I Want Colleges to Know About Me Exercise : 20 min.

The Feelings and Needs Exercise : 15-20 min. 

I recommend recording all the content from your exercises in one document to keep things neat. If you’ve been working as you go, you’ve already completed these, so make sure to do this step now. You can use our downloadable Google doc with these exercises if you’d like.

At the start of the essay process, I ask students two questions:

Have you faced significant challenges in your life?

Do you want to write about them? 

Because here’s an important qualifier: 

Even if you’ve faced challenges, you do not have to write about them in your personal statement.  

I mention this now because, in my experience, many students are under the impression that they have to write about challenges—that it’s either expected, or that it’s somehow better to do so.

Neither is true. (And to be sure it’s clear: you do not have to write about trauma in your college essay to stand out .)

I’ve seen many, many incredible essays—ones that got students into every school you’re hoping to get into—that had no central challenge.

If your answer is “Maybe … ?” because you’re not sure what qualifies as a challenge, it’s useful to think of challenges as being on a spectrum.

On the weaker end of the spectrum would be things like getting a bad grade or not making X sports team. On the strong end of the spectrum would be things like escaping war. Being extremely shy but being responsible for translating for your family might be around a 3 or 4 out of 10. (Check this out if you want to read more about college essay topics to maybe avoid .)

It’s possible to use Narrative Structure to write about a challenge anywhere on the spectrum, but it’s much, much harder to write an outstanding essay about a weaker challenge.

Sometimes students pick the hardest challenge they’ve been through and try to make it sound worse than it actually was. Beware of pushing yourself to write about a challenge merely because you think these types of essays are inherently “better.” Focusing myopically on one experience can sideline other brilliant and beautiful elements of your character.

If you’re still uncertain, don’t worry. I’ll help you decide what to focus on. But, for the sake of this blog post, answer those first two questions with a gut-level response.

In the sections that follow, I’ll introduce you to two structures: Narrative Structure, which works well for describing challenges, and Montage Structure, which works well for essays that aren’t about challenges.

Heads-up: Some students who have faced challenges find after reading that they prefer Montage Structure to Narrative Structure. Or vice versa. If you’re uncertain which approach is best for you, I generally recommend experimenting with montage first; you can always go back and play with narrative.

How to write a college essay using montage structure

A montage is, simply put, a series of moments or story events connected by a common thematic thread. 

Well-known examples from movies include “training” montages, like those from Mulan , Rocky , or Footloose , or the “falling in love” montage from most romantic comedies. Or remember the opening to the Pixar movie Up ? In just a few minutes, we learn the entire history of Carl and Ellie’s relationship. One purpose is to communicate a lot of information fast. Another is to allow you to share a lot of different kinds of information, as the example essay below shows. 

Narrative Structure vs. Montage Structure explained in two sentences:

In Narrative Structure, story events connect chronologically.

In Montage Structure, story events connect thematically.

Here’s a metaphor to illustrate a montage approach: 

Imagine that each different part of you is a bead and that a select few will show up in your essay. They’re not the kind of beads you’d find on a store-bought bracelet; they’re more like the hand-painted beads on a bracelet your little brother made for you. 

The theme of your essay is the thread that connects your beads. 

You can find a thread in many, many different ways. One way we’ve seen students find great montage threads is by using the 5 Things Exercise . I’ll get detailed on this a little bit later, but essentially, are there 5 thematically connected things that thread together different experiences/moments/events in your life? For example, are there 5 T-shirts you collected, or 5 homes or identities, or 5 entries in your Happiness Spreadsheet .

And to clarify, your essay may end up using only 4 of the 5 things. Or maybe 8. But 5 is a nice number to aim for initially.

Note the huge range of possible essay threads. To illustrate, here are some different “thread” examples that have worked well:

Sports have had a powerful influence on me, from my understanding of history, to numbers, to my relationships, extracurricular activities, and even my career choice.

I lived with 5 different families as an exchange student, and each one taught me something valuable that I’ll carry with me to college.

Crassulaceae plants, which can reproduce via stem or leaf fragments, are a great analogy for not only how I make art, but how I choose to live each day.

Binary star systems are a metaphor for my relationship with my parents.

I am “trans” in so many ways … let me describe a few.

To understand who I am, you must understand how I cook.

Pranks have shaped my life in a variety of ways.

The number 12 has influenced so much in my life, from my relationship to sports, to how I write, to my self-esteem.

All of these threads stemmed from the brainstorming exercises in this post.

We’ll look at an example essay in a minute, but before we do, a word (well, a bunch of words) on how to build a stronger montage (and the basic concept here also applies to building stronger narratives).

Would you Rather watch instead?

To frame how to think about possible college essay topics ... .

Imagine you’re interviewing for a position as a fashion designer, and your interviewer asks you what qualities make you right for this position. Oh, and heads-up: That imaginary interviewer has already interviewed a hundred people today, so you’d best not roll up with, “because I’ve always loved clothes” or “because fashion helps me express my creativity.” Why shouldn’t you say those things? Because that’s what everyone says.

Many students are the same in their personal statements—they name cliché qualities/skills/values and don’t push their reflections much further.

Why is this a bad idea?

Let me frame it this way:

A boring personal statement chooses a common topic, makes common connections, and uses common language. 

A stand-out personal statement chooses an un common topic, makes un common connections, and uses un common language. 

Boring personal statement: I want to be a doctor (common topic) because I’m empathetic and I love helping people (common connections) and I really want to make the world a better place (common language).

Better personal statement: I want to run a tech-startup (more uncommon topic) because I value humor, “leading from the battlefield,” and stuff that makes me cry (uncommon connections for an essay on this topic), and because my journey to this place took me from being a scrawny 12-year-old kid to a scrawny 12-year-old man (uncommon language).

Important: I’m not saying you should pick a weird topic/thread just so it’ll help you stand out more on your essay. Be honest. But consider this: The more common your topic is ... the more un common your connections need to be if you want to stand out.

What do I mean? 

For example, tons of students write doctor/lawyer/engineer essays; if you want to stand out, you need to say a few things that others don’t tend to say. 

How do you figure out what to say? By making uncommon connections. 

They’re the key to a stand-out essay.

The following two-part exercise will help you do this.

2-minute exercise: Start with the cliché version of your essay.

What would the cliché version of your essay focus on?

If you’re writing a “Why I want to be an engineer” essay, for example, what 3-5 common “engineering” values might other students have mentioned in connection with engineering? Use the Values Exercise for ideas.

Collaboration? Efficiency? Hands-on work? Probably yes to all three.

Once you’ve spent 2 minutes thinking up some common/cliché values, move onto the next step.

8-Minute Exercise: Brainstorm uncommon connections.

For example, if your thread is “food” (which can lead to great essays, but is also a really common topic), push yourself beyond the common value of “health” and strive for unexpected values. How has cooking taught you about “accountability,” for example, or “social change”? Why do this? We’ve already read the essay on how cooking helped the author become more aware of their health. An essay on how cooking allowed the author to become more accountable or socially aware would be less common.

In a minute, we’ll look at the “Laptop Stickers” essay. One thing that author discusses is activism. A typical “activist” essay might discuss public speaking or how the author learned to find their voice. A stand-out essay would go further, demonstrating, say, how a sense of humor supports activism. Perhaps it would describe a childhood community that prioritized culture-creation over culture-consumption, reflecting on how these experiences shaped the author’s political views.

And before you beg me for an “uncommon values” resource, I implore you to use your brilliant brain to dream up these connections. Plus, you aren’t looking for uncommon values in general ; you’re looking for values uncommonly associated with your topic/thread .

Don’t get me wrong ... I’m not saying you shouldn’t list any common values, since some common values may be an important part of your story! In fact, the great essay examples throughout this book sometimes make use of common connections. I’m simply encouraging you to go beyond the obvious.

Also note that a somewhat-common lesson (e.g., “I found my voice”) can still appear in a stand-out essay. But if you choose this path, you’ll likely need to use either an uncommon structure or next-level craft to create a stand-out essay.

Where can you find ideas for uncommon qualities/skills/values?

Here are four places: 

1. The Values Exercise

This is basically a huge list of qualities/skills/values that could serve you in a future career.

2. O*Net Online

Go to www.onetonline.org and use the “occupation quick search” feature to search for your career. Once you do, a huge list will appear containing knowledge, skills, and abilities needed for your career. This is one of my favorite resources for this exercise.

3. School websites

Go to a college's website and click on a major or group of majors that interest you. Sometimes they’ll briefly summarize a major in terms of what skills it’ll impart or what jobs it might lead to. Students are often surprised to discover how broadly major-related skills can apply.

4. Real humans

Ask 3 people in this profession what unexpected qualities, values, or skills prepared them for their careers. Please don’t simply use their answers as your own; allow their replies to inspire your brainstorming process.

Once you’ve got a list of, say, 7-10 qualities, move on to the next step.

A quick word on “common” or “cliché” college essay topics

Common personal statement topics include extracurricular activities (sports or musical instruments), service trips to foreign countries (aka the “mission trip” essay where the author realizes their privilege), sports injuries, family illnesses, deaths, divorce, the “meta” essay (e.g., “As I sit down to write my college essays, I think about...”), or someone who inspired you (common mistake: This usually ends up being more about them than you).

While I won’t say you should never write about these topics, if you do decide to write about one of these topics, the degree of difficulty goes way up. What do I mean? Essentially, you have to be one of the best “soccer” essays or “mission trip” essays among the hundreds the admission officer has likely read (and depending on the school, maybe the hundreds they’ve read this year ). So it makes it much more difficult to stand out.

How do you stand out? A cliché is all in how you tell the story. So, if you do choose a common topic, work to make uncommon connections (i.e., offer unexpected narrative turns or connections to values), provide uncommon insights (i.e., say stuff we don’t expect you to say) or uncommon language (i.e., phrase things in a way we haven’t heard before).

Or explore a different topic. You are infinitely complex and imaginative.

Sample montage structure college essay:

My laptop stickers.

My laptop is like a passport. It is plastered with stickers all over the outside, inside, and bottom. Each sticker is a stamp, representing a place I’ve been, a passion I’ve pursued, or community I’ve belonged to. These stickers make for an untraditional first impression at a meeting or presentation, but it’s one I’m proud of. Let me take you on a quick tour:  “ We <3 Design ,” bottom left corner. Art has been a constant for me for as long as I can remember. Today my primary engagement with art is through design. I’ve spent entire weekends designing websites and social media graphics for my companies. Design means more to me than just branding and marketing; it gives me the opportunity to experiment with texture, perspective, and contrast, helping me refine my professional style.    “ Common Threads ,” bottom right corner. A rectangular black and red sticker displaying the theme of the 2017 TEDxYouth@Austin event. For years I’ve been interested in the street artists and musicians in downtown Austin who are so unapologetically themselves. As a result, I’ve become more open-minded and appreciative of unconventional lifestyles. TED gives me the opportunity to help other youth understand new perspectives, by exposing them to the diversity of Austin where culture is created, not just consumed. Poop emoji , middle right. My 13-year-old brother often sends his messages with the poop emoji ‘echo effect,’ so whenever I open a new message from him, hundreds of poops elegantly cascade across my screen. He brings out my goofy side, but also helps me think rationally when I am overwhelmed. We don’t have the typical “I hate you, don’t talk to me” siblinghood (although occasionally it would be nice to get away from him); we’re each other’s best friends. Or at least he’s mine.  “ Lol ur not Harry Styles ,” upper left corner. Bought in seventh grade and transferred from my old laptop, this sticker is torn but persevering with layers of tape. Despite conveying my fangirl-y infatuation with Harry Styles’ boyband, One Direction, for me Styles embodies an artist-activist who uses his privilege for the betterment of society. As a $42K donor to the Time’s Up Legal Defense Fund, a hair donor to the Little Princess Trust, and promoter of LGBTQ+ equality, he has motivated me to be a more public activist instead of internalizing my beliefs.   “ Catapult ,” middle right. This is the logo of a startup incubator where I launched my first company, Threading Twine. I learned that business can provide others access to fundamental human needs, such as economic empowerment of minorities and education. In my career, I hope to be a corporate advocate for the empowerment of women, creating large-scale impact and deconstructing institutional boundaries that obstruct women from working in high-level positions. Working as a women’s rights activist will allow me to engage in creating lasting movements for equality, rather than contributing to a cycle that elevates the stances of wealthy individuals.  “ Thank God it’s Monday ,” sneakily nestled in the upper right corner. Although I attempt to love all my stickers equally (haha), this is one of my favorites. I always want my association with work to be positive.  And there are many others, including the horizontal, yellow stripes of the Human Rights Campaign ; “ The Team ,” a sticker from the Model G20 Economics Summit where I collaborated with youth from around the globe; and stickers from “ Kode with Klossy ,” a community of girls working to promote women’s involvement in underrepresented fields.  When my computer dies (hopefully not for another few years), it will be like my passport expiring. It’ll be difficult leaving these moments and memories behind, but I probably won’t want these stickers in my 20s anyways (except Harry Styles, that’s never leaving). My next set of stickers will reveal my next set of aspirations. They hold the key to future paths I will navigate, knowledge I will gain, and connections I will make.

Cool, huh? And see what I mean about how you can write a strong personal statement without focusing on challenges you’ve faced?

Going back to that “thread and beads” metaphor with the “My Laptop Sticker” essay:

The “beads” are the different experiences that link to the values of creativity, open-mindedness, humor, courage, and entrepreneurialism.

The “thread” (i.e., the theme that ties everything together) is her laptop stickers. Each one represents a quality of the author’s personality. Actually, there’s a second thematic thread: Those qualities will also serve her in her women’s rights activism. Bonus!

The outline that got her there

Here’s the outline for the “My Laptop Stickers” essay. Notice how each bullet point discusses a value or values, connected to different experiences via her thread, and sets up the insights she could explore. (Insight, though, is the toughest part of the writing process, and will probably take the most revision, so it’s fine if you don’t have great insights in an outline or first draft. But you’ll want to get to them by your final draft.) 

She found this thread essentially by using The Five Things Exercise in conjunction with the other brainstorming exercises.

Thread = Laptop Stickers

We <3 Design → art, design, experimentation

Details: spent weekend designing websites, graphics for my companies

Possible insight: Developed my own style

Common Threads → authenticity, open-mindedness

Details: Street artists, musicians in Austin

Possible insight: Creating not just consuming culture

Poop emoji → family, goofy side

Details: Brother, interactions, thinking rationally

Possible insight: Connection/vulnerability

Lol ur not Harry Styles → equality, activism, confidence

Details: Various activism as motivation/reminder to act vs just internalize

Possible insight: My growth with acting/speaking up

Catapult → entrepreneurship, social justice, awareness, meaningful work

Details: Threaded Twine, women’s rights, breaking cycles 

Possible insight: Discovered my career

Thank God it's Monday → enjoyable work

Possible insight: Importance of experience/framing

Possible insight: Want work to always be this way

The Team → collaboration

Details: Model G20 Econ Summit, group collaboration

Kode with Klossy → community, social justice

Details: Promoting women in underrepresented fields

Okay, so if you’re on board so far, here’s what you need: 

Some stuff to write about (ideally 4-10 things) that will make up the “beads” of your essay, and

Something to connect all the different “beads” (like a connective theme or thread)

First, let’s talk about ...

How to generate lots of ‘stuff’ to write about (aka the beads for your bracelet)

Complete all the brainstorming exercises. 

Already did that? Great! Move on! 

Didn’t do that? Go back , complete the exercises, and then ...

Case study: How to find a theme for your personal statement (aka the thread that connects the beads of your bracelet)

Let’s look at an example of how I helped one student find her essay thread, then I’ll offer you some exercises to help you find your own.

The “Home” essay: A quick college essay case study

First, take a look at this student’s Essence Objects and 21 Details: 

My Essence Objects

Bojangle’s Tailgate Special/Iced Tea 

Light blue fuzzy blanket

A box containing my baby tooth 

Car keys 

Gold bracelet from my grandfather

Orange, worn Nike Free Run Sneakers

Duke basketball game ticket

Palestine flag rubber wristband/ISEF Lanyard

Friendship bracelet

A pair of headphones

Yin-yang symbol

Worn, green Governor’s School East lanyard

My 21 Details

I’ve been known to have terrible spatial awareness despite being a dancer. Just last week, my shoelace got caught in an escalator and I tripped about 20 people. 

Zumba and kickboxing are my favorite forms of exercise and I’m hopefully going to become certified to teach Zumba soon. 

I have misophonia--sometimes I even have to eat dinner in a different room from my family.

My go-to drinks are Hi-C and Sweet Tea.

I became a pescatarian this year to avoid fried chicken, and I can honestly get a life’s worth of meat out of cod, salmon, tilapia, shrimp, you name it.

I collect funky socks--at this point, I have socks with tacos, snowmen, Santa, and even animals wearing glasses.

I’ve gotten different Myers-Briggs personality types every time I took the test. The most recent ones are ENFJ and ENFP.

I have no immediate relatives in America besides my mom, dad, and sister.

I am a diehard Duke basketball fan, and I can identify all of the Duke basketball fans at my high school on one hand. 

I love discussing psychology, but sometimes I psychoanalyze.       

Singing while driving is honestly one of my favorite pastimes.    

My alarm for school every morning is at 5:42 am. 

I hope to complete a half and full marathon within the next four years, despite not having run a 5k yet. 

I realized the tooth fairy wasn’t real after I lost my second tooth, but I pretended that I still believed in it until I was in 5th grade for the tooth fairy’s “gifts”. 

I could eat fruits for every single meal.                

I don’t do well with confrontation.        

Airports are hands-down my favorite place to be, but I hate airplanes. 

If I’m not busy or working, you can usually find me in my hammock in the backyard. 

I find that I form the deepest connections with people after 12am. 

 Sometimes, I like TV spoilers.

How this author found her thematic thread

When I met with this student for the first time, I began asking questions about her objects and details: “What’s up with the Bojangle’s Iced Tea? What’s meaningful to you about the Governor’s School East lanyard? Tell me about your relationship to dance ...”

We were thread-finding ... searching for an invisible connective [something] that would allow her to talk about different parts of her life.

Heads-up: Some people are really good at this—counselors are often great at this—while some folks have a more difficult time. Good news: When you practice the skill of thread-finding, you can become better at it rather quickly.

You should also know that sometimes it takes minutes to find a thread and sometimes it can take weeks. With this student, it took less than an hour. 

I noticed in our conversation that she kept coming back to things that made her feel comfortable. She also repeated the word “home” several times. When I pointed this out, she asked me, “Do you think I could use ‘home’ as a thread for my essay?” 

“I think you could,” I said. 

Read her essay below, then I’ll share more about how you can find your own thematic thread.

Example essay: HOME

As I enter the double doors, the smell of freshly rolled biscuits hits me almost instantly. I trace the fan blades as they swing above me, emitting a low, repetitive hum resembling a faint melody. After bringing our usual order, the “Tailgate Special,” to the table, my father begins discussing the recent performance of Apple stock with my mother, myself, and my older eleven year old sister. Bojangle’s, a Southern establishment well known for its fried chicken and reliable fast food, is my family’s Friday night restaurant, often accompanied by trips to Eva Perry, the nearby library. With one hand on my breaded chicken and the other on Nancy Drew: Mystery of Crocodile Island, I can barely sit still as the thriller unfolds. They’re imprisoned! Reptiles! Not the enemy’s boat! As I delve into the narrative with a sip of sweet tea, I feel at home. “Five, six, seven, eight!” As I shout the counts, nineteen dancers grab and begin to spin the tassels attached to their swords while walking heel-to-toe to the next formation of the classical Chinese sword dance. A glance at my notebook reveals a collection of worn pages covered with meticulously planned formations, counts, and movements. Through sharing videos of my performances with my relatives or discovering and choreographing the nuances of certain regional dances and their reflection on the region’s distinct culture, I deepen my relationship with my parents, heritage, and community. When I step on stage, the hours I’ve spent choreographing, creating poses, teaching, and polishing are all worthwhile, and the stage becomes my home. Set temperature. Calibrate. Integrate. Analyze. Set temperature. Calibrate. Integrate. Analyze. This pulse mimics the beating of my heart, a subtle rhythm that persists each day I come into the lab. Whether I am working under the fume hood with platinum nanoparticles, manipulating raw integration data, or spraying a thin platinum film over pieces of copper, it is in Lab 304 in Hudson Hall that I first feel the distinct sensation, and I’m home. After spending several weeks attempting to synthesize platinum nanoparticles with a diameter between 10 and 16 nm, I finally achieve nanoparticles with a diameter of 14.6 nm after carefully monitoring the sulfuric acid bath. That unmistakable tingling sensation dances up my arm as I scribble into my notebook: I am overcome with a feeling of unbridled joy.  Styled in a t-shirt, shorts, and a worn, dark green lanyard, I sprint across the quad from the elective ‘Speaking Arabic through the Rassias Method’ to ‘Knitting Nirvana’. This afternoon is just one of many at Governor’s School East, where I have been transformed from a high school student into a philosopher, a thinker, and an avid learner. While I attend GS at Meredith College for Natural Science, the lessons learned and experiences gained extend far beyond physics concepts, serial dilutions, and toxicity. I learn to trust myself to have difficult yet necessary conversations about the political and economic climate. Governor’s School breeds a culture of inclusivity and multidimensionality, and I am transformed from “girl who is hardworking” or “science girl” to someone who indulges in the sciences, debates about psychology and the economy, and loves to swing and salsa dance. As I form a slip knot and cast on, I’m at home. My home is a dynamic and eclectic entity. Although I’ve lived in the same house in Cary, North Carolina for 10 years, I have found and carved homes and communities that are filled with and enriched by tradition, artists, researchers, and intellectuals. While I may not always live within a 5 mile radius of a Bojangle’s or in close proximity to Lab 304, learning to become a more perceptive daughter and sister, to share the beauty of my heritage, and to take risks and redefine scientific and personal expectations will continue to impact my sense of home. 

Rad essay, huh? 

But here’s the question I get most often about this technique: How do I find my thematic thread?

Five (more) ways to find a thematic thread for your college personal statement

1. The “Bead-Making” Exercise (5-8 min.)

In the example above, we started with the beads, and then we searched for a thread. This exercise asks you to start with the thread of something you know well and then create the beads. Here’s how it works:

Step 1: On a blank sheet of paper, make a list of five or six things you know a lot about.

For example, I know a lot about …

Words/language

Productivity

Voices/accents

Self-help books

If you can only think of 3 or 4, that’s okay.

Step 2: Pick one of the things you wrote down, flip your paper over, and write it at the top of your paper, like this:

This is your thread, or a potential thread.

Step 3: Underneath what you wrote down, name 5-6 values you could connect to this. These will serve as the beads of your essay. You can even draw a thread connecting your beads, if you want, like this:

Step 4: For each value, write down a specific example, memory, image, or essence object that connects to that value. Example: 

My thread: Games

My beads: Connection, creativity, fun/laughter, family, competition, knowledge

Here are my examples/memories/images/essence objects:

Connection: One memory I have is playing “I love” in a circle at camp with 20 friends and strangers. I still marvel at how quickly it helped us bond.

Creativity: After I understand how a game works, I like to try to improve it by tweaking the rules. Two examples: 1) I remember when I was young trying to find the right amount of money for the Free Parking space in Monopoly, and 2) recently, I learned the game Guesstimation is so much better if you add wagers. I see my 4-year-old daughter tweaks games too, which drives my wife crazy, as she likes to play by the rules of the game.

Fun/laughter: As I’ve aged, so much of my life has become planned/programmed, but I can still enjoy losing track of time with board games. Two weeks ago, for example, I laughed so hard I cried while playing Drawful with Lisa, Andy, and Sage.

Family: We played games like Charades and Jeopardy when I was young. (My dad was the Game Master who would come up with the categories. As I grew older, I took over the role of Game Master.)

Competition: People don’t know this about me because I seem so chill, but I am incredibly competitive. Things I rarely lose at: ping pong, Tetris, foosball, and corn hole. I’ve gotten much better over the years at hiding my competitive side, but it’s still there.

Knowledge: Can’t really think of much on this one—maybe something related to Jeopardy? 

This is an actual brainstorm I did using this exercise. 

And, as I write these things down, I notice a theme of youth/old age emerging. Games have changed for me as I’ve gotten older. Note that I couldn’t come up with something for the last one, “knowledge,” which is fine. 

The point is this: If you know a thing well, odds are good you’ll be able to make a lot of connections to your values. And if you can find specific examples for each value, that can make for interesting paragraphs in your personal statement. 

If you’re willing to spend a few more minutes, ask “so what?” of each example to see if a specific insight emerges. 

And, in case you want a formula for what I’m describing, here you go:

Once you’ve written down the values and at least one example (e.g., a memory, image, essence object) for each bead, see if you have enough content for an essay. 

Still haven’t found your theme? Here are ...

More ways to find a thematic thread for your personal statement

2. The “Five Things” Exercise 

(Special thanks to my colleague, Dori Middlebrook, for this one.)  

I mentioned this when we first started talking about Montage Structure. Similar to the “bead-making” exercise above, you identify the thread first and then develop the beads.

Step 1: Write down 5 similar things that are meaningful to you in different ways. 

Examples: Five Pairs of Shoes I’ve Worn, Five Houses I’ve Lived In, Five Photographs in My Room, Five Ways Cooking Has Influenced Me, etc. 

Step 2: Begin by simply naming the 5 different items. 

Example: High-top tennis shoes, flip-flops, heels, cleats, bunny slippers

Step 3: Add physical details so we can visualize each one. 

Step 4: Add more details. Maybe tell a story for each. 

Pro tip: Try connecting each of the 5 to a different value.

Step 5: Expand on each description further and start to connect the ideas to develop them into an essay draft. 

3. Thread-finding with a partner

Grab someone who knows you well (e.g., a counselor, friend, family member). Share all your brainstorming content with them and ask them to  mirror back to you what they’re seeing. It can be helpful if they use reflective language and ask lots of questions. An example of a reflective observation is: “I’m hearing that ‘building’ has been pretty important in your life … is that right?” You’re hunting together for a thematic thread—something that might connect different parts of your life and self.

4. Thread-finding with photographs

Pick 10 of your favorite photos or social media posts and write a short paragraph on each one. Why’d you pick these photos? What do they say about you? Then ask yourself, “What are some things these photos have in common?” Bonus points: Can you find one thing that connects all of them?

5. Reading lots of montage example essays that work

You’ll find some here , here , and here . While you may be tempted to steal those thematic threads, don’t. Try finding your own. Have the courage to be original. You can do it.

Montage Essay Structure FAQs

Q: How do I work in extracurricular activities in a tasteful way (so it doesn’t seem like I’m bragging)?

A: Some counselors caution, with good reason, against naming extracurricular activities/experiences in your personal statement. (It can feel redundant with your Activities List.) You actually can mention them , just make sure you do so in context of your essay’s theme. Take another look at the eighth paragraph of the “My Laptop Stickers” essay above, for example:

And there are many [other stickers], including the horizontal, yellow stripes of the Human Rights Campaign; “The Team,” a sticker from the Model G20 Economics Summit where I collaborated with youth from around the globe; and stickers from “Kode with Klossy,” a community of girls working to promote women’s involvement in underrepresented fields. 

A description of these extracurricular activities may have sounded like a laundry list of the author’s accomplishments. But because she’s naming other stickers (which connects them to the essay’s thematic thread), she basically gets to name-drop those activities while showing other parts of her life. Nice.

One more way to emphasize a value is to combine or disguise it with humor. Example: “Nothing teaches patience (and how to tie shoes really fast) like trying to wrangle 30 first-graders by yourself for 10 hours per week,” or “I’ve worked three jobs, but I’ve never had to take more crap from my bosses than I did this past summer while working at my local veterinarian’s office.” 

In each of these examples, the little bit of humor covers the brag. Each is basically pointing out that the author had to work a lot and it wasn’t always fun. No need to push this humor thing, though. Essays don’t need to be funny to be relatable, and if the joke doesn’t come naturally, it might come across as trying too hard. 

Q: How do I transition between examples so my essay “flows” well?

A: The transitions are the toughest part of this essay type. Fine-tuning them will take some time, so be patient. One exercise I love is called Revising Your Essay in 5 Steps , and it basically works like this: 

Highlight the first sentence of each of your paragraphs in bold, then read each one aloud in order. Do they connect, creating a short version of your essay? If not: 

Rewrite the bold sentences so that they do connect (i.e., flow) together. Once you’ve done that …

Rewrite each paragraph so it flows from those bolded sentences. 

Read them aloud again. Wash, rinse, repeat until the ideas flow together.

This is a great way to figure out the “bones” (i.e., structure) of your essay. 

Q: What am I looking for again? 

A: You’re looking for two things: 

Parts of yourself that are essential to who you are (e.g., values or “islands of your personality”), and 

A theme that connects them all. 

Your theme could be something mundane (like your desk) or something everyone can relate to ( like the concept of home ), but make sure that it is elastic (i.e. can connect to many different parts of you) and visual, as storytelling made richer with images.

Each of the values creates an island of your personality and a paragraph for your essay.

Montage step-by-step recap: 

Review your brainstorming exercises and look for threads that connect 4-7 different values through 4-7 different experiences.

Choose an order for your examples. Consider describing one example per paragraph.

Create an outline.

Write a first draft. Once you do ...

Consider using the Revising Your Essay in 5 Steps Exercise to clarify your transitions.

Q: This is hard! I’m not finding it yet and I want to give up. What should I do?

A: Don’t give up! Remember: be patient. This takes time. If you need inspiration, or assurance that you’re on the right track, check out Elizabeth Gilbert’s TED Talk , “Your Elusive Creative Genius.”

All right, moving on.

How to write a college essay using Narrative Structure

If you answered “yes” to both questions at the beginning of this guide, I recommend exploring Narrative Structure. I’ll explain this in more detail below. 

My favorite content-generating exercise for Narrative Structure is the Feelings and Needs Exercise. It takes about 20 minutes (but do feel free to take longer—more time brainstorming and outlining leads to better, faster writing). Here’s how it works:

The Feelings and Needs Exercise

Time : 15-20 minutes

Instructions : You’ll find them here.  

If you haven’t completed the exercise, please do it now. 

(And this is a dramatic pause before I tell you the coolest thing about what you just did.)

You may notice that your completed Feelings and Needs chart maps out a potential structure for your personal statement. If you’re not seeing it, try turning your paper so that the challenges are at the top of your page and the effects are below them. 

Voila. A rough outline for a narrative essay.

To clarify, this isn’t a perfect way to outline an essay. You may not want to spend an entire paragraph describing your feelings, for example, or you may choose to describe your needs in just one sentence. And now that you see how it frames the story, you may want to expand on certain columns. However, the sideways Feelings and Needs chart can help you think about how the chronology of your experiences might translate into a personal statement. 

Here’s an essay that one student wrote after completing this exercise:

Example Narrative Essay: The Birth of Sher Khan The narrow alleys of Mardan, Khyber Pakhtunkhwa, Pakistan where I spent the first 7 years of my life were infiltrated with the stench of blood and helplessness. I grew up with Geo news channel, with graphic images of amputated limbs and the lifeless corpses of uncles, neighbors, and friends. I grew up with hurried visits to the bazaar, my grandmother in her veil and five-year-old me, outrunning spontaneous bomb blasts. On the open rooftop of our home, where the hustle and bustle of the city were loudest, I grew up listening to calls to prayer, funeral announcements, gunshots. I grew up in the aftermath of 9/11, confused.  Like the faint scent of mustard oil in my hair, the war followed me to the United States. Here, I was the villain, responsible for causing pain. In the streets, in school, and in Baba’s taxi cab, my family and I were equated with the same Taliban who had pillaged our neighborhood and preyed on our loved ones.  War followed me to freshman year of high school when I wanted more than anything to start new and check off to-dos in my bullet journal. Every time news of a terror attack spread, I could hear the whispers, visualize the stares. Instead of mourning victims of horrible crimes, I felt personally responsible, only capable of focusing on my guilt. The war had manifested itself in my racing thoughts and bitten nails when I decided that I couldn’t, and wouldn’t, let it win.  A mission to uncover parts of me that I’d buried in the war gave birth to a persona: Sher Khan, the tiger king, my radio name. As media head at my high school, I spend most mornings mastering the art of speaking and writing lighthearted puns into serious announcements. Laughter, I’ve learned, is one of the oldest forms of healing, a survival tactic necessary in war, and peace too.  During sophomore year, I found myself in International Human Rights, a summer course at Cornell University that I attended through a local scholarship. I went into class eager to learn about laws that protect freedom and came out knowledgeable about ratified conventions, The International Court of Justice, and the repercussions of the Srebrenica massacre. To apply our newfound insight, three of my classmates and I founded our own organization dedicated to youth activism and spreading awareness about human rights violations: Fight for Human Rights. Today, we have seven state chapters led by students across the U.S and a chapter in Turkey too. Although I take pride in being Editor of the Golden State’s chapter,  I enjoy having written articles about topics that aren’t limited to violations within California. Addressing and acknowledging social issues everywhere is the first step to preventing war. Earlier this year, through KQED, a Bay Area broadcasting network, I was involved in a youth takeover program, and I co-hosted a Friday news segment about the Deferred Action for Childhood Arrivals policy, the travel ban, and the vaping epidemic. Within a few weeks, my panel and interview were accessible worldwide, watched by my peers in school, and family thousands of miles away in Pakistan. Although the idea of being so vulnerable initially made me nervous, I soon realized that this vulnerability was essential to my growth.  I never fully escaped war; it’s evident in the chills that run down my spine whenever an untimely call reaches us from family members in Pakistan and in the funerals still playing on Geo News. But I’m working towards a war-free life, internally and externally, for me and the individuals who can share in my experiences, for my family, and for the forgotten Pashtun tribes from which I hail. For now, I have everything to be grateful for. War has taught me to recognize the power of representation, to find courage in vulnerability, and best of all, to celebrate humor. 

Fun fact: This essay was written by a student in one of my online courses who, as she shared this version with me, called it a “super rough draft.” 

I wish my super rough drafts were this good.

I share this essay with you not only because it’s a super awesome essay that was inspired by the Feelings and Needs Exercise, but also because it offers a beautiful example of what I call the ...

Narrative Structure content sections

You can think of a narrative essay as having three basic sections: Challenges + Effects ; What I Did About It ; What I Learned . Your word count will be pretty evenly split between the three, so for a 650-word personal statement, 200ish each.

To get a little more nuanced, within those three basic sections, a narrative often has a few specific story beats. There are plenty of narratives that employ different elements (for example, collectivist societies often tell stories in which there isn’t one central main character/hero, but it seems hard to write a college personal statement that way, since you’re the focus here). You’ve seen these beats before—most Hollywood films use elements of this structure, for example. 

Status Quo : The starting point of the story. This briefly describes the life or world of the main character (in your essay, that’s you).

The Inciting Incident : The event that disrupts the Status Quo. Often it’s the worst thing that could happen to the main character. It gets us to wonder: Uh-oh … what will they do next? or How will they solve this problem?

Raising the Stakes/Rising Action : Builds suspense. The situation becomes more and more tense, decisions become more important, and our main character has more and more to lose.

Moment of Truth : The climax. Often this is when our main character must make a choice.

New Status Quo : The denouement or falling action. This often tells us why the story matters or what our main character has learned. Think of these insights or lessons as the answer to the big “so what?” question.

For example, take a look at “The Birth of Sher Khan” essay above. 

Notice that roughly the first third focuses on the challenges she faced and the effects of those challenges.

Roughly the next third focuses on actions she took regarding those challenges. (Though she also sprinkles in lessons and insight here.)

The final third contains lessons and insights she learned through those actions, reflecting on how her experiences have shaped her. (Again, with the caveat that What She Did and What She Learned are somewhat interwoven, and yours likely will be as well. But the middle third is more heavily focused on actions, and the final third more heavily focused on insight.)

And within those three sections, notice the beats of her story: Status Quo, The Inciting Incident, Raising the Stakes/Rising Action, Moment of Truth, New Status Quo.

How does the Feelings and Needs Exercise map onto those sections? 

Pretty directly. 

At the risk of stating the blatantly obvious, The Challenges and Effects columns of the Feelings and Needs Exercise … are the Challenges + Effects portion of your essay. Same with What I Did and What I Learned.

The details in your Feelings and Needs columns can be spread throughout the essay. And it’s important to note that it’s useful to discuss some of your feelings and needs directly, but some will be implied. 

For example, here’s the Feelings and Needs Exercise map of the “Sher Khan” essay. And I know I just mentioned this, but I want you to notice something that’s so important, I’m writing it in bold: The author doesn’t explicitly name every single effect, feeling, or need in her essay . Why not? First, she’s working within a 650-word limit. Second, she makes room for her reader’s inferences, which can often make a story more powerful. Take a look:

Challenge 1 : She grows up surrounded by war, which is explicitly stated.

Challenge 2 : She comes to the U.S. to find safety (a need), which is implied, but instead, she is villainized, which is explicitly stated. 

Effects : She is ostracized after arriving in the U.S. “Every time news of a terror attack spread,” she writes, “I could hear the whispers, visualize the stares.” Other effects are implied, and we are left to imagine—and feel for ourselves—the kind of impact this might have had on her, and on us. Vulnerability creates connection.

Feelings : Growing up in the aftermath of 9/11 leaves her feeling confused, and after she is shunned, she describes being unable to mourn the victims of horrible crimes, instead feeling “personally responsible, only capable of focusing on [her] own guilt.” She explicitly names confusion and guilt, but she doesn’t name all the things she felt, of course, as there’s no need. Here, naming 1-2 key emotions helps us understand her inner world. If you choose to do the same in your essay, it’ll help readers understand yours.

Needs : As I read this essay, I can imagine the author needed safety, order, love, respect, reassurance, connection, and many more. But these are implied by the story events and need not be explicitly stated. In fact, spelling these things out might have made the essay sound weird. Imagine if she’d said, “I needed safety and order” at the end of the first paragraph and “I needed respect, reassurance, and connection” at the end of the second paragraph. That might sound awkward or too obvious, right? While identifying your needs is a great tool for understanding your story (and self) on a deeper level, there’s no need to explicitly state them at each juncture.

What She Did About It : The author developed a radio persona called Sher Khan , attended a summer course on human rights, founded an organization dedicated to youth activism, wrote articles on restrictive blasphemy laws and the forced repatriation of refugees, and probably other things that weren’t even mentioned.

What She’s Learned/Gained : She found a sense of purpose and discovered “everything [she has] to be grateful for.” She writes: “War has taught me to never take an education or a story for granted, to find beauty in vulnerability, to remain critical of authority figures, to question what’s socially accepted, and best of all, to celebrate humor.”

Cool. Here’s another narrative example:

narrative essay: What Had to Be Done At six years old, I stood locked away in the restroom. I held tightly to a tube of toothpaste because I’d been sent to brush my teeth to distract me from the commotion. Regardless, I knew what was happening: my dad was being put under arrest for domestic abuse. He’d hurt my mom physically and mentally, and my brother Jose and I had shared the mental strain. It’s what had to be done. Living without a father meant money was tight, mom worked two jobs, and my brother and I took care of each other when she worked. For a brief period of time the quality of our lives slowly started to improve as our soon-to-be step-dad became an integral part of our family. He paid attention to the needs of my mom, my brother, and me. But our prosperity was short-lived as my step dad’s chronic alcoholism became more and more recurrent. When I was eight, my younger brother Fernando’s birth complicated things even further. As my step-dad slipped away, my mom continued working, and Fernando’s care was left to Jose and me. I cooked, Jose cleaned, I dressed Fernando, Jose put him to bed. We did what we had to do. As undocumented immigrants and with little to no family around us, we had to rely on each other. Fearing that any disclosure of our status would risk deportation, we kept to ourselves when dealing with any financial and medical issues. I avoided going on certain school trips, and at times I was discouraged to even meet new people. I felt isolated and at times disillusioned; my grades started to slip. Over time, however, I grew determined to improve the quality of life for my family and myself. Without a father figure to teach me the things a father could, I became my own teacher. I learned how to fix a bike, how to swim, and even how to talk to girls. I became resourceful, fixing shoes with strips of duct tape, and I even found a job to help pay bills. I became as independent as I could to lessen the time and money mom had to spend raising me. I also worked to apply myself constructively in other ways. I worked hard and took my grades from Bs and Cs to consecutive straight A’s. I shattered my school’s 1ooM breaststroke record, and learned how to play the clarinet, saxophone, and the oboe. Plus, I not only became the first student in my school to pass the AP Physics 1 exam, I’m currently pioneering my school’s first AP Physics 2 course ever. These changes inspired me to help others. I became president of the California Scholarship Federation, providing students with information to prepare them for college, while creating opportunities for my peers to play a bigger part in our community. I began tutoring kids, teens, and adults on a variety of subjects ranging from basic English to home improvement and even Calculus. As the captain of the water polo and swim team I’ve led practices crafted to individually push my comrades to their limits, and I’ve counseled friends through circumstances similar to mine. I’ve done tons, and I can finally say I’m proud of that.  But I’m excited to say that there’s so much I have yet to do. I haven’t danced the tango, solved a Rubix Cube, explored how perpetual motion might fuel space exploration, or seen the World Trade Center. And I have yet to see the person that Fernando will become.   I’ll do as much as I can from now on. Not because I have to. Because I choose to. 

There’s so much to love about this essay.

Here’s a behind-the-scenes look at how the author wrote this essay so you can figure out how to write yours:

First, the author brainstormed the content of his essay using the Feelings and Needs Exercise. 

Did you spot the elements of that exercise? If not, here they are: 

Challenges: Domestic abuse, alcoholic step-dad, little brother Fernando’s birth, family’s undocumented status

Effects: Author and his brother shared the mental strain, father was arrested, funds were tight, mom worked two jobs, brothers took care of one another, they kept to themselves when dealing with financial and medical issues, avoided going on certain school trips, at times author was discouraged from meeting new people, grades started to slip

Feelings: Confused yet understanding, anxious, worried, relieved, alone, lost, vulnerable, lonely, disconnected, alone, heartbroken, ashamed, disillusioned

Needs: Order, autonomy, reassurance, growth, safety, understanding, empathy, hope, support, self-acceptance

What He Did About It: Took care of his youngest brother; became his own teacher; learned how to fix a bike, swim, socialize; found a job to help pay bills; improved his grades; broke a school swimming record; learned to play instruments; became the first student in his school to pass the AP Physics 1 exam; took a leadership role in clubs; and tutored and counseled friends and peers

What He Learned: He’s proud of what he’s done, but wants to do more: dance the tango, solve a Rubix Cube, explore perpetual motion, see the World Trade Center, see his little brother grow up … and do you notice the value here? Hunger . That was his number one value, by the way. And he ends by saying he’ll do these things not because he has to, but because he chooses to. This sounds like autonomy . Another one of his top values. 

That’s why I love beginning with this exercise. With just 15-20 minutes of focused work, you can map out your whole story.

Next, the author used Narrative Structure to give shape to his essay.

Did you spot the Narrative Structure elements? If not, here they are: 

Inciting Incident: While the author is brushing his teeth, his father is arrested for domestic abuse.

Status Quo: His father had hurt his mom physically and mentally, and the author and his brother had shared the mental strain. “It’s what had to be done,” he writes.

Raising the Stakes: The entire second and third paragraphs, which describe how living without a father meant money was tight. Things improved for a while after his mother remarried, but his stepdad’s chronic alcoholism (raise the stakes) plus a new little brother (raise the stakes again) made things even tougher. As if that weren’t enough, the author raises the stakes even further by revealing that his family was undocumented at the time. 

Moment of Truth: At his lowest point, he decides to do something about it. “I grew determined to improve the quality of life for my family and myself,” he writes, then goes on to tell us all the amazing things he taught himself, the skills he learned, and interests he pursued. It’s inspiring.

New Status Quo: Remember that the initial Status Quo was the author doing “what had to be done.” Not so, by the end of the essay. In the final lines, he writes, “I’ll do as much as I can from now on. Not because I have to. Because I choose to.”

And again, notice that those fit within the framework of: 

⅓: Challenges he faced and their impacts on him

⅓: What he did to work through them

⅓: What he learned through the process

Narrative essay structure FAQs

Q: Are there any situations where I may not want to write about my life struggles?

A: Yes. Sometimes it can be too difficult to discuss them. Or you may be actively dealing with a challenge. If this is the case, reach out to your counselor, a trusted mentor, or, if possible, a therapist. 

If money is an issue (i.e., you feel you can’t afford a therapist) and you don’t feel comfortable sharing your struggles with your counselor, ask them if they can refer you to a therapist or counselor who works on a sliding scale. Many mental health professionals work with clients at low rates or for free. 

You may also choose to write about the struggles you’ve faced without getting into all the details. Saying, for example, that you experienced verbal abuse from your father, for example, may be enough; you don’t necessarily need to share the specifics.

Q: Should I write about mental health challenges?

A: Mental health can be very difficult to write about for a few reasons: 

If a student is still very much struggling through the challenges they describe, the admission reader may wonder if the student is ready for college.

In some cases, the admission officer may feel that a student is ready for college, but their institution may not be adequately equipped to help them thrive (not all colleges have the same kinds of resources, unfortunately). 

Unfortunately, mental health challenges have become so common these days that many students write personal statements about them, and so it can be difficult to stand out. If you’re feeling compelled to write about a mental health challenge, consider brainstorming some uncommon connections .

Questions to ask yourself if you’re considering writing about mental health challenges: 

Do I have any other topics I could write on? Are there other interesting parts of myself I’d like to share that could reveal important skills, qualities, and values? Or must I write about this? (Beware the trap discussed earlier of feeling like you must write about a challenge to write a great personal statement—it’s not true! The authors of the “ My Laptop Stickers” essay the "Home” essay were students who faced challenges but chose not to write about them.)

Have I truly worked through this? Am I able to devote the middle third of my essay to actions I’ve taken to work through the challenge and the final third to what I’ve learned? (You may not know the answers to these questions until you’ve done some writing. Maybe run your challenge through the Feelings and Needs Exercise to see what surfaces. Even if this doesn’t end up being your personal statement topic, you might learn something important about yourself.)

If I were an admission officer reading this essay, would I feel like this student has their situation handled and they are truly ready for college? (If you’re unsure, it’s a great idea to have 2-3 folks read it who have a good understanding of what colleges are looking for.) 

Could the mental health challenge be a brief explanation in the Additional Info section? To see if this might work for you, see how briefly you can describe your mental health challenge using factual bullet points. Devote one bullet point to the challenge, another bullet point to what you’ve done about it, and a final bullet point describing briefly what you’ve learned.

Important: If you have a counselor, I strongly recommend consulting with them as you decide whether to discuss a mental health challenge in your personal statement. If your counselor is writing a letter on your behalf, some of the information you’d like to share may already be accounted for. Talk to them and find out.

Q: Are there any situations where I may not want to write about my career in my personal statement … even if I know what it is?

A: For sure. Say you’re interested in becoming a doctor, but you’re applying to a medical program with a supplemental prompt asking why you want to become a doctor. If you want to avoid repetition, you might not explicitly mention becoming a doctor at the end of your personal statement (you don’t have to discuss your career at all in a personal statement; many students are unsure.). Instead, you might describe how you’ve developed qualities that will equip you for a career as a doctor (e.g., creativity, for example, or the ability to lead a team). 

Narrative Structure step-by-step recap : 

Complete the brainstorming exercises, as these will help no matter which structure you choose. Take special care to complete the Feelings and Needs Exercise, as it will help you outline your essay. 

Create an outline using the Narrative Structure described above. 

Write a first draft.

Check out my blog for more Narrative Structure examples.

Numbered Lists

Use a numbered list to display complete sentences or paragraphs in a series (e.g., itemized conclusions, steps in a procedure).

Use a lettered list or bulleted list rather than a numbered list if the items are phrases.

To create a numbered list, use the numbered list function of your word-processing program. This will automatically indent the list as well. Select the option for an Arabic numeral followed by a period but not enclosed in or followed by parentheses.

This is an example of a numbered list:

Our hypotheses were as follows:

• Social media use would be associated with lower mood.
• Active participation in social media would be associated with higher mood than passive participation.
• Perceived meaningfulness of online activity would mediate the relationship between online activity and mood.

Numbered lists are covered in the seventh edition APA Style manuals in the Publication Manual Section 6.51 and the Concise Guide Section 4.13

From the APA Style blog

Navigating the not-so-hidden treasures of the APA Style website

This post links directly to APA Style topics of interest that users may not even know exist on the website.

Essay Papers Writing Online

Tips and tricks for crafting engaging and effective essays.

Writing essays can be a challenging task, but with the right approach and strategies, you can create compelling and impactful pieces that captivate your audience. Whether you’re a student working on an academic paper or a professional honing your writing skills, these tips will help you craft essays that stand out.

Effective essays are not just about conveying information; they are about persuading, engaging, and inspiring readers. To achieve this, it’s essential to pay attention to various elements of the essay-writing process, from brainstorming ideas to polishing your final draft. By following these tips, you can elevate your writing and produce essays that leave a lasting impression.

Understanding the Essay Prompt

Before you start writing your essay, it is crucial to thoroughly understand the essay prompt or question provided by your instructor. The essay prompt serves as a roadmap for your essay and outlines the specific requirements or expectations.

Here are a few key things to consider when analyzing the essay prompt:

• Read the prompt carefully and identify the main topic or question being asked.
• Pay attention to any specific instructions or guidelines provided, such as word count, formatting requirements, or sources to be used.
• Identify key terms or phrases in the prompt that can help you determine the focus of your essay.

By understanding the essay prompt thoroughly, you can ensure that your essay addresses the topic effectively and meets the requirements set forth by your instructor.

Researching Your Topic Thoroughly

One of the key elements of writing an effective essay is conducting thorough research on your chosen topic. Research helps you gather the necessary information, facts, and examples to support your arguments and make your essay more convincing.

Here are some tips for researching your topic thoroughly:

By following these tips and conducting thorough research on your topic, you will be able to write a well-informed and persuasive essay that effectively communicates your ideas and arguments.

Creating a Strong Thesis Statement

A thesis statement is a crucial element of any well-crafted essay. It serves as the main point or idea that you will be discussing and supporting throughout your paper. A strong thesis statement should be clear, specific, and arguable.

To create a strong thesis statement, follow these tips:

• Be specific: Your thesis statement should clearly state the main idea of your essay. Avoid vague or general statements.
• Be concise: Keep your thesis statement concise and to the point. Avoid unnecessary details or lengthy explanations.
• Be argumentative: Your thesis statement should present an argument or perspective that can be debated or discussed in your essay.
• Be relevant: Make sure your thesis statement is relevant to the topic of your essay and reflects the main point you want to make.
• Revise as needed: Don’t be afraid to revise your thesis statement as you work on your essay. It may change as you develop your ideas.

Remember, a strong thesis statement sets the tone for your entire essay and provides a roadmap for your readers to follow. Put time and effort into crafting a clear and compelling thesis statement to ensure your essay is effective and persuasive.

Developing a Clear Essay Structure

One of the key elements of writing an effective essay is developing a clear and logical structure. A well-structured essay helps the reader follow your argument and enhances the overall readability of your work. Here are some tips to help you develop a clear essay structure:

1. Start with a strong introduction: Begin your essay with an engaging introduction that introduces the topic and clearly states your thesis or main argument.

2. Organize your ideas: Before you start writing, outline the main points you want to cover in your essay. This will help you organize your thoughts and ensure a logical flow of ideas.

3. Use topic sentences: Begin each paragraph with a topic sentence that introduces the main idea of the paragraph. This helps the reader understand the purpose of each paragraph.

4. Provide evidence and analysis: Support your arguments with evidence and analysis to back up your main points. Make sure your evidence is relevant and directly supports your thesis.

5. Transition between paragraphs: Use transitional words and phrases to create flow between paragraphs and help the reader move smoothly from one idea to the next.

6. Conclude effectively: End your essay with a strong conclusion that summarizes your main points and reinforces your thesis. Avoid introducing new ideas in the conclusion.

By following these tips, you can develop a clear essay structure that will help you effectively communicate your ideas and engage your reader from start to finish.

Using Relevant Examples and Evidence

When writing an essay, it’s crucial to support your arguments and assertions with relevant examples and evidence. This not only adds credibility to your writing but also helps your readers better understand your points. Here are some tips on how to effectively use examples and evidence in your essays:

• Choose examples that are specific and relevant to the topic you’re discussing. Avoid using generic examples that may not directly support your argument.
• Provide concrete evidence to back up your claims. This could include statistics, research findings, or quotes from reliable sources.
• Interpret the examples and evidence you provide, explaining how they support your thesis or main argument. Don’t assume that the connection is obvious to your readers.
• Use a variety of examples to make your points more persuasive. Mixing personal anecdotes with scholarly evidence can make your essay more engaging and convincing.
• Cite your sources properly to give credit to the original authors and avoid plagiarism. Follow the citation style required by your instructor or the publication you’re submitting to.

By integrating relevant examples and evidence into your essays, you can craft a more convincing and well-rounded piece of writing that resonates with your audience.

Editing and Proofreading Your Essay Carefully

Once you have finished writing your essay, the next crucial step is to edit and proofread it carefully. Editing and proofreading are essential parts of the writing process that help ensure your essay is polished and error-free. Here are some tips to help you effectively edit and proofread your essay:

1. Take a Break: Before you start editing, take a short break from your essay. This will help you approach the editing process with a fresh perspective.

2. Read Aloud: Reading your essay aloud can help you catch any awkward phrasing or grammatical errors that you may have missed while writing. It also helps you check the flow of your essay.

3. Check for Consistency: Make sure that your essay has a consistent style, tone, and voice throughout. Check for inconsistencies in formatting, punctuation, and language usage.

4. Remove Unnecessary Words: Look for any unnecessary words or phrases in your essay and remove them to make your writing more concise and clear.

5. Proofread for Errors: Carefully proofread your essay for spelling, grammar, and punctuation errors. Pay attention to commonly misused words and homophones.

6. Get Feedback: It’s always a good idea to get feedback from someone else. Ask a friend, classmate, or teacher to review your essay and provide constructive feedback.

By following these tips and taking the time to edit and proofread your essay carefully, you can improve the overall quality of your writing and make sure your ideas are effectively communicated to your readers.

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Reference List: Common Reference List Examples

Article (with doi).

Alvarez, E., & Tippins, S. (2019). Socialization agents that Puerto Rican college students use to make financial decisions. Journal of Social Change , 11 (1), 75–85. https://doi.org/10.5590/JOSC.2019.11.1.07

Laplante, J. P., & Nolin, C. (2014). Consultas and socially responsible investing in Guatemala: A case study examining Maya perspectives on the Indigenous right to free, prior, and informed consent. Society & Natural Resources , 27 , 231–248. https://doi.org/10.1080/08941920.2013.861554

Use the DOI number for the source whenever one is available. DOI stands for "digital object identifier," a number specific to the article that can help others locate the source. In APA 7, format the DOI as a web address. Active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list. Also see our Quick Answer FAQ, "Can I use the DOI format provided by library databases?"

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.” PLoS ONE , 13 (3), Article e0193972. https://doi.org/10.1371/journal.pone.0193972

For journal articles that are assigned article numbers rather than page ranges, include the article number in place of the page range.

For more on citing electronic resources, see  Electronic Sources References .

Article (Without DOI)

Found in a common academic research database or in print.

Casler , T. (2020). Improving the graduate nursing experience through support on a social media platform. MEDSURG Nursing , 29 (2), 83–87.

If an article does not have a DOI and you retrieved it from a common academic research database through the university library, there is no need to include any additional electronic retrieval information. The reference list entry looks like the entry for a print copy of the article. (This format differs from APA 6 guidelines that recommended including the URL of a journal's homepage when the DOI was not available.) Note that APA 7 has additional guidance on reference list entries for articles found only in specific databases or archives such as Cochrane Database of Systematic Reviews, UpToDate, ProQuest Dissertations and Theses Global, and university archives. See APA 7, Section 9.30 for more information.

Found on an Open Access Website

Eaton, T. V., & Akers, M. D. (2007). Whistleblowing and good governance. CPA Journal , 77 (6), 66–71. http://archives.cpajournal.com/2007/607/essentials/p58.htm

Provide the direct web address/URL to a journal article found on the open web, often on an open access journal's website. In APA 7, active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list.

Weinstein, J. A. (2010).  Social change  (3rd ed.). Rowman & Littlefield.

If the book has an edition number, include it in parentheses after the title of the book. If the book does not list any edition information, do not include an edition number. The edition number is not italicized.

American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.).

If the author and publisher are the same, only include the author in its regular place and omit the publisher.

Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in business . Jossey-Bass. https://amzn.to/343XPSJ

As a change from APA 6 to APA 7, it is no longer necessary to include the ebook format in the title. However, if you listened to an audiobook and the content differs from the text version (e.g., abridged content) or your discussion highlights elements of the audiobook (e.g., narrator's performance), then note that it is an audiobook in the title element in brackets. For ebooks and online audiobooks, also include the DOI number (if available) or nondatabase URL but leave out the electronic retrieval element if the ebook was found in a common academic research database, as with journal articles. APA 7 allows for the shortening of long DOIs and URLs, as shown in this example. See APA 7, Section 9.36 for more information.

Chapter in an Edited Book

Poe, M. (2017). Reframing race in teaching writing across the curriculum. In F. Condon & V. A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, and communication (pp. 87–105). University Press of Colorado.

Include the page numbers of the chapter in parentheses after the book title.

Christensen, L. (2001). For my people: Celebrating community through poetry. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice (Vol. 2, pp. 16–17). Rethinking Schools.

Also include the volume number or edition number in the parenthetical information after the book title when relevant.

Freud, S. (1961). The ego and the id. In J. Strachey (Ed.),  The standard edition of the complete psychological works of Sigmund Freud  (Vol. 19, pp. 3-66). Hogarth Press. (Original work published 1923)

When a text has been republished as part of an anthology collection, after the author’s name include the date of the version that was read. At the end of the entry, place the date of the original publication inside parenthesis along with the note “original work published.” For in-text citations of republished work, use both dates in the parenthetical citation, original date first with a slash separating the years, as in this example: Freud (1923/1961). For more information on reprinted or republished works, see APA 7, Sections 9.40-9.41.

Classroom Resources

Citing classroom resources.

If you need to cite content found in your online classroom, use the author (if there is one listed), the year of publication (if available), the title of the document, and the main URL of Walden classrooms. For example, you are citing study notes titled "Health Effects of Exposure to Forest Fires," but you do not know the author's name, your reference entry will look like this:

Health effects of exposure to forest fires [Lecture notes]. (2005). Walden University Canvas. https://waldenu.instructure.com

If you do know the author of the document, your reference will look like this:

Smith, A. (2005). Health effects of exposure to forest fires [PowerPoint slides]. Walden University Canvas. https://waldenu.instructure.com  

A few notes on citing course materials:

• [Lecture notes]
• [Course handout]
• [Study notes]
• It can be difficult to determine authorship of classroom documents. If an author is listed on the document, use that. If the resource is clearly a product of Walden (such as the course-based videos), use Walden University as the author. If you are unsure or if no author is indicated, place the title in the author spot, as above.
• If you cannot determine a date of publication, you can use n.d. (for "no date") in place of the year.

Note:  The web location for Walden course materials is not directly retrievable without a password, and therefore, following APA guidelines, use the main URL for the class sites: https://class.waldenu.edu.

Citing Tempo Classroom Resources

Clear author: 

Smith, A. (2005). Health effects of exposure to forest fires [PowerPoint slides]. Walden University Brightspace. https://mytempo.waldenu.edu

Unclear author:

Health effects of exposure to forest fires [Lecture notes]. (2005). Walden University Brightspace. https://mytempo.waldenu.edu

Conference Sessions and Presentations

Feinman, Y. (2018, July 27). Alternative to proctoring in introductory statistics community college courses [Poster presentation]. Walden University Research Symposium, Minneapolis, MN, United States. https://scholarworks.waldenu.edu/symposium2018/23/

Torgerson, K., Parrill, J., & Haas, A. (2019, April 5-9). Tutoring strategies for online students [Conference session]. The Higher Learning Commission Annual Conference, Chicago, IL, United States. http://onlinewritingcenters.org/scholarship/torgerson-parrill-haas-2019/

Dictionary Entry

Merriam-Webster. (n.d.). Leadership. In Merriam-Webster.com dictionary . Retrieved May 28, 2020, from https://www.merriam-webster.com/dictionary/leadership

When constructing a reference for an entry in a dictionary or other reference work that has no byline (i.e., no named individual authors), use the name of the group—the institution, company, or organization—as author (e.g., Merriam Webster, American Psychological Association, etc.). The name of the entry goes in the title position, followed by "In" and the italicized name of the reference work (e.g., Merriam-Webster.com dictionary , APA dictionary of psychology ). In this instance, APA 7 recommends including a retrieval date as well for this online source since the contents of the page change over time. End the reference entry with the specific URL for the defined word.

Discussion Board Post

Osborne, C. S. (2010, June 29). Re: Environmental responsibility [Discussion post]. Walden University Canvas.  https://waldenu.instructure.com  

Dissertations or Theses

Retrieved From a Database

Nalumango, K. (2019). Perceptions about the asylum-seeking process in the United States after 9/11 (Publication No. 13879844) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses.

Retrieved From an Institutional or Personal Website

Evener. J. (2018). Organizational learning in libraries at for-profit colleges and universities [Doctoral dissertation, Walden University]. ScholarWorks. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6606&context=dissertations

Unpublished Dissertation or Thesis

Kirwan, J. G. (2005). An experimental study of the effects of small-group, face-to-face facilitated dialogues on the development of self-actualization levels: A movement towards fully functional persons [Unpublished doctoral dissertation]. Saybrook Graduate School and Research Center.

For further examples and information, see APA 7, Section 10.6.

Legal Material

For legal references, APA follows the recommendations of The Bluebook: A Uniform System of Citation , so if you have any questions beyond the examples provided in APA, seek out that resource as well.

Court Decisions

Reference format:

Name v. Name, Volume Reporter Page (Court Date). URL

Sample reference entry:

Brown v. Board of Education, 347 U.S. 483 (1954). https://www.oyez.org/cases/1940-1955/347us483

Sample citation:

In Brown v. Board of Education (1954), the Supreme Court ruled racial segregation in schools unconstitutional.

Note: Italicize the case name when it appears in the text of your paper.

Name of Act, Title Source § Section Number (Year). URL

Sample reference entry for a federal statute:

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). https://www.congress.gov/108/plaws/publ446/PLAW-108publ446.pdf

Sample reference entry for a state statute:

Minnesota Nurse Practice Act, Minn. Stat. §§ 148.171 et seq. (2019). https://www.revisor.mn.gov/statutes/cite/148.171

Sample citation: Minnesota nurses must maintain current registration in order to practice (Minnesota Nurse Practice Act, 2010).

Note: The § symbol stands for "section." Use §§ for sections (plural). To find this symbol in Microsoft Word, go to "Insert" and click on Symbol." Look in the Latin 1-Supplement subset. Note: U.S.C. stands for "United States Code." Note: The Latin abbreviation " et seq. " means "and what follows" and is used when the act includes the cited section and ones that follow. Note: List the chapter first followed by the section or range of sections.

Unenacted Bills and Resolutions

(Those that did not pass and become law)

Title [if there is one], bill or resolution number, xxx Cong. (year). URL

Sample reference entry for Senate bill:

Anti-Phishing Act, S. 472, 109th Cong. (2005). https://www.congress.gov/bill/109th-congress/senate-bill/472

Sample reference entry for House of Representatives resolution:

Anti-Phishing Act, H.R. 1099, 109th Cong. (2005). https://www.congress.gov/bill/109th-congress/house-bill/1099

The Anti-Phishing Act (2005) proposed up to 5 years prison time for people running Internet scams.

These are the three legal areas you may be most apt to cite in your scholarly work. For more examples and explanation, see APA 7, Chapter 11.

Magazine Article

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology , 39 (6). https://www.apa.org/monitor/2008/06/ideology

Note that for citations, include only the year: Clay (2008). For magazine articles retrieved from a common academic research database, leave out the URL. For magazine articles from an online news website that is not an online version of a print magazine, follow the format for a webpage reference list entry.

Newspaper Article (Retrieved Online)

Baker, A. (2014, May 7). Connecticut students show gains in national tests. New York Times . http://www.nytimes.com/2014/05/08/nyregion/national-assessment-of-educational-progress-results-in-Connecticut-and-New-Jersey.html

Include the full date in the format Year, Month Day. Do not include a retrieval date for periodical sources found on websites. Note that for citations, include only the year: Baker (2014). For newspaper articles retrieved from a common academic research database, leave out the URL. For newspaper articles from an online news website that is not an online version of a print newspaper, follow the format for a webpage reference list entry.

OASIS Resources

Oasis webpage.

OASIS. (n.d.). Common reference list examples . Walden University. https://academicguides.waldenu.edu/writingcenter/apa/references/examples

For all OASIS content, list OASIS as the author. Because OASIS webpages do not include publication dates, use “n.d.” for the year.

Interactive Guide

OASIS. (n.d.). Embrace iterative research and writing [Interactive guide]. Walden University. https://academics.waldenu.edu/oasis/iterative-research-writing-web

For OASIS multimedia resources, such as interactive guides, include a description of the resource in brackets after the title.

Online Video/Webcast

Walden University. (2013).  An overview of learning  [Video]. Walden University Canvas.  https://waldenu.instructure.com  

Use this format for online videos such as Walden videos in classrooms. Most of our classroom videos are produced by Walden University, which will be listed as the author in your reference and citation. Note: Some examples of audiovisual materials in the APA manual show the word “Producer” in parentheses after the producer/author area. In consultation with the editors of the APA manual, we have determined that parenthetical is not necessary for the videos in our courses. The manual itself is unclear on the matter, however, so either approach should be accepted. Note that the speaker in the video does not appear in the reference list entry, but you may want to mention that person in your text. For instance, if you are viewing a video where Tobias Ball is the speaker, you might write the following: Tobias Ball stated that APA guidelines ensure a consistent presentation of information in student papers (Walden University, 2013). For more information on citing the speaker in a video, see our page on Common Citation Errors .

Taylor, R. [taylorphd07]. (2014, February 27). Scales of measurement [Video]. YouTube. https://www.youtube.com/watch?v=PDsMUlexaMY

OASIS. (2020, April 15). One-way ANCOVA: Introduction [Video]. YouTube. https://youtu.be/_XnNDQ5CNW8

For videos from streaming sites, use the person or organization who uploaded the video in the author space to ensure retrievability, whether or not that person is the speaker in the video. A username can be provided in square brackets. As a change from APA 6 to APA 7, include the publisher after the title, and do not use "Retrieved from" before the URL. See APA 7, Section 10.12 for more information and examples.

See also reference list entry formats for TED Talks .

Technical and Research Reports

Edwards, C. (2015). Lighting levels for isolated intersections: Leading to safety improvements (Report No. MnDOT 2015-05). Center for Transportation Studies. http://www.cts.umn.edu/Publications/ResearchReports/reportdetail.html?id=2402

Technical and research reports by governmental agencies and other research institutions usually follow a different publication process than scholarly, peer-reviewed journals. However, they present original research and are often useful for research papers. Sometimes, researchers refer to these types of reports as gray literature , and white papers are a type of this literature. See APA 7, Section 10.4 for more information.

Reference list entires for TED Talks follow the usual guidelines for multimedia content found online. There are two common places to find TED talks online, with slightly different reference list entry formats for each.

TED Talk on the TED website

If you find the TED Talk on the TED website, follow the format for an online video on an organizational website:

Owusu-Kesse, K. (2020, June). 5 needs that any COVID-19 response should meet [Video]. TED Conferences. https://www.ted.com/talks/kwame_owusu_kesse_5_needs_that_any_covid_19_response_should_meet

The speaker is the author in the reference list entry if the video is posted on the TED website. For citations, use the speaker's surname.

TED Talk on YouTube

If you find the TED Talk on YouTube or another streaming video website, follow the usual format for streaming video sites:

TED. (2021, February 5). The shadow pandemic of domestic violence during COVID-19 | Kemi DaSilvalbru [Video]. YouTube. https://www.youtube.com/watch?v=PGdID_ICFII

TED is the author in the reference list entry if the video is posted on YouTube since it is the channel on which the video is posted. For citations, use TED as the author.

Walden University Course Catalog

To include the Walden course catalog in your reference list, use this format:

Walden University. (2020). 2019-2020 Walden University catalog . https://catalog.waldenu.edu/index.php

If you cite from a specific portion of the catalog in your paper, indicate the appropriate section and paragraph number in your text:

...which reflects the commitment to social change expressed in Walden University's mission statement (Walden University, 2020, Vision, Mission, and Goals section, para. 2).

And in the reference list:

Walden University. (2020). Vision, mission, and goals. In 2019-2020 Walden University catalog. https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420&hl=vision&returnto=search

Vartan, S. (2018, January 30). Why vacations matter for your health . CNN. https://www.cnn.com/travel/article/why-vacations-matter/index.html

For webpages on the open web, include the author, date, webpage title, organization/site name, and URL. (There is a slight variation for online versions of print newspapers or magazines. For those sources, follow the models in the previous sections of this page.)

American Federation of Teachers. (n.d.). Community schools . http://www.aft.org/issues/schoolreform/commschools/index.cfm

If there is no specified author, then use the organization’s name as the author. In such a case, there is no need to repeat the organization's name after the title.

In APA 7, active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list.

Related Resources

Knowledge Check: Common Reference List Examples

Didn't find what you need? Email us at [email protected] .

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How to Write a Reference List (or Bibliography) For an Essay

An essay without a reference list is like a house without foundations – weak and unsupported!

After all, the reference list is ‘proof’ that the books and journals you referred to in your essay do exist. In turn, this makes your essay seem more credible.

But a reference list will only enhance your essay if it is accurate . That said, let’s explore how to write a clear and accurate reference list for an essay.

How to label your list of references

Firstly, make sure you know what to call the list of references at the end of your essay. The most common name for this list is a ‘reference list’. But some referencing styles call it a ‘bibliography’ or even a ‘works cited’ list. Also, it’s possible to have a ‘reference list’ and a ‘bibliography’ in the same essay.

What’s the difference between a reference list and a bibliography?

Generally speaking, a ‘reference list’ includes a list of all the sources that were cited in the essay – nothing more and nothing less. A bibliography, on the other hand, includes works that were consulted but not specifically cited in the essay. This is the traditional meaning of the term bibliography, at least.

But, in OSCOLA style, the ‘bibliography’ functions more like a ‘reference list’.

Confused? Don’t worry! This table will show you how to label the list of references according to your chosen referencing style.

Referencing styleHow to label the refs at the end of the essayDescriptionAPA

General rules to follow

Once you know how to label your list of references, you can start putting the list together. Here are some general rules that apply to all referencing styles:

• Start your list of references on a new page – it looks a lot neater!
• Get the placement right – references usually come at the end of the essay but before the appendix (if applicable).
• Alphabetical order – the references should be arranged in alphabetical order (by surname).
• Remove hyperlinks – that way, your reference list will look neat and tidy when it’s viewed on-screen.
• Don’t change Americanisms – References should be written in their original form. So, if you’re citing the ‘Journal of Behavior Studies’ , don’t be tempted to change this to the ‘Journal of Behaviour Studies’ .
• Word count – Remember that the reference list does not contribute to the total word count, so remember to deduct these words when you calculate the final word count.

When looking for sources, you might have noticed that some publications offer ‘suggested citations’. It can be helpful to copy and paste these suggested citations, but you will probably need to make some changes to ensure the citation is compliant with your referencing style. That said, let’s take a look at each referencing style in a bit more depth.

How to write a reference list in APA style

Key points to remember:

• As a minimum, the reference should contain the author’s name , the date of the publication, the title , and the source (I.e. where it came from).
• Additional information is also required for journals, such as the page number(s), the volume number and the issue number (see example).
• The doi should be provided at the end of the reference (if applicable).
• All lines except the first line should be indented – this is called a hanging indent. (Word: Paragraph>Special>Hanging).
• Remember to put a full stop at the end of each reference.

For further guidance, check out APA Seventh Edition ! This resource is great as it provides plenty of examples.

How to write a bibliography in OSCOLA

At the end of your essay, you should report a ‘Table of Cases’ a ‘Table of Legislation’, and finally, a ‘Bibliography’. In OSCOLA, the bibliography should include all secondary sources that were cited in the essay.

The secondary sources are listed in a very similar way to the footnotes except that the author’s name is inverted (surname, first initial).

If there are any unattributed works, these should begin with ——.

You’ll notice that OSCOLA is a pretty minimalist referencing style. This means it’s quite easy to get the hang of. You can find full and detailed guidance in this OSCOLA referencing handbook .

How to write a reference list in Harvard style

There is no official manual for Harvard style like there is for APA and Chicago. Rather, universities adopt their own versions of Harvard style. So, if your faculty uses Harvard style, get a hold of your university’s referencing guide to check the requirements.

• Generally speaking, though, a Harvard-style reference list is similar to an APA-style reference list, in that you must provide the author’s name, date of publication, title, and source. Similarly, book titles and journal titles should be italicised.
• Unlike APA, there is no need to add a hanging indent.
• Finally, when citing books, you should provide both the publisher’s name and location (Publisher Location: Publisher Name).

This Harvard referencing guide from The University of East Anglia is comprehensive yet easy to understand – definitely one of the best guides out there!

ASA reference list guidance

• ASA is fairly similar to APA but notice the differences in punctuation (see examples).
• The reference list must be double-spaced.
• You should include the author’s first name and surname (unless the first name was not included in the original publication).
• Also, the first author’s name should be inverted (surname, first name) but any subsequent names should not be inverted (first name, surname).

Note how a colon is used to introduce the page numbers. This is one of the key differences between APA and ASA style. For more information, check out the ASA quick style guide .

MLA ‘works cited’ guidance

As mentioned, the works cited list is equivalent to a reference list, so it must list all the publications that were cited in the essay.

• The references should be formatted with a hanging indent (like APA).
• Uniquely, the date comes towards the end of the reference.
• First and last names are required (inverted)
• The publisher’s name is required but the location is not.

Want to know more? This MLA resource is highly recommended!

How to write a reference list in Chicago style (in-text references)

• Like APA and MLA, the references should be indented (hanging)
• The author’s first name and surname should be provided
• For books, the publisher’s location and name are required.
• Notice that commas are rarely used (except to separate the volume and issue number of a journal).
• A doi should be provided after an electronic resource. If there is no doi, a URL is acceptable.

The Chicago Manual of Style is updated regularly so always use the latest guidance. Finally, if you are using the Chicago footnote style of referencing, check out the bibliography guidance here .

Is the reference list really that important?

In a word, yes!

Imagine, for a moment, that you’ve just finished reading an essay…

Overall, it made some interesting points, but there were no references to back up the claims that were made. Would you think this was a good essay? Would you trust what the author had written? Or would you think it was lacking?

Once you see things from the reader’s perspective, the importance of the reference list suddenly becomes clear.

In essence, this special list boosts the credibility of your essay. So, don’t make it an after-thought.

Need help with your referencing list or bibliography? Our essay writing service can help!

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Essays and Short Answer Prompts

The Penn application process includes a personal essay —which is sent to most schools you apply to—as well as a few short answer prompts . We read your words carefully, as they are yet another window into how you think, what you value, and how you see the world. Through your writing, we get a glimpse of what you might bring to our community—including your voice and creativity. 

Remember, you are the expert on your story. This is an opportunity for you to reflect and understand who you are now, and who you want to be in the future. You have the agency to choose the information you want to share. This is your story: your experiences, your ideas, your perspective.   

A Few Writing Tips

• Review the prompts thoroughly.  Be sure you’re answering the question or prompt being asked. Topics are chosen because the Admissions Committee wants to know specific things about you. If you don’t address them directly, we are left to make decisions regarding your application with incomplete information. 
• Consider your response carefully.  We understand that you may be writing responses for different schools and you may want to reuse material, but be sure to read through your response to make sure it is relevant to the prompt. 
• Double-check your writing.  Give yourself time to revisit your response. Try to avoid rushing your writing process so you have time to revise your work. Ultimately, it is up to you to polish and proofread your writing before you submit. 
• Do your research. Are there classes you’re eager to take? Research opportunities you’d love to pursue? A group or club you want to be a part of? This kind of specificity shows us you’re serious about Penn and have thought about how you’d spend your time here. 

2023-24 Short Answer and Essay Prompts

When answering these prompts, be precise when explaining both why you are applying to Penn and why you have chosen to apply to that specific undergraduate school. Some of our specialized programs will have additional essays to complete, but the  Penn short answer prompts should address your single-degree or single-school choice.  

• Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words, not required for transfer applicants) 
• How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. (150-200 words) 
• The school-specific prompt is unique to the school to which you are applying. (For example, all applicants applying to the College of Arts and Sciences will respond to the prompt under the “College of Arts and Sciences” section). Considering the undergraduate school you have selected for your single-degree option, please respond to your school-specific prompt below.  

Transfer Essay (required for all transfer applicants): Please explain your reasons for transferring from your current institution and what you hope to gain by transferring to another institution. (4150 characters) 

Undergraduate School-Specific Short Answer Prompts

For students applying to coordinated dual-degree and specialized programs, please answer this question about your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay.  

Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. What do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare? (150-200 words) 

To help inform your response, applicants are encouraged to learn more about  Penn Nursing’s mission and how we promote equity in healthcare . This information will help you develop a stronger understanding of our values and how they align with your own goals and aspirations. 

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words) 

To help inform your response, applicants are encouraged to learn more about the  academic offerings within the College of Arts and Sciences .  This information will help you develop a stronger understanding of how the study of the liberal arts aligns with your own goals and aspirations. 

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.  (150-200 words) 

To help inform your response, applicants are encouraged to learn more about  the foundations of a Wharton education . This information will help you better understand what you could learn by studying at Wharton and what you could do afterward. 

Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn. (150-200 words) 

To help inform your response, applicants are encouraged to learn more about  Penn Engineering and its mission to prepare students for global leadership in technology . This information will help you develop a stronger understanding of academic pathways within Penn Engineering and how they align with your goals and interests. 

Coordinated Dual Degree and Specialized Program Essay Prompts

For students applying to coordinated dual-degree and specialized programs, please answer the program-specific essay below. 

** Numbers marked with double asterisks indicate a character count that only applies to transfer students applying through Common App.  

Why are you interested in the Digital Media Design (DMD) program at the University of Pennsylvania? (400-650 words / 3575 characters**) 

We encourage you to learn more about the DMD: Digital Media Design Program . 

The Huntsman Program supports the development of globally minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree program in business and international studies, and how would you use what you learn to contribute to a global issue where business and international affairs intersect? (400-650 words) 

The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing, and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay. (400-650 words) 

• Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two. (400-650 words) 
• Describe a problem that you solved that showed leadership and creativity. (250 words) 

Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology. (400-650 words / 3575 characters**) 

Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words) 

How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time. (400-650 words) 

COLLEGE FOOTBALL 25 TEAM BUILDER DEEP DIVE

Create your own dream team with team builder in ea sports college football ‘25..

Hey College Football Fans, welcome back to the Campus Huddle! We have one last topic prior to the worldwide launch of EA SPORTS™ College Football 25 tonight. Did you think that we forgot about Team Builder?

The most important thing to know is Team Builder for College Football 25 will arrive later TONIGHT on web! Before we let you in to create your dream team, let's see what is in store for you.

BUILDING TEAM BUILDER

When the Team Builder tool was unveiled back in 2009, millions of fans were able to bring their custom creations to the field. Now, with the release of EA SPORTS™ College Football 25 we’re thrilled to be able to bring back this feature which was beloved by so many.

When the return of our College Football 25 was confirmed, it became clear that fans wanted Team Builder to return as well. One of the first things we did as a team was figure out what it would take to bring the feature back, and to improve upon what we had already built. 

We met with creators, spent hours rewatching many different Team Builder videos, read blogs and wish lists, and even hired people from within the community to help design and build Team Builder. One of the first people brought back onto the team was Senior Engineer Chris Markuck, who was one of the original architects of Team Builder in 2009. When Chris got word that Team Builder was coming back, it was an easy decision for him to return to EA and lead the charge of bringing one of the community’s favorite features back. 

Our approach to Team Builder centered around three core pillars. First it was about creating a Deep Creation Suite where our players felt a strong sense of ownership and were empowered to create and customize their schools more than ever before. Our second pillar was Discover & Share , which was about making it easy to discover great content and content creators, as well as providing the ability to share your creations with others. Finally, our third pillar was about Elevating Creators where we wanted to celebrate creators for their creative accomplishments.

With our three core pillars in mind, let’s dive into the details where we will outline how you can create teams using the Team Builder website and import them into your Dynasty.

ACCESSING THE WEBSITE

To access the website, you’ll need to create or use your EA Account information to log in. After that, you’ll utilize the College Football URL to access Team Builder for College Football 25.

This main screen is where we showcase and elevate all the work done by our most devoted fans. You’ll be able to see the top downloaded and highest-rated teams by members of the community. We’ve also made it easier to search for existing content. In addition, our filters allow you to sort by uniform provider or by state. Think you’ve got what it takes to make it to the top of the list?

CREATING A BRAND AND IDENTITY

After selecting “Start Creating,” the first thing you’ll be tasked with is creating your school’s identity and brand. This is where you’ll get to define the basics of your program, like its name, nickname, logos, uniform provider, and team colors. 

For logos, you will be able to add a primary, secondary, and tertiary logo. Your primary logo is what will be used throughout the in-game UI in Dynasty mode. Your secondary and tertiary logos will be able to be added to your uniform and field. As a part of your logo creation, you will be able to upload your own logos or choose from one of our recolorable generic logos.

In College Football 25’s Team Builder you will be able to select Nike, Adidas, or Under Armour as your uniform provider. This will impact the equipment your players wear, the name and number fonts you can choose from, as well as what jersey and pant stitch pattern your team uses. For example, if you select Nike you will be able to choose from the Vapor Fusion and Vapor Untouchable jersey stitch patterns. The stitch pattern you select will change which stripe patterns that are available and compatible with that stitching.

When selecting your team colors, you can utilize the eyedropper tool to set the team colors from your primary logo. For more advanced users, you can customize each color’s hue, saturation, brightness, Hex, or RGB value. We’ve also provided all existing school team colors under Presets.

In an age where teams are constantly trying to expand and modernize their uniform suite, we wanted to give users the ability to reflect that in their work. To give users the ultimate amount of customization, we’ve expanded the amount of uniform presets you can have to 5 total. If you’re counting socks, that means your team can have up to 5 helmets, 5 jerseys, 5 pants, and 5 socks or 625 uniform combinations, giving you the ability to showcase new looks on the field each game.

Before we go into how you can customize the various uniform parts, let’s orient you to the preview area. This is where you can navigate the camera to rotate the parts of the uniform you are editing. In the center of the screen, is the preview area, utilizing the mouse button you can scroll around the assets horizontally or vertically. Or zoom in and out using the scroll wheel. There are auto preset camera controls that you can select that will auto focus to various angles for you to view your creations. Test around as you desire.

Once in the editor, the helmet is the first part of the uniform that you can customize. Start by choosing your base color and then choose your reflectiveness. For the helmet reflectiveness, you can choose from matte, shiny, or chrome. In addition to customizing the base helmet shell reflectiveness, in the accessories section you can change the color and reflectiveness of the facemask, chinstrap strap and cup, front bumper, and back bumper.

Once you’ve customized the base helmet shell, it’s time to start decorating it with logos and stripes. Begin by choosing your helmet stripe from one of our available presets and customize its color. If you’d like to add helmet numbers you can do that too. We’ve added four preset placement options (front, back, left side, and right side), but you can also use the advanced placement editor to customize the size, position, and spacing to place them anywhere on the helmet.

Now let’s talk about where the fun really begins with custom layers.

CUSTOM LAYERS

No modern uniform editor would be complete without the ability to incorporate custom designs and logos. So we’re giving users the ability to add custom layers onto each element of the uniform. Under “Custom Layers'' for helmets, for example, you’re able to add up to 7 custom layers on the helmet, each having their own unique properties and placement options on the helmet. For each layer, you will have the ability to choose from one of our existing assets or upload your own image. You can then customize the finish of that layer choosing between shiny, matte, satin, or chrome.

Adjusting the logo once it’s on the helmet is easy. You can adjust the dimensions, flip or rotate it, and place it in the exact spot you want. This is the same functionality for both titles. You will even be able to customize the reflectiveness of every single logo!

Customizing the Jersey represents a big area of opportunity. For College, you’ll have the ability to select from Adidas, Nike, or Under Armour, to better represent the wide variety of uniforms used at the FBS level and beyond.

Based on your apparel brand that you selected, you’ll have a specific set of Jersey stitch patterns, or chassis, available for you to start with. Once you select the stitch pattern, you’ll then have that provider’s real-life stripes, designs, cuffs, collars, and fonts available to you. Note that certain chassis go with specific stripe patterns and designs.

For college, the design team has worked closely with all 3 providers with authenticity in mind. And if we’re missing something? Don’t worry. We’re working closely with each company to release additional post-launch content throughout the year to give users more ways to create the perfect look. 

There’s still room for customization if you’d like to add your own personal touch. Don’t forget you can still add layers on the jersey asset. So if you want to put your team name on the front of the jersey or have a unique design running down the sides of your jersey, it’s all available to you. Just make sure to save so you don’t lose your work!

PANTS/SOCKS

After you’ve completed the perfect jersey, it’s time to work on the pants. You’ll have plenty of stripes to choose from, as decided by the provider. You still have the ability to add layers to your pants, as well as set the color of the accessories.

For the socks, you’ll be able to set the color on the “Oversock”, the color of the “Base/Undersock '' and the Brand color on the sock on the collegiate site. And just like that, you’ve completed your first uniform set! But you’ve still got more work to do.

GOTTA HAVE ALTERNATIVES

Creating an alternate uniform is easy. Let’s say you want to create a set that’s the same as your away uniform but with different colors. When you’re creating one of the uniform elements like helmets or jerseys, select the Preview Uniform option in the right-hand corner.

When you’re creating one of the uniform elements like helmets or jerseys, select the Preview Uniform option in the right-hand corner.

Then, click the plus sign and select Duplicate from “Away” to pull over all the existing designs, and name the new uniform. Then you can close preview, select the new alternate at the top, and get to editing!

YOUR OWN HOME FIELD

Now that your team is swagged out with the perfect uniform suite, it’s time to create the perfect home stadium. You’ll have 8 components of your stadium that you can set: Stadium, Crowd, Surface, Logos, Endzone, Numbers, Sidelines, and Benches. Each component has unique properties that you can set. 

Start by choosing from one of the existing 134 team stadiums and rename it to be your own. With your stadium set, it’s time to customize your crowd. You can set the primary and secondary color your crowd wears on gameday. Want everyone to do a white out every Saturday? Set both your primary and secondary crowd colors to white. You can also adjust the percentage of the crowd that wears each color by adjusting the slider. 

Once your stadium and crowd are locked in, it’s time to customize your field. Start by selecting whether your field is grass or turf, as well as its color. You can choose a natural field color or go crazy with any color you can think of. Next add logos to your field. We’ve added preset locations at midfield and the 25/20 yard-lines for you to quickly create your field. With that being said, if you want to go deeper with customization you can add up to 5 custom layers and place those logos anywhere on the field. For your endzones, you can choose from one of the existing endzone designs and recolor it or you can build your own custom endzone with custom layers. 

With your base field in place, put the finishing touches on it by customizing your field number font, the number position , the number frequency (every 10 yards or every 5 yards), the arrow position (top, center, or bottom), whether a G appears at the goal line, and the number color and outline. Additionally, you can color the 20 and 50 yard lines, as well as the goal line. Lastly, customize your field sidelines and bench areas. Both options allow you to choose from one of our existing recolorable templates.

PROGRAM/FRANCHISE

The last piece is the players. On the last tab, you’ll have the opportunity to modify the players that will play for you on the field.

On the College Football 25 side, you’ll be able to set your playbooks and select from 7 generic roster types that you can further adjust to fit your playing style. You want to adjust your starting running back to be a 5 '5, 350-lb bowling ball? Or how about a pair of 6’8 receivers on the outside. Go for it.

Once you are satisfied with your creation, you are ready to submit and publish your team. Hit the submit button and this will take you to a Preview Screen where an overview is presented for approval. After you review all your uniforms and team data, you will publish the team that you can jump over to the console and import into your College Dynasties!

DOWNLOAD CENTER

Now it’s time for you to explore our download center, are you looking to download your friends or favorite creators' custom teams? How about looking to share your custom team? Head over to the Create and Share section in the main menu and select the Download Center . This is where you will be able to begin exploring!

Once you're in, you can browse through a diverse array of content. At the very top is featured content. This is content that we have handpicked to showcase the great work of creators. This will be updated periodically to ensure we are always keeping the download center fresh, while also giving creators the ability to showcase their incredible work.

Once you find the school that you feel suits you best all you will need to do is just download it directly to your console. And don't worry, we've made it super easy to keep the community safe and enjoyable, you can report any offensive content you come across and even preview items before downloading.

If you’re hunting for something specific, just press the Triangle/Y  button on your controller. This will open up a powerful search tool where you can look for content by keywords, usernames, content types, and more. It's all about making sure you find exactly what you’re looking for.

IMPORTING YOUR TEAM INTO DYNASTY MODE

As we talked about in the Dynasty Deep Dive , importing a Team Builder team into Dynasty is available only in a private cloud Dynasty. You will be able to import up to 16 teams per Dynasty. When you’re starting a new league, only the commissioner has the ability to import custom teams and this can happen exclusively at the beginning of the season and will not be possible at any other point.

When importing a team, you have the option whether or not you want to replace the team’s roster. This allows you to maintain the existing team’s roster and only change their uniforms and field. Regardless of whether or not you replace the roster, your Team Builder team will inherit some of the characteristics of the team it’s replacing. This includes their rivalries, their coaching staff (unless you decide to bring in a new coach), their My School grades, and their team records. Be sure to keep this in mind when you are deciding who to replace.

A NOTE FROM US

When developing Team Builder, our goal was to give fans the freedom to bring their creativity to life and share their passion and designs with the community. In order to facilitate this, we knew that we had to offer you the ability to bring your creations to life with deep customization while building an experience that matched what we set up to do.  

This goal meant we needed to lean into a more robust tool set for a web-based solution that gave fans as much freedom for creation and customization as we could build.

Since this Team Builder experience will be new not only for you but our team as well, we want to ask for your feedback. Since this is a new journey, we are inviting you, the community, to share your feedback with us in our official College Football 25 Community Forum so we can hear your thoughts on the experience for creators and fans of those creations. We will use that space and our other channels to keep you informed of changes, enhancements and quality-improvements we will be making throughout the year. We would love your feedback and input as our team  continues to evolve Team Builder throughout the season.

TIME TO BUILD YOUR TEAM

Now, all that’s left is to take them to glory. We are so proud that we could bring this beloved feature back to you and we can't tell you enough how excited we are to see what creations you all will put together to make this feel like it is your game. Well, it is time to put our pens down and get to creating our own teams as well! Are you ready?

 - Team Builder Developer Team

College Football 25 launches worldwide on July 19th, 2024. Pre-order the Deluxe Edition* or the EA SPORTS™ MVP Bundle** and play 3 days early. Conditions and restrictions apply. See disclaimers for details. Stay in the conversation by following us on Facebook , Twitter , Instagram , YouTube , and Answers HQ .

Score the MVP Bundle*** to make game day every day, and get both Madden NFL 25 (when Early Access goes live on 8/13) and College Football 25 with bonus pre-order content.

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How to Write a College Essay | A Complete Guide & Examples

The college essay can make or break your application. It’s your chance to provide personal context, communicate your values and qualities, and set yourself apart from other students.

A standout essay has a few key ingredients:

• A unique, personal topic
• A compelling, well-structured narrative
• A clear, creative writing style
• Evidence of self-reflection and insight

To achieve this, it’s crucial to give yourself enough time for brainstorming, writing, revision, and feedback.

In this comprehensive guide, we walk you through every step in the process of writing a college admissions essay.

Table of contents

Why do you need a standout essay, start organizing early, choose a unique topic, outline your essay, start with a memorable introduction, write like an artist, craft a strong conclusion, revise and receive feedback, frequently asked questions.

While most of your application lists your academic achievements, your college admissions essay is your opportunity to share who you are and why you’d be a good addition to the university.

Your college admissions essay accounts for about 25% of your application’s total weight一and may account for even more with some colleges making the SAT and ACT tests optional. The college admissions essay may be the deciding factor in your application, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurriculars.

What do colleges look for in an essay?

Admissions officers want to understand your background, personality, and values to get a fuller picture of you beyond your test scores and grades. Here’s what colleges look for in an essay :

• Demonstrated values and qualities
• Vulnerability and authenticity
• Self-reflection and insight
• Creative, clear, and concise writing skills

Prevent plagiarism. Run a free check.

It’s a good idea to start organizing your college application timeline in the summer of your junior year to make your application process easier. This will give you ample time for essay brainstorming, writing, revision, and feedback.

While timelines will vary for each student, aim to spend at least 1–3 weeks brainstorming and writing your first draft and at least 2–4 weeks revising across multiple drafts. Remember to leave enough time for breaks in between each writing and editing stage.

Create an essay tracker sheet

If you’re applying to multiple schools, you will have to juggle writing several essays for each one. We recommend using an essay tracker spreadsheet to help you visualize and organize the following:

• Deadlines and number of essays needed
• Prompt overlap, allowing you to write one essay for similar prompts

You can build your own essay tracker using our free Google Sheets template.

College essay tracker template

Ideally, you should start brainstorming college essay topics the summer before your senior year. Keep in mind that it’s easier to write a standout essay with a unique topic.

If you want to write about a common essay topic, such as a sports injury or volunteer work overseas, think carefully about how you can make it unique and personal. You’ll need to demonstrate deep insight and write your story in an original way to differentiate it from similar essays.

What makes a good topic?

• Meaningful and personal to you
• Uncommon or has an unusual angle
• Reveals something different from the rest of your application

Brainstorming questions

You should do a comprehensive brainstorm before choosing your topic. Here are a few questions to get started:

• What are your top five values? What lived experiences demonstrate these values?
• What adjectives would your friends and family use to describe you?
• What challenges or failures have you faced and overcome? What lessons did you learn from them?
• What makes you different from your classmates?
• What are some objects that represent your identity, your community, your relationships, your passions, or your goals?
• Whom do you admire most? Why?
• What three people have significantly impacted your life? How did they influence you?

How to identify your topic

Here are two strategies for identifying a topic that demonstrates your values:

• Start with your qualities : First, identify positive qualities about yourself; then, brainstorm stories that demonstrate these qualities.
• Start with a story : Brainstorm a list of memorable life moments; then, identify a value shown in each story.

After choosing your topic, organize your ideas in an essay outline , which will help keep you focused while writing. Unlike a five-paragraph academic essay, there’s no set structure for a college admissions essay. You can take a more creative approach, using storytelling techniques to shape your essay.

Two common approaches are to structure your essay as a series of vignettes or as a single narrative.

Vignettes structure

The vignette, or montage, structure weaves together several stories united by a common theme. Each story should demonstrate one of your values or qualities and conclude with an insight or future outlook.

This structure gives the admissions officer glimpses into your personality, background, and identity, and shows how your qualities appear in different areas of your life.

Topic: Museum with a “five senses” exhibit of my experiences

• Introduction: Tour guide introduces my museum and my “Making Sense of My Heritage” exhibit
• Story: Racial discrimination with my eyes
• Lesson: Using my writing to document truth
• Story: Broadway musical interests
• Lesson: Finding my voice
• Story: Smells from family dinner table
• Lesson: Appreciating home and family
• Story: Washing dishes
• Lesson: Finding moments of peace in busy schedule
• Story: Biking with Ava
• Lesson: Finding pleasure in job well done
• Conclusion: Tour guide concludes tour, invites guest to come back for “fall College Collection,” featuring my search for identity and learning.

Single story structure

The single story, or narrative, structure uses a chronological narrative to show a student’s character development over time. Some narrative essays detail moments in a relatively brief event, while others narrate a longer journey spanning months or years.

Single story essays are effective if you have overcome a significant challenge or want to demonstrate personal development.

Topic: Sports injury helps me learn to be a better student and person

• Situation: Football injury
• Challenge: Friends distant, teachers don’t know how to help, football is gone for me
• Turning point: Starting to like learning in Ms. Brady’s history class; meeting Christina and her friends
• My reactions: Reading poetry; finding shared interest in poetry with Christina; spending more time studying and with people different from me
• Insight: They taught me compassion and opened my eyes to a different lifestyle; even though I still can’t play football, I’m starting a new game

Brainstorm creative insights or story arcs

Regardless of your essay’s structure, try to craft a surprising story arc or original insights, especially if you’re writing about a common topic.

Never exaggerate or fabricate facts about yourself to seem interesting. However, try finding connections in your life that deviate from cliché storylines and lessons.

Admissions officers read thousands of essays each year, and they typically spend only a few minutes reading each one. To get your message across, your introduction , or hook, needs to grab the reader’s attention and compel them to read more..

Avoid starting your introduction with a famous quote, cliché, or reference to the essay itself (“While I sat down to write this essay…”).

While you can sometimes use dialogue or a meaningful quotation from a close family member or friend, make sure it encapsulates your essay’s overall theme.

Find an original, creative way of starting your essay using the following two methods.

Option 1: Start with an intriguing hook

Begin your essay with an unexpected statement to pique the reader’s curiosity and compel them to carefully read your essay. A mysterious introduction disarms the reader’s expectations and introduces questions that can only be answered by reading more.

Option 2: Start with vivid imagery

Illustrate a clear, detailed image to immediately transport your reader into your memory. You can start in the middle of an important scene or describe an object that conveys your essay’s theme.

A college application essay allows you to be creative in your style and tone. As you draft your essay, try to use interesting language to enliven your story and stand out .

Show, don’t tell

“Tell” in writing means to simply state a fact: “I am a basketball player.” “ Show ” in writing means to use details, examples, and vivid imagery to help the reader easily visualize your memory: “My heart races as I set up to shoot一two seconds, one second一and score a three-pointer!”

First, reflect on every detail of a specific image or scene to recall the most memorable aspects.

• What are the most prominent images?
• Are there any particular sounds, smells, or tastes associated with this memory?
• What emotion or physical feeling did you have at that time?

Be vulnerable to create an emotional response

You don’t have to share a huge secret or traumatic story, but you should dig deep to express your honest feelings, thoughts, and experiences to evoke an emotional response. Showing vulnerability demonstrates humility and maturity. However, don’t exaggerate to gain sympathy.

Use appropriate style and tone

Make sure your essay has the right style and tone by following these guidelines:

• Use a conversational yet respectful tone: less formal than academic writing, but more formal than texting your friends.
• Prioritize using “I” statements to highlight your perspective.
• Write within your vocabulary range to maintain an authentic voice.
• Write concisely, and use the active voice to keep a fast pace.
• Follow grammar rules (unless you have valid stylistic reasons for breaking them).

You should end your college essay with a deep insight or creative ending to leave the reader with a strong final impression. Your college admissions essay should avoid the following:

• Summarizing what you already wrote
• Stating your hope of being accepted to the school
• Mentioning character traits that should have been illustrated in the essay, such as “I’m a hard worker”

Here are two strategies to craft a strong conclusion.

Option 1: Full circle, sandwich structure

The full circle, or sandwich, structure concludes the essay with an image, idea, or story mentioned in the introduction. This strategy gives the reader a strong sense of closure.

In the example below, the essay concludes by returning to the “museum” metaphor that the writer opened with.

Option 2: Revealing your insight

You can use the conclusion to show the insight you gained as a result of the experiences you’ve described. Revealing your main message at the end creates suspense and keeps the takeaway at the forefront of your reader’s mind.

Revise your essay before submitting it to check its content, style, and grammar. Get feedback from no more than two or three people.

It’s normal to go through several rounds of revision, but take breaks between each editing stage.

Also check out our college essay examples to see what does and doesn’t work in an essay and the kinds of changes you can make to improve yours.

Respect the word count

Most schools specify a word count for each essay , and you should stay within 10% of the upper limit.

Remain under the specified word count limit to show you can write concisely and follow directions. However, don’t write too little, which may imply that you are unwilling or unable to write a thoughtful and developed essay.

Check your content, style, and grammar

• First, check big-picture issues of message, flow, and clarity.
• Then, check for style and tone issues.
• Finally, focus on eliminating grammar and punctuation errors.

Get feedback

Get feedback from 2–3 people who know you well, have good writing skills, and are familiar with college essays.

• Teachers and guidance counselors can help you check your content, language, and tone.
• Friends and family can check for authenticity.
• An essay coach or editor has specialized knowledge of college admissions essays and can give objective expert feedback.

The checklist below helps you make sure your essay ticks all the boxes.

College admissions essay checklist

I’ve organized my essay prompts and created an essay writing schedule.

I’ve done a comprehensive brainstorm for essay topics.

I’ve selected a topic that’s meaningful to me and reveals something different from the rest of my application.

I’ve created an outline to guide my structure.

I’ve crafted an introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.

I’ve written my essay in a way that shows instead of telling.

I’ve shown positive traits and values in my essay.

I’ve demonstrated self-reflection and insight in my essay.

I’ve used appropriate style and tone .

I’ve concluded with an insight or a creative ending.

I’ve revised my essay , checking my overall message, flow, clarity, and grammar.

I’ve respected the word count , remaining within 10% of the upper word limit.

Congratulations!

It looks like your essay ticks all the boxes. A second pair of eyes can help you take it to the next level – Scribbr's essay coaches can help.

Colleges want to be able to differentiate students who seem similar on paper. In the college application essay , they’re looking for a way to understand each applicant’s unique personality and experiences.

Your college essay accounts for about 25% of your application’s weight. It may be the deciding factor in whether you’re accepted, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurricular track records.

A standout college essay has several key ingredients:

• A unique, personally meaningful topic
• A memorable introduction with vivid imagery or an intriguing hook
• Specific stories and language that show instead of telling
• Vulnerability that’s authentic but not aimed at soliciting sympathy
• Clear writing in an appropriate style and tone
• A conclusion that offers deep insight or a creative ending

While timelines will differ depending on the student, plan on spending at least 1–3 weeks brainstorming and writing the first draft of your college admissions essay , and at least 2–4 weeks revising across multiple drafts. Don’t forget to save enough time for breaks between each writing and editing stage.

You should already begin thinking about your essay the summer before your senior year so that you have plenty of time to try out different topics and get feedback on what works.

Most college application portals specify a word count range for your essay, and you should stay within 10% of the upper limit to write a developed and thoughtful essay.

You should aim to stay under the specified word count limit to show you can follow directions and write concisely. However, don’t write too little, as it may seem like you are unwilling or unable to write a detailed and insightful narrative about yourself.

If no word count is specified, we advise keeping your essay between 400 and 600 words.

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GOP attacks against Kamala Harris were already bad – they are about to get worse

Professor of Political Science and Director, Center for Leadership and Media Studies, University of Mary Washington

Disclosure statement

Stephen J. Farnsworth does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Public opinion polls suggest that U.S. Vice President Kamala Harris is doing slightly better than Joe Biden was against Donald Trump, but Republican attacks against her are only now ramping up.

Even as a candidate for vice president, Harris was the target of an intense barrage of conservative attacks that claimed, among other things, that she slept her way to political prominence , a common slur against women in power. The anti-Harris rhetoric is part of what a report by the Wilson Center, a nonpartisan think tank, described as a broad pattern of gendered and sexualized attacks on prominent women in public discourse.

More recently, those comments were joined by conservative attacks branding Harris as the “border czar,” part of an effort to tie her to immigration, a hot-button topic for conservatives.

The intense attacks so far are only a fraction of what will come. Trump is skilled at both character assassination and political self-defense. Together, they translate into an exceptional ability to defeat his political rivals once they enter the presidential campaign arena.

But Harris also has sharp rhetorical skills that could make this a fierce election fight.

Trump’s alternative facts

As I discuss in my book “ Presidential Communication and Character ,” Trump is highly skilled at both channeling white working-class anger into political support for himself and at convincing his supporters to disregard the former president’s own well-chronicled professional and personal failings .

Trump’s character generates enduring contempt among liberals, but those voters will back the Democratic nominee.

In 2016, Trump defeated Democratic nominee Hillary Clinton. He also defeated several well-known Republican presidential hopefuls in the primary race, including Sens. Marco Rubio of Florida and Ted Cruz of Texas and former Governors Jeb Bush of Florida, John Kasich of Ohio and Scott Walker of Wisconsin.

Earlier in 2024, Trump easily dispatched another round of highly experienced Republicans, most notably Florida Gov. Ron DeSantis and former South Carolina Gov. Nikki Haley .

Like those other opponents, President Biden has long endured Trump’s personal attacks. But in 2020, Trump’s original nickname of “Sleepy Joe” failed to become as effective as his insults aimed at other politicians, and Biden’s election marked Trump’s only electoral defeat.

As the 2024 election approached, Trump and conservative voices once again demonstrated their immense influence in shaping political narratives. They have convinced many voters this year to absolve Trump for his mishandling of the COVID-19 pandemic , ignore that he designed a Supreme Court majority to overturn Roe v. Wade and agree with him that the 2020 election was stolen.

In an even more powerful demonstration of Trump’s skills at political marketing, polls show that many voters follow Trump’s lead and condemn Biden for U.S. economic conditions that in fact are quite good.

Unemployment is low . Job growth is booming . Infrastructure projects are underway. Inflation is much lower now than it was earlier in Biden’s term, and individual retirement accounts are flush thanks to large stock market gains.

Given Trump’s public relations mastery – and the great susceptibility of many voters to his false narratives – one can marvel about how the Biden campaign had been able to endure the never-ending rhetorical assault and keep the contest as close as surveys show it had remained until recently.

During a rally in Grand Rapids, Michigan, on July 20, 2024, Trump attacked both Biden and Harris , repeatedly calling Biden “stupid” and insulting his IQ. But Harris, Trump said, was “crazy.”

“I call her laughing Kamala,” Trump told the crowd. “You can tell a lot by a laugh. She’s crazy. She’s nuts.”

A former prosecutor against a convicted felon

With Biden dropping out of the campaign, political developments suggest Trump may be in for a taste of his own medicine.

Harris’ previous career as a U.S. senator who challenged Trump administration officials and the former president’s judicial nominees demonstrates that she is among the most effective Democratic officeholders when it comes to holding Republicans accountable.

Her career as an attorney general and a prosecutor also allows her to use law-and-order themes to fight back against America’s first convicted felon former president .

Biden’s departure may provide another major opportunity for Harris to reset the character assassination narrative, as the focus on age can now boomerang against Republicans. Trump now holds the record as the oldest major-party nominee for president, and a key issue that he used against Biden is likely to be turned back toward the former president.

For voters, it promises to be a scorched-earth campaign season.

• Democratic Party
• Donald Trump
• Kamala Harris
• 2024 presidential race

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‘One of the Truly Awful and Self-Indulgent Performances of Our Time’: The Best and Worst Moments From Night 4 of the Convention

By New York Times Opinion

Did the night help Trump?

Welcome to Opinion’s commentary for Night 4 of the Republican National Convention. In this special feature, Times Opinion writers rate the evening on a scale of 0 to 10: 0 means the night was a disaster for Donald Trump; 10 means it could lead to a big polling bump. Here’s what our columnists and contributors thought of the event, which culminated in Trump’s acceptance speech.

Best Moment

Kristen Soltis Anderson, contributing Opinion writer Donald Trump gave a compelling and moving description of what it was like to be under fire and pledged to represent all of America, not just half of America. That may be easier said than done.

David Brooks, Times columnist The first 20 minutes of the Trump speech. If he’d done the story about the assassination attempt and then added 15 minutes of policy, he would be cruising toward victory. He could have plausibly argued that he is a changed man.

Jane Coaston, contributing Opinion writer Hulk Hogan’s speech was his best performance since he beat Macho Man Randy Savage at WrestleMania V.

Matthew Continetti, fellow at the American Enterprise Institute Trump’s account of the attempt on his life was gripping. He displayed a vulnerability and humility that most people had never seen before. And when he kissed the fireman’s helmet of Corey Comperatore, the husband and father who was killed during last weekend’s shooting, Trump created yet another indelible image. It won’t be soon forgotten.

David French, Times columnist Trump’s tribute to Comperatore was touching and appropriate. Placing his uniform on the stage was a powerful visual reminder of the loss.

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