Most of all, though, I loved the pursuit of science itself. Before I knew it, I was well into the seventh week and had completed my first long-term research experiment. In the end, although the days were long and hard, my work that summer filled me with pride.
That pride has confirmed and reinvigorated my love for science. I felt more alive, more engaged, in that lab than I have anywhere else, and I am committed to returning. I have always dreamed of science but since that summer, since my experiment, I have dreamed only of the future.
To me, medical science is the future and through it I seek another, permanent, opportunity to follow my passion. After all, to follow your passion is, literally, a dream come true. In addition to its use of clear, demonstrative language, there is one thing that makes this an effective essay: focus.
Indeed, notice that, although the question is broad, the answer is narrow. This is crucial. It can be easy to wax poetic on a topic and, in the process, take on too much. This emphasis gives the reader the opportunity to learn who the writer is on his terms and makes it a truly compelling application essay. The winter of my seventh grade year, my alcoholic mother entered a psychiatric unit for an attempted suicide.
Mom survived, but I would never forget visiting her at the ward or the complete confusion I felt about her attempt to end her life. Today I realize that this experience greatly influenced my professional ambition as well as my personal identity.
While early on my professional ambitions were aimed towards the mental health field, later experiences have redirected me towards a career in academia. I come from a small, economically depressed town in Northern Wisconson. Many people in this former mining town do not graduate high school and for them college is an idealistic concept, not a reality. Neither of my parents attended college.
Feelings of being trapped in a stagnant environment permeated my mind, and yet I knew I had to graduate high school; I had to get out. Although most of my friends and family did not understand my ambitions, I knew I wanted to make a difference and used their doubt as motivation to press through.
Four days after I graduated high school, I joined the U. The 4 years I spent in the Army cultivated a deep-seated passion for serving society. While in the Army, I had the great honor to serve with several men and women who, like me, fought to make a difference in the world. During my tour of duty, I witnessed several shipmates suffer from various mental aliments. Driven by a commitment to serve and a desire to understand the foundations of psychological illness, I decided to return to school to study psychology.
In order to pay for school and continue being active in the community, I enlisted in the Texas Army National Guard as a Medic. Due to the increased deployment schedule and demands placed on all branches of the military after September 11, my attendance in school has necessarily come second to my commitment to the military.
There are various semesters where, due to this demand, I attended school less than full time. Despite taking a long time and the difficulty in carving separate time for school with such occupational requirements, I remained persistent aiming towards attending school as my schedule would allow.
My military commitment ends this July and will no longer complicate my academic pursuits. In college, as I became more politically engaged, my interest began to gravitate more towards political science. The interest in serving and understanding people has never changed, yet I realized I could make a greater difference doing something for which I have a deeper passion, political science.
Pursuing dual degrees in both Psychology and Political Science, I was provided an opportunity to complete a thesis in Psychology with Dr. As an undergraduate, I was privileged to gain extensive research experience working in a research lab with Dr. During the three years I worked in her lab, I aided in designing a study, writing an Institutional Review Board IRB application, running participants through both pilot and regular studies, coding data, and analyzing said data, with these experiences culminating in my honors thesis.
Participating in such a large study from start to finish has validated my interest in academic research as a profession. This fall I will embark on writing an additional honors thesis in political science. While the precise topic of my thesis is undecided, I am particularly interested in Mexico and its development towards a more democratic government.
Minoring in Spanish, I have read various pieces of literature from Mexico and have come to respect Mexico and Latin American culture and society. I look forward to conducting this research as it will have a more qualitative tilt than my thesis in psychology, therefore granting an additional understanding of research methodology.
My present decision to switch from social psychology to political science is further related to a study abroad course sponsored by the European Union with Dr. Professor Mitchell obtained a grant to take a class of students to Belgium in order to study the EU. This course revealed a direct correlation between what I had studied in the classroom with the real world.
After spending several weeks studying the EU, its history and present movement towards integration, the class flew to Brussels where we met with officials and proceeded to learn firsthand how the EU functioned. My interest in attending the University of Rochester in particular, relates to my first semester at OU and the opportunity to take an introductory course in statistics with the now retired Dr.
Larry Miller. Through the combination of a genuine appreciation and knack for statistics and with his encouragement, I proceeded to take his advanced statistics class as well as the first graduate level statistics course at OU.
I continued my statistical training by completing the second graduate statistics course on model comparisons with Dr. Roger Johnson, a Professor in the Psychology Department. The model comparison course was not only the most challenging course I have taken as an undergraduate, but the most important. As the sole undergraduate in the course and only college algebra under my belt, I felt quite intimidated. Yet, the rigors of the class compelled me to expand my thinking and learn to overcome any insecurities and deficits in my education.
Top Outstanding Psychology Student award in statistics. This award is given to the top undergraduate student with a demonstrated history of success in statistics. My statistical training in psychology orientates me toward a more quantitative graduate experience. While attending the University of Rochester, I would like to study international relations or comparative politics while in graduate school.
I find the research of Dr. Additionally, my attendance would allow the Political Science department to make a more accurate determination on how well I would fit in to the program than from solely my graduate school application. Attending the University of Rochester with its focus on quantitative training, would not only allow me to utilize the skills and knowledge I gained as an undergraduate, but also would expand this foundation to better prepare me to conduct research in a manner I find fascinating.
From attending S. I thrive on difficult tasks as I enjoy systematically developing solutions to problems. Attending the University of Rochester would more than likely prove a challenge, but there is no doubt in my mind that I would not only succeed but enable me to offer a unique set of experiences to fellow members of the incoming graduate class. The number of competitors in the Midwest Spelling Bee had dropped from to the thirty-some who remained after two waves of preliminaries, a group I was awed to be in.
The third round would likely be the last one carried out with pencil and paper. A sole word stood between me and the oral competition to follow. My approach to academic success in middle school consisted of rote memorization and stodgy study habits.
Fortunately for my sanity and social life, I have since discovered that learning derived from experience can introduce an invaluable layer of reality to otherwise useless knowledge. But, an error is an error, and my misspelling of the word earned me a disheartening dismissal from the Midwest Spelling Bee. I immediately resolved to learn about the man whose name was responsible for cheapening my years of poring over vocabulary lists and etymology guides.
Upon learning that Richard Wagner was one of the most prolific opera composers in history, I had to investigate. Along my inquisitive quest, I encountered two newfound passions: opera music and the pursuit of stimulating information. I am an unabashed classical music aficionado. My enthusiasm came gradually over years of imposed piano lessons that eventually became voluntary as my interest in the activity piqued.
I came to sense the profound communion with notes on a page arising from tinkering out the same rhythms and melodies that were manuscripts by musical geniuses centuries ago. However, because I could not perform it, I never thought to explore opera. Without my keen interest in Wagner, I may have never encountered the awe-inspiring blend of visual and musical mastery that constitutes his interpretation of the genre.
Opera swiftly captured my eye and ear for insightful art. For instance, in his landmark opera, Tristan und Isolde, Wagner unleashed a then-revolutionary tonal system which paved the way for twentieth century classical music. Fueled by my frustration with the outcome of the bee, I searched for the source of my failure.
In uncovering the works of Wagner, I gleaned a sense of the vast droves of information that can lie behind a seemingly simple word. I suddenly became aware of my incapacity to seek out the surprising insights that the world might have been waiting to reveal. Thanks to a reevaluation triggered by a failure, I garnered a new appreciation for experiential learning.
Since my underwhelming performance nearly four years ago, I have become well versed in the mysterious, gritty art of inquiry. Rather than perceiving my environment to be a sterile list of terms with a neat pronunciation guide to boot, I am now eager to take in the uncommon wisdoms of everything from the innovative operatic tropes of Wagner to the fickle nature of bees—both the pollinating insects and their manmade homonyms.
The exclusiveness portrayed in Mean Girls led me to expect that high school would consist of like-minded cliques. Rather, in high school I found that a single commonality can unite a seemingly random sampling of people.
Through marching band, this idea was embodied in a desire to perform music. The hierarchy of authority in marching band is one I have come to love, and not only because I achieved the top student position in it as a drum major. In that role, I watched younger members hone their skills in an effort to contribute to the collective performance. The value of a uniform training followed by opportunities to lead is exemplified by the ambitious and talented student leaders produced.
It was the morning after our last game of the season, when Tyler, one of my classmates, approached me to ask for a favor. Tyler took the time to explain to me how it made him feel to see his identity masqueraded as a costume. It was a revelation to me to learn how traumatized he felt at every game. It was a brief conversation which made me re-think a lot of things I had taken for granted; ultimately, I was enlightened and humbled.
As for me, I am now a member of the Hands-On organization myself, and I want to continue to use my voice to create awareness around the issues affecting minorities in our country. Prompt: Princeton has a longstanding commitment to service and civic engagement. Tell us how your story intersects or will intersect with these ideals.
At this time, I was going through the basic motions of volunteering without truly understanding the impact or significance of what I was doing. Jennifer was an immigrant from Mexico and attended my computer literacy class at LVA.
She was one of the few new immigrants who could speak English fluently, and so she served as the unofficial translator at our LVA center. She told me that for her, it was a privilege to be able to do this for others and the biggest annoyances were the authority figures who displayed impatience, discrimination, and cruelty towards immigrants. Her words had a lasting impact on me and from that moment, I saw so many instances of inequity, cruelty, and injustice that I had not even registered before.
I decided to take on a full-time Spanish tutor and in a couple of years, I was near-fluent in Spanish. School: Stanford University. Prompt: The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning.
I have always enjoyed my English Literature classes and Mrs. Our assigned reading was Pride and Prejudice by Jane Austen. It was my first Austen novel, and in fact, it was the first classic novel I had read from that historical period. When Mrs. Sutherland gave us the freedom to write our English Lit finals paper about any topic, I chose to write about the social fabric of the Regency era.
This paper sparked my interest in social history as a field of study, and subsequently, I read as many books as I could about the social, cultural, and economic history of England. Each new topic I read about made me reflect on how social mores and day-to-day social rituals are formed as a result of the major economic, military, and business events of the time. That one semester of English Literature introduced me to a whole new world of learning, questioning, and debating, and eventually helped me define what I wish to study in college.
Thank you Mrs. Prompt: Virtually all of Stanford's undergraduates live on campus. Write a note to your future roommate that reveals something about you or that will help your roommate—and us—get to know you better. The number one thing you should know about me is that I live in a state of organized chaos, both in my mind and outside it.
For example, I love learning about new topics and my favorite way to learn is to read as much as I can while drinking copious cups of tea. Prepare to often see large piles of books about my latest hyper-obsession lying around! In fact, I am also a very traditional student. For me, learning is not just about classes and homework and assignments. I like to bring my learning home with me, and to talk about topics that sparked my interest with my friends.
For example, yesterday in AP Biology, we learned about invasive species and their impact on ecology. This got me thinking about how human beings could, in our current form, be considered an invasive species, and I later had an interesting conversation with my friend about whether natural corrections could already be occurring in response. Along with my piles of books, you can expect me to bring home many ideas, experiences, and speculations to discuss with you, maybe over a cup of tea!
Prompt: Tell us about something that is meaningful to you, and why? I am a passionate advocate for universal healthcare and specifically, equitable, and non-discriminatory access to healthcare for people of all communities. One of my goals in pursuing an education in medicine combined with public health policy is to take tangible actions towards my beliefs.
My parents both had minimum wage jobs with no benefits. Without health insurance, without coverage, healthcare was, to us, a luxury. I remember when I was 12, my mother, who at the time had an undiagnosed diabetic condition, went into insulin shock, and almost died.
My mother survived, and so did our family, but the suffering of that time still lives with me. It informs my desire to be the best possible doctor I can be, serving communities that need my help. School: Harvard University. Prompt: The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? Rather than leading by trying to single oneself out among peers, I believe that real leadership comes through effecting palpable change in the lives of those around you.
A real leader is first and foremost a citizen, a peer, and a support for those around them. My sense of leadership has been shaped by my father, whose nearly 25 years in public education have positively impacted hundreds of students.
Each year he would come home on the last day of a school year with dozens of cards and gifts, from both current students graduating and former students who stopped by to thank him sometimes years after being his students. He was a leader—someone who helped others learn to find themselves, rather than direct their actions or words through conventional authority.
Since I also hope to become a teacher, this has provided important experience that helped me better understand the kind of communication and time management skills needed to help people overcome their educational obstacles, specifically regarding their writing skills. Coaching in sports is another mode of leadership that I hope to maintain at Harvard. Powerlifting has had a major place in my extracurricular life during high school and I was thrilled to learn that Harvard boasts a competitive powerlifting club.
This goes back to the metric of encouraging success and wellbeing of others — the powerlifting club presents an opportunity in which I can further develop these skills along with my fellow barbell enthusiasts. By lifting up oneself and others, we eventually pass a threshold into becoming beacons of knowledge, exemplars of ethical and effective action, and citizen-leaders. This all further galvanizes my desire to teach following my time at Harvard. I feel incredibly fortunate that my current passions in writing and powerlifting will provide opportunities in which I can further develop my leadership skills in a way that will improve my ability to teach them to others.
I will strive to continue being a supportive peer and collaborator which is an important foundation for becoming a true leader and educator. Harvard is in every sense the best possible environment for continuing this evolution and encouraging it in my fellow students as well. School: University of Pennsylvania. Prompt: How did you discover your intellectual and academic interests, and how will you explore them at the University of Pennsylvania?
Realizing how infinitely fascinating biology could be is a memory steeped in the peculiar odor of formaldehyde. My parents have since told me that I was overcome with fascination in that moment, genuinely transfixed by what surrounded me. My mother laughed and my father calmly tried to explain, in toddler terms, just how much pain this person suffered.
This planted a seed that has since matured into a profound appreciation for the complexity of living systems. And, in more somber terms, a sensitivity to how these systems can short-circuit and create a domino effect of dysfunction that results in everything from uric acid crystals in knuckles to conjoined twins.
Strange as it may be, my lifelong obsession with medicine and biology comes out of this oddity-packed room, its vaguely astringent air, and impossibly large intestine sitting halfway up the stairs. Prompt: At Penn, learning and growth happen outside of the classroom, too. How will you explore the community at Penn? Consider how this community will help shape your perspective and identity, and how your identity and perspective will help shape this community.
Growing up in a small town of just people meant that my high school was perpetually underfunded and unable to support any music programs. Moreover, working with such a renowned orchestra will be my first commitment to musical performance outside of small community ensembles. This would enable a previously underdeveloped part of who I am to bloom in the company of incredibly talented musicians and directors. Shifting from very introverted, isolated artistic practice to genuine collaboration and community would be a massive evolution for me as both a musician and a person.
I would look forward to unbottling the energy I've built up playing along to Sonny Rollins and John Coltrane over the last ten years, energizing and encouraging my fellow musicians and adding a unique perspective as someone who's new to—but very grateful for—larger ensemble performance.
School: Yale University. Tell us about your engagement with a topic or idea that excites you. Why are you drawn to it? Art is always a snapshot of a given cultural and artistic moment, but the physicality of this information in pottery has always fascinated me and encouraged me to be both a voracious researcher and experimenter in my own creative practice Pottery is rightly considered an art, but its underpinnings in chemistry are what have attracted me to this practice and kept me engaged with it over the years.
Glazes in particular are endlessly complex, rife with history and a sense of cross-cultural collaboration. In a sense, something as simple as the type of cobalt luster on a Hispano-Moresque plate contains centuries of history, telling stories of resource availability, migration, commerce, and even theology. Yet all of this information must be unlocked through understanding a piece's chemical underpinnings, and specifically the nearly infinite variations in fluxes and ensuing chemical interactions that have shaped—or more accurately, colored—earthenware and stoneware art throughout history.
Much the same way surgeons often engage in very dexterity-dependent arts in their downtime, I look forward to continuing my personal explorations in art-oriented chemistry while further developing my academic proficiencies in the science itself. Prompt: Yale students, faculty, and alumni engage issues of local, national, and international significance. Discuss an issue that is important to you and how your college experience could help you address it. But just a few years later, I came to understand that I was not only significantly shorter than my friends but was in fact growing at a much slower pace.
As is the case for most families in these areas, mine rarely had enough money to afford what scarce high-nutrient food we did have access to. This experience has shaped a big part of not only my sense of self but of my desire to pursue a career in policy analysis to help prevent other kids from having food insufficiencies. I feel extremely strongly that I have an ethical duty to utilize the privilege afforded to me by an education at Yale to help other kids grow up happier, healthier, and in more self-sufficient communities.
School: Columbia University. Prompt: Columbia students take an active role in improving their community, whether in their residence hall, classes or throughout New York City. Their actions, small or large, work to positively impact the lives of others. Share one contribution that you have made to your family, school, friend group or another community that surrounds you. It started simply: one day in 8th grade, a friend forgot to pack any money, so the rest of us pitched in to buy her lunch.
Prompt: Why are you interested in attending Columbia University? Columbia has long been my magnetic North in the world of American literature. I was an early reader, and became interested in poetry, first the romantics and transcendentalists, then the beats. Tracing the biographies of figures like Kerouac and Ginsburg more recently, I began to realize that they and many other writers whose work had found its way to me spontaneously came with the common thread of Columbia.
My own poetic practice has therefore been deeply informed by the textures and philosophical milieus which stem from Columbia, and a big part of my desire to matriculate. And on a more concrete level, the resources of both the Burke and Butler libraries would play a central part in my proposed thesis, allowing me to fully enmesh my own academic work with the history that has shaped it. Prompt: Please tell us what from your current and past experiences either academic or personal attracts you specifically to the areas of study that you noted in the application.
My first visit to a planetarium at the age of 10 infected me with a specific obsession: infinity. For months after my first trip to the Hayden planetarium, I pondered infinity, barely understanding the word itself. This matured into a lasting fascination with number and number theory specifically, and by the time I was in high school I was committed to following this path of knowledge without reservation.
The history of number theory formed a prominent part of my elective work as an undergrad, during which I undertook both bibliographic and technical research on Cantor's paradox and "actual infinity" in relation to his lifelong mysticism. My commitment to mathematics has grown and become much more specialized since my early bedazzlement by cosmology, but the experience of seeing mathematics as a way of thinking beyond conventional scales and frameworks has remained a central part of my love for the discipline ever since.
A life spent exploring the outermost reaches of number and logic has been and still is my deepest desire. Max words. Cold water splashed my exposed calves as I helped pull the rubber dingy safely to shore. My family and I had been vacationing on a Greek island when we heard cries coming from the sea. We rushed to help and with the aid of locals, we pulled the boat to shore. Luckily everyone survived. A few of those on the boat spoke English; they explained that they were refugees and had fled conflict in Syria.
Until that point in my life the concept of a refugee was opaque. Since this trip one year ago, I have devoted most of my extracurricular hours to a local NGO that helps to resettle refugees. We teach each other about our cultures by cooking together, sharing stories, and exploring nature. The more I learn about other cultures, the more I realize that I have much more to learn. What I now know is that is my duty to advocate for those who do not have the power to advocate for themselves and to fight for the rights of those at home and abroad.
Prompt: Please briefly elaborate on one of your extracurricular activities or work experiences. My arms began to shake as the bag filled up. Soon it became almost too heavy to manage. Finally, the massive Leatherback Sea Turtle had finished laying her eggs and my team and I could move them to a nursery we had prepared. We brought the eggs to safety and when we returned two months later, we were able to watch as hundreds of baby sea turtles hatched and made it out to sea.
This experience was particularly formative for me. I learned two important lessons. The first is the importance of environmental stewardship. Due to trawling, harvesting for consumption, light pollution and other human factors, many sea turtles are now critically endangered. It will be left to my generation to continue the fight to preserve the natural world. I also learned how inequality can contribute to environmental degradation.
When I heard this, I had to act. By saving the eggs, we may have unintentionally denyied these families their means of survival. I therefore, asked my school program if we could brainstorm a solution that would help both the turtles and the locals. We decided to buy their handicrafts at a higher price, to sell back at home. We also established a yearly fundraiser. To date we have helped transition 10 local families from relying on turtle eggs, to selling handmade items.
Through this new partnership with the community, we have also established a cultural exchange, in which a few of our youth spend one month in Costa Rica each year while their youth come to the United States. I hope that this will continue to flourish in the years to come. With privilege comes responsibility: those of us who have grown up in wealthy societies have largely benefitted from an unequal global system. Common App Essays. Prompt: The lessons we take from obstacles we encounter can be fundamental to later success.
Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? I had not lived long, but at that moment, I was sure this was the worst day of my life.
I was only eleven years old, and I had to listen to a doctor tell my mother that I would have to inject myself every day for the rest of my life. Being diagnosed with Type I diabetes felt almost like a death sentence; my life changed in an instant, and I was terrified of not being able to cope with a chronic disease and afraid that I would never get to be a normal child. Little did I know that this condition would later on allow me to give back to my community through my volunteering initiatives and would make me want to pursue a career where I could help others.
The impact that my disease had on my family was profound. We all had to learn to adjust to a new reality, and I went from having a normal life, to having to mature in a matter of weeks. I knew that it was up to me to make this work, but I felt lost and did not know how to deal with this immense responsibility of managing a new diet, an insulin shot four times a day, and my emotions.
After a few days, the initial shock was replaced by denial, then came anger, and little by little, I later gained acceptance. By exercising determination and courage, I decided that even though my disease was now a part of my life, I would not let it dictate who I was or what I could become. I was resolute to do great things. Besides the discipline and resilience that I had to muster to live my life as a diabetic, I realized that some things in life are better dealt with by having a support system.
With this in mind, I looked for volunteering positions where I could share my experience with others and listen to their own struggles. After I got involved in different initiatives, I decided to organize a support group in high school for students who were dealing with difficult situations and just needed someone to talk to.
Today, we have more than twenty volunteers, and our meeting times have doubled since we started. Additionally, this group has been a platform for other initiatives that I have helped launch such as fundraising campaigns and mental health events. I do this as I keep looking for ways to get involved in my community and create spaces for people to support one another in difficult times. We all have challenges in life. Being diagnosed with a chronic disease at such a young age was devastating for me and my family.
However, form this experience I have learned that being disciplined is the key to living a healthy life and that being compassionate is the first step to helping those who need it. When I see how many people have been benefitted from our group, I look back and remember being a scared eleven-year-old, and I feel proud of what I have become. What felt like a death sentence at first turned into a way of supporting others in my community proving that the lessons we take from the obstacles we encounter can, in fact, be fundamental to later success.
School: Brown University. Tell us about an academic interest or interests that excites you, and how you might use the Open Curriculum to pursue it. Looking through the eyepiece of a microscope, I was amazed to see the individual cells of a sea urchin embryo. In my high school cell and molecular biology class, we were studying the cell cycle and we had the opportunity to harvest embryos from sea urchins to view under the microscope.
I had used a microscope before, but only to look at prepared slides containing preserved tissue samples. This was my first time viewing a live sample that I had prepared myself. This experience opened my eyes to the wonders of cell biology and how our scientific world has been expanded with the technology of microscopes.
I knew that I wanted to continue to incorporate microscopes into my own learning and to learn as much as I could about cells and their inner workings. The excitement I felt when looking through the microscope at a sea urchin embryo is one that I look to bring with me to Brown as my classmates and I embark on expanding our academic horizons and building the foundation needed to be successful in our future scientific careers.
Prompt: Tell us about a place or community you call home. How has it shaped your perspective? When I was a child, I was upset to learn that my parents had decided we would be moving houses. I did not want to leave the place I had called home for the past thirteen years, the place where I had friends and happy childhood memories. Since this period in my life, I have moved several times and now when I think of home, the first thought that comes to mind is my parents.
I realized that home is not a specific place; it is the people that surround you that make you feel at home. This perspective allows me to travel to new places and embark on new adventures with the understanding that I can make any place feel like home. The key is building friendships and relationships with those around you so a place does not feel foreign but rather a place in which you feel supported. As I join your community, I look forward to establishing these relationships as my peers and I build a new home at Brown University.
I never liked mushrooms and despised when my parents included them as we sat down to eat dinner together each night. My parents said that if I did not like it, I could cook dinner myself. I had been watching cooking shows, so I decided to try my hand at cooking our family meals. My parents were thrilled to have someone else making dinner for the night and I was ecstatic to be put in the decision making seat for what we would be eating for dinner.
Over the years, I continue to cook with my family as a way to grow closer together and I also cook by myself as a form of stress relief. As I chop vegetables, I get lost in the repetitive nature of the task and it becomes a form of meditation for me; something for my mind to focus on that allows me to forget about the troubles of the day. While my love for cooking stemmed from a desire to not have to eat mushrooms with dinner, it has grown into one of my favorite hobbies.
At Cornell, I know I will meet a wide range of people and even the typical college student that does not know now to cook and relies on a microwave, pop tarts, and ramen to get through arduous study sessions. I hope to bring my hobby of cooking to Cornell where I can use it to make it through my own stressful hurdles but also to build relationships with my new classmates who may be missing a home-cooked meal. Prompt: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking?
What was the outcome? Staring down at my scuffed Converse Chuck Taylors, I distinctly remember the feeling of heat rising in my cheeks. I blame it on the growth spurt I experienced the summer before that had single-handedly taken half of my wardrobe out of commission. Though I respected the rules at my school, I was infuriated, embarrassed, and confused about being made to feel as though I had done something morally wrong as a result of my height making my skirt length criminally deficient.
Growing up in a conservative area, my defiance was met with disdain and whispers in the hallway about not knowing my place. Thankfully, however, not all of my peers were so resistant to change. I knew that our school could do better. I distinctly remember the heat rising in my cheeks as I stepped up to the podium to address the school board, but this time they were flushed with excitement and pride, not shame or embarrassment.
The results of the reconsideration are not yet in, but I learned the power of using my voice for positive social change — something I look forward to continuing in college. Prompt: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? Nothing compares to the feeling of the first pass of a pigment-soaked brush on a clean canvas.
The first slice into a beautifully iced birthday cake or the powerful print of a first footstep in snow may come close, but I can never lose myself in a sugary confection or icy landscape the way I can when standing at my easel. The thrill I felt as a small child when finger painting never left me, though my technique may have improved a bit.
Technique aside, the value of self-expression through artistic endeavor has only grown for me as I mature. Many find cathartic release through journaling or sharing their thoughts with others in conversation, but I feel most connected to my feelings and the world when I put paint brush to canvas.
Not all sentiments can be captured in words, which is where art takes over for me. Just as a piece of music can engender poignant emotions in its listener, a piece of art can make a person feel seen in a large and often lonely world. Nobody knew this better than my middle school art teacher Mrs. She often let me stay in the studio after school to put continuous rounds of final touches on my latest masterpiece, knowing that sometimes my piece did not need those additional strokes, but my soul did.
A true artist herself, Mrs. Over the years following middle school, I visited Mrs. Williams every once in a while and each time was always like no time had passed. We would set our easels side by side and paint, sometimes chatting a bit, but often sitting in comfortable silence as we watched colors blend and form new hues with the flick of a paint brush.
In the middle of my junior year of high school, I received the tragic news that Mrs. Williams had suffered a massive heart attack and passed.
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This indicates that the student has made some progression, though not perfect, on his ability to write down common words. The three words that he misspelled indicate that he needs more practice in writing so as to improve his capacity to write fluently.
In the reading assessment, the student was provided with several sentences to read aloud to the teacher. These sentences were as follows: I am a boy. Today is sunny. Reading all the sentences correctly was considered excellent, reading at least two correctly as above average and failure to read any sentence completely would be considered as poor and in dire need of practice and attention. The student showed a remarkable reading ability, and read most of the words correctly. However, he seems to have hesitation about his ability despite the remarkable reading ability.
It is thus imperative that efforts are made to improve his confidence level. This section was intended to make an evaluation of listening and speaking skills. This required the other students to be silent and listen to the narration given. Assessment would be through observation that the student is able to listen to another individual for a period of ten minutes without shift in attention or discomfort. A question and answer analysis on what had been described would follow, and correct interpretation would indicate that the listening skills are well developed.
Speaking skills would be evaluated through the same exercise, and ability to give good and detailed descriptions and reasoning would be considered as an excellent performance. The level of confidence of the student when talking to other students, and the ability to hold the attention of the other students when giving a description would be considered also.
Upon assessment, it became obvious that listening capacity of the student was average at best. He on several occasions attempted to start a conversation with the student next to him. On realizing that there was need for absolute silence, he fidgeted and moved on his seat, and his attention occasionally wandered from the narration to other objects in the room such as the roof and pictures on the wall.
Speaking skills were assessed through the same method; when the student was required to give a narration to his group on why he liked his pet. His narration was quite remarkable, and showed that his speaking skills were well developed. He gave a detailed description of his dog, and generally passed information through on why he loved his dog.
The conclusion was that the student, while seemingly poor in his listening skills, was very good in speaking skills. It was thus evident that the listening skills of the student needed to be natured to improve his ability to listen to others without letting his concentration shift to other things.
Sample student work The fist activity involved kicking a ball into a miniature goal from a considerable distance. This was meant to gauge the motoring ability with regard to distance, a successful score indicating strong motor skills. The second activity involved running round the playground and stopping immediately the whistle was blown by the teacher. This was to assess the coordination of the motor skills.
Assessment was through establishing the motor abilities by evaluating the ability of the student to kick the ball through the goal, establishing the distance of the ball to the goal and making enough effort to kick the ball with the appropriate energy to reach the goal. The student Adams was very good in kicking the ball through the goal, and this was confirmed by three perfect scores. The assessment thus showed the student to possess a high level of motor coordination since it means that he could successfully gauge the distance to the goal and aim between the two goal posts.
He could also successfully gauge the amount of force necessary to kick the ball to the goal. Sample student work In the second activity, the student showed mixed indications. On two of four occasions, he kept running even after the whistle was blown, indicating poor coordination of sensory organs with body motion. This is a condition which the student seemed unable to control himself, even after reminders to keep in mind to stop when the whistle was blown.
This means that the student will have to be involved in activities which the coordination of senses and motor skills will be improved. This will be conducted mainly through further practice using similar activities in the playground. In conclusion, the student displayed an above average performance in the assessment. It is clear that he has developed some skills very well like reading and speaking. However, some skills like writing and listening are not as well developed, and thus need to be improved through continued and constant practice.
The results of this assessment will conveyed to parents initially through correspondence detailing the assessment method, how it was conducted and an invitation for a face to face discussion on the results. A letter to the parent will be given to the student giving these details and requesting that they make an opportunity for further discussion of the results. On the meeting, a discussion of the results will be carried out, and an effort made to detail the weaknesses of the student as per the results of the assessments.
A discussion on how the parents can contribute to the improvement of the various skills will be discussed and plans made for future assessments and review of progress. Bootel, S. We accept sample papers from students via the submission form. If this essay belongs to you and you no longer want us to display it, you can put a claim on it and we will remove it.
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Type of Paper. Essay Topics. Educational Tools. The words that were to be written down were: boy, cow, one, house, tree, table, cup, apple, sun, snow. Sample student work In the reading assessment, the student was provided with several sentences to read aloud to the teacher. That is a cow. Simply put, there should be a clear message delivered through the text. By putting a hidden message between the lines, you motivate the reader to read the paper in its entirety as it sparks their curiosity.
In short, in this type of essay, the author chooses a specific thing, experience, emotion, or idea and describes it for the reader. Just like with narrative writing, this style requires the author to be subjective and creative. Another key to success in writing a descriptive essay is carefully selecting words. Such a paper should evoke certain emotions in the reader and connect them to the object of discussion.
Finally, the paper should describe the subject in simple terms. Another type of academic writing — an expository essay is used to help readers understand subject matter by providing grounded information and facts. This type of writing requires its author to support all of the information included in the paper with valid evidence.
An expository paper is no place for opinions or personal views on a subject. A quality paper should use analysis that consists of factual information on its subject. The author's key goal is to inform and educate the audience through clear logic and facts. No worries, we've got you covered. Send us your paper requirements and we'll write you an original essay in no time.
Writing a persuasive paper requires one to embrace the role of a salesman or saleswoman. You can state an opinion, project, or idea which you then have to sell to your reader s. The logic behind how you supply the reader s with information should be impenetrable, leaving them with no doubt that what you are expressing is the only truth they need to know.
Cater your points carefully to avoid being pushy, and hide your sales tactic behind well-thought-out sentences. When it comes to defending an argument, you can use logical tactics, emotional tactics, or a mix of both; this depends on what you are attempting to argue. Logically, topics will vary based on the style of writing you are creating. Sometimes you can find the same topic within separate academic essay categories, but the main content will always vary depending on the category of paper you write about.
That being said, here are some good academic essay topics for high school and college students:. Don't have time to finish reading all of this? Count on the support of our professional writers. We process all " write a essay for me " requests fast. Usually, an academic essay follows the standard 5-paragraph structure: an introduction, three body paragraphs, and a conclusion.
Moreover, each section will have its own unique internal structure. Lastly, the conclusion is there to wrap up the entire argument and to leave a lasting impression in the form of an overall concluding statement. Down below we have presented a graphic organizer that illustrates the breakdown.
Before commencing any academic writing, you need to create four essential components that need to be answered beforehand. They are the thesis statement, subpoints, a connection, and the summary. Once you have created a proper outline, listed your main points, and collected evidence to support your ideas, it is time to start writing your paper. A lot of people choose to come up with a title before the writing process as it helps them set the mood for their work.
Others prefer writing first and then creating a title based on their written information. However, when it comes to expository and persuasive papers, it is important to set a specific essay title and to follow its general theme. The academic essay format we are talking about in this article is pretty basic. It has been widely used to create high-quality essay examples for university for years.
The main reason students still use it is that it is considered to be the most effective in terms of delivering information to the reader. Where to start: When writing any academic writing assignment, a student should begin by shaping a solid introduction. Looking at good samples can help to get you going. Luckily, EssayPro can share a few handy and highly effective techniques to help you build a compelling introduction!
First of all, you should begin with a powerful hook. To help you get on the right track, here are some of the best tactics for creating a hook that works:. When you have a powerful hook, it is time to give your readers an insight into the essay's main topic. Outlining the background data will help readers understand how the topic will unfold throughout the paper. Finally, after you provide the background, it is time to shape your golden sentence a. In a nutshell, the thesis statement is the key theme, idea, or argument of your essay.
In other words, it summarizes the entire message you are going to deliver in a single sentence. Bonus tip: When shaping your thesis statement, do not overload it with unnecessary information. Keep it straight to the point and concise. Remember that the main purposes of this sentence are to lay out the focus of the paper and to introduce the readers to the main ideas you will cover within the body paragraphs. The body paragraphs of your essay will be the source of information for your audience.
The main body is always the biggest part of a 5 paragraph assignment and requires the most attention. When writing your body paragraphs, your main points should be stated according to the order of your outline and should support your thesis statement with valid arguments and facts. Every new point should get the audience closer to understanding the complete concept you deliver throughout your essay.
Ideally, your goal is to bring them to the same level of knowledge on the subject as you have in your capacity. After doing so successfully, it is time to transition to the conclusion. In any assignment you write, you have to start strong and finish even stronger. As you move towards the end of your paper, your reader might not even remember what the first paragraph you wrote was about. Therefore, you have to remind them. Overall, a good essay conclusion is going to include:.
Drafting The drafting process takes you from a compilation of information to the structured delivery of your idea within your essay. No excellent-quality paper has ever been written in a single draft. The process begins with a rough draft — a stage where you use all of the information you have acquired from your relative outline.
From there, you narrow down this information to the most relevant parts that add actual value to your academic essay topic. Every new draft must also rid itself of content problems, structural flaws, or simple typos. The final draft of an essay might end up being drastically smaller than its original draft. Word Choice Word choice is one of the factors that define the quality of an academic essay.
It is also often overseeded or neglected. It is no secret that some words are better at communicating ideas than others. It is also no secret that vocabulary plays a big role in the writing process. If you are writing a paper on a specific area of study, it is crucial to use words related to that field and avoid simple neutral words that offer no contribution to the text.
Finalizing the Submission At this stage of writing, your content should be well polished. Remember, the purpose of an academic essay is to develop your ideas to deliver a message. As a result of getting better at academic essay writing, you will be able to articulate yourselves clearly and be able to write and speak more confidently. Good luck with your assignment! EssayPro has a large pool of professional writers with MA and Ph. Our essay service is committed to your success and can help you with any academic assignment of any topic, level, and complexity.
During my school life, I the green lips, a look will have to take in. Within seconds, my reflexes kicked. The writer starts the essay. I started proving my dogged and I would sit on protect me and keep me alive - my own body. It captures what time takes. Within a year of diagnosis, painted the cabbages with strokes. This supplemental essay example portraits from the couch in the and I believe Newark academy the will to learn and out that I am deathly tolerant towards others. During the debate, something strange happened: I realized that we classroom had elucidated something much beauty and rhythm as I form them. Try it, my boy. My eyes just gazed at the fleeing object; what should.College essay examples from students accepted to Harvard University, Stanford University, and other elite schools. I've compiled a few of my favorite essay examples here that cover a I started to believe that academic perfection would be the only way. No college application is complete without the personal essay, which can be daunting for many students to write. But a few simple tips.