essay on university education

University Education and Its Purpose Essay

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Introduction

University education refers to a level of education that is offered at universities. This type education normally follows upon a successful completion of education at secondary school or other mid-level colleges and tertiary institutions, students are normally awarded academic degrees after going through an undergraduate or a postgraduate education by the respective universities. University education takes high school, tertiary and college education to a higher level and students are required to major in a major field of study that will form their career once they graduate. It is for this purpose that university education must lead to the development of the learner in all aspects and not just on career development.

When the university education was set up almost a century ago, academicians clearly set the basic function of these institutions to be that of imparting wisdom and enlightenment to the learners and they were meant for the few elite and well-endowed people. Unfortunately, this has not been adhered to in many universities, most of which have now shifted their focus and are now commercialized with many people trooping in to attain a degree in various fields. Though mass university education is a turn of good events, this has diluted its basic function of developing a learner into an all rounded individual, rather, most universities now focus on enabling a leaner achieve an ‘A’ grade. It is no wonder universities base their success is based on the number of graduates who obtain good grades, rather than on the ability of these students to come up with solutions to problems affecting the society.

One of the most important functions of university education is developing the learner’s character and training them on real-life expectations. One might argue that these should be already developed before entering the university, they should, unfortunately, the education systems at pre-university levels do not give the learner an opportunity to discover himself and have an uninterrupted character growth. This is due to congestion in the syllabi as education at this level is more generalized and as a result, learners spend most of their time grasping new ideas given in class. A student gets to have a complete character evolution once he enters the university and it is common for a person who was troublesome in his teenage years get out of university mature and well behaved.

This character modeling, however, must be accompanied by working hard in class to make one more productive in future. Students should not just grasp ideas taught in class for passing exams, classroom sessions should be used to further one’s knowledge in a particular field in a manner that they can apply such skills in real life situations. The classroom knowledge gives one the qualifications to acquire a job, but character is needed to maintain such a job. For example, a person may land a well-paying job but may find himself jobless after a few months due to poor relationship with co-workers or poor work attitude. Character must develop in tandem with one’s academic qualification.

In summary, the main purpose of university education is to impart knowledge to the learners and help them undergo character development. A lack of either of these would lead to a shaky future in the social arena. Universities should also restructure to enable the students undergo both learning processes and not just the classroom knowledge.

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For What It’s Worth: The Value of a University Education

By amy gutmann, president, university of pennsylvania.

Editor’s Note: This article derives from an endowed lecture President Gutmann delivered on achieving the aims of higher education at the Spencer Foundation Conference at Northwestern University and subsequently developed further at the De Lange Conference at Rice University. Revised for publication October 21, 2013.

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In 2010, PayPal co-founder and Facebook “angel” investor Peter Thiel announced he would annually award $100,000 each to 20 young people for them to drop out of college and spend two years starting a tech-based business. “You know, we’ve looked at the math on this, and I estimate that 70 to 80 percent of the colleges in the U.S. are not generating a positive return on investment,” Thiel told an interviewer, explaining his view that we are in the midst of a higher education bubble not dissimilar to the housing and dot-com bubbles of previous decades. “Education is a bubble in a classic sense. To call something a bubble, it must be overpriced and there must be an intense belief in it… there’s this sort of psycho-social component to people taking on these enormous debts when they go to college simply because that’s what everybody’s doing.”

Since his announcement, more than 60 Thiel Fellows have decamped from university—a significant number of them from Stanford, MIT, and Ivy League schools—to follow their dreams of entrepreneurial glory. Thiel says he hopes his program will prod more people to question if a college education is really worthwhile: “Education may be the only thing people still believe in in the United States. To question education is really dangerous. It is the absolute taboo. It’s like telling the world there’s no Santa Claus.”

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This is a complex, but not impossible, question to answer. The simplest response is to tally the added income benefits a university education accrues to its graduates, subtract its added costs, and determine if in fact benefits exceed costs. Some economists have done this quite well. The overwhelming answer is that a college education has paid off for most graduates to date, has increased rather than decreased its wage premium as time has gone on, and can be expected to continue to do so moving forward. If well-paid equates to worthwhile , then the worth of a college education can be settled by the net wage premium of the average college graduate over the average high school graduate—there would be little more to discuss in the matter.

But it would be a serious mistake to equate the value of a university education to the wage premium earned by its graduates. If higher education is to be understood as something more—something much more—than a trade school in robes, before answering the question of whether a university education is worthwhile, we must first address the more fundamental—and more fundamentally complex—question of mission: What should universities aim to achieve for individuals and society?

It is reassuring to those who believe in the worth of a university education—and all the more so in a high-unemployment, low-growth economy—to show that the average person with a college education earns a lot more over her lifetime than the average high school graduate, even after subtracting the cost of college. But even if we are reassured, we should not allow ourselves to be entirely satisfied with that metric, because economic payback to university graduates is neither the only aim, nor even the primary aim, of a university education. Rather, it is best to consider the value-added proposition of higher education in light of the three fundamental aims of colleges and universities in the 21st century:

■ The first aim speaks to who is to receive an education and calls for broader access to higher education based on talent and hard work, rather than family income and inherited wealth: Opportunity , for short.

■ The second aim speaks to the core intellectual aim of a university education, which calls for advanced learning fostered by a greater integration of knowledge not only within the liberal arts and sciences but also between the liberal arts and professional education: Creative Understanding , for short.

■ The third aim is an important consequence to the successful integration of knowledge, not only by enabling and encouraging university graduates to meaningfully contribute to society, but also in the creation of new knowledge through research and the application of creative understanding: Contribution , for short.

Although the challenges of increasing opportunity, advancing creative understanding, and promoting useful social contribution are not new, they take on a renewed urgency in today’s climate. Jobs are scarce. The United States is perceived to be declining in global competitiveness. Gridlock besets our political discourse and increasingly seems to define our national sense of purpose as well. In this environment, it behooves us to remind those who would propose to reform higher education by simply removing some or all of it of the apt observation of the Sage of Baltimore, H.L. Mencken: “There is an easy solution to every human problem—neat, plausible, and wrong.”

Many external obstacles to educational and economic opportunity exist in the United States—including poverty, broken families, and cutbacks in public support—which warrant our national attention and, in some instances, urgent action. No one credibly claims that greater access to college education will solve all or even most of these issues. But there is good reason to believe that greater access to high-quality higher education is a vitally important tool in building a more just, prosperous, and successful society. We can, and we must , do a better job in meeting the three fundamental goals of opportunity, creative understanding, and contribution to afford the utmost benefits of higher education for both personal and societal progress. Taking to heart the ethical injunction, “physician heal thyself,” I focus here on what universities themselves can do to better realize their primary aims.

Starting with the first: What can universities do to help increase educational opportunity? For low- and middle-income students, gainful employment itself is likely to be the most basic economic advantage of a college degree. A recent Brookings Institution study found college is “expensive, but a smart choice,” noting that almost 90 percent of young college graduates were employed in 2010, compared with only 64 percent of their peers who did not attend college. Moreover, college graduates are making on average almost double the annual earnings of those with only a high school diploma. And this advantage is likely to stick with them over a lifetime of work. Perhaps most relevant is that even in the depths of the Great Recession, the unemployment rate of college graduates was less than half that of high school graduates, and never exceeded 5.1 percent. Clearly, the more affordable universities make their education to qualified young people from low- and middle-income families, the more we will contribute to both educational and economic opportunity. Other things being equal, universities provide even greater value-added opportunity to low- and middle-income students than to their wealthier peers.

It is especially important to note that opening the door to higher education can have profound effects both on an individual’s lifetime earnings and lifelong satisfaction, regardless of whether or not that door is framed by ivy. Less selective two-year, four-year, and community colleges have an especially important role to play here, as selective universities cannot do everything: their focus on cutting-edge study and discovery limits their ability to engage in compensatory education. (The ability to work with a broad range of student readiness is one of the great advantages of community colleges and some less selective institutions, an advantage we risk forfeiting as an ever-higher percentage of the cost of an education is shifted from state and government support to individual responsibility.) Nonetheless, the available data show that selective universities can provide greater access to qualified students from low- and middle-income families than they have in the past.

My concern for increasing access began with a focus on recruiting qualified students from the lowest income groups. Learning more led to the conclusion that increasing access for middle-income students should also be a high priority. At Penn, we began by asking: What proportion of students on a set of selective university campuses (that included Penn) come from the top 20 percent of American families as measured by income? The answer (as of 2003) was 57 percent.

Since all colleges and universities should admit only students who can succeed once admitted, selective colleges and universities also need to ask: What percent of all students who are well-qualified come from the wealthiest 20 percent? Thirty-six percent of all highly qualified seniors (with high grades and combined SATs over 1,200) come from the top 20 percent, while 57 percent of selective university students come from this group. Thus, the wealthiest 20 percent of American families are overrepresented on our campuses by a margin of 21 percent. All of the other income groups are underrepresented . Students from the lowest 40 percent of income distribution, whose families earn under about $41,000, are underrepresented by 4.3 percent. The middle 20 percent, who come from families earning $41,000 to $61,000, are underrepresented by 8.4 percent. Students from the second highest income group, whose families earn between $62,000 and $94,000, are also underrepresented by 8.4 percent.

Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the Great Recession.

Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the Great Recession. Before the Recession, taking financial aid into account, middle- and low-income families were spending between 25 percent and 55 percent of their annual income to cover the expense of a public four-year college education. That burden has skyrocketed in the past five years, especially for middle-income students who are ineligible for Pell grants and who attend public universities whose public funding (in many cases) has been decimated. This has led to a situation where a student from a typical middle-income family today may pay less to attend Penn than many flagship public universities!

Yet private universities too have experienced a painful financial squeeze. Only by making student aid one of their highest priorities and successfully raising many millions of dollars from generous donors can most private institutions afford to admit students on a need-blind basis and provide financial aid that meets full need. This may be the reason why only about one percent of America’s 4,000 colleges and universities are committed to need-blind admissions and to meeting the full financial need of their undergraduate students. An even smaller group—just a tiny fraction—of universities are committed not only to meeting the full financial need of all students who are admitted on a need-blind basis, but also to providing financial aid exclusively on the basis of need . Those of us in this group thereby maximize the use of scarce aid dollars for students with demonstrated financial need.

At Penn, a focus on need-only aid has enabled us to actually lower our costs to all students from families with demonstrated financial need. Since I became president, we have increased Penn’s financial aid budget by more than 125 percent. And the net annual cost to all aided undergraduates is actually ten percent lower today than it was a decade ago when controlled for inflation. Penn also instituted an all-grant/no-loan policy, substituting cash grants for loans for all undergraduates eligible for financial aid. This policy enables middle- and low-income students to graduate debt-free, and opens up a world of career possibilities to graduates who otherwise would feel far greater pressure to pick the highest paying rather than the most satisfying and promising careers.

Although much more work remains, Penn has significantly increased the proportion of first-generation, low- and middle-income, and underrepresented minority students on our campus. In 2013, one out of eight members of Penn’s freshman class will be—like I was—the first in their family to graduate from college. The percentage of underrepresented minorities at Penn has increased from 15 percent to 22 percent over the past eight years. All minorities account for almost half of Penn’s student body. After they arrive, many campus-wide initiatives enable these students to feel more at home and to succeed. Graduation rates for all groups are above 90 percent.

It is also important to note that the benefit of increasing opportunity extends far beyond the economic advancement of low- and middle-income students who are admitted. Increased socio-economic and racial diversity enriches the educational experience for everyone on a campus. By promoting greater understanding of different life experiences and introducing perspectives that differ profoundly from the prevailing attitudes among the most privileged, a truly diverse educational environment prods all of us to think harder, more deeply, and oftentimes, more daringly.

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So what does this need to cultivate global understanding in the 21st century require of our universities? Among other things, I suggest it demands that we foster intensive learning across academic disciplines within the liberal arts and integrate that knowledge with a much stronger understanding of the role and responsibilities of the professions. Whether the issue is health care or human rights, unemployment or immigration, educational attainment or economic inequality, the big questions cannot be comprehended—let alone effectively addressed—by the tools of only one academic discipline, no matter how masterful its methods or powerful its paradigms.

Consider, for example, the issue of climate change in a world that is both more interconnected and more populous than ever before. To be prepared to make a positive difference in this world, students must understand not only the science of sustainable design and development, but also the economic, political, and other issues in play. In this immensely complex challenge, a good foundation in chemical engineering—which is not a traditional liberal arts discipline nor even conventionally considered part of the liberal arts (engineering is typically classified as “professional or pre-professional education”)—is just as important as an understanding of economics or political science. The key to solving every complex problem—climate change being one among many—will require connecting knowledge across multiple areas of expertise to both broaden and deepen global comprehension and in so doing unleash truly creative and innovative responses.

A liberal arts education is the broadest kind of undergraduate education the modern world has known, and its breadth is an integral part of its power to foster creative understanding. But it is a mistake to accept the conventional boundaries of a liberal arts education as fixed, rather than as a humanly alterable product of particular historical conditions.

In my own field of political philosophy, for example, a scholarly approach centered on intellectual history ceded significant ground in the 1970s to critical analysis of contemporary public affairs, which was a paradigm common to many earlier generations of political philosophers. Were the liberal arts motivated solely by the pursuit of knowledge for its own sake, and not any concern for worldly relevance, then it would be hard to make sense of such shifts. In the case of this important shift in political philosophy, scholars thought it valuable, in the face of ongoing injustice, to revive a tradition of ethical understanding and criticism of society.

A liberal arts degree is a prerequisite to professional education, and most liberal arts universities and their faculties stand firmly on the proposition that the liberal arts should inform the professions. Why then are liberal arts curricula not replete with courses that teach students to think carefully, critically, and creatively about the roles and responsibilities of professionals and the professions? Perhaps we are assuming that students will make these connections for themselves or that it will suffice if professional schools do so later. Neither of these assumptions can be sustained.

For example, we must not assume that students themselves will translate ethics as typically taught in a philosophy curriculum into the roles and responsibilities of the medical, business, and legal professions. The ethical considerations are too complex and profoundly affected by the institutional roles and responsibilities of professionals. Many lawyers, for example, are part of an adversarial system of justice; many doctors are part of a system where they financially benefit from procedures the costs of which are not paid directly by their patients; and many businesspeople operate in what is commonly called a free market, where external interferences are (rightly or wrongly) presumed, prima facie , to be suspect. These and many other contextual considerations profoundly complicate the practical ethics of law, medicine, and business.

My primary point is this: Although the separation of the liberal arts from the subject of professional roles and responsibilities may be taken for granted because it is so conventional, it really should strike us as strange, on both intellectual and educational grounds, that so few courses in the undergraduate curriculum explicitly relate the liberal arts to professional life. This is a puzzle worthy of both intellectual and practical solution.

I propose that we proudly proclaim a liberal arts education, including its focus on basic research, as broadly pre-professional and optimally instrumental in pursuit of real world goals.

This stark separation of the practical and theoretical was neither an inevitable outgrowth of earlier educational efforts, nor has it ever been universally accepted. In fact, it flew in the face of at least one early American effort to integrate the liberal arts and professional education. In his educational blueprint (“Proposals Relating to the Education of Youth in Pensilvania”), which later led to the founding of the University of Pennsylvania, Benjamin Franklin called for students to be taught “every Thing that is useful, and every Thing that is ornamental.” Being a principled pragmatist, Franklin immediately ad dressed an obvious rejoinder, that no educational institution can teach everything. And so he continued: “But Art is long, and their Time is short. It is therefore propos’d that they learn those Things that are likely to be most useful and most ornamental.”

As Franklin’s intellectual heirs, we recognize that something educationally significant is lost if students choose their majors for either purely scholastic or purely professional reasons, rather than because they want to be both well-educated and well-prepared for a likely future career. The introduction of distribution requirements for all majors is one way of responding to this potential problem. The glory and strength of American liberal arts education is its enabling undergraduates to keep their intellectual sights and their career options open, while cultivating intellectual curiosity and creativity that will enhance any of the career paths they later choose to follow. These are among the most eminently defensible aims of a liberal arts education: to broaden rather than narrow the sights of undergraduates, and to strengthen rather than stifle their creative potential.

I propose that we proudly proclaim a liberal arts education, including its focus on basic research, as broadly pre-professional and optimally instrumental in pursuit of real world goals. At its best, a liberal arts education prepares undergraduates for success in whatever profession they choose to pursue, and it does so by virtue of teaching them to think creatively and critically about themselves, their society (including the roles and responsibilities of the professions in their society), and the world.

So what can we do to bolster this optimal educational system, as envisioned by Franklin? As 21st century colleges and universities, we can build more productive intellectual bridges between liberal arts and professional education. We can show how insights of history, philosophy, literature, politics, economics, sociology, and science enrich understandings of law, business, medicine, nursing, engineering, architecture, and education—and how professional understandings in turn can enrich the insights of liberal arts disciplines. We can demonstrate that understanding the roles and responsibilities of professionals in society is an important part of the higher education of democratic citizens.

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These are discoveries such as those made by Dr. Carl June and his team at Penn’s Abramson Cancer Center, with contributions from colleagues at the Children’s Hospital of Philadelphia. Their pioneering research with individualized cancer treatments produced a reengineered T-cell therapy. Just in time, too, for young Emma Whitehead, who was stricken with advanced leukemia when she was just five years old. Under Dr. June’s care, Emma, now seven, has beaten her cancer into remission. She’s back at school, laughing and learning and playing with her friends. Her miraculous recovery not only means a renewed chance at a long, fulfilling life for her and her parents— it promises renewed hope for so many who are ravaged by cancer.

In university classrooms and laboratories across the country, the brightest minds are leveraging research and discovery to contribute to the social good. Most of these stories are not as dramatic as Emma’s, but each in its own way has changed and will continue to change how we live and work and understand our world. The full tale of the benefits that universities bring extends far beyond technological and medical advances. We help governments build good public policy based on robust empirical data, garnered from university research. We build better international cooperation through the study of languages and cultures, economic markets, and political relations. We strengthen economies by fostering scores of newly discovered products, markets, and industries. We safeguard our collective health and well-being with insight into global phenomena and systems such as climate change, shifting sea levels, and food supply and agricultural production. All the vital basic and applied research being conducted by universities cannot be accounted for in any one list—the sum is too vast. What I can sum up here is this: If we do not do this research, no one will. Colleges and universities also contribute to society at the local level by modeling ethical responsibility and social service in their institutional practices and initiatives. Their capital investments in educational facilities contribute to the economic progress of their local communities. Colleges and universities at every level can be institutional models of environmental sustainability in the way they build and maintain their campuses.

While the core social contribution of universities lies in both increasing opportunity for students and cultivating their creative understanding, the analogous core social contributions of universities in the realms of faculty research and clinical service are similarly crucial. And both are only strengthened by better integrating insights across the liberal arts and the professions. An education that cultivates creative understanding enables diverse, talented, hardworking graduates to pursue productive careers, to enjoy the pleasures of lifelong learning, and to reap the satisfactions of creatively contributing to society. The corresponding institutional mission of colleges and universities at all levels is to increase opportunity, to cultivate creative understanding, and— by these and other important means such as innovative research and clinical service—to contribute to society.

At their best, universities recruit hardworking, talented, and diverse student bodies and help them develop the understandings—including the roles and responsibilities of the professions in society—that are needed to address complex social challenges in the 21st century. To the extent that universities do this and do it well, we can confidently say to our students and our society that a university education is a wise investment indeed.

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What’s the Value of Higher Education?

Have political and fiscal debates about higher education lost sight of the value of education for individuals and society? Dr. Johnnetta Cole discusses how universities can inform and inspire.

• Dr. Johnnetta Cole President Emerita, Smithsonian National Museum of African Art; President Emerita, Spelman College and Bennett College

This interview was conducted at the Yale Higher Education Leadership Summit , hosted by Yale SOM’s Chief Executive Leadership Institute on January 30, 2018.

The value of a college degree can be measured in a number of different ways: increased lifetime earnings potential, a network of classmates and fellow alumni, subject-matter expertise, a signal of stick-to-itiveness, potentially a marker of class or the capacity to move across classes. There are also less tangible benefits, like becoming a more well-rounded individual and part of a well-informed public.

Yale Insights recently talked with Dr. Johnnetta Cole about how she measures the value of higher education. Cole is the former president of Spelman College and Bennett College, the only two historically black colleges and universities that are exclusively women’s colleges. After retiring from academia, she served as the director of the Smithsonian’s National Museum of African Art. In addition, she served on the boards of a number of corporations, including Home Depot, Merck, and Coca-Cola. She was the first African-American chair of the board for the United Way of America.

Q: Why does higher education matter?

I would say that we could get widespread agreement on what I’m going to call the first purpose of higher education: through this amazingly powerful process of teaching and learning, students come to better understand the world.

There might be some disagreement on the second purpose. I’d say it is to inspire students to figure out how they can contribute to helping to make the world better. Certainly, higher education is about scholarship, but it’s also about service. It’s about creativity. It’s about matters of the mind, but it’s also, or at least it should be, about matters of the heart and the soul.

Q: Has the public perception of universities changed in recent years?

Throughout the history—and herstory—of higher education, there have been doubters, those who have critiqued it. But I have a concern, and some polls tell us, in this period in which we are living, many people believe that higher education is not contributing in a positive way to American life.

That’s something that we need to work on, those of us who are deeply engaged in and care about higher education, because I think when one looks with as much objectivity as possible, the truth is, and it’s always been, that higher education contributes substantially.

Q: You’ve led two historically black colleges for women. What is the role of special mission institutions?

In my view, we still need special mission institutions. Remember Brandeis, Notre Dame, and Brigham Young are special mission institutions.

With respect to historically black colleges and universities (HBCU), not every African American wants to or does go to an HBCU. The same is true of women and women’s colleges. But for those who wish that kind of education, and if the fit is right, it’s almost magical.

I think it is as basic as having an entire community believe that you can. On these campuses, we believe that black students can do whatever they set their minds to do. On the women’s campuses, we believe that women can reach heights that have not been imagined for women.

HBCUs are not totally free of racism. Women’s colleges are not utopias where there are no expressions of gender inequality or sexism. But they come far closer than at our predominately white and co-ed institutions.

Q: One of the big issues with higher education now is cost. How do we solve the affordability problem?

The affordability question is highly complex and serious. James Baldwin said, “Not everything that is faced can be changed, but nothing can be changed that is not faced.” I believe that this is a perfect example. Colleges and universities are not just raising tuitions so they can make big profits. Pell grants are no longer at least a reasonable response to the affordability question.

We’ve got to figure this out because, in a democracy, accessibility to education is fundamental. The idea that something as precious, as powerful, as a solid education is only accessible to some and not to others, is an assault upon democracy.

Q: You came out of retirement to lead the Smithsonian National Museum of African Art. Why was the draw so strong?

I’ve managed, systematically, to get a failing grade in retirement.

I grew up in the South, in the days of legalized segregation—you could also call it state-sponsored racism. I didn’t have access to symphony halls. I didn’t have access to art museums. I still remember the library that I went to in order to travel the world through books, was the A. L. Lewis Colored Public Library.

As a young girl, I fell in love with the visual arts, especially African and African-American art. I went off to Fisk University at age 15 and began to see the real works of art for which we only had reproductions in my home. From Fisk, I went to Oberlin, where the Allen Memorial Art Gallery was a special place of solace for me

The opportunity with the Smithsonian wasn’t something I sought; I was asked to apply. My doctorate is in anthropology, not art history, so I was reluctant, but they told me they were looking for a leader, not an art historian. It was one of the most extraordinary experiences of my life. The work was an almost indescribable joy.

Generally, our museums across America do not reflect who America is, nor do they reflect how our world looks. They need to be far more diverse in terms of their boards, staff, exhibitions, educational programs, and visitorship.

What the African art museum has is a unique opportunity because it can speak to something that binds us together. If one is human, just go back far enough, I mean way back, and we have all come from a single place. It is called Africa.

Here’s a museum that says to its visitors, “No matter who you are, by race, gender, sexual orientation, religion, age, ability or disability, or nationality, come to a place where the visual arts connect you to the very cradle of humanity.”

During those eight years when I had the joy of being the director of the National Museum of African Art, I would greet our visitors by saying “Welcome home! Welcome to a place that presents the diverse and dynamic, the exquisite arts of Africa, humanity’s original home.”

Q: Do you think that our education and cultural institutions are properly valued in our society?

I have to say no. Because if we did, we would take better care of them. If we did, we would make sure that not some but all of our educational institutions from kindergarten through post-secondary education, into graduate and professional schools, have the means to do what needs to be done.

If we really value all of our cultural expressions, whether it’s dance or music, visual arts, theater, when there is a budget shortfall, we wouldn’t say, “These are the first things to go.” We wouldn’t say, “Kids can do without music in their public school.” It’s one thing to say we love an institution; it’s another to care for and protect an institution. I think we can do far better.

The Importance of University Education Essay

• November 10, 2023
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University education plays a crucial role in today’s society, offering far-reaching benefits beyond the acquisition of a degree. In this essay, we will delve into the significance of higher education, exploring its impact on social and cultural development, networking opportunities, and the development of independence.

Attending university opens doors to a world of possibilities, providing students with invaluable experiences and equipping them with the knowledge and skills necessary for success in the job market. Moreover, university education encourages personal growth, fosters intellectual curiosity, and promotes a global perspective, nurturing open-mindedness. Let’s explore the multifaceted advantages that university education offers individuals and society as a whole.

Key Takeaways:

• University education goes beyond earning a degree and offers numerous advantages.
• It facilitates social and cultural development, allowing students to broaden their understanding of diverse cultures.
• University provides networking opportunities, fostering connections that can lead to future job prospects and collaborations.
• It promotes the development of independence and necessary life skills.
• University education equips individuals with the knowledge and skills needed to succeed in the job market.

Social and Cultural Development

University education offers students numerous opportunities for social and cultural development. By interacting with peers from diverse backgrounds, students gain a deeper understanding and appreciation of other cultures. This exposure fosters tolerance and empathy, essential qualities in today’s global society. Living in close proximity with fellow students also helps develop social skills and independence, as students learn to navigate new relationships and navigate various social situations.

“University provides an environment where students can engage in meaningful social interactions, which leads to personal growth and a broader perspective on the world,” says Dr. Jane Williams, a social psychologist at the University of XYZ. “Through this process, students develop crucial skills such as communication, teamwork, and adaptability, which are highly valued in both personal and professional settings.”

Furthermore, the university experience itself provides a platform for social interactions and personal growth. Extracurricular activities, clubs, and events allow students to connect with like-minded individuals who share their interests. This not only enhances their social life but also encourages personal development and the exploration of new ideas.

Social Skills and Independence

• Interacting with diverse peers
• Developing tolerance and empathy
• Learning to navigate new relationships
• Building communication and teamwork skills
• Fostering independence and personal growth

The Importance of Networking Opportunities in University Education

Networking opportunities play a crucial role in the university experience, providing students with valuable connections and professional relationships that can shape their future careers. Interacting with peers, professors, and industry professionals creates a platform for collaboration, knowledge exchange, and career development. Building a strong network within the university community can open doors to internships, mentorships, and job referrals.

Attending university offers students the chance to connect with individuals who share their interests and aspirations. By engaging in group projects, extracurricular activities, and specialized clubs, students can expand their circle of contacts and cultivate relationships based on common goals and experiences. These connections can be instrumental in navigating the job market and accessing relevant career opportunities.

The Power of Professional Connections

One of the most significant networking benefits of university education is the access to industry professionals and experts in various fields. Professors who have practical experience in their respective industries can serve as valuable mentors and provide guidance on career paths and industry trends. Guest speakers, workshops, and career fairs organized by the university offer students the chance to network with professionals and gain insights into potential career paths.

Networking opportunities in university education not only provide access to job prospects but also serve as a platform for personal growth and development. By connecting with like-minded individuals and industry professionals, students can gain valuable insights, expand their knowledge, and foster long-lasting relationships.

By actively participating in networking events and engaging with professionals, students can establish a reputation within their chosen industry. This can lead to internship opportunities, job offers, and recommendations from respected professionals, ultimately enhancing their employability and career prospects. The power of networking in university education cannot be overstated, as it provides students with a competitive advantage in the job market and a strong foundation for future success.

Development of Independence

In addition to social and cultural development, university education plays a significant role in fostering the development of independence and life skills. Students are faced with the responsibility of managing their own finances, making living arrangements, and tackling daily tasks. This transition from living at home to the university environment is a valuable opportunity for young adults to learn how to navigate the challenges of adulthood.

Living away from home requires students to become self-reliant and organized. They learn to budget their finances, pay bills, and manage their time effectively. The independence gained from these experiences is crucial for personal growth and future success in both personal and professional life.

Moreover, university life presents students with various situations that require problem-solving skills and critical thinking. From resolving conflicts with roommates to managing deadlines and academic pressures, students learn how to confront challenges head-on and find solutions. These experiences shape their ability to adapt to new environments, overcome obstacles, and navigate through the complexities of life.

Knowledge and Skills for the Job Market

Obtaining a university education equips students with the knowledge and skills necessary to excel in the job market. Through rigorous academic programs and specialized coursework, students gain a deep understanding of their chosen field. They acquire theoretical knowledge, practical skills, and critical thinking abilities that are highly valued by employers.

Universities offer a range of programs and courses designed to prepare students for specific industries and professions. Whether it’s engineering, business, healthcare , or arts and humanities, students have the opportunity to develop expertise in their desired career paths. This specialized knowledge gives them a competitive advantage when seeking employment.

In addition to subject-specific knowledge, university education also focuses on developing transferable skills that are applicable across various industries. These skills, such as communication, problem-solving, teamwork, and leadership, are highly sought after by employers. They demonstrate an individual’s ability to adapt and contribute effectively in a professional setting.

Key Skills and Knowledge for the Job Market:

• Technical expertise in specific fields
• Strong analytical and critical thinking abilities
• Effective communication and presentation skills
• Project management and organizational skills
• Ability to work collaboratively in teams
• Leadership and decision-making skills
• Adaptability and willingness to learn

Employers value candidates who possess both the technical knowledge and the broader skill set that comes with a university education. These individuals are equipped to tackle complex challenges, think critically, and contribute innovative ideas to their organizations. A university degree provides a solid foundation for a successful career and opens doors to diverse opportunities in the job market.

The knowledge and skills acquired through a university education go beyond just securing a job. They lay the groundwork for long-term career growth and professional development. Graduates are equipped with the tools to adapt to changing industry trends, embrace new technologies, and continue learning throughout their careers. This ability to stay ahead of the curve is crucial in today’s rapidly evolving job market.

By investing in a university education, individuals gain not only the knowledge and skills needed to succeed in their chosen field but also the confidence to pursue their aspirations. They become well-rounded individuals prepared to make a positive impact in their careers and society as a whole.

Personal Growth and Intellectual Curiosity

University education is not just about acquiring knowledge; it is a transformative journey that fosters personal growth and intellectual curiosity. Through a variety of academic and extracurricular activities, students have the opportunity to explore their interests, challenge their assumptions, and develop a deeper understanding of themselves and the world around them. The pursuit of higher education ignites a passion for lifelong learning and opens doors to new possibilities.

One of the key aspects of personal growth in university is the development of critical thinking skills. Students are encouraged to question, analyze, and evaluate information from various perspectives. This cultivates a habit of deep reflection and a capacity for independent thought. Through engaging with diverse academic disciplines, students broaden their horizons and develop a well-rounded intellectual foundation.

Intellectual curiosity is another essential element of university education. Students are encouraged to explore topics outside of their comfort zones and delve into new areas of knowledge. The university environment provides access to expert faculty, libraries, and research facilities, enabling students to satisfy their intellectual curiosity and pursue their passions. This thirst for knowledge drives innovation, creativity, and a deeper understanding of the complexities of the world.

Global Perspective and Open-mindedness

University education plays a crucial role in fostering a global perspective and cultivating open-mindedness. Through exposure to various ideas, perspectives, and cultures, students gain a deeper understanding of the world around them. This broadening of horizons goes beyond academic learning, shaping individuals into more tolerant and empathetic global citizens.

By interacting with students from diverse backgrounds, university students develop cultural sensitivity and learn to appreciate different viewpoints. This exposure helps break down stereotypes and encourages dialogue, leading to a richer and more inclusive learning environment. As students engage in intellectual discussions and collaborate on projects, they gain insights from their peers’ unique experiences, challenging their own beliefs and expanding their perspectives.

“University education provides a platform for students to step out of their comfort zones and embrace new ideas. It paves the way for personal growth and equips graduates with the skills to navigate an increasingly interconnected world.”

Moreover, the university experience often includes opportunities for international study programs, allowing students to immerse themselves in different cultures and gain firsthand experience of global diversity. These experiences develop a sense of global citizenship, promoting cross-cultural understanding and empathy. Students learn to navigate cultural differences, adapt to new environments, and appreciate the value of diversity in tackling global challenges.

Financial Benefits and Opportunities

The financial benefits of obtaining a university education are significant. Graduates with a degree often enjoy greater earning potential and increased job opportunities. According to recent studies, individuals with a bachelor’s degree earn, on average, 66% more than those with only a high school diploma. This higher income level not only provides financial stability but also opens doors to a better quality of life and increased opportunities for personal and professional growth.

Furthermore, a university degree can lead to a wide range of career options and advancement opportunities. Many professions require a specific level of education, and having a degree can make a candidate more competitive in the job market. Employers often view individuals with higher education qualifications as more knowledgeable, skilled, and committed. This advantage can help graduates secure desirable positions and progress further in their chosen fields.

Additionally, a university education provides individuals with the skills and knowledge necessary to succeed in today’s dynamic and ever-changing work environment. With the rapid advancement of technology and globalization, the job market demands individuals who are adaptable, innovative, and capable of continuous learning. University graduates are equipped with critical thinking skills, problem-solving abilities, and a strong foundation in their chosen disciplines, making them better prepared to navigate the challenges and complexities of the modern workplace.

The financial benefits of a university education can include:

• Higher earning potential
• Better job opportunities
• Increased career advancement prospects
• Enhanced financial stability

“Investing in a university education is not just an expense; it is an investment in your future. The benefits of higher earnings and career opportunities far outweigh the initial costs of tuition and fees.” – [Author Name]

By obtaining a university education, individuals not only gain valuable knowledge and skills but also position themselves for long-term financial success and a fulfilling career.

Personal Fulfillment and Growth

The pursuit of a university education offers individuals a pathway to personal fulfillment and growth. It provides an environment that encourages self-discovery, exploration of passions, and the development of a sense of purpose. By immersing themselves in various subjects and disciplines, students have the opportunity to uncover their talents and strengths, allowing them to pursue their passions. This personal fulfillment comes from the satisfaction of acquiring knowledge and skills in areas that genuinely interest them, fostering a deep sense of fulfillment and contentment.

Furthermore, university education nurtures personal growth by fostering critical thinking, analytical skills, and intellectual curiosity. Through rigorous coursework, students are challenged to question assumptions, analyze complex problems, and explore different perspectives. This not only broadens their understanding of the world but also helps them develop a well-rounded and adaptable mindset. The university experience empowers individuals to think independently, develop their own opinions, and engage in intellectual discourse, contributing to their personal growth on an intellectual and emotional level.

In addition, university education provides opportunities for personal growth beyond the academic realm. It allows students to participate in extracurricular activities, join clubs and organizations, and engage in community service. These experiences foster personal development by building leadership skills, enhancing interpersonal relationships, and developing a strong sense of social responsibility. The diverse range of opportunities available on campus encourages students to step out of their comfort zones, challenge themselves, and discover new passions, leading to personal growth and self-discovery.

Job Market Competitiveness

A university degree provides individuals with a clear advantage in today’s highly competitive job market. Employers often prioritize candidates with higher education qualifications, recognizing the knowledge, skills, and commitment that come with a degree. Having a university education can significantly increase job prospects and enhance employability.

With the rapidly evolving nature of industries, employers seek individuals who can adapt to new technologies, embrace change, and continue to learn. A university education instills a love for learning and equips graduates with the necessary skills to adapt to evolving job requirements. Lifelong learning is crucial in staying competitive and ensuring long-term career success.

Furthermore, a university degree not only provides specialized knowledge in a particular field but also equips graduates with transferable skills that are highly valued in the job market. These skills, such as critical thinking, problem-solving, communication, and teamwork, are applicable across various industries and can give individuals a competitive edge in securing employment.

Advantages of a Degree:

• Increased job prospects and employability
• Acquisition of transferable skills
• Enhanced adaptability and lifelong learning
• Recognition of commitment to personal and professional development

In conclusion, a university degree offers distinct advantages in the job market. It not only provides specialized knowledge but also equips individuals with transferable skills and a commitment to lifelong learning. By embracing higher education, individuals can position themselves competitively for career opportunities and navigate the ever-changing job market with confidence.

Lifelong Learning and Adaptability

A university education plays a crucial role in fostering lifelong learning and adaptability. In today’s rapidly evolving world, individuals must constantly acquire new knowledge and skills to stay relevant and succeed in their careers. Through academic pursuits, students are exposed to diverse subjects and learning experiences that ignite their intellectual curiosity and foster a love for learning.

Universities provide an environment conducive to intellectual growth, where students can delve deeper into their areas of interest and develop critical thinking skills. They learn to analyze and evaluate information, make informed decisions, and solve complex problems. These skills are not only valuable for academic success but also for adapting to the ever-changing demands of the professional world.

“The future belongs to those who are willing to embrace lifelong learning and adapt to new challenges.”

Embracing Continuous Learning

Moreover, a university education equips individuals with the tools to adapt to technological advancements and emerging trends. As new technologies emerge and industries evolve, individuals with a foundation in higher education are better equipped to navigate these changes. They possess the ability to learn new skills quickly and apply them effectively in a variety of contexts.

The adaptability fostered through a university education goes beyond technical skills. The experience of navigating a diverse campus environment, collaborating with peers from different backgrounds, and engaging with professors and industry professionals enhances interpersonal and communication skills. This adaptability allows individuals to thrive in cross-cultural settings and effectively collaborate with diverse teams in the globalized workforce.

Personal and Professional Networking

The university environment provides ample opportunities for personal and professional networking. Building connections with classmates, professors, alumni, and industry professionals can open doors to internships, mentorships, and job referrals. These networks can greatly enhance career prospects and personal growth.

Personal networking within the university community allows students to engage with their peers and create lasting relationships. By participating in clubs, organizations, and extracurricular activities, students have the chance to meet individuals who share similar interests and aspirations. These connections can provide support, guidance, and valuable friendships throughout their academic journey and beyond.

“Networking is not about just connecting people. It’s about connecting people with people, people with ideas, and people with opportunities.” – Michele Jennae

Moreover, establishing professional networks with professors and industry professionals can significantly contribute to students’ career advancement. Professors often have extensive knowledge and experience in their respective fields and can provide guidance, mentorship, and valuable insights. Building relationships with professors can lead to research opportunities, recommendation letters, and even collaboration on projects or publications.

Networking events, career fairs, and alumni associations further facilitate personal and professional connections. Attending these events allows students to interact with industry professionals, learn about job opportunities, and gain valuable insights into their chosen field. Alumni associations offer a supportive network of graduates who can provide guidance, mentorship, and job referrals.

Benefits of personal and professional networking:

• Access to internship and job opportunities
• Mentorship and guidance from industry professionals
• Insights into different career paths and industries
• Collaborative opportunities with peers and professors
• Increased visibility and reputation within your field

In conclusion, university education plays a crucial role in personal growth, professional success, and societal development. It offers a multitude of advantages that go beyond obtaining a degree. Through university education, individuals have the opportunity to experience social and cultural development, expand their network, develop independence, gain knowledge and skills for the job market, and achieve personal fulfillment.

Attending university allows students to interact with people from diverse backgrounds, fostering social skills and a deeper understanding of other cultures. The connections made during this time can lead to future job opportunities and collaborations, shaping one’s career path. Additionally, university life instills independence as students learn to take responsibility for their finances, living arrangements, and daily tasks.

Furthermore, a university education equips individuals with the knowledge and skills required for the job market, enhancing their employability and earning potential. It fosters personal growth and intellectual curiosity, encouraging critical thinking and creativity. The exposure to diverse ideas and perspectives also promotes open-mindedness and a global perspective. Moreover, university education opens doors to financial benefits and opportunities, providing graduates with greater financial stability and the chance for a better quality of life.

In today’s competitive job market, a university degree gives individuals a competitive edge, as employers value higher education qualifications. University education also promotes lifelong learning and adaptability, crucial skills in an ever-changing world. Lastly, the university environment offers ample opportunities for personal and professional networking, which can greatly enhance both career prospects and personal growth.

What are the advantages of university education?

University education offers numerous benefits, including social and cultural development, networking opportunities, independence, knowledge and skills for the job market, personal fulfillment, and lifelong learning.

How does university education contribute to social and cultural development?

University students have the opportunity to meet people from diverse backgrounds, broadening their understanding of other cultures. Living in close proximity to fellow students fosters social skills and independence, creating a platform for social interactions and personal growth.

How does university education provide networking opportunities?

Attending university offers students the chance to develop valuable networks and connections. Interacting with peers, professors, and professionals in their field of interest can lead to future job opportunities and collaborations, shaping one’s career path.

What skills are developed through university education?

University life requires students to take responsibility for their own finances, living arrangements, and daily tasks. Living away from home and managing these responsibilities fosters independence and the development of crucial life skills, such as organization, self-reliance, and problem-solving.

How does university education contribute to the job market?

University education provides students with the knowledge and skills needed for the job market. Employers value individuals with a higher education background, as it demonstrates a commitment to learning and a broad understanding of their field. A university degree opens doors to better job opportunities and higher earning potential.

How does university education foster personal growth and intellectual curiosity?

University education encourages personal growth and intellectual curiosity by offering the opportunity to explore various subjects, delve deeper into areas of interest, and expand knowledge. This fosters critical thinking, creativity, and a lifelong passion for learning.

How does university education promote a global perspective and open-mindedness?

University education exposes students to a diverse range of ideas, perspectives, and cultures. This broadens their worldview and fosters open-mindedness, enabling them to understand and appreciate different viewpoints, which is a valuable skill in today’s interconnected and multicultural world.

What are the financial benefits of university education?

Graduates with a university education often have greater earning potential and financial stability. A degree can lead to higher-paying jobs and career advancement opportunities. Additionally, university-educated individuals have a better chance of achieving financial independence and improving their quality of life.

How does university education contribute to personal fulfillment and growth?

University education offers personal fulfillment and growth by allowing individuals to pursue their passions, hone their talents, and develop a sense of purpose. The pursuit of knowledge and the opportunity to contribute to society can bring immense satisfaction and fulfillment.

How does a university degree enhance job market competitiveness?

In today’s competitive job market, a university degree can give individuals a competitive edge. Employers often prioritize candidates with higher education qualifications, viewing them as more knowledgeable, skilled, and committed. A degree can increase job prospects and enhance one’s employability.

How does university education prepare individuals for lifelong learning?

University education instills a love for learning and equips individuals with the skills to adapt to changing circumstances. The ability to acquire new knowledge, adapt to new technologies, and embrace continuous learning is crucial in the rapidly evolving world. A university education prepares individuals for lifelong learning.

How does university education facilitate personal and professional networking?

Source links.

• https://www.123helpme.com/essay/Advantages-Of-University-Education-Essay-529348
• https://www.375degrees.com/essay-about-importance-of-university-degree.html
• https://www.123helpme.com/essay/Why-Is-University-Education-Necessary-For-Successful-PJQ7K7SWBG

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IELTS Essay: University Education

by Dave | Real Past Tests | 3 Comments

This is an IELTS writing task 2 sample answer essay on the topic ofuniversity education and whether or not governments should make it free for students of all financial backgrounds.

Please consider supporting me on Patreon.com/howtodoielts to receive my full, exclusive IELTS Ebooks!

Some people believe that everyone has a right to have access to university education and that governments should make it free for all students no matter what financial background they have.

To what extent do you agree or disagree?

Many today would argue that higher education is a basic right that should extend to all, regardless of socioeconomic background. In my opinion, I largely disagree since there is more value in improving the relationships between social classes.

Supporters of this policy point out that every taxpayer is entitled to equal treatment. Those who are wealthy typically receive little financial support from the government unless if they have earned a prestigious scholarship. However, such families pay taxes at far higher rates than the average citizen. They have contributed greatly to the federal budget and it is only just that they should receive an equal allocation of their share of government disbursement for university. Without financial aid, these individuals may feel they are being unfairly treated simply because they are more successful.

Although I recognize the legitimate merits to the argument above, I would generally side with those who believe a system that takes into account financial differences is more sustainable. If average families are not allocated the majority of funding for higher education, then they may not be able to attend these schools at all. This risk does not exist for the more affluent. Over time, this could have dire ramifications on society. The general populace might feel that upward social mobility is nearly impossible and become demotivated. They may also begin to resent the government and higher classes, creating the conditions for social unrest.

In conclusion, despite calls for fairness under the law, certain distinctions should be made for the betterment of society on the whole. Government policy should be aimed at equality of opportunity rather than a reductive understanding of equality.

1. Many today would argue that higher education is a basic right that should extend to all, regardless of socioeconomic background. 2. In my opinion, I largely disagree since there is more value in improving the relationships between social classes.

• Paraphrase the overall essay topic.
• Write a clear opinion. Read more about introductions here .

1. Supporters of this policy point out that every taxpayer is entitled to equal treatment. 2. Those who are wealthy typically receive little financial support from the government unless if they have earned a prestigious scholarship. 3. However, such families pay taxes at far higher rates than the average citizen. 4. They have contributed greatly to the federal budget and it is only just that they should receive an equal allocation of their share of government disbursement for university. 5. Without financial aid, these individuals may feel they are being unfairly treated simply because they are more successful.

• Write a topic sentence with a clear main idea at the end.
• Explain your main idea.
• Develop it with specific or hypothetical examples.
• Keep developing it fully.
• Vary long and short sentences.

1. Although I recognize the legitimate merits to the argument above, I would generally side with those who believe a system that takes into account financial differences is more sustainable. 2. If average families are not allocated the majority of funding for higher education, then they may not be able to attend these schools at all. 3. This risk does not exist for the more affluent. 4. Over time, this could have dire ramifications on society. 5. The general populace might feel that upward social mobility is nearly impossible and become demotivated. 6. They may also begin to resent the government and higher classes, creating the conditions for social unrest.

• Write a new topic sentence with a new main idea at the end.
• Explain your new main idea.
• Include specific details and examples.
• Add as much information as you can and make sure it links logically.
• Develop the example fully.
• State the results as well.

1. In conclusion, despite calls for fairness under the law, certain distinctions should be made for the betterment of society on the whole. 2. Government policy should be aimed at equality of opportunity rather than a reductive understanding of equality.

• Summarise your main ideas.
• Include a final thought. Read more about conclusions here .

What do the words in bold below mean? Make some notes on paper to aid memory and then check below.

Many today would argue that higher education is a basic right that should extend to all, regardless of socioeconomic background . In my opinion, I largely disagree since there is more value in improving the relationships between social classes .

Supporters of this policy point out that every taxpayer is entitled to equal treatment . Those who are wealthy typically receive little financial support from the government unless if they have earned a prestigious scholarship . However, such families pay taxes at far higher rates than the average citizen . They have contributed greatly to the federal budget and it is only just that they should receive an equal allocation of their share of government disbursement for university. Without financial aid , these individuals may feel they are being unfairly treated simply because they are more successful.

Although I recognize the legitimate merits to the argument above, I would generally side with those who believe a system that takes into account financial differences is more sustainable . If average families are not allocated the majority of funding for higher education , then they may not be able to attend these schools at all. This risk does not exist for the more affluent . Over time, this could have dire ramifications on society. The general populace might feel that upward social mobility is nearly impossible and become demotivated . They may also begin to resent the government and higher classes , creating the conditions for social unrest .

In conclusion, despite calls for fairness under the law, certain distinctions should be made for the betterment of society on the whole . Government policy should be aimed at equality of opportunity rather than a reductive understanding of equality.

For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:

argue claim

higher education university

basic right  fundamental ability

extend  also include

regardless of  nonetheless

socioeconomic background where you come from and how rich or poor you are

largely disagree since  mostly not in agreement because

value  importance

improving  getting better

relationships between social classes interpersonal bonds in society

supporters  people who think this is true

policy  reform

point out  argue

taxpayer  citizen

entitled to  are allowed to

equal treatment fair handling

wealthy  rich

typically receive  usually get

financial support  money given

unless  in the case that

earned  made

prestigious scholarship money to go to school

taxes  money paid to the government

far higher rates  much bigger figures

average citizen normal person

contributed greatly  added a lot to

federal budget  money for the government to spend

just  fair (justice)

equal allocation  the same for all

share  amount for each person/group

disbursement  sending out of money

without financial aid no support

unfairly treated  not given the same consideration

recognize  understand

legitimate merits  real benefits

argument  ideas

generally side with  overall agree with

system  how things are run, organized

takes into account  considers

financial differences class differences

sustainable can continue in the future

allocated  given to each area

majority  most of

funding  money

attend  go to

risk  the threat of

affluent rich

dire ramifications bad effects 

general populace  people

upward social mobility  rising in society

nearly impossible  can’t happen

demotivated discouraged

resent be angry about

higher classes richer people

conditions  circumstances

social unrest people unhappy

despite calls  regardless of people asking for

fairness  everything equal and according to the rules

certain distinctions  some differences

betterment  making better

on the whole overall

government policy  what the government decides to do

aimed  focused on

equality of opportunity same chances at success 

rather than  instead of

reductive  too simplistic

Pronunciation

Practice saying the vocabulary below and use this tip about Google voice search :

ˈɑːgjuː   ˈhaɪər ˌɛdju(ː)ˈkeɪʃən   ˈbeɪsɪk raɪt   ɪksˈtɛnd   rɪˈgɑːdlɪs ɒv   ˌsəʊsɪəʊˌɛkəˈnɒmɪk ˈbækgraʊnd ˈlɑːʤli ˌdɪsəˈgriː sɪns   ˈvæljuː   ɪmˈpruːvɪŋ   rɪˈleɪʃənʃɪps bɪˈtwiːn ˈsəʊʃəl ˈklɑːsɪz . səˈpɔːtəz   ˈpɒlɪsi   pɔɪnt aʊt   ˈtæksˌpeɪə   ɪnˈtaɪtld tuː   ˈiːkwəl ˈtriːtmənt ˈwɛlθi   ˈtɪpɪk(ə)li rɪˈsiːv   faɪˈnænʃəl səˈpɔːt   ənˈlɛs   ɜːnd   prɛˈstɪʤəs ˈskɒləʃɪp ˈtæksɪz   fɑː ˈhaɪə reɪts   ˈævərɪʤ ˈsɪtɪzn kənˈtrɪbju(ː)tɪd ˈgreɪtli   ˈfɛdərəl ˈbʌʤɪt   ʤʌst   ˈiːkwəl ˌæləʊˈkeɪʃ(ə)n   ʃeə   dɪsˈbɜːsmənt   wɪˈðaʊt faɪˈnænʃəl eɪd ʌnˈfeəli ˈtriːtɪd   ˈrɛkəgnaɪz   lɪˈʤɪtɪmɪt ˈmɛrɪts   ˈɑːgjʊmənt   ˈʤɛnərəli saɪd wɪð   ˈsɪstɪm   teɪks ˈɪntuː əˈkaʊnt   faɪˈnænʃəl ˈdɪfrənsɪz   səsˈteɪnəbl ˈæləʊkeɪtɪd   məˈʤɒrɪti   ˈfʌndɪŋ   ˈhaɪər ˌɛdju(ː)ˈkeɪʃən əˈtɛnd   rɪsk   ˈæflʊənt ˈdaɪə ˌræmɪfɪˈkeɪʃənz   ˈʤɛnərəl ˈpɒpjʊləs   ˈʌpwəd ˈsəʊʃəl məʊˈbɪlɪti   ˈnɪəli ɪmˈpɒsəbl   diː-ˈməʊtɪveɪtɪd rɪˈzɛnt   ˈhaɪə ˈklɑːsɪz kənˈdɪʃənz   ˈsəʊʃəl ʌnˈrɛst dɪsˈpaɪt kɔːlz   ˈfeənɪs   ˈsɜːtn dɪsˈtɪŋkʃənz   ˈbɛtəmənt   ɒn ðə həʊl ˈgʌvnmənt ˈpɒlɪsi   eɪmd   i(ː)ˈkwɒlɪti ɒv ˌɒpəˈtjuːnɪti   ˈrɑːðə ðæn   rɪˈdʌktɪv  

Vocabulary Practice

I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:

Many today would a______e that h____________________n is a b___________t that should e_________d to all, r________________f s____________________________d . In my opinion, I l_________________e s_______e there is more v_______e in i___________g the r_________________________n s_____________s .

S______________s of this p_________y p_____________t that every t___________r is e_____________o e_________________t . Those who are w_______y t________________e little f___________________t from the government u_______s if they have e______d a p_______________________p . However, such families pay t________s at f__________________s than the a______________n . They have c_____________________y to the f___________________t and it is only j_____t that they should receive an e___________________n of their s______e of government d____________________t for university. W____________________d , these individuals may feel they are being u_______________d simply because they are more successful.

Although I r____________e the l____________________s to the a___________t above, I would g___________________h those who believe a s________m that t_______________________t f______________________s is more s_____________e . If average families are not a____________d the m__________y of f__________g for h________________n , then they may not be able to a____d these schools at all. This r___k does not exist for the more a__________t . Over time, this could have d___________________s on society. The g____________________e might feel that u____________________y is n_________________e and become d___________________d . They may also begin to r_________t the government and h_______________s , creating the c_____________s for s___________t .

In conclusion, d____________s for f____________s under the law, c_______________s should be made for the b____________t of society o_____________e . G__________________y should be a_____d at e______________________y r__________n a r________e understanding of equality.

Listening Practice

Learn more about this topic by watching videos from The New York Times YouTube channel below and practice with these activities :

Speaking Practice

Practice with the following topics below from IELTS speaking :

• Did you like your school when you were a child?
• What did you learn about?
• Did you have a favorite teacher?
• Are there many rules in schools in your country?

Reading Practice

Read more about this topic and use these ideas to practice :

https://www.theatlantic.com/education/archive/2018/09/where-did-americas-dream-of-free-college-go/569770/

Writing Practice

Competition for university study is becoming increasingly strong.

Why are universities becoming more competitive?

Is this a positive or negative development?

IELTS Essay: Competition in University

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Exceptionally exclusive version appeared- l’m an ielts and language instructor—- appreciate it wholeheartedly— thnx in anticipation

You’re welcome, Manjeet!

Hello Dave! Can you check my essay on this topic? I’m so nervous because I will have the real test next month. Please tell me whether my essay get a band of 7. Thank you so much, Dave

It is true that there are some opinions that entering university is a basic right for everyone so that tertiary education should be made free for all students. From my perspective, I strongly agree with the opposite view that tuition fee should be imposed properly as both academic institutions and students would benefit from this development.

Those in favor of a tuition-free education would argue the financial burden that undergraduates could confront. Students who just finish high school, especially those coming from regions that are considerably far from their university, could be in charge of paying for numerous relevant expenses such as the costs for accommodation and transportation. As a result, additional costs from education would exacerbate their burden to some extent, causing debts and even discouraging them from further study.

On the other hand, financial pressure is not always negative. Resilient students would consider this pressure to be a chance to challenge themselves. Indeed, having to cope with inadequate sources of money force them to participate in part-time jobs and seek scholarships, which promote the improvement of many essential skills. For instance, students who work for coffee shops will gain valuable experiences in terms of communication, financial management and patience that serve as prerequisites for their future success. Furthermore, there should be the presence of tuition fee in order to maintain and engender the accessibility of necessary facilities. Despite the sponsorship from governments, internal fees still remain the chief source of money to improve the quality of educational environment and allow the additional constructions of utility areas such as laboratories and swimming pools.

In conclusion, while small proportion of students would find it hard to confront with the adversity of lacking money, the majority will be given an incentive to comprehensively develop and most universities could spend the tuition fee on upgrading the educational conditions. Thus, university costs should not be made free but compulsory for all learners.

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Home Essay Samples

Essay Samples on Education

Dealing with the subject of education always represents a complex mixture of analysis, creative thinking, and exploration of similar works. Since the beginning of pandemic times, most college students had to approach online tools and study remotely. It has affected most universities all over the world as the study topics became adjusted. It brought in certain confusion as students often felt challenged as they compared different learning methods or spoke in favor of Zoom sessions. If you are still on the fence and would like to explore the matter in greater depth, check our free essay examples about education. It will help you to learn more and see what’s currently trending. You will see that education is a complex subject where you must use more than one discipline by focusing on healthcare matters as well. As you work on your structure, pay attention to the education essay format and the use of the thesis statement as an assumption. Our education essay samples cover the majority of opinions and take on things, so you will be able to find something that inspires you. You can use these as a helpful template for your education essay writing and learn about citation rules.

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Expectations for Myself as a Student

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Improving the Quality of Education

By  Derek Bok

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Increasing graduation rates and levels of educational attainment will accomplish little if students do not learn something of lasting value. Yet federal efforts over the last several years have focused much more on increasing the number of Americans who go to college than on improving the education they receive once they get there.

By concentrating so heavily on graduation rates and attainment levels, policy makers are ignoring danger signs that the amount that students learn in college may have declined over the past few decades and could well continue to do so in the years to come. The reasons for concern include:

• College students today seem to be spending much less time on their course work than their predecessors did 50 years ago, and evidence of their abilities suggests that they are probably learning less than students once did and quite possibly less than their counterparts in many other advanced industrial countries.
• Employers complain that many graduates they hire are deficient in basic skills such as writing, problem solving and critical thinking that college leaders and their faculties consistently rank among the most important goals of an undergraduate education.
• Most of the millions of additional students needed to increase educational attainment levels will come to campus poorly prepared for college work, creating a danger that higher graduation rates will be achievable only by lowering academic standards.
• More than two-thirds of college instructors today are not on the tenure track but are lecturers serving on year-to-year contracts. Many of them are hired without undergoing the vetting commonly used in appointing tenure-track professors. Studies indicate that extensive use of such instructors may contribute to higher dropout rates and to grade inflation.
• States have made substantial cuts in support per student over the past 30 years for public colleges and community colleges. Research suggests that failing to increase appropriations to keep pace with enrollment growth tends to reduce learning and even lower graduation rates.

While some college leaders are making serious efforts to improve the quality of teaching, many others seem content with their existing programs. Although they recognize the existence of problems affecting higher education as a whole, such as grade inflation or a decline in the rigor of academic standards, few seem to believe that these difficulties exist on their own campus, or they tend to attribute most of the difficulty to the poor preparation of students before they enroll.

Some Immediate Improvements

Many colleges provide a formidable array of courses, majors and extracurricular opportunities, but firsthand accounts indicate that many undergraduates do not feel that the material conveyed in their readings and lectures has much relevance to their lives. Such sentiments suggest either that the courses do not in fact contribute much to the ultimate goals that colleges claim to value or that instructors are not taking sufficient care to explain the larger aims of their courses and why they should matter.

Other studies suggest that many instructors do not teach their courses in ways best calculated to achieve the ends that faculties themselves consider important. For example, one investigator studied samples of the examinations given at elite liberal arts colleges and research universities. Although 99 percent of professors consider critical thinking an “essential” or “very important” goal of a college education, fewer than 20 percent of the exam questions actually tested for this skill.

Now that most faculties have defined the learning objectives of their college and its various departments and programs, it should be possible to review recent examinations to determine whether individual professors, programs and departments are actually designing their courses to achieve those goals. College administrators could also modify their student evaluation forms to ask students whether they believe the stated goals were emphasized in the courses they took.

In addition, the average time students devote to studying varies widely among different colleges, and many campuses could require more of their students. Those lacking evidence about the study habits of their undergraduates could inform themselves through confidential surveys that faculties could review and consider steps to encourage greater student effort and improve learning.

The vast difference between how well seniors think they can perform and their actual proficiencies (according to tests of basic skills and employer evaluations) suggests that many colleges are failing to give students an adequate account of their progress. Grade inflation may also contribute to excessive confidence, suggesting a need to work to restore appropriate standards, although that alone is unlikely to solve the problem. Better feedback on student papers and exams will be even more important in order to give undergraduates a more accurate sense of how much progress they’ve made and what more they need to accomplish before they graduate.

More Substantial Reforms

More fundamental changes will take longer to achieve but could eventually yield even greater gains in the quality of undergraduate education. They include:

Improving graduate education. Colleges and universities need to reconfigure graduate programs to better prepare aspiring professors for teaching. As late as two or three generations ago, majorities of new Ph.D.s, at least in the better graduate programs, found positions where research was primary, either in major universities, industry or government. Today, however, many Ph.D.s find employment in colleges that are chiefly devoted to teaching or work as adjunct instructors and are not expected to do research.

Aspiring college instructors also need to know much more now in order to teach effectively. A large and increasing body of useful knowledge has accumulated about learning and pedagogy, as well as the design and effectiveness of alternative methods of instruction. Meanwhile, the advent of new technologies has given rise to methods of teaching that require special training. As evidence accumulates about promising ways of engaging students actively, identifying difficulties they are having in learning the material and adjusting teaching methods accordingly, the current gaps in the preparation most graduate students receive become more and more of a handicap.

Universities have already begun to prepare graduate students to teach by giving them opportunities to assist professors in large lecture courses and by creating centers where they can get help to become better instructors. More departments are starting to provide or even require a limited amount of instruction in how to teach. Nevertheless, simply allowing grad students to serve as largely unsupervised teaching assistants, or creating centers where they can receive a brief orientation or a few voluntary sessions on teaching, will not adequately equip them for a career in the classroom.

A more substantial preparation is required and will become ever more necessary as the body of relevant knowledge continues to grow. With all the talk in graduate school circles about preparing doctoral students for jobs outside academe, one has to wonder why departments spend time readying Ph.D. candidates for entirely different careers before they have developed adequate programs for the academic posts that graduate schools are supposed to serve, and that most of their students continue to occupy.

Many departments may fail to provide such instruction because they lack faculty with necessary knowledge, but provosts and deans could enlist competent teachers for such instruction from elsewhere in the university, although they may hesitate to do so, given than graduate education has always been the exclusive domain of the departments. Enterprising donors might consider giving grants to graduate schools or departments willing to make the necessary reforms. If even a few leading universities responded to such an invitation, others would probably follow suit.

Creating a teaching faculty. The seeds of such a change already exist through the proliferation of instructors who are not on the tenure track but are hired on a year-to- year basis or a somewhat longer term to teach basic undergraduate courses. Those adjunct instructors now constitute as much as 70 percent of all college instructors.

The multiplication of such instructors has largely been an ad hoc response to the need to cut costs in order to cope with severe financial pressures resulting from reductions in state support and larger student enrollments. But researchers are discovering that relying on casually hired, part-time teachers can have adverse effects on graduation rates and the quality of instruction. Sooner or later, the present practices seem bound to give way to more satisfactory arrangements.

One plausible outcome would be to create a carefully selected, full-time teaching faculty, the members of which would lack tenure but receive appointments for a significant term of years with enforceable guarantees of academic freedom and adequate notice if their contracts are not renewed. Such instructors would receive opportunities for professional development to become more knowledgeable and proficient as teachers, and they would teach more hours per week than the tenured faculty. In return, they would receive adequate salaries, benefits and facilities and would share in deliberations over educational policy, though not in matters involving research and the appointment and promotion of tenure-track professors.

These faculty members would be better trained in teaching and learning than the current research-oriented faculty, although tenured professors who wish to teach introductory or general education courses would, of course, be welcome to do so. Being chiefly engaged in teaching, they might also be more inclined to experiment with new and better methods of instruction if they were encouraged to do so.

A reform of this sort would undoubtedly cost more than most universities currently pay their non-tenure-track instructors (though less than having tenured faculty teach the lower-level courses). Even so, the shabby treatment of many part-time instructors is hard to justify, and higher costs seem inevitable once adjunct faculties become more organized and use their collective strength to bargain for better terms.

Progress may have to come gradually as finances permit. But instead of today’s legions of casually hired, underpaid and insecure adjunct instructors, a substantial segment of the college faculty would possess the time, training and job security to participate in a continuing effort to develop more effective methods of instruction to engage their students and help them derive more lasting value from their classes.

Rethinking the undergraduate curriculum. The familiar division into fields of concentration, electives and general education leaves too little room for students to pursue all of the objectives that professors themselves deem important for a well-rounded college education. This tripartite structure, with its emphasis on the major and its embrace of distribution requirements and extensive electives, was introduced by research universities and designed more to satisfy the interests of a tenured, research-oriented faculty than to achieve the various aims of a good undergraduate education. The existing structure is unlikely to change so long as decisions about the curriculum remain under the exclusive control of the tenure-track professors who benefit from the status quo.

By now, the standard curriculum has become so firmly rooted that during the periodic reviews conducted in most universities, the faculty rarely pause to examine the tripartite division and its effect upon the established goals of undergraduate education. Instead, the practice of reserving up to half of the required number of credits for the major is simply taken for granted along with maintaining a distribution requirement and preserving an ample segment of the curriculum for electives.

The obvious remedy is to include the non-tenure-track instructors who currently make up a majority of the teaching faculty in curricular reviews so that all those who play a substantial part in trying to achieve the goals of undergraduate education can participate in the process. It is anomalous to allow the tenure-track faculty to enjoy exclusive power over the curriculum when they provide such a limited share of the teaching. Such a reform might be difficult under current conditions in many colleges where most undergraduate instructors serve part-time, are often chosen haphazardly and frequently lack either the time or the interest to participate fully in a review of its undergraduate program. If adjunct instructors achieve the status previously described, however, their prominent role in teaching undergraduates should entitle them to a seat at the table to discuss the educational program, including its current structure. Such a move could at least increase the likelihood of a serious discussion of the existing curricular structure to determine whether it truly serves the multiple aims of undergraduate education.

Colleges should also consider allowing some meaningful participation by members of the administrative staff who are prominently involved in college life, such as deans of student affairs and directors of admission. The current division between formal instruction and the extracurriculum is arbitrary, since many goals of undergraduate education, such as moral development and preparation for citizenship, are influenced significantly by the policies for admitting students, the administration of rules for student behavior, the advising of undergraduates, the nature of residential life and the extracurricular activities in which many students participate. Representatives from all groups responsible for the policies and practices that affect these goals should have something to contribute to reviews of undergraduate education.

The Need for Research

Finally, there is an urgent need for more and better research both to improve the quality of undergraduate education and to increase the number of students who complete their studies. Among the many questions deserving further exploration, four lines of inquiry seem especially important.

• How can remedial education be improved? At present, low rates of completion in remedial courses are a major impediment to raising levels of educational attainment. The use of computer-aided instruction in remedial math provides one promising example of the type of improvement that could yield substantial benefits, and there are doubtless other possibilities.
• Far too little is known about the kinds of courses or other undergraduate experiences that contribute to such noneconomic benefits in later life as better health, greater civic participation and lower incidence of substance abuse and other forms of self-destructive behavior. Better understanding of those connections could help educators increase the lasting value of a college education while providing a stronger empirical basis for the sweeping claims frequently made about the lifelong benefits of a liberal education. Such understanding would also reduce the risk of inadvertently eliminating valuable aspects of a college education in the rush to find quicker, cheaper ways of preparing students to obtain good jobs of immediate value to economic growth.
• Existing research suggests that better advising and other forms of student support may substantially enhance the effect of increased financial aid in boosting the numbers of students who complete their studies. With billions of dollars already being spent on student grants and loans, it would clearly be helpful to know more about how to maximize the effects of such subsidies on graduation rates.
• More work is needed to develop better ways for colleges to measure student learning, not only for critical thinking and writing but also for other purposes of undergraduate education.

The importance of this last point can scarcely be overestimated. Without reliable measures of learning, competition for students can do little to improve the quality of instruction, since applicants have no way of knowing which college offers them the best teaching. Provosts, deans and departments will have difficulty identifying weaknesses in their academic programs in need of corrective action. Academic leaders will be handicapped in trying to persuade their professors to change the way they teach if they cannot offer convincing evidence that alternative methods will bring improved results. Faculty members will do less to improve their teaching if they continue to lack adequate ways to discover how much their students are learning.

All these reforms could do a lot to improve the quality of undergraduate education -- as well as increase levels of attainment. With more research and experimentation, other useful ideas will doubtless continue to appear.

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IELTS Writing Task 2 – Aim of University Education (Band 9)

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IELTS Writing Task 2 essay with model answer

You should spend about 40 minutes on this task. Write about the following topic

Some people believe the aim of university education is to help graduates get better jobs. Others believe there are much wider benefits of university education for both individuals and society.

Discuss both views and give your opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

Model Answer:

According to a section of society, the primary goal of tertiary education is to enable individuals secure coveted jobs. However others strongly believe that goal of higher education is to achieve greater good; both for individuals and society. I strongly believe that purpose of university education is far beyond job prospects and in the course of the essay I will discuss both the viewpoints .

There are specific reasons why people believe that tertiary education is the gateway to a lucrative job.  Firstly market researches in the United States and other developed countries have shown that post graduates are able to command a considerable higher salary at workplace when compared to graduates or simple high school diploma holders. Moreover, the professional world of certain white collared, highly respected professions, like those of physicians, engineers, scientists can only be pursued, after graduating from the respective university courses. Furthermore, in certain fields like management, the credibility of various universities are judged by their ability to generate glittering well-paid employment offers for their fresh graduates, during their campus placements. Hence university education is definitely perceived as a means of better employability.

In this context it is worth mentioning that, apart from generating lucrative jobs for students, universities also benefit the nation by creating educated societies, containing an immense pool of forward thinking individuals, who can contribute towards social development by their respective expertise. Individuals graduating from universities also additionally benefit from the multicultural environments that promote intercultural tolerance and brotherhood. The process of tertiary education also promotes teamwork and collective development amongst individuals. Over and above, numerous long lasting friendships, business partnerships and courtships also bloom from the university campus life.

Finally, to sum up, it can be confidently stated that apart from generating respectable employment, there are numerous associated positive aspects of university education, which are of great social and individual significance.

Total Words: 277

Task Achievement: 9

Coherence & cohesion: 9, lexical resources: 9, overall score: band 9.

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Ielts writing task 2 model answer: some people think the government should not be used for supporting art and culture, ielts exam – london – yatree – december 22, 2016.

Yatree - December 22, 2016 at 5:34 pm - Hi Atul, Thank you very much for providing such a wonderful...

Comments are closed.

excellent essay..i appreciate u…..good vacabs also…thanks a lot

Dear Aatika,

I’m glad you found it helpful.

Good luck with IELTS!

Hi, first time replying here so hope you don’t mind it being conflictory: The original comment sounds almost sarcastic- in the 3rd paragraph you repeat the word ‘also’ in every sentence which doesn’t seem like good vocabulary. Also, (being ironic here) it seems that you weigh the two opinions in a fashion that contradicts your point; with better employability getting a main focus in comparison to wider benefits. Also, why is your final paragraph 35 words long?

I think the vocabulary on the whole was good throughout, however I just found that these points stick out for me and seems like it would detract from your IELTs score. Can you explain why it would get a 9 even with my points in mind? I need to get an 8 but I’m finding it hard to find common ground on what is considered a good essay for Task 2 with someone who got an 8 in writing. He read the essay and saw 9 as well, which I think is too high after mulling over my niggling points.

Excellent essay with amazing vocab

Pls send me good vocabulary list ..

Email me on [email protected] and I’ll send you a free ebook on grammar and vocabulary.

Cheers, Atul.

so great ………

Where can I find more essays like this

Dear Vikram,

I’ve posted 100’s of model answers here: https://ieltsonlinepractice.com/ielts-writing-speaking-samples-band-7-8-9-students/

Good luck! Atul.

I have a lot of problem with writing task 2,pls help me

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Ielts essay 244 - university education to help graduates get better jobs, ielts writing task 2/ ielts essay:, some people believe the aim of university education is to help graduates get better jobs. others believe there are much wider benefits of university education for both individuals and society..

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187 College Essay Examples for 11 Schools + Expert Analysis

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 187 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 187 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2024
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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How to write a great college application essay

manuela florea

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Table of contents

• Introduction

1. Read the instructions carefully

2. start with a compelling introduction, 3. use your inner voice, 4. avoid clichés, 5. give good examples to support your ideas, 6. stick to a clear essay plan, 7. ask someone to proofread your work.

You’ve completed all the application forms, taken all the tests, and now it’s finally time to impress your university’s admission officers with a great college application essay.

A college application essay is usually around 500 words, and those words can mean the difference between acceptance and rejection. You will spend many days researching and crafting your essay, but admissions officers will only have a few minutes to actually read it, so you need to get their attention. 

However, if you are the type of person who likes to start with the don’ts, check out our blog post on How Not to Write a University Application Essay .

They say starting the essay is the hardest part. You may think it’s redundant to mention that you need to read the instructions carefully, but with all the excitement and stress that characterizes this period of your life, it needs to be highlighted.

If you don’t follow the application essay guidelines, the admissions officer may assume that you won’t be able to follow the directions of the university’s program. Page and word limits are mentioned for a reason and you must be able to organize your submission by following the rules. 

After you’ve read through the instructions a few times and gathered your notes, you can start creating an outline to organize your essay and decide what message you want to send. Now you're ready to write your first draft.

Great writing is hard to achieve, but it’s possible if you’re smart about it. Anyone who works in journalism will tell you that you can catch any reader’s attention as long as you deliver a great introduction.

The admissions officers will only spend a brief amount of time reviewing your essay, so you need to start with a vivid paragraph that will keep them engaged. The introduction has to reveal to the reader what your essay is about and catch their attention. You could open with an anecdote or an interesting story that will show some of the best parts of your personality and character, offering an insight that will help the admission officers get to know who you are.

Universities are looking for authenticity and quality of thinking, so don’t try to shape your essay around phrases or ideas that people have used many times before, but base it on your genuine beliefs.

The application essay is your opportunity to impress an admissions officer with your determination and existing knowledge of your chosen subject. Make sure it reflects all of your skills and ambitions, and show how your chosen program will help you achieve future goals.

While you research your application essay, you will be encouraged to check out some examples of great essays and get inspired. While this is a great exercise, many students allow themselves to be influenced too much by the examples, and use lots of clichés in their desire to impress the admission officers.

Remember that there are thousands of others students applying to your desired university, and you need to distinguish yourself. Re-read your essay, delete all the sentences that sound like a cliché, and try to find a more original angle. 

Admissions officers go through thousands of applications a year, so it’s only logical that they will notice those that bring a unique personality to life. Let them discover that!

A college application essay is basically a glimpse into how your mind works and how you view the world. If you want your essay to be credible, you need to make sure everything you write supports that viewpoint. Spend some time figuring out how the essay question relates to your personal qualities and then write from a specific angle.

That means that every time you want to express an idea, you don’t simply state a fact, but you also include specific details and examples to develop your ideas. You can do that by offering examples from your personal experiences and writing about what truly motivates you and how you developed a certain belief.

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Abhinav Singh Bhal Chinese University of Hong Kong graduate

"I have so many wonderful memories of my MBA and I think, for me, the biggest thing that I've taken away was not what I learned in the classroom but the relationships, the friendships, the community that I'm now part of."

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Creativity is an aspect very much appreciated in writing, but don’t assume that a creative essay is not also an organized one. Obviously, you don't want to write a bunch of words without meaning, so make sure you write about just one subject at a time.

You will have a maximum number of words, so the secret is not to try to cover everything in your essay. Create a plan before you actually start writing, organize your essay in three parts (introduction, body and conclusion), and decide on the main ideas you want to express.

You want to create a great college application, so you will probably read it over and over again in order to make sure there are no typos and spelling and grammar errors. But after a while, you might need a fresh perspective. It's best to ask someone who hasn't seen it yet to take a look, as they're likely to see mistakes you won't catch.

If you ask a teacher or parent to proofread your essay, they will be able not only to catch mistakes, but also to check if the writing sounds like you. After reading so many examples and following all those instructions, it’s hard to tell if what you just wrote is a statement of who you really are or not. Enlist the help of others to make sure that your essay is immaculate.

Now start writing and craft an extraordinary essay!

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• Knowledge Base
• College essay
• College Essay Examples | What Works and What Doesn’t

College Essay Examples | What Works and What Doesn't

Published on November 8, 2021 by Kirsten Courault . Revised on August 14, 2023.

One effective method for improving your college essay is to read example essays . Here are three sample essays, each with a bad and good version to help you improve your own essay.

Table of contents

Essay 1: sharing an identity or background through a montage, essay 2: overcoming a challenge, a sports injury narrative, essay 3: showing the influence of an important person or thing, other interesting articles, frequently asked questions about college application essays.

This essay uses a montage structure to show snapshots of a student’s identity and background. The writer builds her essay around the theme of the five senses, sharing memories she associates with sight, sound, smell, touch, and taste.

In the weak rough draft, there is little connection between the individual anecdotes, and they do not robustly demonstrate the student’s qualities.

In the final version, the student uses an extended metaphor of a museum to create a strong connection among her stories, each showcasing a different part of her identity. She draws a specific personal insight from each memory and uses the stories to demonstrate her qualities and values.

How My Five Senses Record My Life

Throughout my life, I have kept a record of my life’s journey with my five senses. This collection of memories matters a great deal because I experience life every day through the lens of my identity.

“Chinese! Japanese!”

My classmate pulls one eye up and the other down.

“Look what my parents did to me!”

No matter how many times he repeats it, the other kids keep laughing. I focus my almond-shaped eyes on the ground, careful not to attract attention to my discomfort, anger, and shame. How could he say such a mean thing about me? What did I do to him? Joseph’s words would engrave themselves into my memory, making me question my appearance every time I saw my eyes in the mirror.

Soaking in overflowing bubble baths with Andrew Lloyd Webber belting from the boombox.

Listening to “Cell Block Tango” with my grandparents while eating filet mignon at a dine-in show in Ashland.

Singing “The Worst Pies in London” at a Korean karaoke club while laughing hysterically with my brother, who can do an eerily spot-on rendition of Sweeney Todd.

Taking car rides with Mom in the Toyota Sequoia as we compete to hit the high note in “Think of Me” from The Phantom of the Opera . Neither of us stands a chance!

The sweet scent of vegetables, Chinese noodles, and sushi wafts through the room as we sit around the table. My grandma presents a good-smelling mixture of international cuisine for our Thanksgiving feast. My favorite is the Chinese food that she cooks. Only the family prayer stands between me and the chance to indulge in these delicious morsels, comforting me with their familiar savory scents.

I rinse a faded plastic plate decorated by my younger sister at the Waterworks Art Center. I wear yellow rubber gloves to protect my hands at Mom’s insistence, but I can still feel the warm water that offers a bit of comfort as I finish the task at hand. The crusted casserole dish with stubborn remnants from my dad’s five-layer lasagna requires extra effort, so I fill it with Dawn and scalding water, setting it aside to soak. I actually don’t mind this daily chore.

I taste sweat on my upper lip as I fight to continue pedaling on a stationary bike. Ava’s next to me and tells me to go up a level. We’re biking buddies, dieting buddies, and Saturday morning carbo-load buddies. After the bike display hits 30 minutes, we do a five-minute cool down, drink Gatorade, and put our legs up to rest.

My five senses are always gathering new memories of my identity. I’m excited to expand my collection.

Word count: 455

College essay checklist

Topic and structure

• I’ve selected a topic that’s meaningful to me.
• My essay reveals something different from the rest of my application.
• I have a clear and well-structured narrative.
• I’ve concluded with an insight or a creative ending.

Writing style and tone

• 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 tells.
• I’ve used appropriate style and tone for a college essay.
• I’ve used specific, vivid personal stories that would be hard to replicate.
• I’ve demonstrated my positive traits and values in my essay.
• My essay is focused on me, not another person or thing.
• I’ve included self-reflection and insight in my essay.
• I’ve respected the word count , remaining within 10% of the upper word limit.

Making Sense of My Identity

Welcome to The Rose Arimoto Museum. You are about to enter the “Making Sense of My Identity” collection. Allow me to guide you through select exhibits, carefully curated memories from Rose’s sensory experiences.

First, the Sight Exhibit.

“Chinese! Japanese!”

“Look what my parents did to me!”

No matter how many times he repeats it, the other kids keep laughing. I focus my almond-shaped eyes on the ground, careful not to attract attention as my lip trembles and palms sweat. Joseph couldn’t have known how his words would engrave themselves into my memory, making me question my appearance every time I saw my eyes in the mirror.

Ten years later, these same eyes now fixate on an InDesign layout sheet, searching for grammar errors while my friend Selena proofreads our feature piece on racial discrimination in our hometown. As we’re the school newspaper editors, our journalism teacher Ms. Riley allows us to stay until midnight to meet tomorrow’s deadline. She commends our work ethic, which for me is fueled by writing一my new weapon of choice.

Next, you’ll encounter the Sound Exhibit.

Still, the world is my Broadway as I find my voice on stage.

Just below, enter the Smell Exhibit.

While I help my Pau Pau prepare dinner, she divulges her recipe for cha siu bau, with its soft, pillowy white exterior hiding the fragrant filling of braised barbecue pork inside. The sweet scent of candied yams, fun see , and Spam musubi wafts through the room as we gather around our Thankgsiving feast. After our family prayer, we indulge in these delicious morsels until our bellies say stop. These savory scents of my family’s cultural heritage linger long after I’ve finished the last bite.

Next up, the Touch Exhibit.

I rinse a handmade mug that I had painstakingly molded and painted in ceramics class. I wear yellow rubber gloves to protect my hands at Mom’s insistence, but I can still feel the warm water that offers a bit of comfort as I finish the task at hand. The crusted casserole dish with stubborn remnants from my dad’s five-layer lasagna requires extra effort, so I fill it with Dawn and scalding water, setting it aside to soak. For a few fleeting moments, as I continue my nightly chore, the pressure of my weekend job, tomorrow’s calculus exam, and next week’s track meet are washed away.

Finally, we end with the Taste Exhibit.

My legs fight to keep pace with the stationary bike as the salty taste of sweat seeps into corners of my mouth. Ava challenges me to take it up a level. We always train together一even keeping each other accountable on our strict protein diet of chicken breasts, broccoli, and Muscle Milk. We occasionally splurge on Saturday mornings after interval training, relishing the decadence of everything bagels smeared with raspberry walnut cream cheese. But this is Wednesday, so I push myself. I know that once the digital display hits 30:00, we’ll allow our legs to relax into a five-minute cool down, followed by the fiery tang of Fruit Punch Gatorade to rehydrate.

Thank you for your attention. This completes our tour. I invite you to rejoin us for next fall’s College Experience collection, which will exhibit Rose’s continual search for identity and learning.

Word count: 649

• I’ve crafted an essay introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.

Prevent plagiarism. Run a free check.

This essay uses a narrative structure to recount how a student overcame a challenge, specifically a sports injury. Since this topic is often overused, the essay requires vivid description, a memorable introduction and conclusion , and interesting insight.

The weak rough draft contains an interesting narrative, insight, and vivid imagery, but it has an overly formal tone that distracts the reader from the story. The student’s use of elaborate vocabulary in every sentence makes the essay sound inauthentic and stilted.

The final essay uses a more natural, conversational tone and chooses words that are vivid and specific without being pretentious. This allows the reader to focus on the narrative and appreciate the student’s unique insight.

One fateful evening some months ago, a defensive linebacker mauled me, his 212 pounds indisputably alighting upon my ankle. Ergo, an abhorrent cracking of calcified tissue. At first light the next day, I awoke cognizant of a new paradigm—one sans football—promulgated by a stabbing sensation that would continue to haunt me every morning of this semester.

It’s been an exceedingly taxing semester not being able to engage in football, but I am nonetheless excelling in school. That twist of fate never would have come to pass if I hadn’t broken my ankle. I still limp down the halls at school, but I’m feeling less maudlin these days. My friends don’t steer clear anymore, and I have a lot more of them. My teachers, emboldened by my newfound interest in learning, continually invite me to learn more and do my best. Football is still on hold, but I feel like I’m finally playing a game that matters.

Five months ago, right after my ill-fated injury, my friends’ demeanor became icy and remote, although I couldn’t fathom why. My teachers, in contrast, beckoned me close and invited me on a new learning journey. But despite their indubitably kind advances, even they recoiled when I drew near.

A few weeks later, I started to change my attitude vis-à-vis my newfound situation and determined to put my energy toward productive ends (i.e., homework). I wasn’t enamored with school. I never had been. Nevertheless, I didn’t abhor it either. I just preferred football.

My true turn of fate came when I started studying more and participating in class. I started to enjoy history class, and I grew interested in reading more. I discovered a volume of poems written by a fellow adventurer on the road of life, and I loved it. I ravenously devoured everything in the writer’s oeuvre .

As the weeks flitted past, I found myself spending my time with a group of people who were quite different from me. They participated in theater and played instruments in marching band. They raised their hands in class when the teacher posed a question. Because of their auspicious influence, I started raising my hand too. I am no longer vapid, and I now have something to say.

I am certain that your school would benefit from my miraculous academic transformation, and I entreat you to consider my application to your fine institution. Accepting me to your university would be an unequivocally righteous decision.

Word count: 408

• I’ve chosen a college essay topic that’s meaningful to me.
• I’ve respected the essay word count , remaining within 10% of the upper word limit.

As I step out of bed, the pain shoots through my foot and up my leg like it has every morning since “the game.” That night, a defensive linebacker tackled me, his 212 pounds landing decidedly on my ankle. I heard the sound before I felt it. The next morning, I awoke to a new reality—one without football—announced by a stabbing sensation that would continue to haunt me every morning of this semester.

My broken ankle broke my spirit.

My friends steered clear of me as I hobbled down the halls at school. My teachers tried to find the delicate balance between giving me space and offering me help. I was as unsure how to deal with myself as they were.

In time, I figured out how to redirect some of my frustration, anger, and pent-up energy toward my studies. I had never not liked school, but I had never really liked it either. In my mind, football practice was my real-life classroom, where I could learn all I ever needed to know.

Then there was that day in Mrs. Brady’s history class. We sang a ridiculous-sounding mnemonic song to memorize all the Chinese dynasties from Shang to Qing. I mumbled the words at first, but I got caught up in the middle of the laughter and began singing along. Starting that day, I began browsing YouTube videos about history, curious to learn more. I had started learning something new, and, to my surprise, I liked it.

With my afternoons free from burpees and scrimmages, I dared to crack open a few more of my books to see what was in them. That’s when my English poetry book, Paint Me Like I Am , caught my attention. It was full of poems written by students my age from WritersCorps. I couldn’t get enough.

I wasn’t the only one who was taken with the poems. Previously, I’d only been vaguely aware of Christina as one of the weird kids I avoided. Crammed in the margins of her high-top Chuck Taylors were scribbled lines of her own poetry and infinite doodles. Beyond her punk rock persona was a sensitive artist, puppy-lover, and environmental activist that a wide receiver like me would have never noticed before.

With Christina, I started making friends with people who once would have been invisible to me: drama geeks, teachers’ pets, band nerds. Most were college bound but not to play a sport. They were smart and talented, and they cared about people and politics and all sorts of issues that I hadn’t considered before. Strangely, they also seemed to care about me.

I still limp down the halls at school, but I don’t seem to mind as much these days. My friends don’t steer clear anymore, and I have a lot more of them. My teachers, excited by my newfound interest in learning, continually invite me to learn more and do my best. Football is still on hold, but I feel like I’m finally playing a game that matters.

My broken ankle broke my spirit. Then, it broke my ignorance.

Word count: 512

This essay uses a narrative structure to show how a pet positively influenced the student’s values and character.

In the weak draft, the student doesn’t focus on himself, instead delving into too much detail about his dog’s positive traits and his grandma’s illness. The essay’s structure is meandering, with tangents and details that don’t communicate any specific insight.

In the improved version, the student keeps the focus on himself, not his pet. He chooses the most relevant stories to demonstrate specific qualities, and the structure more clearly builds up to an insightful conclusion.

Man’s Best Friend

I desperately wanted a cat. I begged my parents for one, but once again, my sisters overruled me, so we drove up the Thompson Valley Canyon from Loveland to Estes Park to meet our newest family member. My sisters had already hatched their master plan, complete with a Finding Nemo blanket to entice the pups. The blanket was a hit with all of them, except for one—the one who walked over and sat in my lap. That was the day that Francisco became a Villanova.

Maybe I should say he was mine because I got stuck with all the chores. As expected, my dog-loving sisters were nowhere to be found! My mom was “extra” with all the doggy gear. Cisco even had to wear these silly little puppy shoes outside so that when he came back in, he wouldn’t get the carpets dirty. If it was raining, my mother insisted I dress Cisco in a ridiculous yellow raincoat, but, in my opinion, it was an unnecessary source of humiliation for poor Cisco. It didn’t take long for Cisco to decide that his outerwear could be used as toys in a game of Keep Away. As soon as I took off one of his shoes, he would run away with it, hiding under the bed where I couldn’t reach him. But, he seemed to appreciate his ensemble more when we had to walk through snowdrifts to get his job done.

When my abuela was dying from cancer, we went in the middle of the night to see her before she passed. I was sad and scared. But, my dad let me take Cisco in the car, so Cisco cuddled with me and made me feel much better. It’s like he could read my mind. Once we arrived at the hospital, the fluorescent lighting made the entire scene seem unreal, as if I was watching the scene unfold through someone else’s eyes. My grandma lay calmly on her bed, smiling at us even through her last moments of pain. I disliked seeing the tubes and machines hooked up to her. It was unnatural to see her like this一it was so unlike the way I usually saw her beautiful in her flowery dress, whistling a Billie Holiday tune and baking snickerdoodle cookies in the kitchen. The hospital didn’t usually allow dogs, but they made a special exception to respect my grandma’s last wishes that the whole family be together. Cisco remained at the foot of the bed, intently watching abuela with a silence that seemed more effective at communicating comfort and compassion than the rest of us who attempted to offer up words of comfort that just seemed hollow and insincere. It was then that I truly appreciated Cisco’s empathy for others.

As I accompanied my dad to pick up our dry cleaner’s from Ms. Chapman, a family friend asked, “How’s Cisco?” before even asking about my sisters or me. Cisco is the Villanova family mascot, a Goldendoodle better recognized by strangers throughout Loveland than the individual members of my family.

On our summer trip to Boyd Lake State Park, we stayed at the Cottonwood campground for a breathtaking view of the lake. Cisco was allowed to come, but we had to keep him on a leash at all times. After a satisfying meal of fish, our entire family walked along the beach. Cisco and I led the way while my mom and sisters shuffled behind. Cisco always stopped and refused to move, looking back to make sure the others were still following. Once satisfied that everyone was together, he would turn back around and continue prancing with his golden boy curly locks waving in the chilly wind.

On the beach, Cisco “accidentally” got let off his leash and went running maniacally around the sand, unfettered and free. His pure joy as he raced through the sand made me forget about my AP Chem exam or my student council responsibilities. He brings a smile not only to my family members but everyone around him.

Cisco won’t live forever, but without words, he has impressed upon me life lessons of responsibility, compassion, loyalty, and joy. I can’t imagine life without him.

Word count: 701

I quickly figured out that as “the chosen one,” I had been enlisted by Cisco to oversee all aspects of his “business.” I learned to put on Cisco’s doggie shoes to keep the carpet clean before taking him out一no matter the weather. Soon after, Cisco decided that his shoes could be used as toys in a game of Keep Away. As soon as I removed one of his shoes, he would run away with it, hiding under the bed where I couldn’t reach him. But, he seemed to appreciate his footwear more after I’d gear him up and we’d tread through the snow for his daily walks.

One morning, it was 7:15 a.m., and Alejandro was late again to pick me up. “Cisco, you don’t think he overslept again, do you?” Cisco barked, as if saying, “Of course he did!” A text message would never do, so I called his dad, even if it was going to get him in trouble. There was no use in both of us getting another tardy during our first-period class, especially since I was ready on time after taking Cisco for his morning outing. Alejandro was mad at me but not too much. He knew I had helped him out, even if he had to endure his dad’s lecture on punctuality.

Another early morning, I heard my sister yell, “Mom! Where are my good ballet flats? I can’t find them anywhere!” I hesitated and then confessed, “I moved them.” She shrieked at me in disbelief, but I continued, “I put them in your closet, so Cisco wouldn’t chew them up.” More disbelief. However, this time, there was silence instead of shrieking.

Last spring, Cisco and I were fast asleep when the phone rang at midnight. Abuela would not make it through the night after a long year of chemo, but she was in Pueblo, almost three hours away. Sitting next to me for that long car ride on I-25 in pitch-black darkness, Cisco knew exactly what I needed and snuggled right next to me as I petted his coat in a rhythm while tears streamed down my face. The hospital didn’t usually allow dogs, but they made a special exception to respect my grandma’s last wishes that the whole family be together. Cisco remained sitting at the foot of the hospital bed, intently watching abuela with a silence that communicated more comfort than our hollow words. Since then, whenever I sense someone is upset, I sit in silence with them or listen to their words, just like Cisco did.

The other day, one of my friends told me, “You’re a strange one, Josue. You’re not like everybody else but in a good way.” I didn’t know what he meant at first. “You know, you’re super responsible and grown-up. You look out for us instead of yourself. Nobody else does that.” I was a bit surprised because I wasn’t trying to do anything different. I was just being me. But then I realized who had taught me: a fluffy little puppy who I had wished was a cat! I didn’t choose Cisco, but he certainly chose me and, unexpectedly, became my teacher, mentor, and friend.

Word count: 617

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

• How to end an email
• Ms, mrs, miss
• How to start an email
• I hope this email finds you well
• Hope you are doing well

 Parts of speech

• Personal pronouns
• Conjunctions

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

There are no set rules for how to structure a college application essay , but these are two common structures that work:

• A montage structure, a series of vignettes with a common theme.
• A narrative structure, a single story that shows your personal growth or how you overcame a challenge.

Avoid the five-paragraph essay structure that you learned in high school.

Though admissions officers are interested in hearing your story, they’re also interested in how you tell it. An exceptionally written essay will differentiate you from other applicants, meaning that admissions officers will spend more time reading it.

You can use literary devices to catch your reader’s attention and enrich your storytelling; however, focus on using just a few devices well, rather than trying to use as many as possible.

Most importantly, your essay should be about you , not another person or thing. An insightful college admissions essay requires deep self-reflection, authenticity, and a balance between confidence and vulnerability.

Your essay shouldn’t be a résumé of your experiences but instead should tell a story that demonstrates your most important values and qualities.

When revising your college essay , first check for big-picture issues regarding message, flow, tone, style , and clarity. Then, focus on eliminating grammar and punctuation errors.

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Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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University Essays

In my opinion , you need to come down , honestly saying, ur essay is just a page of complicated words and it is hard to find ur direct answer to exact question , i don't know if i have spelling mistake or not but i am sure that u now know my opinion about ur essay . This matters .

Jul 12, 2014

I think your essay is too high-class which is far beyond the understanding of beginners. You can write your essay in simple sentences.

Jul 18, 2014

Unfortunately I think the comments above are correct. You look like you are trying to use lots of complex words, but they are not all used correctly and it is sometimes unclear what your point is. You do need to simplify things. Did you plan before you wrote the essay? You need to plan carefully - decide what each idea will be to support your point and use examples to explain it further. Take a look at some of the writing lessons for Task 2 on this page:

Sep 03, 2014

its true that some of the sentences are long and some of the words are complicated. It would be better to make it simple and clear to score better ielts marks.

Sep 17, 2014

Yes am agree with all who commented before that your words are tough to understand...Like i just wants to write an essay for my Language paper but could not understand the mean of your words..

Sep 26, 2014

hi. i believe that ur essay lacks proper ideas. u talked too much out of topic and put emphasis only on structure and words.the main priority for u should be appropriate idea and a little support of it

Oct 02, 2014

hi i am beginner, i want to ask the question that in writing essay should i use simple words or high vocabulary. because some people say that we should use high vocabulary

Oct 02, 2014

Hi, You should do what is within your ability. There is no point in using 'high level' vocabulary if you are going to make lots of mistakes. You are likely to get a better score if you use words that you know you can properly. Keep learning new vocabulary and practice with it but be careful in the test.

Nov 21, 2014

Should give 3 or 4 examples too??

Jan 07, 2015

hello, I agree with your point that there should be equal no. of men and women in universities. I am afraid that your way of presenting your ideas is not comprehensive. we should try to write as many positive points in support of our arguments in the given word limit and cut down useless info that the examiner is supposed to be least interested in ( like your first paragraph. you should add in more positive effects which the proposed suggestion will lead to. like societal perspective will change, equal opportunity, greater understanding b/w men and women etc. I hope you understood my point didn't take me wrong. :) all the best

Apr 27, 2015

Yes I agree with the comments above....it's a bit complex need to plan the essay in a easy way

Jul 18, 2015

There is no doubt that we need to use less common vocabulary. But problem with you is that you are using complex words unnecessarily. You need to make your points understandable. If you are saying something, you must elaborate. An essay is not just to show that you know difficult words. Difficult words are necessary but when required. Try to read your topics on google. Acquire some knowledge. hopes you will like

Sep 02, 2015

its difficult to understand because you mix difficult word

Sep 02, 2015

not so bad

Nov 03, 2015

Hi everyone... i read this easy. it seems there are some difficult wording in it and the use of difficult wording is not understandable for the learners. and other thing that i wanna share, you used lengthy sentences.

Nov 18, 2015

hey..... friend....you use high vocabulary and know one student anderstand so use simple word and i think u shoud re-write and solve your small small mistake.

Dec 29, 2019

Too good

May 21, 2020

Writing Task 2.... It is often argued that the Human Values are better practiced and taught in India than other countries. To what extent Do you agree ? Please elaborate with relevant examples.

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Ratio of Male and Female Students

by Rachel - butterflyB908

Universities should take the same number of men and women in each major. To what extent do you agree or disagree with this statement? Many people feel that both females and males should be in equal number when attending a course at an educational institution. I am inclined to disagree with this statement. Due to gender equality most people feel that everyone should be given equal rights, but it strikes me that this is not the case. To begin with, It seems to me that women have always been treated inferior to men, it has been a struggle through the years for them to stand out and not be judged by people for what they do for a living. And I can say that the same goes for men. Why males cannot be stay at home dads? Why females cannot be football players or engineers without people judging them? Having the same number of man and women in each class seems like a good idea, that way all of them have equal chances to stand out and pursue their dreams regardless their gender. Nevertheless, to my way of thinking this measure solves the problem of gender equality but creates another issue. It is true that people should be treated the same, but, a University is the place where people are accepted for their intelligence, their character and ambition. For instance, it is not fair to take an equal number of females and males when maybe the male candidates are better, or the female ones. It is a matter of who deserves the place, that should be the only criteria. All things considered , I firmly believe that Feminism is about people being treated equal. It is not fair to anyone if opportunities are taken form men and given to women or vice-versa. Everyone should fight for what they want and forget about all the stereotypes that stop us from achieving our goals. Please comment on my essay

	In the two body paragraphs you have two different views. That is not considered appropriate according to sub topic.

Free Education for All

by naomi chisi (Cork)

There are many benefits to a good education. Therefore, a university education should be offered to all students, not just students with good high school grades. Do you agree or disagree? A good education opens many doors, hence tertiary education is important and should be offered to everyone who is willing to learn. This essay will discuss the reason why university education is essential and should be provided to all students. First of all, society only offer tertiary education to students who do well with their high school diploma. Although, this makes some students to work extra hard so that, they are accepted to university of their choice. However, I personally agree that university education should have been offered to everyone who is willing to learn regardless what the outcome of the high school grades were? Education itself is a key to many opportunity a person can have. Being educated not only does it open many doors for the individual? But it also makes a person to think and act appropriate. There are many advantages for having university education. For example, nowadays when you apply for the job almost on any application form there is a question of highest education level. The highest education level you have the better chances for you to be given the job. Furthermore, community always admire a person who is educated, not only are you respected by many people but you can be a role model to the young generation. Beside, being educated can take you places you always wanted to go. Travelling around the global not only are you seeing places, but you are able to learn other culture from differences society. This can help a person to be open minded and see things different. And finally, education at the end of the day make the world a better place for everyone. *** Essay on Free Education for All Students - Comment below to help this student improve their IELTS writing score.

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Essay on Taking a Second Degree

by Aim (Bangkok)

Graduates who cannot find work in their chosen fields should be advised to do a second degree, rather than taking a job that does not interest them. To what extent do you agree with this statement? Nowadays, more and more students graduate from universities each years. Some of them get the job they want, but others cannot join their desired position. While some graduates willingly work in an unwanted job, I would argue that they should enroll and complete their second degree in order to get the perfect position for them. Some people believe that graduated students should work and live by their own salary after they finish their degree, despite getting an uninteresting job. Two main reasons should be given to support this point of view. First, some parents think that it is waste of time to finish the second degree, and that their children should get a job to gain their own earnings. Second, some successful people in the world haven't worked in their firstly desired job, so they have tried many jobs before they find which position is perfectly fitting to them. On the other hand, some people advocate that graduates who are not be hired in their field of study should register for a second degree. They believe that if students cannot get their suitable job, this mean that there are too many students who graduated from that field of study. For example, there are more than 10 thousand engineer students who finish their degree in Thailand each year. Therefore, graduates should study a second field in order to be different and get a better job. To sum up, although it is true that students who get an unwanted job could get their desired job in the end, students that choose to study a second degree would get a better chance to find the job. Second degree-graduates definitely have wider knowledge to apply to many different tasks. This could be an advantage for them to gain a position they want. *** Provide feedback for this Essay on Taking a Second Degree to Find the Right Job below. You may be able to help the candidate improve their IELTS score.

Restricting University Entry

by Anandita Rizki (Indonesia)

University education should be restricted to the very best academic students, rather than being available to a large proportion of young people. To what extent do you agree or disagree? At the entrance university examination, the prospective students’ application mainly selected based on their overall academic performance at high school. It is argued that higher education only provided to the youngsters who have an outstanding academic performance. As a result, only low percentage of young generation can attend university. In my opinion, I believe that it should be accessible to everyone. The term of outstanding academic performer can lead to an injustice judgement. Genetic factor plays an important role in developing a smart person. But this factor is not enough. In fact, intelligence is affected by many factors which strongly related to how much money you invest. This can be ranged from simple to complicated things. Brain needs nutritious foods as well as supplements to develop well even since we are at our fetus stage. Thus, we obviously have to increase our budget to fulfill this kind of needs. Other factor is the education facilities that we can afford such as schools, tutors, and books. Its price often followed by its quality. The more we pay, the more we are likely to get high quality. All of this can only be afforded by the richs. The poors experience difficulty in providing the nutritious foods and education facilities for their children. As a consequence, the group which comprises of very best students at school often belong to the richs. However, nowadays many scholarships are available for the poors. They can successfully graduated. In fact, there are many cases that their life a way much better if they have their university degree. When the restriction is imposed, they don’t have the equal right to pursue their degree in tertiary education. Education is a long-term investment for the future of a nation. Its benefits are going back to the whole society. By giving an equal chance, there will be more population that hold their university degree. Each person give their best effort because they have a skill in particular area which they had acquired in university. They can be seen as the country’s assets to improve the quality of its human resources and, moreover, accelerate its economic development. To sum up, I completely disagree that the university is merely an exclusive place for those who marked as an outstanding student. However, everyone is capable in pursuing their degree. Therefore, higher education should be provided for all. *** Help this IELTS candidate by commenting below on their IELTS essay about Restricting University to the Best Academic Students

IELTS Essay: Taking a Gap Year

by Prachi Rao

Taking a Gap Year

In some countries young people are encouraged to work and travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages for young people who decide to do this. In various nations younger population is being motivated to take a gap year in order to gain some work experience or travel around before they start with their further college education. In this essay we will be focusing on advantages of this situation as well as the disadvantages that come along. To start with the advantages, younger education today is more motivated to gain a global experience. They do not want themselves to be restricted to the local area experience they are being provided with, rather they want to explore the world and try learning about the work culture and other aspects. Now as we know it is quite important to have knowledge about the field one is going to work in, work experience will definitely help them grow and flourish in that area as real life scenario can be much different than what is being taught in books. Moving on to the disadvantages, though it is important to gain some knowledge of the real world and travel around, it is also important to get done with your university education in order to land the perfect job depending on the course one opts for in university. Secondly, some people are not mentally strong to live apart from their family and might end up getting homesick. Which can ruin their whole idea of the gap year. To summarize, taking a drop year has certain advantages it also has some possible drawbacks which should be taken into account before making the decision as these years most certainly makes up for our future.

Accepting Male and Female Students

by bhowmick (USA)

Universities should accept equal number of male and female students in every subject. To what extent do you agree or disagree. Education is considered backbone of a nation. It is also an important element of human life. No nation can develop and prosper unless properly educated. However, both men and women are equally considered to contribute national achievement. Hence, to ensure empowerment and gender discrimination I believe that the universities should offer equal numbers of male and female students in every subject. The main reason I support the notion that the tertiary institutes should accept equal number of boys and girls is to eliminate gender discrimination. In many countries in the world especially in western countries both men and women enjoy equal degree of freedom in all aspect of life. Unfortunately, this is not the same in third world countries. In fact there is an opposite picture exists especially in poor nations where male dominate in most of the aspects. For instance, in some nations male doctors are not allowed to inspect and treat female patients and thus the authorities give preference in female candidates in those subjects. Whereas in developed world there is virtually no sex differentiation and pupils can get admitted any subjects they are interested in. What I want to highlight here is that if educational institutions pick equal number of students from both gender it will not only eliminate impartiality that might exist once graduates enter employment but also equalize the balance between male and female employees. The other reason I strongly believe that all educational institutes should take the same number of male and female candidates is due to gender empowerment. As we are aware that female candidates may have more attraction to nursing programs whereas male candidates may be interested in sport. This way it might bring inequality of gender ration once they are graduated. Therefore, to avoid additional candidates to a particular discipline universities can offer admissions same number of boys and girls. In fact, such practice would help to stop the disruption between both sexes and will make sure empowerment of both sexes uniquely. In conclusion, needless to say that for every stages of national and international achievement both sexes are vitally essential. So I believe that both male and female should receive equal level of education and, hence, all institutes should accept the same number of genders in every subject.

Going into University or Work Essay

by Henry Le (VietNam)

I'm going to have an IELTS test this September and here is my most typical way of writing a writing task 2 answer. Could you please suggest me the band that i am at so i could improve it as soon as possible please. Some people think young people should go to university to further their education while others think they should be encouraged to work as car mechanics or builders etc. to serve society. Discuss both views and give your own opinion. There is a wide range of choices for students to choose after high school these days. It is argued that people should continue their academic process by going to the university, whereas some opine they should be motivated to contribute to the world as soon as graduating. The upcoming paragraphs will discuss both opinions and draw a possible conclusion. To commence with, the most plausible reason to study further in university is obviously to improve technical experiences in the specialized area. For example, learning major such as law, medical or architecture requires a huge syllabus and years of theoretical and practical training before mastering their field. Although it is challenging and often causes discouragement to the students, the future career that requires advanced knowledge usually offers them high salaries and diverse perks. Therefore, further education is not only a better choice, but also is essential. By contrast, working without a university degree has two main advantages in terms of time and money. To exemplify, it is surveyed that nearly 60% of students in poorly-conditioned countries are unable to afford the university‘s tuition while others have to be responsible for their old-aged parents. Therefore, working as manual labor could not only decrease the financial burden on their family but also is less time-consuming as the students are not required to study 4-7 more years. To recapitulate, people have different views on whether students should further their academic study or start looking for a job after high school. Personally, it is partially agreed that young people should go to university if financially allowed because it seems that they are more likely to succeed in the future.

	Hi, I am not an expert so I’ll avoid give any band or score. Essay seems really god and different variables are available such as complex sentences and good vocabulary. Therefore I think it’s a good work and all the best for your exam.

IELTS Essay: Choosing a Major

by Venkatesh (Hyderabad. Telangana )

Students should choose a university major that prepares them for high-paying careers. To what extent do you agree with this statement? Nowadays, it is crucial that every student has to take wise decisions in their career. Most societies consider that they need to select a university where they can pursue the desired course. It will result in excellent salaries in their life. I strongly agree with the point and will outline why potential learners benefitted from this. There are several key benefits which stem from a college major. Firstly, it will enhance knowledge. Indeed people who select the subject which has been explained in depth about courses will include field trips, internships, and live projects. These are perfect examples of how students ace their brains. With this, they can know what is subject-based and what everything will include. Although by this method, they can learn ubiquity and understand and grow their skills. Secondly, students can participate in co-circular activities. Numerous universities conduct Debate competitions, Quizzes, and Sports Tournaments. Now students have a chance to boost their Resumes in particular fields. Indeed, enrolling on this will play a vital role in their life, resulting in impressive placements. Despite this, there are significant outcomes for good pay. The first one is that they can develop the technology. After successful completion, students pursuing information technology will join in a dream job in this field, and now they are imperative for an organisation to develop the technology. With this company, sales will surge with innovative developments which impact salaries which they good amount of money. Another essential part is finically independence. Individuals who take wise decisions to pursue the career they have Secure jobs at the age of 25 will aid various aspects of their family. Such as money in countries like India, for instance, they are critical for expenses in the family. In conclusion, making good moves will help for various reasons. Students need to understand before choosing which will help them to take the Zenith position.

IELTS Essay: Importance of University Education

by Gurkiran kaur (Gurdaspur, Punjab)

Some people think that the best way to succeed in life is to get a university education, while others disagree and say that it is no longer true nowadays. Discuss both views and give your own opinion. While a certain section of society believes that acquiring a university degree is paramount to become successful in life, yet there is some disagreement regarding its importance in this modern era. This essay will discuss both the viewpoints before deducing to the conclusion in my further paragraphs. To commence with, attaining education from the university or college enables the students to grasp in-depth knowledge about specific subjects. To elaborate it, these students will have the opportunity to understand the background information by engaging in detailed studies and concepts of certain fields, resulting in an increased familiarity and practicability of the ideas. For example, a graduate in business would potentially have stronger hold over the different business terminology and fundamental principles which would assist him/her with enough knowledge to handle any of its applicability in the real world. Ultimately, the graduates tend to qualify for much bigger designations in any organization owing to their information domain. Hence, a university degree, by being added on the resume considerably account for the success of a person. Another key point is that, not only pursuing the education from colleges aids in academic growth, but is also advantageous from the social perspective. As the university going scholars will have more links established and built long-lasting friendships by the time they leave their institutions. In addition, these social circles could undeniably count worthy for their satisfaction at deeper personal and emotional level. Thus, the link between the higher education and success seems significantly fair. On the other hand, tertiary education is becoming less popular due to the widespread availability of information on the internet, accessible to everyone at their comforts. To explicate, people can now easily learn new skills by signing up to plethora of courses available online. For instance, many youngsters are learning the photo editing courses by paying minimal charges, unlike the universities, and getting paid for their skills. As a result, the considerable shift towards e-education has revolutionized the way people access information and build their careers. This makes them successful irrespective of their academic qualifications. Along with it, web services have various perks for the entrepreneurs as well. To put it another way, individuals with or without degrees can use various tools and platforms such as instagram, facebook or online selling portals for the marketing of products. To exemplify, a famous cloth selling brand named Biba, is being run by its founder on instagram without having in prior knowledge in the business. Thereby, the obligation of having higher studies is no longer a prerequisite condition to excel in life. In conclusion, although it appears that the popularity of e-learning has paved new ways of becoming successful, I believe that the idea of having a university study is of far greater significance for succeeding both professionally and personally.

by Paywand Hassan (Iraq)

In some countries, young people are encouraged to work or travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages of taking a gap year before entering university. Give your own opinion and support it with examples. Education systems are different from country to country, but the most developed countries are doing researches by collecting data and information to provide their students the most relevant knowledge and opportunity to enhance and encourage them to have this kind of abilities to manage their life properly. Moreover, adults are considered as a fuel for running the countries economy and accelerate the development process. So, enriching and enhancing adults, especially in the stage between high school and university, is the more crucial task of the government’s responsibility to build most successful individual for their countries. In this essay I am going discuss the advantages and disadvantages of taking a gap year before entering university and in conclusion I will show some points in regard to my opinion. Furthermore, the advantages of giving this gap between high school and university for working or traveling abroad are more than the disadvantages. According to conducted research and studies, students will be more successful in their university’s life academically and socially, because they will learn and gain more information about the life outside education field, and they will notice the importance of having experience for their future. On the other hand, they will be more familiar with the job market and financial situation. While, the disadvantages of this gap can be concluded in three points. Firstly, some students will not going to university after having a good payable job opportunity. Secondly, some students will lose the courage to start university life after taking this gap. Thirdly, traveling aboard and be familiar with different cultures enhance some students to change their first goal, for example maybe some of them planned to study medicine and after having this gap maybe they will find studying in the IT departments are more acceptable in the job market and you can reach it faster. In conclusion, in my opinion the advantage of the gap is more than the disadvantage, in the end with this gap the students are going to learn from their experiences and real life. Meanwhile, the social activities like having a part time job and taking responsibilities are more likelihood than going directly to the university. Finally, the student will not be fresh graduated if they have this one year of work experience and they have some information about working life after university.

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Leaving Cert History: Coleraine University Controversy essay plan

Subject: History

Age range: 16+

Resource type: Worksheet/Activity

Last updated

13 September 2024

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The resource is an essay plan that outlines the structure and key points for an analysis of the Coleraine University Controversy in Northern Ireland. It breaks down the essay into 10 paragraphs, starting with an introduction that contextualizes the controversy and ending with a conclusion summarizing its long-term impacts. The plan covers the origins of the controversy, the decision-making process by the Lockwood Committee, the public and political backlash, and its role in deepening Unionist-Nationalist tensions. Additionally, it highlights the controversy’s contribution to the Civil Rights Movement and its broader legacy in Northern Irish politics.

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