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To grade or ungrade? The case for and against letter grades

By Elizabeth Exline

This article has been vetted by University of Phoenix's editorial advisory committee.  Read more about our editorial process.

Reviewed by Pamela M. Roggeman, EdD, Dean of the College of Education

At a glance

• Letter grades began to appear in education in the 1940s, and by 1971, 67% of primary and secondary schools were using them.
• Ungrading approaches the student evaluation process differently, often through self-assessments and with a focus on progress, to create a more holistic approach to measuring knowledge.
• Traditional grading offers such benefits as scalability, universal understanding and accountability.
• University of Phoenix prepares teachers for tomorrow’s classrooms with a  variety of degree offerings  and continued education.

Such is the power of a letter grade . Whether it’s a C on a paper or an F in a class, bad grades may be subjective, but they’re universally reviled — especially as they can impact GPAs, scholarships and admissions.

But what if letters lost their evaluative power? What if each class focused on learning and understanding the material rather than assigning a letter to how well you completed the process?

This, some might say, is what competency-based education (CBE) is all about. And in a way, they’re correct. But the “ungrading” movement is bigger than CBE, and as it reaches its contentious tentacles across the K–12 space and into higher education, it is forcing educators and students alike to ask, Why do we use letter grades? Are they really best?

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To be sure, this is a conversation with two sides. For every person who dreads letter grades is someone else not only motivated by them but who takes pride in earning good ones.

Although ungrading has been around for some time, it’s popped back up in the national discourse after two years of pandemic-induced education and testing forced everyone to go online, modify testing requirements and get creative about how we learn.

All of which brings us here, where we’ll take a closer look at what ungrading is and what its implications are for education.

Letter grading as we know it

Despite their ubiquity, letter grades are a fairly recent phenomenon, according to the educator and ungrading advocate Jesse Stommel . As he notes on his website , the A–F grading system emerged at the end of the 19th century, with the 100-point scale gaining popularity in the early 1900s.

Stommel writes: “Letter grades were not widely used until the 1940s. Even by 1971, only 67% of primary and secondary schools in the U.S. were using letter grades.”

Letter grades, in other words, benefit from the air of authenticity that comes with an established convention, but they’re actually a relatively new approach to educational evaluation. 

“A grade is a way to describe a student’s academic ability, but it’s come to mean and carry so many other implications,” says Pamela Roggeman, EdD. 

Roggeman is the dean of the College of Education at University of Phoenix (UOPX), and her years in the classroom, combined with her work in higher education, have revealed the imperfections inherent to conventional grading practices.

For example, Roggeman points to the way high school grades not only determine if and where you go to college but also what kinds of scholarships you’re eligible for and even whether you can join the military. 

Letter grade inflation

With money and career inextricably linked to grades, no wonder they also impact self-concepts like identity and value.

“I feel like educators, especially K–12 educators, have pressure to inflate grades so that parents will be satisfied that their child is learning, and because it really does have high stakes,” Roggeman says.

Also known as grade inflation , adjusting a student’s grade for effort happens at the teacher’s discretion. 

“I do think grade inflation happens because of teachers like me wanting to help that whole child,” says Lisa Ghormley, associate dean of the College of Education at UOPX.

“I would look at the whole child [when I was teaching children]. What else did they do? How were they working?”

Some might argue that impulse to grade holistically speaks to the value of reevaluating traditional letter grades. Intuitively, it makes sense to assess a student not just in terms of percentages earned on homework and tests but also on what effort they’ve invested in a class, how they learn and what progress they’ve made.

Of course, ideal as that approach might be, it’s not always realistic given student-to-teacher ratios and administrative policies.

Ungrading, however, is doable — at least under the right circumstances.

What is ungrading?

Contrary to what the name might suggest, ungrading is not the same thing as “not grading.” But defining the term is rather like teaching itself: It can mean different things depending on who’s in the (class)room.

At its core, ungrading is essentially evaluating students based on student feedback, progress, participation and mastery .

Ungrading as a concept really began to emerge about the time of the Vietnam War, when a lot of established practices began to come under greater scrutiny.

“That was the beginning of our American education system saying there are more things that factor into a student’s performance than simply the grade the student earns on an assignment or test,” Roggeman says.

To be fair, ungrading could probably benefit from a name change. It has the kind of cache that automatically polarizes people. One of Roggeman’s phrases, “nontraditional evaluated systems,” perhaps better captures the essence of what ungrading is. Not only is ungrading still an evaluative process, it can also take many different forms, including letter grades.

What does ungrading look like?

The structure of ungrading can be frustratingly fluid.

For one teacher in higher education, the methodology might be “labor based,” meaning students who do the work automatically pass or, if the school operates on a letter-grade system, earn an A.

Alternatively, ungrading might mean removing the so-called “soft skills” of a class from the grading process, such as time management or participation. If a student turns in a paper late, for example, he wouldn’t lose points.

Or, it might mean eliminating the zero from the grading altogether. Roggeman, for example, stopped giving zeros toward the end of her teaching career because it “tanks the grade,” and it doesn’t accurately reflect a student’s aptitude for a subject. (If a student failed to turn in an assignment, Roggeman would instead dole out a 50%.)

Still others might take an approach similar to that of Ghormley’s son’s college accounting teacher, who let students repeat quizzes and homework until they got the grade they wanted. Tests remained graded as usual, but by allowing students to retake quizzes and update homework, the teacher sought to emphasize the learning part of the class .

“It’s more about the concept of learning accounting, and I think we’ve really lost that concept with grades,” Ghormley says.

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Advantages of ungrading.

So, what does ungrading offer students? Here are some of the pros:

• Ungrading rewards effort . Results matter, but so does the work leading up to results.
• Ungrading discourages cheating . When you have to demonstrate your understanding and prove your work, there are fewer opportunities to deceive the instructor.
• Ungrading relies on intrinsic motivation . Grades can be an effective external motivation for some students at some stages of their career. By shifting the focus to learning rather than earning a grade, the motivation becomes acquiring knowledge.
• Ungrading can more accurately evaluate a student . Because nontraditional evaluation methods focus on the big picture (content mastery, effort, revision processes and learning), it can more accurately reflect a student’s academic performance as well as his or her strengths and weaknesses.
• Ungrading offers flexibility . Ghormley once had a student who hated to read but who loved to figure out how things worked. So, she encouraged him to read instruction manuals. Ungrading would empower her to use this nontraditional educational approach to achieve her objective, which was to teach him to read.
• Ungrading removes the stress of traditional letter grades . Grades and their hard-and-fast thresholds can be intimidating. But learning for learning’s sake defuses that stressor.
• Ungrading can promote deeper thinking . Students are encouraged to think creatively and subjectively about subject matter, discuss concepts, revise their thinking and grow intellectually.

Disadvantages of ungrading

Sold on the idea of ungrading? Not so fast. Some of its cons are:

• Ungrading can be more effective with smaller class sizes . While ideal, that’s not always realistic.
• Ungrading isn’t standardized . As previously described, ungrading can look a lot of different ways, which opens the door to problems of subjectivity and unfairness.
• Ungrading is tough to implement on a large scale . When teachers, parents and legislators can’t even agree on Common Core , just imagine what rolling out a completely different evaluation system would be like.
• Ungrading can impact access to higher education . While ungrading can be ideal in higher education, when students are there because they choose to be, it can have devastating impacts in the K–12 space with regard to earning scholarships and gaining admission to college. Everybody knows what a letter grade means. Not everybody knows how to interpret a multi-paragraph evaluation. Basing admissions and scholarships on such evaluations can become too subjective to be fair.
• Ungrading would require professional development . Educators have to learn how to teach, and they’d all have to learn how to ungrade.
• Ungrading can scare people off . Getting buy-in from legislators, administrators, educators, parents and students on anything is tough, and even tougher when what you’re selling is nontraditional.

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The arguments for (and against) traditional letter grades

Sometimes there’s an advantage to sticking with the devil you know rather than the devil you don’t. When it comes to traditional grading, this is how the pros and cons can stack up:

The future of letter grading

So, where does this leave us? Both traditional and nontraditional evaluation systems are subject to evolution, and the conversation happening today may just be what leads to a new, more accurate and equitable method down the road.

The hope, however, is that research dictates the direction of education, from teaching methods to evaluation procedures.

“So many decisions in education are made by legislators whose only experience with education is what they had growing up,” Roggeman says. “They don’t have the research, the pedagogy behind what is truly best for the learner.”

Competency-based education: A happy medium?

In higher education at least, competency-based education holds a lot of appeal. “The competency-based model is really key to the future of education and what a lot of folks are wanting,” Roggeman says.

At UOPX, for example, CBE trains people for careers through project-based learning. When a student can demonstrate mastery of a skill or concept, he or she advances to the next curricular component. The process streamlines education, empowering students to really learn new skills, which at least theoretically enhances motivation.

CBE is also, at its core, a version of project-based learning. “You’re not going to write about it. You’re not going to read about it. You’re not going to reflect on it. You’re going to create it,” Roggeman explains. Whether “it” is a lesson plan or a business plan depends on the course, but the idea is the same: It’s learning by doing.

At the end of the day, Roggeman has this to say about evaluation methods: “Whichever method you choose, it should be research-based and proven to academically support learning.”

There’s not a lot to argue with there, no matter which side of the ungrading fence you fall on.

ABOUT THE AUTHOR

Elizabeth Exline has been telling stories ever since she won a writing contest in third grade. She's covered design and architecture, travel, parenting, lifestyle content and a host of other topics for national, regional, local and brand publications. Additionally, she's worked in content development for Marriott International and manuscript development for a variety of authors. Today, if given a free hour and the choice, she'd still prefer to curl up with a good story.

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The Evidence-Backed Grader

Help students focus on learning—not the grade—with these research-based tips.

Let us set the scene: A group of teachers sit at a broad conference table, reading student essays together. One scans an essay and gives it a C, noting its lack of coherence. Another pushes the same essay back and pronounces it a B minus, pointing out that the author used quotes well and included insightful analysis.

Sound familiar? For English teacher Seth Czarnecki, this was a quadrennial ritual at his Massachusetts high school. “Though the process varies from time to time, the results are the same. Some of us obsess over pluses and minuses. Others plumb the sample for deficiencies. Ultimately, we leave the exercise in disagreement about the grade the essay deserves,” Czarnecki wrote in English Journal earlier this year.

If grading were merely imprecise but still highly motivating for students, it might justify placing an even greater emphasis on traditional assessment practices. But that’s not the case, says Chris Hulleman, a professor and researcher at the University of Virginia, and an expert in student motivation. “Despite the conventional wisdom in education, grades don’t motivate students to do their best work, nor do they lead to better learning or performance,” he wrote in an Edutopia article coauthored by science teacher Ian Kelleher.

This isn’t about throwing grades out entirely. Some method for measuring student knowledge at regular intervals—using standards-based grading, portfolios, or student conferences, for example—is needed to provide stakeholders with a window into academic progress. And there are forms of grading, such as multiple-choice tests and single-answer mathematical exams, that are more precise than the example Czarnecki provides. In the end, solutions to the problem of grading do not need to be absolute. Teachers can still rely on periodic summative assessments and consider evidence-backed ways to reduce the demotivating impact of grading, create more precise measures, and prioritize the messy process of learning over the largely artificial cleanness of grading.

MIND YOUR ZEROS

A through F letter grades and the 100-point scale feel like eternal verities—systems handed down from the heavens, fully formed. In reality, the 100-point grading scale made its U.S. debut nearly two centuries ago and was originally centered around the 50-point mark, with scores rarely reaching the upper and lower extremes, according to a 2013 study . For your grandparents’ grandparents, then, a score of 0 for missed work would be a setback, but not an insurmountable one. Today’s version of the 100-point grading scale, however—after shifting upward to align with the A through F grading scale—is a “badly lopsided scale that is heavily gamed against the student,” the researchers concluded. Factor a single zero into a relatively strong quarter of learning, and a previously A student may never fully recover.

Handing out stiff sentences for missing work, some educators argue, sensibly, teaches students important lessons about accountability and prepares them for real-world consequences. But a survey from 2022 reveals that extensions are frequently granted in professional settings, and in a 2012 study , researchers discovered that when the minimum mark in school was a 50 instead of a zero, students put more effort into their learning, earned higher test scores, and graduated at higher rates than their peers under traditional grading schemes. Severe grading practices, the researchers explained, can trigger “defensive and self-destructive responses in students” that can hamper motivation and draw out disruptive behavior.

It might still make sense to give zeros under some circumstances. But the research suggests that it’s better to look for opportunities to give students a path forward. Simple mathematical adjustments, such as dropping the lowest grade (or both the lowest and highest grades) can remove anomalous scores, improve student motivation, and provide a more accurate picture of a student’s ability.

HOLD YOUR CARDS

You can maintain report cards and some, or even most, of your grading practices but find innovative ways to prioritize process over product. In a 2021 study , researchers proposed a simple tweak to the grading sequence. Undergraduate students were randomly assigned to first receive either grades or written feedback on their lab assignments. Those who saw their feedback before the grade became more proficient learners, outperforming their peers by a full two-thirds of a letter grade on future assignments. “Prioritizing written teacher comments can support students to understand their strengths and weaknesses, allowing them to allocate effort to aspects that need improvement. This important process can be undermined by seeing a grade,” the study authors concluded.

To cultivate an atmosphere that encourages creativity and curiosity, teachers at King Middle School in Portland, Maine, make it a point to delay grades until the end of the unit—a mistake-friendly strategy that motivates students to be creative and take intellectual risks. Emphasizing grades too early in the learning process can derail students, explains English language learners teacher Kirsten McWilliams, but delaying grades “is a great way to just give them fluency and comfort with the writing process.”

GO LOW-STAKES, FREQUENTLY

Quizzes, often thought of as a quick way to measure knowledge, are surprisingly flexible tools. A deep body of research reveals that they improve learning, too—an unexpected benefit often referred to as the testing effect .

Repeated quizzing tends to work wonders. A 2013 study , for example, demonstrated that quizzing students frequently while providing corrective feedback significantly improved learning outcomes—an effect that was still detectable five weeks later. There’s no need to invest a ton of teacher time, either, since even simple quizzing formats seem to do the job. A study from 2014 looked at the impact of short-answer and multiple-choice quizzes on middle school students and concluded that “frequent classroom quizzing with feedback” dramatically outperformed rereading and restudying on learning outcomes—and that “multiple-choice quizzing [was] as effective as short-answer quizzing for this purpose.”

Lowering the stakes also means lowering blood pressure: A 2014 study demonstrated that breaking bigger tests into smaller retrieval sessions reduced final test anxiety for 72 percent of middle and high school students. To change students’ mindsets around testing, consider calling your low-stakes sessions “practice” rather than “quizzes,” and use digital tools like Kahoot or Quizizz to speed up the process, allowing you to see the results in real time and even to gamify your quizzing.

PEER GRADING (WITH TRAINING WHEELS)

Fair, reliable assessment instruments are hard to design and can be difficult to respond to quickly and meaningfully. In many cases, according to former high school mathematics teacher Kareem Farah, now the founder of the Modern Classroom Project, assessment becomes the cart that drives the horse —teachers know that practice makes perfect but assign less work because they feel incapable of grading the products.

Recent research suggests that there are real alternatives, if you plan accordingly. In a 2022 meta-analysis , for example, researchers looked at 175 studies on self-assessment and peer assessment and found that asking students to take active roles in feedback and evaluation “led to significantly better academic performance” across all age groups.

But teachers can’t just ask students to grade and expect big results, the researchers caution. Spend time modeling productive feedback, and provide rubrics, checklists, or exemplars to ensure that students give helpful, learning-oriented feedback. Research from 2023 confirms the finding, revealing that high school students improved their writing by a half-letter grade when they revised while referring to mentor texts or rubrics that laid out expectations, such as narrative cohesiveness or the importance of making a central claim.

LEAN ON RUBRICS

Even with the best intentions, grading can be biased, subtly injecting variability and unpredictability into students’ scores. Research, for example, shows that teachers unwittingly award higher grades to essays with good handwriting , are more lenient toward boys when they submit partial math solutions , and associate being overweight with laziness and low academic potential . Rubrics can help a great deal, research suggests, by providing a structured way to grade subjective work products, reducing the factors contributing to the grade, and explicitly guiding student efforts.

In a 2020 study , David Quinn, an assistant professor of education at the USC Rossier School of Education, asked teachers to grade personal essays written by a fictional second-grade student. Two versions of the essay were produced, with one subtle difference: The name of a sibling referenced in the essays was either “Dashawn” or “Connor,” signaling a possible racial difference. Despite being virtually identical, the essays including the name Dashawn were 4.7 percentage points less likely to meet grade-level standards than their Connor counterparts.

Bias seeps in where standards are lacking: “If teachers are evaluating student work and they are unsure what standard to compare the work to, implicit stereotypes can ‘fill in the blanks,’” Quinn explained in the study. When teachers used a grading rubric, on the other hand—one that guided teachers to look for specific elements such as being able to recount an event with details—the grading bias was nearly eliminated, he discovered.

To improve your grading, you can use rubrics that identify clear standards and invite other teachers to audit your assessment policies and materials, said Quinn. High school teacher Danah Hashem uses the single-point rubric —which focuses on a single element, such as “Uses clear examples to support the argument”—to simplify the activity, reduce noise in the feedback, and shift student attention toward a single area of improvement. Teacher Jacqueline Harmer uses rubrics to help her students build metacognitive strategies , reflecting on what they know while planning for their future learning.

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Grade Calculator

How this grading calculator works, letter grade calculator, grade percentage calculator, grade calculator points, how to calculate weighted grades, how to calculate the grade percentage, how to calculate my grade points.

The grade calculator can help you estimate your overall grade based on your component marks . The tool deals with three types of grading systems prevalent in the US – it's a letter grade calculator, a grade percentage calculator, and a point grade calculator.

In the text, you can learn how to use the grading calculator and how to determine an overall grade without it. Find out how to calculate weighted grades, how to calculate grade percentages, and more.

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🔎 Check our weighted average calculator if you want to learn more about the weighted average.

Prefer watching rather than reading? We made a video for you! Check it out below:

We divided the tool into three parts – a letter grade calculator, a grade percentage calculator, and a point grade calculator. You can enter up to 20 marks (new fields will appear once you fill in the last row displayed).

The weights are, by default, set to 1. Leave them as they are if you want to calculate an unweighted average. If your grades have weights, set them accordingly. If the weights are percentages, enter them in decimal form ( 1 = 100%, 0.5 = 50%, 0.2 = 20% , etc.).

Schools and universities in the United States use different grading scales. You can read more about them using Omni's GPA calculator . You can specify the thresholds used by your teachers in the Advanced mode (click the button below the grading calculator). By default, the calculator uses this common grading scale :

Some schools don't use "+/-". In this case, the most popular grading scale looks like this:

For a quick estimation of the final grade, our final grade calculator should be a valuable tool.

The letter grading system is common in the US. Let's see how to use the letter grade calculator :

If your school uses a different grading scale than the one described in the first paragraph , go to the Advanced mode and set the grading scale.

Set the Grades type to "Letters."

In the first field, choose the grade you got from the first assignment, test, exam, or subject.

If your grades have weights or credits, enter the weight of the first grade. You can enter a natural number, a decimal, or change the unit to a percentage. If the weight is a percentage, you can input its decimal form (e.g., 0.5 for 50%).

If you're calculating the unweighted average (all grades are equally important), ignore the letter grade calculator's weight fields.

Proceed this way with all your marks. New rows will appear as you fill in the last field.

Your overall grade will appear at the bottom of the letter grade calculator.

If you want to clear all the fields and make the calculator grade again, click the circular arrow icon to reload it.

To use the grade percentage calculator :

Set the Grades type to "Percentage".

Type in the percentage result of your first test, task, or subject. Underneath, enter the weight or credits given for the grade. Ignore this field if your teacher doesn't use weights.

Continue to enter the percentage grades of all your assignments, tests, etc., along with their weights. New rows will appear once you fill the last field.

The grade percentage calculator will display the average of your marks. It'll also tell you the equivalent letter grade. The calculator is based on the default grading scale , so change it in Advanced mode if you need to.

To use the point grade calculator :

Set the Grades type to "Points".

Enter how many points you got from the first task, assignment, or subject. Then type in the maximum number of points you could get for the task.

Set the weights (credits) if applicable.

Enter the rest point grades, along with both maximum points and weights.

The point grade calculator will show you how many points you achieved in total and what was the maximum you could have got (your score/max, while ignoring the weights). You'll also see the equivalent percentage and letter.

The formula that lets you calculate weighted grades is:

(g₁ × w₁ + g₂ × w₂ + … + g n × w n ) / (w₁ + w₂ + … + w n ) ,

• "g" stands for "grade"; and
• "w" stands for "weight".

This is what the weighted grade calculator uses.

The formula answers the question "how to calculate weighted grades." We could translate it into some instructions :

• Multiply all your grades by their weights.
• Sum the numbers from step 1.
• Sum the weights.
• Divide the sum from step 2 by the sum from step 3.

The weights tell you how important the grade is. Imagine you got a grade B with a weight of 2 and an A with a weight of 5. It's as if you got two Bs and five As. Let's find the overall grade from these marks.

First, we need to convert letters to numbers . "A" stands for 4, and "B" equals 3. Now that we know this, let's use the formula described above and calculate the weighted average of all grades:

(3 × 2 + 4 × 5)/(2 + 5) = 26/7 ≈ 3.71

We translate the result back to the letter : 3.71 is an "A-".

In the case of percentage grades, we use the same formula as for letter grades.

Example : you're finishing a year and want to calculate your overall grade for a class. You got 67% for an essay worth 15% of the grade, 75% for a midterm exam worth 35%, and 72% for a final worth 50%.

Let's apply the formula. Remember to convert the weights from percentages to decimals . If you need help, our decimal to percent converter may come in handy. The weights add up to 1 (100%), so you can skip the denominator part of the formula.

67% × 0.15 + 75% × 0.35 + 72% × 0.5 = 10.05% + 26.25% + 36% = 72.3% ≈ 72%

Your final grade is 72%, which we may denote as C-.

In the case of point grades, we can convert them to percentages and assign a letter equivalent if needed. We can use the following formula for point grades :

p 1 /p 1,max × w₁ + p 2 /p 2,max × w 2 + … + p n /p n,max × w n ) / (w 1 + w 2 + … + w n ),

• p – Points acquired on a test;
• p max – Maximum number of points on a test; and
• w – Weight of a grade.

To estimate your test grade, you can also check our test grade calculator .

Example : I got 70/100 points on the first test, 46/100 on the second one, and 177/200 on the third one. The first test constitutes 30% of my overall grade, and so does the second one. The third one is worth 40%. Calculate my grade.

Let's substitute our values into the formula :

grade = (70/100 × 30% + 46/100 × 30% + 177/200 × 40%) / (30% + 30% + 40%)

Usually, when we express weights in percentages, they add up to 100% (or just one in decimal notation). In these cases, you can skip the denominator part of the formula (since dividing by one doesn't change the result).

We convert the percentages to decimals :

grade = (70/100 × 0.3 + 46/100 × 0.3 + 177/200 × 0.4) / (0.3 + 0.3 + 0.4) .

We convert the points (grades) to percentages , and the weights add up to 1:

grade = (70% × 0.3 + 46% × 0.3 + 88.5% × 0.4) / 1 .

We add up the numbers and round the result:

grade = 21% + 13.8% + 35.4% = 70.2% ≈ 70% .

We assign a letter :

70% is a C- .

What's a 75 in letter grade?

A 75% in letter grade is equivalent to a C , which is considered a passing grade. Generally, a C is somewhere between 70 and 79 percent.

Some schools use letters with "+/-", meaning that a C- is 70-72 percent , a C is 73-76 percent , and a C+ is between 77 to 79 percent .

How do I calculate my final grade in percentage?

To calculate your final grade in percentage:

Add up the grades you've received on all the assignments, tests, and projects.

Divide this by the total points possible.

Multiply your result by 100 to express it as a percentage.

For instance, suppose your scores are 15/20, 18/20, and 12/20:

The total points you got are: 15 + 18 + 12 = 45

When dividing this by the total possible points of your course ( 60 ), you get: 45 / 60 = 0.75

In percentage terms, your final grade is: 0.75 × 100 = 75% .

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Center for Teaching

Grading student work.

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What Purposes Do Grades Serve?

Developing grading criteria, making grading more efficient, providing meaningful feedback to students.

• Maintaining Grading Consistency in Multi-Sectioned Courses

Minimizing Student Complaints about Grading

Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:

• as an  evaluation of student work;
• as a  means of communicating to students, parents, graduate schools, professional schools, and future employers about a student’s  performance in college and potential for further success;
• as a  source of motivation to students for continued learning and improvement;
• as a  means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and bring closure to it.

Additionally, grading provides students with feedback on their own learning , clarifying for them what they understand, what they don’t understand, and where they can improve. Grading also provides feedback to instructors on their students’ learning , information that can inform future teaching decisions.

Why is grading often a challenge? Because grades are used as evaluations of student work, it’s important that grades accurately reflect the quality of student work and that student work is graded fairly. Grading with accuracy and fairness can take a lot of time, which is often in short supply for college instructors. Students who aren’t satisfied with their grades can sometimes protest their grades in ways that cause headaches for instructors. Also, some instructors find that their students’ focus or even their own focus on assigning numbers to student work gets in the way of promoting actual learning.

Given all that grades do and represent, it’s no surprise that they are a source of anxiety for students and that grading is often a stressful process for instructors.

Incorporating the strategies below will not eliminate the stress of grading for instructors, but it will decrease that stress and make the process of grading seem less arbitrary — to instructors and students alike.

Source: Walvoord, B. & V. Anderson (1998).  Effective Grading: A Tool for Learning and Assessment . San Francisco : Jossey-Bass.

• Consider the different kinds of work you’ll ask students to do for your course.  This work might include: quizzes, examinations, lab reports, essays, class participation, and oral presentations.
• For the work that’s most significant to you and/or will carry the most weight, identify what’s most important to you.  Is it clarity? Creativity? Rigor? Thoroughness? Precision? Demonstration of knowledge? Critical inquiry?
• Transform the characteristics you’ve identified into grading criteria for the work most significant to you, distinguishing excellent work (A-level) from very good (B-level), fair to good (C-level), poor (D-level), and unacceptable work.

Developing criteria may seem like a lot of work, but having clear criteria can

• save time in the grading process
• make that process more consistent and fair
• communicate your expectations to students
• help you to decide what and how to teach
• help students understand how their work is graded

Sample criteria are available via the following link.

• Analytic Rubrics from the CFT’s September 2010 Virtual Brownbag
• Create assignments that have clear goals and criteria for assessment.  The better students understand what you’re asking them to do the more likely they’ll do it!
• letter grades with pluses and minuses (for papers, essays, essay exams, etc.)
• 100-point numerical scale (for exams, certain types of projects, etc.)
• check +, check, check- (for quizzes, homework, response papers, quick reports or presentations, etc.)
• pass-fail or credit-no-credit (for preparatory work)
• Limit your comments or notations to those your students can use for further learning or improvement.
• Spend more time on guiding students in the process of doing work than on grading it.
• For each significant assignment, establish a grading schedule and stick to it.

Light Grading – Bear in mind that not every piece of student work may need your full attention. Sometimes it’s sufficient to grade student work on a simplified scale (minus / check / check-plus or even zero points / one point) to motivate them to engage in the work you want them to do. In particular, if you have students do some small assignment before class, you might not need to give them much feedback on that assignment if you’re going to discuss it in class.

Multiple-Choice Questions – These are easy to grade but can be challenging to write. Look for common student misconceptions and misunderstandings you can use to construct answer choices for your multiple-choice questions, perhaps by looking for patterns in student responses to past open-ended questions. And while multiple-choice questions are great for assessing recall of factual information, they can also work well to assess conceptual understanding and applications.

Test Corrections – Giving students points back for test corrections motivates them to learn from their mistakes, which can be critical in a course in which the material on one test is important for understanding material later in the term. Moreover, test corrections can actually save time grading, since grading the test the first time requires less feedback to students and grading the corrections often goes quickly because the student responses are mostly correct.

Spreadsheets – Many instructors use spreadsheets (e.g. Excel) to keep track of student grades. A spreadsheet program can automate most or all of the calculations you might need to perform to compute student grades. A grading spreadsheet can also reveal informative patterns in student grades. To learn a few tips and tricks for using Excel as a gradebook take a look at this sample Excel gradebook .

• Use your comments to teach rather than to justify your grade, focusing on what you’d most like students to address in future work.
• Link your comments and feedback to the goals for an assignment.
• Comment primarily on patterns — representative strengths and weaknesses.
• Avoid over-commenting or “picking apart” students’ work.
• In your final comments, ask questions that will guide further inquiry by students rather than provide answers for them.

Maintaining Grading Consistency in Multi-sectioned Courses (for course heads)

• Communicate your grading policies, standards, and criteria to teaching assistants, graders, and students in your course.
• Discuss your expectations about all facets of grading (criteria, timeliness, consistency, grade disputes, etc) with your teaching assistants and graders.
• Encourage teaching assistants and graders to share grading concerns and questions with you.
• have teaching assistants grade assignments for students not in their section or lab to curb favoritism (N.B. this strategy puts the emphasis on the evaluative, rather than the teaching, function of grading);
• have each section of an exam graded by only one teaching assistant or grader to ensure consistency across the board;
• have teaching assistants and graders grade student work at the same time in the same place so they can compare their grades on certain sections and arrive at consensus.
• Include your grading policies, procedures, and standards in your syllabus.
• Avoid modifying your policies, including those on late work, once you’ve communicated them to students.
• Distribute your grading criteria to students at the beginning of the term and remind them of the relevant criteria when assigning and returning work.
• Keep in-class discussion of grades to a minimum, focusing rather on course learning goals.

For a comprehensive look at grading, see the chapter “Grading Practices” from Barbara Gross Davis’s  Tools for Teaching.

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A Comprehensive Guide on How to Grade Papers

Table of Contents

No matter whether you’re a teacher or student, or even a homeschooling parent, you’ll surely deal with the paper grading process. Nevertheless, when it might seem pretty easy for educators, measuring the quality of a white paper can be really challenging for others. You might be uncertain about the best way to figure percentage grades, letter grades, and grade point average. Or else, you might be unsure that assigning grades is necessary, preferring instead to work on the assignment quality instead.

In fact, even the approximate estimation of a grade can be a great way to define the weak points of your work, no matter whether it’s a college paper, research paper, or any other type of academic writing. Additionally, you can learn the overall scopes that require more practice, like grammar, spelling, paper structure, and others.

In this article, we’ll share the common approaches for grading papers used by students and teachers, so you can easily define which of those will be more convenient to use and can better fit your needs.

How Do You Grade Papers as a Student

First of all, let’s review how you can grade papers as a student. While it might seem useless at first, getting your assignment graded can significantly help in the process of self-analysis. This means you’ll be able to better understand your level of proficiency, define the strong and weak points of your paper and prioritize the aspects that should be improved further.

What is more, understanding the basic principles of grading can help you not only to get the projections on your assessment. It can help you underline the basic writing problems and challenges that should be improved, as well as implement the best practices in academic writing to enhance the quality of your white papers.

Overall, the grading papers criteria can be divided into two categories: higher-order concerns and lower-order concerns. Let’s now review the peculiarities of each type to better understand their role in the grading system in general.

Higher-Order Concerns

High concerns cover the most important aspects of the assignment. That is why they have a larger impact on the grading outcome. Additionally, it helps to define the best and most important features of your paper. For example, the higher concerns of a research paper usually incorporate the following aspects:

• Focus – what’s working great in your essay (the main thesis, statements, or arguments in your writing)? Is it clear? Does it cover the whole content?
• Development – what else can be improved (comprehensiveness, background information, integration of sources, audience adaptation, argument, and many more).
• Organization – details concerning the structure organization (the type of writing, whether or not it’s organized appropriately and can be easily navigated by readers, etc.)

Overall, these are the most important concerns that will help you better understand the assignment and evaluate whether or not your writing can fully meet the requirements.

Lower-Order Concerns

Though these concerns are less important, they shouldn’t be overlooked when writing any type of paperwork. In general, they include the style characteristics (sentence, pattern, and diction) and some mechanics issues (usage, punctuation, spelling, and grammar).

Unlike the high-order concerns, which can only be evaluated by a human, the low-order concerns can now be fixed with the powerful proofreading software that can automatically check the spelling and grammar yet highlight the usage issues across the content based on your writing goals set.

Nevertheless, ignoring the low-order concerns can significantly impact the overall grade you’ll get for the paper: even a perfectly written essay can be easily spoiled with a bunch of grammar issues or misspellings, making the content impossible to read and understand.

How Do Teachers Grade Papers

To calculate a grade for any type of academic writing, educators usually start by separating the major and minor errors. It’s important to prioritize the major issues like content, creativity, and structure over more minor issues like grammar, usage, and spelling.

Once all the priorities are set, the teacher will examine your paper without marking anything on it, paying attention only to the higher concerns first, for instance:

• Was the assignment fulfilled effectively?
• Was it completed creatively?
• Were all the arguments or thesis stated clearly?
• Was the thesis developed over the course of the assignment or just mentioned in a specific part of it?

These are only a few basic questions educators rely on when analyzing the paper, after which it’s time to mark the parts that have some issues or mistakes. The modern pedagogic practices also suggest teachers use pencil, blue or black pen to make students less concerned about their success or failure and more about the learning itself.

Next, the lower-order concerns are defined, including the usage, grammar, and punctuation – these are prioritized depending on the educational level of students and the grade level of the essays. Overall, these cover:

• Paragraph separation issues.
• Uppercase / lowercase mistakes.
• Misspellings.
• Unnecessary words.
• Sentence-level issues.

Finally, it’s time to assign the letter grades. In modern teaching practice, it’s recommended to assign numerical values to various criteria used to make up the letter grade, usually based on a scale of 100. As a rule, the criteria can consist of: sources and citations; paper structure; organization and paragraphs; thesis and arguments; grammar, usage, and spelling – the value and priority of each are defined by the teacher based on the type of work, its purpose, and other peculiarities)

In order to get the letter grade, educators tailor the scale to the following interpretation, which is commonly used in most educational institutions across the world:

• F – 60 and lower

This grading scale is not solely used for essays and can be freely interpreted for other types of assignments, like tests, quizzes, reflections, and many more.

Other Grading Methods To Use

Along with the basic approaches used by teachers and students, there are some other popular methods you can use for the grading of the papers. Below you’ll find the two most common methods that can be used by both educators and learners, as well as the grading method’s benefits.

Holistic Grading

This grading paper approach implies looking at the paper as the entire work instead of searching for the content and analyzing the specific issues in it. Holistic grading might come in handy to write a detailed explanation of what criteria the assignment should meet to be graded with an A, B, or C. For instance, it can be interpreted with the following paragraphs:

• A. The paper provides a lot of catching insights and presents the deep competence of the topic and understanding of the underlying issues. The message is stated clearly, concisely, and directly. There is confidence in this writing with no major mistakes noticed.
• B. The paper meets and, at times, exceeds the basic requirements of the assignment. Nevertheless, in some paragraphs across the essay, you have to think through and deal with major ideas in the assignment. The message is communicated with generally effective clarity, directness, and conciseness.
• C. The paper provides little insight into the greater issues of the assignment. Overall, it meets the basic requirements of the task. For the most part, the message is reasonably clear, concise, and direct, though there are some problems across the writing.

Checklist-Based Grading

Unlike the previous type, grading with a checklist implies evaluating the essay based on a set of specific criteria. Overall, this approach allows teachers to efficiently and consistently grade papers, as well as leaving the chance to grade papers effortlessly and more accurately.

There are many different checklists to try across the Internet, with most of them analyzing the following criteria:

• The table of content.
• Structure (introduction, body, and conclusion).
• Organization & Criteria (the entire paper and its main points).
• Style (the specific characteristics of the writing manner).

The checklist grading approach will be the best fit for those educators and learners who want to get a universal system that can help to conduct an accurate and effective analysis of papers and will perfectly work for any type of academic writing.

Get Your Best Essay Done With Grademiners!

As you can see, grading your papers is much easier than you might expect and is not solely the teachers’ skill. It can provide you with the basic idea of how you should evaluate your efforts input into the paper, as well as give some insights on how your writing can be improved.

Nevertheless, if you have some trouble writing your assignment or conducting a full spell check , you can always get expert assistance from an academic writing service ! Grademiners is a professional agency with hundreds of experienced writers that are always ready to deliver first-class assignments of any type and for basically any subject and check for plagiarism.

Already have some work for us? Contact us right now to get your assignment done in the shortest time!

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Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

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A's and B's: The True Story Behind the Letter Grades

US Grading System: An Overview

Grading systems for schools vary around the world. However, in the United States, most schools use a letter-grading system, with A being the highest grade and F being the lowest. This system originated in the late 19th century when primary and secondary schools, along with higher education institutions, began standardizing their grading criteria and defining their grading scale of choice.

The letter grades scale originally had a different meaning than it does today; for example, an A indicated that a student met all of the requirements for the course, while a B meant that the student had met most of the requirements. Today, letter grades are often given on a percentage scale, with A representing 90-100%, B representing 80-89%, and so on. This system is designed to give students and parents a clear idea of how well a student performs in school. While it is not perfect, it is still widely used in the United States and other countries.

In this article, we'll explore the letter grading system in the United States at length and compare it to that of the United Kingdom. We're also going to talk about grade point averages (GPAs), their importance, and the other grading systems. So, sit back, relax, and get ready to learn all you need to know about grading systems from annotated bibliography writing services !

What are the Grade Classifications?

The United States grading system uses letter grades to evaluate student progress. An excellent grade is between 90 and 100, which corresponds to an "A", 80-89 is a "B", 70-79 is a "C", 60-69 is a "D" and anything below 60 is an "F". However, there are also several variations of these college letter grades. For example, some schools use a plus/minus system, so an "A" could be between 90-93, and 94-100 would be an "A+".

There are also occasionally grades below a "D", such as an "F-" or even an "F". In addition, some schools use different systems, such as Pass/Fail or Satisfactory/Unsatisfactory. Say, if you recruit a nursing essay writer , you may want to discuss with them your school’s particular grading system as you start your collaboration. This way, you ensure you’re on the same page regarding your grade expectations – whether those will be on the A to F or Pass/Fail scale.

However, most schools in the United States use the standard letter grade system, making it easy to differentiate where you rank in student performance by keeping our explanation above in mind.

Navigating through letter grades in high school is more than just a reflection of academic understanding; it's a stepping stone towards future educational opportunities. As high school seniors eye the transition to college, securing financial support through scholarships becomes crucial. A strong academic record, reflected in your grades, can open doors to substantial scholarships. Explore the best college scholarships for high school seniors to find a range of financial aid opportunities that can ease the path towards achieving your college aspirations.

What Is a GPA, and Why Is It Important?

GPA, or Grade Point Average, is a numerical way of measuring how well a student is doing in school. The GPA scale goes from 0 to 4.0, with 4.0 being the highest possible score. Each letter grade corresponds to a certain GPA: A = 4.0, A- = 3.7, B+ = 3.3, B = 3.0, and so on.

GPAs are used for many different things, such as determining whether a student can graduate, get into college, or receive scholarships. In order to maintain high grades across the board, you can use the help of professional coursework writing services . 

As for GPA classifications, there are three different types: class GPA, semester GPA, and cumulative GPA. Class GPA is the average of a student's grades in a particular class. A semester GPA is the average of all a student's grades during a semester of classes. Finally, cumulative GPA is the overall average of a student's grades throughout their academic career. All three types of GPAs are important, but cumulative GPAs are often given the most weight because they show how well a student has performed over an extended time period.

Regardless of which type of college GPA scale is being looked at, the higher the number, the better!

How is Your GPA Calculated?

As we mentioned earlier, your grade point average, or GPA, is a number that represents the average value of the grades you earn in college. If you want to learn how to calculate a GPA on a 4.0 scale, follow our simple steps below!

First, determine the numerical value of each letter grade you receive. For example, an A is worth 4 points; a B is worth 3 points, and so on. Next, add the total number of points for all your courses. Finally, divide this number by the total number of credits you've earned. This will give you your GPA for the semester.

Keep in mind that your GPA is just a single numerical representation of your academic performance. It's important to remember that grades are not everything. College is also about learning and personal growth, so don't let your GPA be the only measure of your success! However, if you want to get some help in boosting your GPA, a dissertation writing service is always a great idea - so don’t hesitate to connect with the best one to buy term paper online !

GPA Requirements for Admissions into US Universities

If you're looking to study at a university in the United States, there's a good chance that you'll need to meet certain GPA requirements. While every school is different, most universities in the US use a 4.0 GPA scale. This means that your GPA will need to be at least 4.0 to be eligible for admission.

In some cases, you may be able to get into a university with a lower GPA if you have other strong qualifications, such as high test scores or extracurricular activity participation. However, meeting the minimum GPA requirement is usually the best way to ensure your admission into a US university. So, if you're hoping to study in the States, make sure you focus on getting good grades and achieving a high GPA.

If you don't know what is a gpa scale or how to calculate grade point averages, you can consult our paragraph above to see a thorough explanation. On the other hand, if you want to find out how to convert GPA to a 4.0 scale, you should check out the requirements of the university you intend to apply. Most universities offer guidelines on what they deem to be the equivalent of foreign grading systems to theirs, so that will help you ensure that you're making the conversions the right way.

US vs. UK Grading Systems Comparison

The UK and US university grading systems are similar in some ways, but there are also significant differences. In the UK, universities typically use a 1–100-point scale, with 70 being a passing grade. In the US, however, letter grades are used (A, B, C, D, and F), with A being the highest and F being the lowest. In addition, the cut-off for a passing grade in the US is typically around 70%, though this can vary from school to school.

One of the most significant differences between the UK and US university grading practices is how grades are weighted. In the UK, all assignments are typically worth the same amount, regardless of difficulty or length. In the US, however, many schools weigh grades, so more complex or longer assignments are worth more points. This can make it easier to get a higher GPA in the US than in the UK.

Another difference is how exams are graded. In the UK, exams are typically worth a significant portion of the final grade (often 50% or more). In the US, exams are usually worth less (typically around 30%), with the rest of the grade coming from assignments and other assessment forms. This can make it easier to do well in classes with many exams in the UK than in the US.

Finally, there is a difference in how grades are reported between the different school systems. In the UK, universities usually give only the raw score (the 1-100 number). In the US, however, schools often report both the raw score and the letter grade. This can make it easier to compare grades between schools in the US than in the UK.

Overall, the UK and US university grading systems are similar, but there are also some important differences. These differences can affect how easy it is to get a high GPA, how exams are graded, and how grades are reported. So, if you're looking to see how to convert grades to numbers, just take a peek at the GPA conversion chart we shared above. This will give you an idea of how you're faring and how close you reach your academic grading goals in either school system.

Other Grading System Information

There are a few alternative grading systems to the number grades to letter system. For example, the pass/fail system is the most common, where students either pass or fail the class, with no intermediate grades awarded. This system is often used in classes not part of the student's major field of study.

Another system is the credit/no credit system, where students earn credits for passing the class but do not receive a letter grade. This system is often used for courses that are not required for graduation.

Finally, there is the standards-based grading system, where students are graded on their mastery of specific content standards rather than on a traditional A-F scale. This system is increasingly used in K-12 schools but is not as common in universities.

We'll look into alternative grading systems below, so keep reading along!

Standards-Based Grading

Standards-based grading (SBG) is an assessment method that focuses on students' understanding of the material rather than their performance on a single test or assignment.

This approach is based on the idea that it is more important for students to know and be able to apply key concepts than it is for them to simply earn a high grade. Therefore, under SBG, teachers typically provide students with multiple opportunities to demonstrate their understanding of the material. For example, this may require students to complete practice problems, write essays, or give oral presentations.

The teacher can provide additional support and resources if a student is having difficulty demonstrating their understanding. By contrast, in a traditional grading system, students and parents know what do the letter grades stand for, as the grading process is often based primarily on individual performance on summative assessments such as tests and final projects. While SBG requires more planning and effort on the part of teachers, many believe it is a more effective way to assess student learning.

Rank-Based Grading

In many school districts, the traditional A-F grading system and the GPA grade scale are replaced by rank-based grading. Under this new system, students are evaluated based on their relative performance compared to their peers rather than on an absolute scale. For example, if the top 10% of students in a class earn an A, then all students who fall into that top 10% would receive an A, regardless of how many points they earned.

Proponents of this new system argue that it more accurately reflects students' relative abilities and eliminates grade inflation. Critics, however, say that rank-based grading can be just as subjective as the traditional system and lead to even more competition among students. Ultimately, the decision of whether to use rank-based grading or not is up to each individual school district.

Six-Point System

The Six-Point System is a method of grading that assigns a score from 0 to 6 for each answer on a quiz or test. The scores are then totaled to determine the final grade. This system is often used in elementary and middle schools, providing a clear and concise way to assess student performance versus GPA to letter grades. Here is a closer look at the six possible scores:

0: This score indicates that the answer was completely incorrect or that the student did not attempt to answer the question.

1: This score indicates that the answer was partially correct or that the student made a minor error.

2: This score indicates that the answer was mostly correct, but there were some minor errors.

3: This score indicates that the answer was correct, but there were some major errors.

4: This score indicates that the answer was nearly perfect, but there was one small error.

5: This score indicates that the answer was perfect, with no errors whatsoever.

6: This score is typically reserved for questions requiring creative thinking or originality, indicating that the student went above and beyond in their answer.

As you can see, the Six-Point System provides a detailed perspective on a student's progress. By clearly outlining what is expected at each level, this system can help to ensure that all students are held to the same standard. In addition, by offering a scoring range from 0 to 6, this system allows for a more granular assessment of student progress. As a result, it is easy to see how even minor improvements can make a big difference in overall grades.

The 1-2-3-4 system

The 1-2-3-4 system is a simple, straightforward way to grade student work. Here's how it works:

For each assignment, students receive a score of 1, 2, 3, or 4. A score of 1 indicates that the student did not complete the task or that the work was subpar. A score of 2 indicates that the student completed the assignment but that the work was only average, while a 3 indicates that the student did an excellent job on the project. Finally, a score of 4 indicates that the student did an outstanding job on the assignment and was awarded the top grade on this system's scale.

This system has a few advantages over other traditional ways to assign grades, including the college letters grades system:

• It is easy for both teachers and students to understand how course grades are awarded.
• It provides clear guidelines for what is expected regarding the quality and quantity of work.
• It allows for more granular distinctions between levels of performance.

Of course, no grading system is perfect, and there's always the looming fear of potential grade inflation. The 1-2-3-4 system does have its limitations. For example, some assignments may be more complex than others and, therefore, warrant a more detailed grading rubric to better reflect the weight of giving correct answers. Additionally, this system does not account for factors such as classroom participation or growth over time. However, for many teachers and students, the 1-2-3-4 system is a helpful way to evaluate student progress and performance.

The E-S-N-U System

Too often, schools' grading practices can confuse students and parents. However, understanding how grades are assigned can help to demystify the process – and that's the goal of the E-S-N-U system. This grading method is commonly used as part of elementary and middle school curricula and is praised for its simplicity.

Under this system, grades are assigned based on the following criteria: effort, social interactions, necessary skills, and understanding of the material. Grades are given on a scale of 1 to 4 versus letter grades, with one being the lowest and four being the highest. For each criterion, a student can receive a score of 1, 2, 3, or 4. These scores are then totaled to arrive at the final grade shown on their report cards.

While the E-S-N-U system may seem complicated initially, it is a relatively straightforward way of assessing a student's performance. By taking the time to understand how grades are assigned, parents and guardians can better support their child's academic success.

Interesting Facts About US Grading System

Here's a concise list of the top things to know about the US grading system:

- The US grading system uses letter grades A through F, with A being the highest and F being the lowest. The latter is assigned when students fail a class, while the former is the top grade a student can achieve.

- The cutoff for a passing grade in the US is typically around 70%. However, this can vary from school to school and how students are assessed regarding meeting standards set forth by the various formal education school systems.

- In the US, many schools weigh grades so that more difficult or longer assignments are worth more points.

- In the US, exams are often worth less (typically around 30%), with the rest of the grade coming from assignments and other assessment forms.

- In the US, schools often report the raw score and the letter grade. This can make it easier to compare grades between different schools in the US than in the UK by making number grades to letter conversions.

 No "E" Grades

In recent years, some schools have decided to do away with anything regarding letter grades to numbers and replace them with a "No E" policy. This means that instead of receiving a traditional letter grade, students are simply given a Pass or Fail for each assignment.

There are a few reasons why some schools have adopted this policy. There are a few reasons why some schools have adopted this policy:

• This system is conducive to good educational psychology as it can help reduce students' stress and anxiety. When course grades are no longer a factor, students can focus on simply learning the material without worrying about their GPA or aiming for high grades at all costs.
• It can promote a more collaborative learning environment. With no letter grades to compete for, students are more likely to work together, focus on active learning, and help each other out.
• It can encourage students to take more risks in their learning.

Without the fear of getting a low grade, students may be more likely to try new things and step outside their comfort zones.

Whether or not the "No E" policy is right for every school or whether it can lead to grade inflation is still up for debate. But there's no doubt that it has the potential to create a more positive and productive learning environment for all involved.

The honor roll lists students who have achieved a high academic standard within a grading period. Students must typically maintain a certain GPA to be eligible for the honor roll. The GPA requirements vary from school to school but usually range from 3.0-4.0. You can always refer to our GPA conversion chart to see what the necessary grades would be on a four-point scale, including a's, b's, and potentially d's and f's, to meet honor roll prerequisites in specific public schools or private schools.

In addition to meeting the grades awarded to maintain the GPA requirements, some schools require students to take a certain number of honors or advanced placement classes. For example, a school may need students to take at least two honors classes to qualify for the honor roll. Honor roll students are typically recognized at an awards ceremony or in the school newspaper. In some cases, they may also receive a special certificate or medal.

Being named to the honor roll is a great accomplishment that can help students stand out when applying to colleges or jobs. Not only does it look good on your transcript, but it also demonstrates that you can handle challenging coursework. In addition, being on the Honors Roll can help you qualify for scholarships. Most importantly, being on the Honors Roll is an excellent way to challenge yourself academically.

If you are struggling in a particular subject, working to get onto the Honors Roll can be a great motivator to improve your grades. Of course, it is essential to strike a balance between challenging yourself and putting too much pressure on yourself. But if you are up for the challenge, being on the Honors Roll is worth striving for.

Did You Know that Ezra Stiles Implemented the First Grading Scale in the US?

Yale President Ezra Stiles is credited with implementing the first grading scale in the United States.

The scale, which is far different from letter grades, was put into use in 1785 and consisted of four grades: "Optimi", "Second Optimi", "Inferiores", and "Perjores". These grades were based on how well students fared on oral and written examinations, as well as how rigid they were regarding attendance and class participation.

In addition to being the first president of Yale, Stiles was also a renowned theologian and historian. He strongly advocated education and believed it was essential for creating an informed and engaged citizenry.

Thanks to his efforts, Yale became one of the most prestigious higher education institutions in the United States, and its students were highly sought-after by employers. Today, the school continues to be revered for its academic excellence and commitment to ensuring all students have access to quality education.

So, Which System Is the Best Anyway?

Having read about the various systems devised to assign grades, one may wonder: do grades really matter? The answer is both yes and no. Grades matter because they are one measure of how well you're doing in school. However, they don't tell the whole story, so you shouldn't consider them the end all and be all of your academic success.

Many other things contribute to your success, such as your work ethic, social skills, and ability to think critically. So don't worry too much if you get a B or even a C on a test – it doesn't mean you're doomed for life. If you keep working hard and staying focused on your goals, you can still achieve great things. And, if you ever find coursework challenging, you can find a trusted essay writer online on our descriptive essay writing service who will help you meet your academic targets.

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Sometimes I wonder if Michael is secretly a professor because he literally knows everything. HE DID SO WELL THAT MY PROF SHOWED MY PAPER AS AN EXAMPLE. unbelievable, many thanks

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Grading Policies

All grades for my courses are calculated using an electronic gradebook. The following scale shows how letter grades awarded on papers and other assignments are translated into numerical values on a scale of 0-100.

How Much Things Count

On the first page of your syllabus is a grade breakdown, showing how much various assignments (papers, exams, quizzes) count toward your final grade.

Late Assignments

If you are unable to turn in an assignment on time because of a documented illness or family tragedy, you will not be penalized for turning in work late, provided you present your written excuse within one week of returning to class . If you must turn in work late for other reasons, you be subject to the following penalties:

• 1/3 of a letter grade will be deducted from the final grade on a formal paper for each day (each weekday, not class day) that it is turned in late. The first late day begins when class starts on the due date, unless another time is designated. Thus, a student in a 10:30am class who brings his paper in at 10:50am will lose 1/3 letter grade.
• 2 points will be deducted for each day that a short response or exercise is late
• Quizzes may not be made up at all unless an absence is officially excused

Rounding or Dropping Grades

As a general policy, I do not drop the lowest quiz grade in my class or round up final grades. If you look at the above scales, however, you will note that grades are already "bumped" by receiving the highest possible numerical number in the scale. This actually gives you a greater advantage than dropping a simple quiz grade.

Please do let me know, however, if a quiz question is actually on something you haven't read yet; you will not be penalized if I get confused.

Extra Credit

I sometimes offer classes opportunities for extra credit. These assignments are meant to deepen your appreciation for a subject. Extra credit is always class-wide; I do not give private assignments to individual students, as that would be unfair. To calculate extra credit, add it to the "quiz" or "other" category of your total grades.

Does Class Participation Count?

Not usually, but you might double-check the grading breakdown on your syllabus to be sure. The reason I don't count class participation is that I don't trust myself not to reward students I like and punish those I don't. And talking a lot in a class is not always productive; it depends upon the nature of the participation.

Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

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Last updated March 5, 2024

Every piece we write is researched and vetted by a former admissions officer. Read about our mission to pull back the admissions curtain.

Blog > Common App , Essay Examples , Personal Statement > 20 College Essay Examples (Graded by Former Admissions Officers)

20 College Essay Examples (Graded by Former Admissions Officers)

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Alex McNeil, MA Admissions Consultant

Key Takeaway

Have you ever wondered what goes through an admissions officer’s mind as they read college essays?

Now’s your chance.

This post takes you behind that dark, mysterious admissions curtain to show you what exceptional, good, and “bad” college essays look like. And we don’t just show them to you.

We’ve asked our team of former admissions officers to read through the essays, analyze them, offer editing ideas, and assign them grades.

So join us on this college essay example journey so you know what to do (and what not to do) as you write all your college essays this fall.

Let’s get started.

How to Use College Essay Examples

Here’s the thing. People in college admissions have lots of different opinions about whether students should read example essays. But we believe that reading example essays is a crucial step in the college essay writing process.

If you don’t know what a college essay looks like, then how should you expect yourself to write one?

So reading examples is important.

However! There’s a caveat. The point of reading college essay examples isn’t to copy them or even to get inspiration from them. It’s to analyze them and apply what you’ve learned to your own college essay.

To help you do that, our team of former admissions officers has taken this super-comprehensive compilation of college essay examples and pointed out exactly what you need to know before you start writing.

Let me break down how this post works:

Categories:

We’ve put together a great variety of college essay examples and sorted them into three categories, including…

• Best college essay examples: these examples are the creme-de-la-creme. They’re written by a small percentage of students who are exceptional writers.
• Good college essay examples: these examples are solid. They do exactly what they need to do on the admissions committee floor. You’re aiming to write a good college essay.
• “Bad” college essay examples: these examples illustrate a few of the most common college essay mistakes we see.

Our former admissions officers have assigned each essay a letter grade to help you understand where it falls on the scale of “bad” college essays to exceptional college essays.

Alongside our categorization and grades, our former admissions officers have also annotated the essays and provided concrete feedback about what works and what could be improved.

The majority of essays you’ll see here are written in response to the Common Application personal statement prompts. We’ve also included a few stellar supplemental essays at the end of the post.

How an Admissions Officer Reads College Essays

All admissions officers are different. And all institutions ask their admissions officers to read in different ways.

But there are a few strategies that shape how the majority of admissions officers read college essays. (If you want a look behind the mysterious admissions curtain, read our post about how admissions offices read tens of thousands of applications every year .)

First, we need to talk about application reading as a whole.

Remember that admissions officers are reading your college essays in the context of your entire application. It’s likely that by the time they get to your essay, they’ve already glanced at your background information, activities , and transcript . They may have even looked at your letters of recommendation or additional information.

Why is this detail important? It matters because your college essays need to be in conversation with the rest of your application. We refer to this strategy as adopting a “ cohesive application narrative .” Your unique personal brand—who you are, what you’re good at, what you value—should emerge across all of your application materials.

To summarize: your college essays don’t exist in a vacuum. Your admissions officers learn about who you are from your entire application, and your college essays are the place where you get to tell them exactly what you want them to know. You should write them in a way that creates balance among the other parts of your application.

So once your admissions officers get to your college essays, what are they looking for?

They’re looking for several things. Each of your essays doesn’t have to address all of these points, but they are a great place to start:

• Personal narrative that explains who you are and where you come from
• Details about specific activities, accomplishments, or inclinations
• Personality traits that make you who you are
• Lessons you’ve learned throughout your life
• Values that you hold dear
• Information about how you interact with the world around you
• Highlights about what makes you special, strong, interesting, or unique

What do all of these points have in common? They revolve around your core strengths . We’ve written more extensively about core strengths in our college essay writing guide . But for now, just know this: your college essays should tell admissions officers something positive about yourself. They want to know who you are, what motivates you, and why you would be an active contributor to their campus.

As we go through the following example essays, remember: college essays are read alongside the rest of your application, and college admissions officers read your essays to learn about your core strengths.

Okay, let’s get to it. Ready? Buckle up.

The Best College Essay Examples

As an admissions officer, every so often you come across an essay that blows you away. It stops you in your tracks, makes you laugh or cry, or resonates deeply with you. When exceptional essays come through your application bin, you’re reminded what an honor it is to get these fleeting glimpses into incredible students’ lives.

As an applicant, you may be wondering how to write this kind of exceptional college essay. Unfortunately, there’s no simple formula. You can’t “hack” your way into it. You have to write vulnerable, authentically, and beautifully—which is much easier said than done. We have a whole guide on how to write a personal statement that stands out, so we recommend that you start there.

For now, let’s take a look at some of our favorites.

College Essay Example #1: The Gospel of Steve

The first college essay we'll look at got an A+ grade and is about the writer's experience with depression and... Steve Irwin. It's a common application essay. Check it out:

" In sophomore year, I struggled with depression((While this is a fantastic essay, this hook could definitely be stronger.)) . I felt like I was constantly battling against the darkness that seemed to be closing in on me. Until, that is, I found solace in the teachings of Steve Irwin.((This unusual last sentence drew me in when I read this for the first time.))

When I first discovered Steve Irwin and his show "The Crocodile Hunter," I was captivated by his passion for wildlife. He was fearless, jumping into danger without hesitation to save an animal in need. But it was more than just his bravery that inspired me; it was his infectious energy and love for life. Watching him on TV, I couldn't help but feel a little bit better about my own struggles.((This explicit reflection does a fantastic job connecting the writer’s experiences to this Steve Irwin reference.))

But it wasn't until I read his biography that I truly felt the impact Steve had on my life. In the book, he talked openly about his own struggles with depression. He talked about the dark moments in his life, when he felt like he was drowning in despair. But he also talked about how he fought back against the darkness, how he refused to let it consume him, and how he turned his depression into a career that allowed him to follow his biggest passions.

Reading Steve's words, I felt like he was speaking directly to me.((Another beautiful transition)) I wasn't alone in my struggles if someone as brave and fearless as Steve had faced similar challenges. And that gave me the courage to keep going. I started visiting a therapist, exercising regularly, and practicing mindfulness meditation. Day by day, I lifted myself out of my depression–all with a healthy dose of “Crocodile Hunter” each evening after I finished my homework((The writer does a great job focusing on action steps here.)) .

One of the things that I admired most about Steve was his ability to find joy and laughter in the most unlikely places. He was always cracking jokes, even in the face of danger. He taught me that laughter and humor can be a powerful tool in the fight against depression. I went looking for the humor in my own struggles. I started learning about how stand-up comedy works, and wrote my own five-minute skit finding the humor and silver lining((The writer expands their connection to Steve Irwin even more through this comedy thread.)) in my depression. I wasn’t a great comic, let me tell you. But being able to channel my experience into something positive—something that helped others laugh—was extremely gratifying to me.

Depression((The reflection in this paragraph is exactly what writers need to tie all the information together before reaching the conclusion.)) is a bizarre thing. One day, you’re besieged by it from every side and it looks like there’s no way out. Then, two months later, if you’re diligent, you look around the world and wonder what you ever had to be upset about. You find goodness and light in the things around you—your friends, your family, your habits, and your hobbies. These forces act as buttresses to keep you standing up and moving forward.

As silly as it may sound, I credit Steve Irwin with that first buttress. His experience and outlook on life gave me the push I needed to cultivate bravery and resilience in the face of my struggle with mental health. My eternal goal is now to practice the gospel of Steve—to always pass along humor, passion, and encouragement to others, especially to those who seem down and out. Thank you, Steve."

Word Count: 525

Admissions Officer Notes on The Gospel of Steve

This essay captured my attention because of its unique pairing of a tough subject—depression—with a light-hearted and endearing topic—Steve Irwin.

The writer doesn’t dwell in the experience of depression but instead finds hope and light by focusing on how their favorite TV star changed their perspective. Why this essay stands out:

• Great organization and sign-posting . The essay clearly progresses through each part of the writer’s journey. The first sentence of each paragraph signals to the reader what that paragraph will be about.
• Focus on action steps. It’s very apparent that this writer is a do-er. The focus of the essay is on the way they emerged from their depression, not on the depression itself.
• Meaningful reflection. Especially in the second-to-last paragraph and conclusion, the writer beautifully reflects on what depression and hope mean to them.
• Core strengths. From this essay alone, I gather that the writer is a sage archetype . They clearly show their wisdom and ability to persist through challenges.

Most importantly, they’ve written the essay around communicating their core strengths.

College Essay Example #2: The Embroidery Scientist

This essay is about a writer's Etsy store and the connection she draws between fashion and science.

I stretch the thin fabric over my hoop and pull it tight, wedging the nested rings between my legs to secure them shut with my other hand((This hook is compelling. It makes us ask, “What in the world is the writer doing?” We are compelled to read on to find out.)) .

Next I get out the thread. Each color is wound tightly around a paper spool and stored in a container whose original purpose was to store fishing tackle.

I look at the pre-printed design on the fabric and decide what colors to select. Orange, red, pink, yellow–this design will be as bright and happy as I can make it.

Embroidery is where the STEM and creative parts of my identity converge((Here we get a clear, explicit statement of the writer’s main point. This isn’t always necessary, but it can help your reader navigate your essay more easily if you have a lot going on.)) . My STEM side is calculated. She meticulously plans the designs, mocks them up in photoshop, and painstakingly transfers them onto the fabric. She organizes each thread color by its place in ROYGBIV and cuts every piece to an identical length of 18”. Her favorite stitch is the French Knot, with its methodical “one, two” wrap sequence. For her, art is about precision.

My creative side, on the other hand, is messy. She throws thread scraps on the floor without hesitation, and she haphazardly adds design elements in pen. She does a Lazy Daisy stitch very lazily while adding an indescribable flourish to a simple backstitch. Her methods are indeed madness: she’ll border a design with glitter glue, hang a finished project upside down, or stitch a big red X over a perfectly good embroidery. For her, art is about meaning.

While these two sides of myself may seem at odds((Seamless transition to talking about Etsy accomplishment)) , they actually complement each other perfectly. At least, that’s what 3,000 of my Etsy customers think. From three-inch hoops to massive wall hangings, my Etsy shop is a compilation of the best embroidery I’ve ever done. My precision and meaning have earned me hundreds of five-star reviews from customers whose lives I’ve impacted with my art. And none of that art would have been possible without STEM me and creative me.

My STEM and creative side complement each other in more than my embroidery life too. What began as a creative side hustle has actually made me a better scientist((Another good transition to discussing passion and talent for science)) .

Before I started embroidering, I approached the lab bench with an eye like a ruler. Poured a millimeter too much liquid? Better get a pipette. Went a degree over boiling? Time to start over. My lab reports demonstrated my knowledge, skill, and care, but they didn’t show any innovation or ingenuity. My precision led me to be a good scientist but not an exceptional one.

I realized that to be exceptional, I needed to think like a real scientist. While scientists are careful and precise, they are also interrogators. They constantly question the world around them, identifying previously unseen problems and finding creative solutions. To become the scientist I wanted to be, I needed to allow myself to be more creative((This is a good example of what reflection throughout the essay should look like.)) .

When I had this realization, I had just begun my embroidery business. I didn’t understand that my creativity could also be so useful in the lab. I set out on a new path to use more creativity in the pursuit of science.

To inspire myself, I brought an embroidery project to the lab. On it, I stitched a compound microscope and a quote from one of my favorite scientists, Marie Curie. It reads, “ I am among those who think that science has great beauty.”

In the lab now, I’m not afraid to take risks and try new things((Here we see clear personal growth.)) . When I boil my mixture too long, I still start over. But occasionally, when my teacher permits, I do a second experiment on the rejected liquid just to see what will happen. Sometimes nothing happens. Sometimes it results in utter failure. But other times, my mistakes create blue, green, and purple mixtures, mixtures that bubble and burst and fizz. All of these experiments are stitches in my quest to become a cancer researcher. They are messy, but they are beautiful((The conclusion ties beautifully back to the beginning, and we also learn what the writer is interested in pursuing in the future.)) .

Admissions Officer Notes on "Embroidery Scientist"

This writer has done an excellent job talking about two very different aspects of their identity. What I love about this essay is that the structure of the essay itself shows the writer’s creativity and precision. The essay is well-organized and precise, but the writing has a unique and creative flair. It demonstrates the writer’s point exactly. I also appreciate how the writer doesn’t just talk about these parts of their identity. They explicitly connect their creativity and precision to their future goals as a scientist.

Why this essay stands out:

• Creative approach: The writer doesn’t just say, “I have two identities: creative and logical.” Instead, they illustrate that point through the wonderful example of embroidery. Connecting embroidery with science also shows this creativity.
• Attention-grabbing hook : The introductory paragraphs place readers immediately into the essay. We’re drawn in because we’re curious what the writer is doing and how it will evolve into a more meaningful message.
• Connection between personal and academic interests: The writer makes it clear why this story matters for their life in college. The creative and precise personalities aren’t inconsequential—they have a real effect on who this person wants to be.
• Forward-looking conclusion: The writer ends by subtly telling admissions officers what they’re interested in doing during and after college.

College Essay Example #4: Poetry Slam

When I first met Simon, he was neither speaking nor singing. He was doing something in between(( This hook is a good “statement” hook that raises more questions than it answers.)) . With words that flowed together like an ancient tributary, he spoke music. His hands grasping a microphone, he swayed slowly from side to side. He was a poet. But unlike that of Yeats or Dickenson, Simon’s poetry wasn’t meant to be read on a page—it was meant to be experienced like an aural work of art. And I had never experienced anything more beautiful. Disheartened, I realized that my words would never sound like Simon’s(( These two sentences are essential because otherwise the introduction would be all about Simon, not the writer.)) .

I sat in my on-deck seat. Forgetting that I was up next, I admired his craft. The crescendos and decrescendos that mirrored his pacing, the quick staccatos that punctuated each stanza, the rhymes so subtle they almost disappeared—every second of his spoken word pulled me further from reality. I listened to his words like a devout in church(( This is good sentence pacing. A long, winding sentence is followed by a short one that keeps our attention and propels us forward.)) . Closing my eyes, I joined my hands together to count the syllables. From the outside, it probably looked like I was praying. And maybe I was. When Simon’s poem ended, the audience, though betrayed by the silence, erupted into applause.

It was my turn. I had spent an entire year perfecting my poem. My sister had grown accustomed to kicking me under the dinner table when someone asked me a question. She knew that my mind was in my beloved poetry notebook, mentally analyzing my latest draft. I’ve never been one for living in the moment. My report cards usually feature comments like, “She’s a good student but has trouble paying attention.” I’m always the first one out in dodgeball because my mind is completely absent from the school gym. But what seems like inattention to my teachers is actually a kind of profound focus(( This reflection widens the essay’s scope and reveals more about who the writer is as a person.)) .

When writing slam poetry, I become completely consumed. I like to start with the words. The rhythm and intonation come with time. For me, it’s about translating a feeling into language. It’s no easy task, but it feels like an obligation. Once the words come into being, they’re like a twister in my mind(( Good (and sparing) use of figurative language.)) . They spin and spin, destroying every other thought in their path. I can’t focus on anything else because, in the aftermath of a twister, nothing else exists.

And there on the stage, nothing else existed besides me and my poem. I spoke it into existence. Like Simon, I wrapped my hands around the microphone, willing my poem to be heard. The twister exited my mind and entered the world.

A few weeks ago(( Excellent signposting)) , I watched the recording of my first poetry slam, that slam two years ago when I saw Simon perform for the first time. I saw myself climb on stage from the dark abyss of the audience. I looked small, all alone on that big stage. My voice shook as I began. But soon, my poem rendered the stage smaller and smaller. I filled the darkness with words.

As I watched myself on my computer, I thought about how I felt that day, awe-struck in the audience by Simon’s work. I felt like I’d never be able to sound like him. And I was right. My poem didn’t sound like Simon’s, and none of my poems ever would. But in this moment, I realized that they were just as beautiful. My words sounded like me(( Beautiful conclusion that really drives home just how much this person has grown. They don’t need to sound like Simon. They need to sound like themself.)) .

Word Count: 552

Admissions Officer Notes on Poetry Slam

We would call this essay a “sacred practice” essay. It’s clear that slam poetry is deeply meaningful to the writer. They even call it “an obligation.” It’s a beautiful essay that also reflects the writer’s interest in poetry. They have some nice figurative language that adds interest to the story—it’s almost like the essay is in some ways a poem itself. And the story is a good one: it demonstrates the writer’s fears, strengths, and growth.

• Deeply meaningful: We say it all the time because it’s true: college essays should be vulnerable and deeply meaningful. This essay oozes meaning. The writer even connects their love of slam poetry to who they are as a person.
• Good organization and signposting: The narrative in this essay is a little complicated as the writer switches between the slam poetry event, reflection on past events, and reflection during current day. But because each paragraph is about a single topic, and because they use very clear topic sentences and transitions, it’s easy to follow the narrative thread.
• Theme: The main theme in this essay is that the writer found their own voice through slam poetry. They had to experience growth to come to this realization. The very last sentence of the essay wonderfully ties back to the introduction and wraps up the entire essay.

College Essay Example #4: The Muscle Show

My parents are the scrapbooking type(( I’m intrigued by this hook! It makes me ask, “Where is this essay going?”)) . The crafty, crazy-cut scissors and construction paper, okay-everyone-make-a-silly-face-for-this-picture type.

Every summer, my entire family rents a small house in Wildwood, New Jersey for a week to catch up and enjoy the beach and good company. My favorite part is spending time with my cousin Steven, who is one year older than me. To us, there is nothing better than two pockets full of quarters, strolling down the boardwalk headed to an arcade, licking an ice cream cone, and laughing at all the novelty t-shirts for sale(( This sentence beautifully gives us a sense of place. It evokes a sense of nostalgia, too.)) .

We have a “down the shore” scrapbook proudly displayed on our coffee table that holds memories from each of our family vacations. The scrapbook(( Ah-ha. A quick answer to our scrapbooking question.)) is such a fixture in our house that it blends in with its surroundings and I fully forgot it existed until this past March. I happened to pick it up and look at pictures from the first year we went. I was four, Steven was five, and there we were, shirtless in the living room, proudly displaying our kid “muscles” in front of a handmade sign that said “WELCOME 2 THE MUSLE SHOW”.

I cried when I saw it.

No, not because we spelled muscle wrong. The four-year-old in that picture had such a small and fragile frame. I was the kind of child who almost looked like they had six-pack abs because they are so slim. There was so much naivety in that picture that no longer exists(( With this sentence, our writer begins to embark on their journey.)) .

I started gaining weight–a lot of weight–around the fifth grade. My parents are wonderful role models in the way they treat others, but they aren’t exactly paragons of healthy eating. Looking through the scrapbook, none of the adults in my family were particularly healthy. I distinctly remember my dad saying to me sometime in elementary school, “what do these people go to the gym for, anyway? What are you going to do with all those muscles?” I spent elementary and middle school on a steady diet of McDonald’s, Doritos, and video games.

I hit 200 pounds at age 14. One day in my least favorite class, PE, we had to do a push-up competition. Not only could I not do one, I was out of breath just getting up and down from the floor. Something had to change(( And here is our inciting incident in this narrative arc)) .

I turned to one thing I was good at to figure out a solution: reading. I read books like “Why We Get Fat” by Gary Taubes and started to learn the science behind calories, carbs, insulin, and soon, exercise. Even though neither of my parents had ever been inside a gym, I convinced them to buy me some training sessions and a membership that Christmas.

It’s remarkable what happens when you suddenly stop consuming fried chicken and soda, go for a daily 20-minute power walk, and exercise a few times a week. Progress in losing weight actually came sooner than I expected. By sophomore year, I was lifting weights four times a week after school and felt more comfortable in the gym than anywhere else.

I also noticed my attitude towards schoolwork was changing(( This is a good transition to widen the scope of the essay and talk about the broader implications of this journey on the writer’s life.)) . I felt like I had control in my life for the first time. I had spent countless hours trying to “level up” fake characters in video games (OK, I still do that…). But leveling up myself–my own body and mind–was life changing. So much in life is out of our control, but realizing that, at least to an extent, my own health is within my control brought a new sense of purpose, responsibility, and pride.

Today, I’m at a healthy weight, my grades have improved, and I have even taken several of my friends to the gym for their first time. I look forward to continuing my healthy trend in college and beyond.

I’ll see Steven again at this summer’s beach trip. We have decided to recreate the “musle show” picture–this time with better spelling and in better health(( This short conclusion wraps everything up and has a great callback to the beginning of the essay.)) .

Admissions Officer Notes on The Muscle Show

What I like about this essay is how it weaves together multiple parts of this writer’s life. We get their family background, their sense of self, and their values, interests, and goals. The writer takes us on a journey with them. We see their determination in finding solutions to the problems they’re facing, and we also clearly see their personality and voice.

• Upward-trending growth structure : This writer nails this essay structure. We clearly see that they begin at a “point A” where things aren’t so great, and they steadily make their way to “point B.” By the end, we truly get a sense of how they’ve grown through the journey.
• Connections: This essay isn’t just about the writer’s health journey. It’s also about their “sense of purpose, responsibility, and pride.” Their changes expanded to even more parts of their life, and we can see that they are a person who takes initiative and gets creative with solutions.
• Conclusion: I especially love the way this conclusion brings everything full-circle. The “musle show” reference at the end ties the journey nicely together with a bow and ends with a sense of forward movement.

College Essay Example #5: The Stop Sign

While some high schoolers get in trouble for skipping class, I get in trouble for arguing with my local government officials on Twitter. But when lives are at stake, I can take the heat(( Very catchy, humorous, and personality-filled hook)) .

I live at the intersection of 33rd and Spruce. The intersection itself sits between a large bend and a bundle of white oak trees—a recipe for obstructed views. Drivers careen around the corner, Indy 500-style, and are abruptly met with oncoming traffic. Neither can see the other through the oaks. What is otherwise a beautiful intersection makes for awfully dangerous driving conditions.

Living by this intersection my whole life, I’ve heard countless crashes and collisions. The screeching tires and cacophony of crushing car parts is seared in my mind. As neighbors, we are often the first on the scene. Cell phone in hand, I’ve run out to help several motorists who didn’t know what was coming. After the most recent crash, where a car flipped into the ditch, I knew that something had to change(( The writer has set the scene with a vivid description, and these sentences draw our attention to what’s at stake. They need a stop sign, and it’s clear that the writer is on a mission to get one.)) . We needed a stop sign.

I began with a google search, which led me to my local Stop Sign Request Form. According to the form, a government official would reach out to me. If they deemed it appropriate, we’d work together to assess whether the intersection qualified for a stop sign.

Their response took months. While I waited, I began collecting evidence on my own(( The writer’s initiative shines through.)) . After noticing that the security camera on my house pointed toward the intersection, I decided to put the skills I’d been developing in AP Computer Science to work. I wrote a simple code that tabulated the number of cars that passed through the intersection each day(( Here we see the technical skills the writer is developing.)) . Briefly reviewing the footage each night also helped me determine how many cars were likely going over the posted speed limit of forty miles per hour. Alongside these statistics, I went back into our cloud history to find footage of the crashes that had occurred.

When I finally heard back from the city, I was ready to make my case. My confidence deflated as soon as I opened the email(( Oh no! There’s a roadblock. Things aren’t progressing as the writer hoped.)) : Thank you for filling out a Stop Sign Request Form , the email read. At this time, we do not have reason to believe that the intersection of 33rd Street and Spruce Street meets the criteria for a two-way stop sign. The city had disagreed with my recommendation and denied my request.

I took a moment to collect myself. How could the city not care about the safety of its citizens? Were human lives not worth looking into a simple stop sign? I took to Twitter, posting statistics from my research, photos of the obstructed view, and a security camera compilation of cars speeding by. I tagged my local representatives, and I asked for help(( But the writer doesn’t focus on the problem. They continue to focus on their action steps and solutions. That’s exactly how you talk about a personal challenge in a college essay.)) .

While not all of them were receptive to my post, one particularly helpful representative connected me with my city’s City Engineer. The representative instructed me to send the City Engineer all of the evidence I had collected along with another copy of my Stop Sign Request Form.

The engineer was impressed with the code I wrote and the tracking system I’d put together, and she agreed to meet me at my house to do an inspection of the intersection. I accompanied her on the inspection so I could watch what she did. After working so hard to advocate for my community, it felt good to have my opinions heard.

In the end, I got my stop sign(( The writer emphasizes that it wasn’t just about winning the stop sign debate. It was about the community impact. And what do admissions officers want to see? Yep, community impact.)) . Drivers still occasionally speed, but I was astounded by the outpouring of thanks I received after my neighborhood was alerted of the change. My foray into local government was an eventful but rewarding one. And even though I’ve secured my stop sign, I’ll still be doing stop sign research this summer— this time as an intern at the City Engineer’s office(( And the writer pops in this awesome opportunity they’ve earned as a result. As an AO, I would see that they are continuing to prepare for college as their high school career is coming to a close.)) .

Word Count: 641

Admissions Officer Notes on The Stop Sign

This essay combines a story of personal strengths with an impactful accomplishment. It’s not necessary to write about one of your accomplishments in your college essays, but if that’s the route you want to go down, then this approach is a good one. Notice how it focuses on concrete action steps, emphasizes the skills the writer learned and used, and highlights how their actions impacted their community. A stop sign may seem small in the grand scheme of things, but the writer shows just how important this effort was.

• Community impact: The accomplishment this writer chose to write about is an impressive one. Admissions officers are always looking at how applicants interact with their communities , so this story showcases the writer’s willingness to help and engage with those around them.
• Strengths: Above all, we see that the writer is solutions-oriented. They are a “founder” or “builder” archetype and aren’t afraid to tackle hard problems. The writer also explicitly shows how they solved the problem using impressive skills.
• Narrative momentum : This essay is easy to read because we’re always wondering what’s going to happen next. The hook is very catchy, the ups and downs of the writer’s struggle to solve this problem are clear, and the conclusion points to the overall significance of the story and looks toward its future impact.

College Essay Example #6: Fran’s Flower Farm

Surrounded(( The hook is interesting and vivid.)) by carnations, dahlias, and marigolds, I laid down on the hard dirt, sweating from the midday sun. While my garden was a labor of love, it was still a labor. I’d spent months during the beginning of the pandemic researching how to set up beds correctly, choose seeds and fertilizers, and run a small business(( We get plopped right into the story without wasting any time.)) . A year later, this summer would be the second harvest of Fran’s Flower Farm.

As I prepared the yield for my small table at that week’s farmers market, I reflected on how far I had come(( This transitional phrase is a quick and convenient way to incorporate reflection.)) . Prior to the pandemic, I had never even dug in the dirt. I didn’t know anything about seed germination or nitrogen levels. I had my own Instagram, but I had never had to market anything or think about overhead costs. I was a total and complete newb.

But my life, like everyone’s, changed in spring of 2020. Lockdown rendered me depressed and hopeless until one day when my mom ordered me a bouquet of flowers along with our grocery delivery. The bouquet was a simple grocery store arrangement of sunflowers. A few petals were wilting at the ends, and the stems were smashed from the flour that had been in the same plastic bag. But they were perfect. Such a small and thoughtful gesture, that bouquet inspired me to get to work(( Nice—here we learn about the “inciting incident” that compelled the writer to get started on their flower farm.)) .

Lucky enough to have space for flower beds, I mapped out four different six-foot beds in my backyard. Garden tools stolen from my mom and borrowed from socially-distanced neighbors in hand, I added compost, arranged my seeds, watered, and mulched. I laid protective plastic over my beds, tucking them in like a child, and wrapped the garden in decade-old chickenwire I found in our barn. My garden was imperfect–compost trailed between beds, my hose wrapped around my shovel in a heap on the ground, and the chickenwire was dented and rusty. But it was all mine, and it was alive(( I like this paragraph because we really see the writer’s personality. They are determined, innovative, and grateful.)) .

As the pandemic waged on, I tended to my flowers. Each morning, I’d peek under the plastic to see how they had fared throughout the night. They gave me routine and purpose when the days seemed droning and neverending. The longer I kept them alive, the more their sprouts brought me life, too(( This is a very nice and poetic point.)) . In a world that seemed to come to a halt, my flowers showed me that growth wasn’t just possible–it was happening right in front of me.

The business side came soon after(( The transition here could be a touch smoother.)) . Later that summer, once my first crop had bloomed, I set up a roadside stand outside of my house. At that point, I had to put my flower buckets across the driveway from my stand to keep everyone safe. But my flowers brightened the days of hundreds of passing motorists. With growing confidence, I secured a spot at the farmer’s market by July, my business boomed(( I’d like to see some specific details here about how well the business was doing.)) . Returning all profits to my garden, I’ve expanded my operations to include two more flower beds this year.

I’m proud of how far my gardening and business skills have come, but what has been most fulfilling about Fran’s Flower Farm have been the connections I’ve made. The pandemic was difficult for everyone, but it was especially difficult for healthcare workers. As the child of a healthcare worker myself, these challenges have been close to home. Knowing how greatly that bouquet of sunflowers affected me, I make sure to donate flowers(( And this sweet gesture shows another one of the writer’s strengths.)) to my local hospital in thanks every week.

Three years ago, I would never have guessed that I’d own my own flower farm. It’s brought me so many joys, challenges, and friends. I know I won’t be able to bring my flower farm with me to college. But the heart of the farm is more than the flowers(( Here, the writer wraps up the main theme of the essay and makes sure the reader really understands the point.)) . It’s about me learning and using my skills to help others. Wherever I’m planted, I know that I will bloom(( This phrasing is cliche. The writer could re-write the idea in their own words.)) .

Word Count: 643

AO Notes on Fran’s Flower Farm Grade: A

I don’t know about you, but I’d love to buy a bouquet of flowers from this student! While the ending is a bit cliche, we really see how far this student has come in their journey as a farmer and a business person. We also see the magnitude of their impact. They not only grew a successful small business, but they also gave back to the healthcare workers in their community. The student is definitely one I could see thriving in a campus community.

• Topic and accomplishments : Like The Stop Sign, this essay conveys an impressive accomplishment. But the essay isn’t bragging about it or overstating its significance. It works well because the writer tells a genuine story about a passion they developed.
• Variety: The writer also manages to show us two distinct strengths in one essay. We see their strength as a DIY farmer and as a business person. They are clearly a founder archetype.
• Organization and style: The essay opens with a beautiful description, and we get a lot of good language throughout. The writer is able to go through a fairly complicated timeline in a concise and digestible way.

Good College Essay Examples

Not every student can write an exceptional college essay. And that’s okay. Sometimes it’s not one of your priorities or in your particular skill set.

Thankfully, college essays don’t have to be exceptional to earn admission. They can simply be good. You can still write a solid college essay that does everything you need it to do.

So what’s the difference between the best college essays and good college essays? Usually it’s writing style. Some writers have a gift for writing or have spent years practicing their craft, and those are usually the writers who produce essays that make admissions officers gasp.

But admissions officers recognize good, solid writing and storytelling, too.

So writing a good college essay should always be your main goal. Focus on the basics first before trying to level up to an exceptional essay.

College Essay Example #7: My Emotional Support Water Bottle

I had a stuffed animal named Elephant when I was a child(( This hook makes a statement that compels me to read on so I can figure out what they’re referring to.)) . I’ve long since outgrown Elephant, but now I have a new object that I keep around for comfort: my emotional support water bottle. A gray thirty-two-ounce wide-mouth Hydroflask, my emotional support water bottle accompanies me everywhere.

The water bottle was a gift last Christmas after I begged my mom for one. The brand had become extremely popular at my school, and I wanted in on the trend. When I opened the package that Christmas morning, I was elated. I felt an immediate attachment, and I was proud that I could finally fit in with the other kids at my school(( Here we learn about the connection between the waterbottle and the writer’s values)) .

I had always felt like an outsider(( In this paragraph, the writer zooms the focus out to their life in general. We need this reflection to understand why the topic matters so much to the writer.)) . Other students seemed to fit together like puzzle pieces. But as much as I tried, I couldn’t find a picture that matched my piece. I envied the tight-knit friendships I saw among my peers.

As soon as I unwrapped my water bottle, I decided that I needed stickers to match. The kids at my school always had stickers on theirs. I found the perfect pack. It had animated depictions of every famous literary character imaginable. Jane Austen characters, Jay Gatsby, Sherlock Holmes, Guy Montag, Jane Eyre, and more. I couldn’t believe my luck.

No matter how disconnected I felt from my classmates, I could always find a community on my bookshelf(( The writer introduces another topic, literature, that tells us more about who they are.)) . I sat in the courtroom with Atticus Finch, walked through the streets of Saint Petersburg with Raskolnikov, and watched the revolution unfold alongside Satrapi. My literary friends kept me optimistic through difficult times, and I was glad to see them every day on my beloved Hydroflask.

After winter break ended, I couldn’t wait to debut my new accessory. I placed it atop my desk in each class, angling my favorite stickers outward in hopes of connection. I was profoundly comforted by its presence—I could always take a sip of water when I felt thirsty or uncomfortable, and its stickers promised to draw people in.

To my dismay(( This paragraph serves an important plot function. We see that everything, in fact, did not work out perfectly. By highlighting this challenge, we really get a sense of the writer’s problem-solving and resilience.)) , weeks went by, and no one noticed my Hydroflask or stickers. The school was filled with dozens more Hydroflasks after the holidays, so mine didn’t seem so special. What had once filled me with so much hope and support transformed into a reminder of an unfulfilled promise of friendship.

I coped with the disappointment by re-reading one of my childhood favorites, Le Petit Prince . Near the end, when the little prince returns to water his flower, I had a realization. I couldn’t wait around for people to come to me(( Ding, ding, ding! Here we have it. The main lesson the writer has learned. What’s great, too, is that they’ve stated it so clearly.)) . I had to bring the water to them.

The next day at school, I held my Hydroflask close and gathered all my courage. I headed into the lunch room and spotted Jordan, one of the people I’d chatted with in class. She was sitting alone at a table, reading a book I couldn’t identify. I asked if I could join her. Nodding, she told me about her book, White Teeth . When I placed my Hydroflask on the lunch table, she noticed my stickers(( This sentence is crucial because it ties all these threads together: the waterbottle, stickers, literature, and friendship/fitting in.)) . Together, we went through every sticker and talked about the character’s book.

Jordan and I spent the next day’s lunch exchanging laughter and book recommendations. She had a water bottle of her own, too. It was a classic Nalgene without a single sticker. As our friendship grew stronger, I brought Jordan the last sticker from my collection(( With this small gesture, we see a) the writer’s kindness and b) the writer’s personal growth.)) , a rainbow bookmark that read, “BOOKWORM.”

I’ve always looked to the world around me for comfort instead of finding courage within myself. Elephant still sits on my shelf, I continue to be an avid reader, and I always carry my Hydroflask around for hydration. But this learning process has taught me the importance of having confidence and finding the ability to reach out to others. I can’t wait to carry this skill with me to college— after I get some more stickers(( The conclusion ties all these threads together beautifully, and this final statement adds some spunk and forward movement.)) .

Word Count: 648

Admissions Officer Notes on My Emotional Support Waterbottle

Ah, the emotional support water bottle. We’ve all had one! This writer does a wonderful job connecting an otherwise simple object to a larger story about an important part of their life. We also learn a lot about the student, their background, their goals, and their interests from this essay. I especially like how the essay shows the writer’s academic passion (literature) without being an explicitly academic-focused essay.

What makes this essay good:

• Storytelling: With their love of reading, it’s no wonder this writer is a good storyteller. As readers, we get a very clear sense of how the events progressed and changed the reader’s perspective.
• Compelling hook: This essay’s introduction is attention-grabbing and quirky. It compels readers to continue on in the essay to find out what, exactly the writer is talking about.
• Clean conclusion: The conclusion is a fantastic example of what college essay conclusions should do. It reflects back on the essay, ties up loose ends, and looks forward to how these lessons will apply to the writer’s future.

What the writer could do to level up:

• Core Strengths: While we learn a lot about the writer from the essay, there could be a stronger sense of core strengths. We see that they are a strong reader, but that strength doesn’t necessarily connect to their overall message. We also see that they are eager to connect and become a good friend with Jordan, but they don’t all connect seamlessly into a specific archetype or two. A good question to ask yourself is: how would the strengths I show in this essay convince an admissions officer that I will be a good addition to their campus?

College Essay Example #8: Party of One

The sun shone through my airplane window, hitting the tray table exactly right to reveal the greasy handprint of a child. Beside me, a woman cleared her throat as she rifled through her purse, and the tween next to her tapped away on an iPad. The knees of the tall man behind me pushed against the back of my chair. Together, we headed to Pennsylvania(( We open with clear scene-setting, and the final sentence jumps right to the point: we’re on a journey to PA.)) .

This wasn’t my first trip to Pennsylvania, and it wouldn’t be my last. But it was my first trip traveling as a party of one. Barely past the unaccompanied minor cutoff, I departed for a month-long and court-ordered trip to my dad’s house. I wasn’t eager to travel alone. I felt afraid, too young to do this by myself. I wanted to go back home. But I decided to embrace the journey as an adventure(( This explicit reflection helps us, the reader, understand what mindset the writer is at at the beginning of this journey.)) .

With the growing whirr of the engines, the plane ascended. All around me, my neighbors breathed sighs of relief when we reached cruising altitude. I tightened my seatbelt across my lap, steadying myself for the five-hour trip, and took in the scene. Always the quiet and careful observer(( And here we really learn about who the writer is)) , a full flight was my Sistine Chapel.

The woman to my right was wearing all black. She extracted her laptop from her bag the moment the flight attendants permitted, and she created a PowerPoint presentation from scratch before the drinks cart had even started down the aisle. She was all business. I imagined that she signed her emails with nothing but her name, that she read Keynes in her free time, and that people listened when she spoke. She was everything I longed to be(( While the majority of this paragraph is about the writer’s seat mate, this final sentence brings the focus back to the writer. We learn that the description, in fact, was about the writer themself—everything they “longed to be.”)) .

Next was the tween, only a few years younger than I was. Clearly afraid of flying, the tween reached across the aisle to a man who was presumably her father. I found it endearing that she reached out in fear. The dad’s reassurance didn’t just comfort the tween. It comforted me. So far from home, his quiet calm reminded me of the parent waiting to pick me up at the other end of this journey. I remembered reaching out for my own father’s hand when we flew to Pennsylvania for the first time(( Here we have more great reflection about the writer’s relationship with their dad. )) . Now, I watched the dad squeeze the tween’s hand. I felt guilty for the frustration I felt about the trip. I was excited to see my dad.

And finally, there was the man behind me. Aside from the brief glimpse I got during boarding, I didn’t know what he looked like. But there were two things I knew to be true. First, he was tall. The longer the flight went on, the more apologetically his knees bumped against my seat. Second, I felt emboldened by his ability to take up space. With each nudge forward, I spread myself a little bigger(( The writer’s encounter with this man nudged their growth forward. At the beginning, they felt small and timid. Now, they’re more able to take up space.)) , daring to exist in a world I normally wanted to hide from.

Four hours into the flight, turbulence hit. The long-legged man yelped as his knee hit the metal of the seat. Bigger now(( And that growth is solidified even more through this brief transition statement.)) , I was able to brace myself against the impact. I looked to the tween, who I expected to be a wreck. Instead, I saw a calm girl handing napkins to her dad, whose drink had spilled in the commotion. Her care for him mirrored the care he had shown for her. The woman next to me, who had seemed so steadfast, gasped when the plane shot downward. Her hand reached for her chest as she caught herself, surprised. I moved my arm from our shared armrest, giving her space(( This last part gives a very subtle look at the writer’s growth, too. We see that the person the writer admired isn’t as strong as she had seemed. In fact, the writer’s growth has enabled them to help the woman in her moment of weakness.)) . She smiled in appreciation.

After the turbulence had ended, I looked at myself. My hands were folded neatly in my lap. I realized that although I was flying solo, I was surrounded by strangers whose stories intersected with my own(( This point could be more specific.)) . When we landed, I ran into my dad’s arms. “ You’ve grown ,” he smiled.

Admissions Officer Notes on Party of One

This essay is an endearing story about the writer’s first solo plane ride. The narrative is what we would characterize as a “going on a journey” essay—both literally and figuratively. As the writer makes this cross-country trip, they also go through a long personal journey. I especially like the tie between the introduction and conclusion. Along the way, we also learn about the writer through their observations of the other people on the flight.

• Introduction: The first two paragraphs draw the reader in, descriptively set the scene, and establish what is at stake for the writer. We are dropped right into the journey alongside them.
• Vivid language: Throughout the essay, the writer uses interesting and vivid language that helps draw the reader in. The details aren’t overwhelming but add depth to the narrative.
• Reflection throughout: One of the most challenging parts of writing this kind of essay is figuring out how to incorporate your reflection throughout. Many writers mistakenly save it all to the end. But this writer does it the right way by adding reflection at each stop along their journey.

Focus on the self: As-is, this essay tells us a lot about the writer. But it’s nearing on committing one of the biggest college essay writing faux pas: focusing on people other than yourself. I think the writer is getting close to that line but doesn’t yet cross it because of the reflection throughout. But to make the essay even better, the writer could still draw more focus to their own experiences.

College Essay Example #9: My Greatest Talent

I’m a klutz(( Quirky but not too out-there hook that has a lot of personality)) —that’s it, that’s my greatest talent. I’ve honed my clumsiness to perfection, putting in more than my 10,000 hours over the last… 17 years of my life.

When I was six or seven, I was always the one tripping over my own feet, knocking things over. (“This is why we can’t have nice things!” my mom used to scream, half in jest and half in exasperation.) My parents used to joke that I was the only person who could trip on a flat surface. But unfortunately for me, despite doing my due diligence into flat-earth theory(( Here’s more humor that adds some interest and voice to the essay.)) , I found that there was a prevailingly devilish curve to everything around me. If it had a lip, an edge, or a slick spot, I found it.

As I got older(( Excellent signposting to guide the reader through the narrative)) , my talent for being a klutz grew. I managed to trip over my own backpack on a daily basis, and I once fell down a flight of stairs while holding a tray of cookies (I was trying to be a good hostess, but it didn't end well). My friends and family came to expect it, and after those first few years of irritated glances, they began to meet my clumsiness with a laugh and an extended hand.

Being a klutz isn't all bad(( Here, the writer flips our expectations on their head. We’re about to learn about how being clumsy is, in fact, a talent.)) . In fact, it has some pretty decent perks. For one thing, it’s helped me become more empathetic. I know what it feels like to stumble and fall (and stumble and fall, and stumble and fall, and…), and I’m always ready to offer a kind word and a hug to someone who’s having a tough time. I also have a great sense of humor(( We’ve already seen this strength in action at the beginning of the essay, so it’s another good one to highlight.)) —a defense mechanism thanks to all of the embarrassing moments that I’ve created for myself. And let's not forget the fact that I am never bored. There is always something to trip over or knock over. Neither I nor anyone around me ever lacks for entertainment.

One of the biggest benefits of being a klutz is the unexpected friendships(( Friendship is another good strength. But at this point, the essay is starting to feel somewhat list-like. It may have been better to delve more deeply into fewer strengths rather than try to cover so much at once.)) it has given me. For example(( This is a good concrete anecdote that demonstrates the point, though.)) , I once tripped and fell into a ditch while hiking with a group of near-strangers I had met at a trailhead. Surrounded by brambles and thorns, three of them jumped right down with me to hoist me out. My graceless tumble became an inside joke of the trip and we all ended up becoming good friends. I was still embarrassed, of course, but I’m grateful that my clumsiness opened up a new door for friendship that day.

Being a klutz has also taught me to be patient with myself(( Again, we have another good strength, but it’s a lot to cover in one short essay.)) , and to not take myself too seriously. It has taught me to always be prepared for the unexpected, and to always have a good sense of humor. And most importantly, it has taught me to be kind to others(( And yet another strength! Especially since these are related, combining them in a more substantial way may have been more effective.)) , especially when they are having a tough time.

So, if you are looking for someone who’s a little bit quirky and a lot of fun, I’m your girl. I may not be the most graceful person on the planet, or on your campus, but I am confident, kind, and always up for a good laugh. Anyway, where's the fun in being graceful? Just, please, if you do accept me—I’d really appreciate some foam bumpers on the sharp surfaces in my dorm(( More wonderful personality to wrap things up hete. It's approaching being too informal, though.)) .

Word Count: 548

Admissions Officer Notes on My Greatest Talent

This essay is kind of a goofy one. I’ve included it as an example because I want to show you that it’s okay for your college essay to have some personality! Your college essay doesn’t have to be a big, serious rumination on some deep topic. Especially if you’re a goofy person yourself, it’s completely okay for you to choose a more light-hearted topic that showcases your personality. If you do, just be sure to follow this writer’s lead and still write an essay that showcases your strengths.

• Topic choice and personal voice: When we read this essay, we get a crystal clear picture of who the student is because the topic allows them to really write in their own voice. I feel like I know the student after reading it.
• Strengths: All college essays should communicate a core strength to the reader. This essay does an exceptional job at transforming something most people would consider a weakness—being clumsy—into clear strengths—empathy, humor, friendship, patience. Overall, we see that the writer
• Writing style: The biggest tweak this writer could make would be leveling up the writing style. As it is now, it reads like a five-paragraph essay: first I did this, then this, and then this third thing. Changing up the organization and topic sentences could help the writing come across as more mature.

College Essay Example #10: Counting Cards

I am a psychic who thinks in terms of fours and threes(( This hook raises a lot of questions: What is the writer referring to? It does read, however, as a bit disingenuous and overly quirky.)) . Deal me any hand of Gin, and I can guarantee I’ll have you beat. I stare at the cards in my hand and see numbers moving in my mind. Like a mathemetician at a chalkboard, I plan out my next move. I use logic, memory, and a little bit of luck to guess exactly what your hand looks like. The possible combinations seem endless—four Kings and a run of three, three nines and four Queens, a run of four and three sevens, and many, many more. What I love most about playing Gin is the predictability. While I may not know what’s coming, I can use what I already know to strategize, adapt, and have fun along the way(( Here we have a clear gesture toward the essay’s overall theme.)) .

My Gin career began as a small child. My aunt taught me how to play the game while we were camping. My hands were so small that we had to use a chip clip to keep the cards in place(( These first three sentences are very choppy because they all have the same length and structure.)) . I was at first intimated by the “big kid game,” as I called it then, but soon I couldn’t get enough. I forced my entire family to play, and I even roped in the kids at the campsite next to us. My aunt, a mathematician, is a skilled Gin player. She passed her tips and tricks along to me. After a few years of playing, she was the only opponent I couldn’t beat.

Last summer was the first time it finally happened. I bested her. I had a hand with three Aces and a run of Spades. I needed another Ace or a three or seven of Spades. When I drew that final Ace from the deck, I could hardly believe it. I paused to count my cards again(( This description paints a wonderful picture of the writer, their aunt, and the relationship between them.)) . I drew my hands to my chest, looked up at my aunt slowly and triumphantly, and calmly declared, “Gin.” My aunt squealed and embraced me, proud of all the progress her protegee had made.

This win came from a year of hard work(( This is an effective transition that allows the writer to talk about all the work they put in.)) . I read every book on Gin I could find at the library, watched countless YouTube videos, and became an expert on Gin’s more lively counterpart, Gin Rummy. Learning and practicing drew me into a huge online community of Gin enthusiasts. I never thought that I’d meet some of my best friends through a card game, but I did. Every night, we’d compete against each other. And with each match, my skills would sharpen like a knife on a honing steel. When I finally beat my aunt, I hadn’t just won the game. I’d won lifelong friends and greater reasoning skills(( And here is a bit of reflection sprinkled in at the end. There definitely could be more reflection throughout.)) .

Gin players aren’t internationally recognized for their intellectual prowess like chess or Scrabble. I’ve learned other games and played them successfully, but nothing has come close to the joy and challenge I feel while playing Gin. I love predicting what your opponent holds and what you’ll draw next, betting on your perfect card being in the draw deck, chatting with your opponent as you deal the next round, and earning bragging rights after winning a match—all of it is the perfect mix of strategy and community. When I head off to college in the fall, the first thing I’ll pack will be a deck of cards(( This is a sweet ending that looks forward to the future. The conclusion could have touched more specifically on why all of this is so meaningful to the writer.)) .

Word Count: 549

Admissions Officer Notes on Counting Cards

This essay chronicles a writer’s journey learning how to play the card game Gin. I really like how much the writer and their personality shine through. Like the My Greatest Talent essay, Counting Cards is a great example of how to write a fun, light-hearted essay that still speaks to your strengths.

• Topic: Admissions officers see lots of essays about chess and sports. But it’s pretty rare to see one about Gin. The topic (and enthusiasm with which the student writes about the topic) give this essay a good personal voice.
• Connections: The writer also makes stellar connections between a simple game and the people who are most meaningful to them: their family and friends.
• Strengths: Even with a topic as simple as a card game, the writer manages to highlight their strengths of work ethic and camaraderie.
• Higher stakes: We see that the game of Gin is really important to the writer. We also see how the game is connected to their relationship with their aunt and to the new community they found online. But I’m left wanting a little bit more reflection and vulnerability about why Gin is so meaningful to this writer.

College Essay Example #11: Golden Hills Animal Clinic

On my best days at work, I’m surrounded by puppies, kittens, and rainbows(( This hook is interesting, but it's quite cliche.)) . On my worst, I watch people say tearful goodbyes to their best friends. Working at the front desk of Golden Hills Animal Clinic, I’ve seen it all. I’ve learned a lot about people through their pets. I’ve also learned a lot about myself(( Here, we get straight to the point of what this essay is going to be about.)) .

I began working in the clinic two summers ago. I’m known in my family as the “ Snow White(( What a sweet detail about this writer’s background)) ” because I’ve always had a special connection with animals. I had nearly started a new colony of stray cats in my backyard by the time I was nine. I’ve nursed more sick and injured birds than I can count. I’ve discovered all kinds of insects, snakes, and lizards in my neighborhood. Now, at the front desk, I get to welcome the animals and their humans. I share in their joys and console them at their lows.

After(( This topic sentence does a good job structuring the paragraph, but it could be clearer how this paragraph connects to the overall idea of the essay.)) watching thousands of animals struggle, you think you’d get used to the pain and suffering. But each hurt, injured, or elderly animal I check in stings just the same. When I’m in the back room helping prepare the animals for surgeries or procedures, I look into their eyes and desperately try to communicate that everything will be okay. The worst part is knowing that the animals can tell something is wrong but don’t understand what is happening. And when their owners walk past my front desk, I reassure them that we’re treating their pets as our own.

But with life’s hard moments also come the happiest ones. It’s easy to become dejected by the sad times, but working at the clinic has actually given me more hope(( Ah-ha! We learn that even though the writer witnesses a lot of sadness at the clinic, the experience has actually given them more hope.)) . There’s nothing like seeing small puppies, feet too big for their bodies, prance through the waiting room. I’ve witnessed children comfort cats through holes in carriers, and I’ve become inspired by the assertiveness with which our veterinarians make critical decisions to help animals. Through all this, I’ve learned that those little pockets of happiness, care, and determination are what make life worth living(( This sentence helps ground the reader in the writer’s theme.)) .

I’ve also learned that veterinary medicine is as much about the people as it is the pets. Sometimes owners have to be convinced about the best care plan for their pets. Sometimes others aren’t able to afford the care they desperately want to get. People come in worried about nothing or not worried enough. Part of managing the front desk is having the ability to read where a person is coming from the moment they start speaking. Seeing things from customers’ perspectives helps me provide better customer service to the people and the pets. If I sense that a customer is worried about cost, I can talk to them about payment plans. If someone seems overwhelmed by the options, I ask if they’d like to speak with the vet again. In all these cases, I feel proud to provide as much help as I can. Doing so makes sure that our animals receive the best care possible(( We get a good sense of the writer’s strengths in this paragraph, but by the end, it still doesn’t really connect back to the theme.)) .

Now, as an aspiring veterinarian myself(( And with this small note, we learn all that’s at stake: the writer wants to be a vet in the future, so all of these experiences are important preparation .)) , I know that the rest of my career will be filled with the happiest and saddest moments of people’s lives. My care for animals will turn tragedies into miracles. I’ll console owners of sick pets, and I’ll help bring new life into the world. Veterinary medicine is a lot like life in general. You can’t have the good without the bad. But I’ve never met a pet owner who wouldn’t trade the pain of animal loss for even one fleeting, happy moment with their furry friend. Animals make the world a better place. Like Snow White(( Clever call back to tie the essay together)) , I’ll continue listening to animals so I can make their world a little better too.

Word Count: 615

Admissions Officer Notes on Golden Hills Animal Clinic

This essay tells a good story about this writer’s time working at an animal clinic. What I like about this essay is that the writer doesn’t sugar coat things, but they also don’t dwell on the sadness that passes through the clinic. They are real about their experiences, and they draw valuable lessons from them. They also show the importance of this story by connecting it to their future goals.

• Strengths: We clearly see the strengths this writer brings to the clinic. They are understanding, patient, and positive. We also clearly see how these strengths will help the writer be a good veterinarian in the future.
• Topic sentences and transitions: Although the paragraphs get unwieldy at times, the writer’s clear topic sentences and transitions help us seamlessly progress through the narrative.
• Being more direct and concise: At times, it feels like the writer rambles instead of making clear, direct points. Rambling can distract the reader from the main point you’re trying to make, so it’s best to stay on track in each paragraph.
• Fewer cliches: Relying on cliches shows immaturity in your writing. Cliches like “puppies, kittens, and rainbows” and “with the bad comes the good” get in the way of the writer’s own voice.

College Essay Example #12: The Filmmaker

Eye to the lens, I feel in complete control. The old camera weighs heavy in my hands as I quietly point my leading actor to the other side of the frame. Taking a moment to look at the world through my own eyes rather than a lens, I make a decision. I back up, careful not to trip, and capture the wide, panning shot I had envisioned. Filmmaking allows me to show others exactly how I see the world. With an odd angle or lingering aside, I can take my audience on a journey through my eyes(( This introduction raises a lot of questions that propel us forward through the essay: what is the writer doing? What is it that they want to show the world? Why does this all matter?)) .

What’s beautiful about filmmaking is that there are several art forms occurring simultaneously(( We begin with a paragraph that dives deep into the writer’s interest.)) . At the foundation of a scene is the script. Words that draw a viewer in and keep them there, the script is an essential act of creative writing. Next there’s the acting. An art of performance, acting brings the script to life. A good actor will make an audience feel as if they are with the characters, feeling what they feel and doing what they do. Then there’s the direction and filmmaking. Choices about how to translate a three-dimensional world to pixels on a screen drastically affect the audience’s experience. And, finally, there’s the editing. Editing is where all of the other art forms converge, selected and chopped up and stitched back together to create something even better than the original.

I’ve never been one for writing or acting. But the latter two, filmmaking and editing, are where my passions lie(( And here we learn about the writer’s main passion, inspirations, and journey as a filmmaker.)) . Inspired by my favorite movie, ET , I began filmmaking in elementary school. Borrowing my mom’s Flip UltraHD camera, I’d run around my home, filming everything in sight. Soon after, I started gathering my neighborhood friends in my backyard and directing them in made-up film productions. Our films took us on journeys around the world. We were pirates in the Atlantic, merchants in Paris, and kangaroos in Australia. We learned how to tell stories and create and resolve conflicts. In the process, we learned about ourselves, each other, and the world around us.

My love for editing didn’t come until later(( This is an okay topic sentence that helps us understand where we’re at in the narrative, but the paragraph as a whole could more clearly relate to the writer’s overall theme.)) . When my family upgraded our ancient Gateway 2000 to a sleek iMac, I became an iMovie aficionado. I learned how to use all the features and enter in keyboard shortcuts. I became a sculptor. Instead of clay, my material was digital. I’d split clips in half, manually zoom in to my subject, and add filters that changed the whole tone of a shot. Shift + Command + F, and I’d play my clips in full screen, evaluating them with the eye of a film critic. Was my shot effective? Are the actors convincing? Is there anything odd in the background? If I had never seen this, what would I think and feel? Then I’d repeat the process, over and over again.

Some people might say that dedicating myself to filmmaking is frivolous in a world with more pressing problems. But filmmaking is a way to spread messages and give people hope. From the change wrought by An Inconvenient Truth to the laughter Mr. Bean has incited in millions, filmmaking is a way to bring art, truth, and laughter to everyone. More accessible than books or newspapers, film and TV couldn’t be more essential media to confront the problems of today. With the passion of my ten-year-old self, the films I’ll continue to make will have an impact(( We conclude by learning about the writer’s interest in using filmmaking to impact the world. The writer could dig a little deeper here—it stays mainly on the surface.)) .

Word Count: 563

Admissions Officer Notes on The Filmmaker

In this essay, we get a great sense of how excited the writer is about filmmaking. They take us on their journey learning about filmmaking, and they explain how their interest will serve them in the future. I especially enjoy how this essay oozes passion. By the end of the essay, we have no doubt about what this writer sees as their life’s calling.

• Organization: The introduction , background, explanation, and discussion of personal growth all cohere perfectly. The writer walks us through each step of their journey in a clear and logical way.
• Voice: Through all the rich descriptions of the writer’s childhood, we really see their personality and voice.
• Significance and meaning : While it’s clear that this topic is one the writer is passionate about, the essay could evoke more meaning. It’s not apparent what’s truly at stake. The writer should ask and answer the question: “So what?” In answering that question, they’ll be able to be more vulnerable throughout the essay.

“Bad” College Essay Examples

“Bad” is in quotation marks here because writing is always relative.

In the case of these examples, we have categorized them as “bad” because they don’t adequately meet the expectations of a college essay. That doesn’t mean that they’re objectively bad or that their writers are bad writers. It means that the essays need some more attention.

“Bad” essays can always become good essays. Sometimes they can even become the best essays. What matters most is identifying what’s not working and putting in a lot of effort to address the problems.

Across the thousands of college essays we read as admissions officers, there are several issues that arise again and again. Learning from these issues can help you avoid them.

We have a whole post about those biggest college essay mistakes. But the following examples commit three different writing faux pas:

• Too much metaphor and not enough substance
• No main point or clear organization
• About a topic that is important to the writer but not actually that high-stakes

With these mistakes in mind, let’s do some analysis.

College Essay Example #13: Lost in the Forest

I look into the forest, moss wet on my feet(( This is an intriguing hook.)) . There’s fog everywhere—I can barely see the glasses that sit on my nose. I feel a cool breeze rustle against my coat. I am cold and warm all at once. The sun shines through the fog, casting the shadow of a tree whose roots know no end. At the entrance to the forest, I stand frozen in time and space. I can’t see what’s ahead of me or behind me, only what is(( After this sentence, the metaphor becomes unclear.)) . And what is suddenly transforms into what could be. I see a fork in the pathway in front of me. The noise—the noise is so loud. Crickets and owls and tigers, oh my(( Avoid cliche phrases.)) . My thoughts scream even louder. I can’t hear myself think through the sounds of the forest of my mind. Off in the distance, I see a figure. It’s a shadow figure. It’s my mother. She’s walking towards me. I take a step into the forest, fearlessly ready to confront any overwhelming obstacle that comes my way(( This is a nice sentence that encapsulates the main theme of the essay.)) .

When I was a child, I used to play in the forest behind my house. Until one day when I caught my mom sneaking a cigarette outside. She tried to hide it behind her back, but I could see the smoke trailing over her head like a snail. I didn’t know what to do, so I ran farther into the forest. I am used to being disappointed by her. I ran and ran and ran until I tripped over a tree branch that fell in the storm the week before. I laid on the cold, hard ground. The back of me was soaked. Would I turn into my mom? After that, I decided to turn back. The cold was encroaching. I got home and saw my mom in the kitchen. We agreed not to speak of what I saw(( This paragraph could use some more details about what’s at stake: why does all of this matter? As readers, we need more information about the writer’s relationship with their mom to understand why this confrontation was so significant.)) .

While taking a history test, I looked around at my classmates. The gray desk was cold against my skin. I started counting the people around me, noting those who I knew well and those I had never really talked to. I looked at all the expensive backpacks and shoes. After our test, I asked the person next to me how she thought she did. She said it was a difficult test, and I agreed. Every class period, we’d talk more and more. We became friends. We started hanging out with another friend from biology class. We were inseparable, like three peas in a pod. We’d study together and hang out together and dance. They were the best friends I ever had. We liked to play soccer after school and sing loudly to music in my room. But one day it all stopped. They both stopped talking to me((It's not clear how this anecdote relates to the anecdote about the writer’s mother. The significance of the forest metaphor could also be drawn out more.)) . It was like I had been yanked out of the forest and thrown on to the forest floor. I became moss, the owls pecking at my spikey green tendrils. They found two other friends, and I sat alone at my desk in history again. It was like another test, but this time a history of my own.

Things went on like this for years. Over and over again I got put back into the forest. My friends who I thought were my friends actually were just drama machines. Life is foggy when you don’t know what’s going on. And I live in a forest that’s always foggy. Try as I might to find myself, it’s easy to get lost in all the trails and hills. I’m climbing a mountain each and every day. But I keep going back into the forest, looking for answers(( The return to the metaphor almost works here. But because the metaphor has gotten in the way of the main point, we need more explicit reflection to tie everything together.)) .

Word Count: 603

Admissions Officer Notes on Lost in the Forest

So. Writers know that college essays should be meaningful reflections and exercises in creative writing. But sometimes writers take this advice to the extreme and write essays that are too metaphorical and too focused on internal reflection.

This essay is the perfect example of what happens when a writer goes over the top with metaphor. The forest metaphor could be a useful tool given the writer’s topic, but as it is now, everything else gets lost within the metaphor. It’s difficult to extract what the writer actually says about their life.

The writer’s reflection is also deep and removed from specific examples. After reading the essay, I still don’t feel like I know the writer. The topic also changes halfway through the essay, so following the thread throughout is challenging.

What this essay does well:

• Topic: Even though the writer’s topic switches in the middle of the essay, it’s clear that the topics are both meaningful to the writer. The first topic especially may still be grounds for a great college essay.
• Vulnerability: The writer’s vulnerability shines through. They are willing to share an important part of themselves.

What the writer could improve upon:

• Pick a main topic and stick with it: Part of what makes this essay challenging to follow is that it’s doing too many things at once. Narrowing the topic would help the writer focus all their thoughts on communicating one overall idea.
• Use the metaphor sparingly: Remember that metaphors are best when used sparingly. Pulling off an overarching metaphor is very difficult, so it’s generally easier for writers to sprinkle in small references to the metaphor throughout. A great way to accomplish this is the “bookend technique,” where you introduce a metaphor in the introduction and return to it in the conclusion. 
• Tighten up each paragraph : All of the paragraphs in this essay have a lot of information that doesn’t necessarily flow logically from one sentence to the next. My final recommendation would be to edit the paragraphs themselves for clarity. The writer should think about what information is essential and cut the rest.

College Essay Example #14: The Chemist

You(( There are always different opinions about addressing your reader. Sometimes it can work okay, but this instance doesn't work quite as well.)). may be wondering why I’ve taken so many chemistry classes. Well, that’s because I love chemistry. I used to hate chemistry with a fiery passion but now I love it more than anything. I remember that I used to struggle through every single chemistry assignment I ever got. My sister would try to help me but I’d just get upset, like I really just didn’t understand it and that was so frustrating so I just kept not wanting to do more but eventually I started to think “oh chemistry is at the foundation of everything that makes up our universe,” and isn’t that just fascinating?(( Whew—that was a long sentence! This is a run-on sentence, but we do learn about the writer’s primary motivation for studying chemistry.)) So then I decided to make a change and actually try to learn chemistry. I started paying attention in class and asking my teacher for help after class and finally one day my sister said, “Wow, you’re really improving.” And that meant so much to me. When my great-grandparents immigrated to the United States(( This reference is nice, but it's an abrupt topic change. It’s not clear why the writer is bringing up their great-grandparents.)) , they had no idea what would be in store for their great-grandkids. We really don’t learn chemistry in school until high school, so it’s no wonder I didn’t understand it in high school when I started taking it. Electrons and atoms and acids and alcohols. There’s so much to learn. I really have never been good at math so I’d say that’s one of my biggest challenges in chemistry now is learning how to do the equations and figuring out how the math works. In fifth grade I used to be in advanced math but then it just got worse from there until I learned about tutoring. I started doing tutoring through the high school when I was in ninth grade and it helped a lot because I just needed a little more help for each lesson to really understand it. But even with that the math part of chemistry is still hard for me. But I always keep trying! That’s the most important thing to me I think is to keep trying(( This is a good statement of values.)) . Even when problems are hard and I can’t solve them I try to have a good attitude because even if I can’t get it right, doing chemistry is about unlocking the secrets of the universe and that really is interesting even if you can’t completely understand them. When I started taking chemistry in my sophomore year I almost gave up but I was also really inspired by my teacher who guided me through everything. She gave me extra time to do my lab work and was even my lab partner a couple times because our class has an uneven number of students. My favorite part of chemistry lab is mixing solutions and testing them. I don’t like the lab report writing so much but I know it’s an important part. So I try to just get through that so I can get back to doing experiments and such. My favorite experiments was about building a calormieter to measure how many calories is in our food(( Pay attention to small errors and typos like this one.)) . Calories are energy so you burn your food to measure how much energy they have. Then you write up a report about how many calories each food item like bananas, bread, a cookie, had. The best part of doing labs is having your lab partner there with you. You’re both wearing goggles and lab coats and gloves and you feel really like a professional chemist and it’s nice that you’re not doing it alone. You just read the lab instructions and do each of the steps in order. It’s like baking a cake! You just follow the recipe. But you don’t eat the results! You might use beakers or bunsen burners to hold liquid or burn or heat up whatever it is you’re experimenting on. And when I say “find the meaning of the universe” I really mean it(( The writer is trying to return to a bigger reflection here, but the transition needs to be much smoother.)) . It’s amazing how much chemistry is in everything. Cooking is doing chemistry because you’re changing up the properties of the food. The air we breathe, the way plants get energy, the medicines we take, we understand it all because of chemistry. I know that becoming a chemist is hard work and isn’t easy. But I know that it’s rewarding and that’s why I want to do it. Helping people is so important to me and I think that chemistry can help me get there(( Here, we also learn about the writer’s values and motivations.)) . I also like the health and beauty industry and I think it would be fun to get to develop new products or perfumes or medicines.

Word Count: 746

Admissions Officer Notes on The Chemist

There’s no easy way to say it, but this essay just doesn’t meet the mark. That’s why it gets an F. It reads like a free write rather than an essay because it is stream-of-consciousness and doesn’t really make a clear point. I learn that the writer loves chemistry, but the overall message is not clear.

• Ideas : All hope is not lost! Once we dig into what each sentence of the essay is saying, there are some good ideas that the writer can turn into a more cohesive topic.
• Organization: I hesitate to make any extreme claims about college essays, but I feel pretty confident in saying that the vast majority of college essays should always be more than one paragraph. You need paragraphs to break up your thoughts into digestible chunks. Each paragraph should contain a single point you’re trying to convey to the reader. This writer should break all these ideas up into several paragraphs.
• Theme: We see that the topic of the essay is chemistry, that chemistry is interesting because it’s the foundation of everything, and that chemistry can help people. But we don’t really get any deeper meaning from the writer. They haven’t made an attempt to be vulnerable or to show us something significant about themself.
• Length: The essay is almost a hundred words over the word count. The writer needs to pare things down as they organize and clarify their ideas.

Supplemental Essay Examples

In addition to your personal statement, many colleges will also have you write what are called “supplemental essays.”

These essays do exactly as the name implies: they supplement your personal statement. They’re the perfect opportunity for you to tell admissions officers even more about yourself beyond the information you put in your personal statement. Specifically, ou can use them strategically to highlight even more of your strengths.

There are no universal supplemental essay prompts like there are for the Common Application personal statement.

Instead, colleges provide their own supplemental essay prompt(s) as part of their applications.

The good news, however, is that these prompts generally fall into a few common categories: Why Us, Community, Personal Challenge, Extracurricular Activities, Academic Interest, Diversity, and Why this Major prompts.

If you want to learn more about what these prompts entail, or about how to even write a supplemental essay in the first place, check out our complete guide to writing supplemental essays (it’s really good).

For now, let’s take a look at standout example essays for four of the most common supplemental prompt types.

Community Essay: The DIY-ers

Prompt from MIT: Describe the world you come from (for example, your family, school, community, city, or town). How has that world shaped your dreams and aspirations?

225 words or fewer"

I come from a family of do-it-yourselfers(( Straightforward but attention-grabbing. Nice!)) . In part, this lifestyle is one of necessity. Hiring professionals isn’t cheap, after all. But our DIY proclivities are also a product of a longstanding family tradition of ingenuity.

My first DIY was a fix on my Cozy Coupe, whose steering wheel had fallen off. Since then, my DIYs have become larger scale. With my dad, I’ve replaced loose bike chains, put in a new car clutch, and re-tiled our kitchen.

But our biggest DIY to date has been building a six-foot telescope(( Great topic choice that connects to the writer’s academic interests)) together. Made of scraps and spare parts, it’s not the most beautiful telescope. But our focus is on the stars anyway. My entire family has evening picnics, taking turns to look through the makeshift eyepiece. Occasionally the eyepiece falls off, and we all laugh(( I love the personality that emerges with this detail.)) as I run over to replace it.

Coming from a DIY family has made me self-reliant. And when the fixes just aren’t working, my dad reminds me to take a step back and think creatively about solutions. It’s from this mindset that my dream of being an environmental engineer has evolved(( The writer could get to this point sooner.)) .

I know that engineering isn’t just about fancy gadgets. It’s about ingenuity. I want to adapt my DIY ingenuity, mind and hand(( A cheeky nod to the school’s motto—interesting!)) , to even bigger projects that mitigate climate change and lead to a safer tomorrow(( I also like this gesture to the broader significance of their dreams and aspirations.)) .

Word Count: 220

Admissions Officer Notes

• Topic: The writer has chosen a pretty interesting topic for this community essay that will most likely stand out among other candidates. More importantly, the community they’ve chosen to write about is one that they hold dear and have learned a lot from. The story connects in specific ways to who they are as a person and what their dreams and aspirations have come to be.
• Growth: The prompt asks how the community has “shaped” your dreams and aspirations. This writer focuses on the progression of their aspirations while telling endearing stories about their relationship with their family members.
• Future goals: The writer explicitly states how this community has shaped how and what they want to do in the future.

What it could improve on:

• Pacing: Aside from describing your community, the main question of the prompt is how that community has shaped your dreams and aspirations. While the writer does get to an answer, they could spend more time in the essay focusing on that answer.

Diversity Essay: Bumpass

Prompt from Duke:  We seek a diverse student body that embodies the wide range of human experience. In that context, we are interested in what you’d like to share about your lived experiences and how they’ve influenced how you think of yourself.

There((A great, interesting hook that also jumps into a connection with Duke.)) are more traffic lights on the Duke University campus than there are in my entire hometown.

I don’t actually know how many traffic lights Duke has, but it’s a pretty safe bet that it has more than zero, which is how many we have here in Bumpass, Virginia.

Yes, Bumpass. Pronounced “bump-us”.

I’m from a weird little lake town in central Virginia((This paragraph gives us a clear picture of the writer's lived experiences.)) that has two types of residents: part-timers (that’s what we call them), mostly from DC, Richmond, or Charlottesville, with million-plus dollar homes on Lake Anna. They swim and boat on the private side of the lake, which is heated (yes, the lake is heated) by a nuclear power plant. And then there are families like mine. The locals. I’ve always thought “working class” was a nice way for rich people to call poor people poor, but that’s what we are. Families like mine clean the power plant. I’ve never swam in the private side, and our boat is a canoe.

Officially((And this paragraph gives us a good sense of how those lived experiences have influenced them.)) , I’ve had a job since my 16th birthday, which is the legal age in Virginia. But I’ve worked cleaning rental homes and fixing boats for part-timers with my uncle since I was old enough to use a Swiffer and turn a wrench. I’ve cleaned homes that cost more than my extended family’s combined net worth, but oddly I enjoy it. When I see inside their homes, I have something to aspire to, and that’s more than most of my hometown peers can say.

Success around here means making it through community college. Doing so in two years all without abusing alcohol or drugs? I don’t know many people who have done that. But I want to bring my Bumpass experience to Duke.((Nice job bringing the story back to the connection with Duke.)) I know how to rise before the sun and get a day’s worth of work in before noon. I know how to talk to goat farmers and postal workers (my best friend’s parents) just as well as neurosurgeons and pilots (my favorite part-timers whose docks I maintain in the off-season).

I’m looking forward to learning from the diverse body at Duke, making friends from around the world, and gaining a better understanding of the world beyond Bumpass((This conclusion ties the essay together nicely and communicates good school fit.)) .

• Humor and personality: From the topic of the town’s name to the introduction, the writer uses humor (when appropriate) and clearly shows their own voice. They take an authentic approach to the diversity essay prompt. I feel like I know the student after reading this, which is always good.
• School Connections: While there aren’t a ton of references to Duke here, the prompt doesn’t necessarily ask for them. The writer still does a good job connecting their lived experience to how they see themself at Duke.

Personal Challenge Essay: Tutoring Charlotte

Prompt from Brown: Brown’s culture fosters a community in which students challenge the ideas of others and have their ideas challenged in return, promoting a deeper and clearer understanding of the complex issues confronting society. This active engagement in dialogue is as present outside the classroom as it is in academic spaces. Tell us about a time you were challenged by a perspective that differed from your own. How did you respond? (200-250 words)

Asking Charlotte to answer a math question was like asking a cat to take a bath. Her resistance was almost instinctual. When I first met her, I had been doing after-school tutoring for about six months. The program paired up high school students with middle schoolers who were falling behind in their classes. Charlotte was my first student and biggest challenge(( Nice wording to make it abundantly clear that the writer is answering the prompt)) .

At first, her unwillingness to try came across as lazy(( This sentence gets at what the prompt is asking for: “a perspective that differed from your own”)) . I used everything I had in my tutoring arsenal. I encouraged her to give her confidence, and I even brought candy to bribe her. To my dismay, nothing worked. Each time I introduced a new problem, Charlotte simply refused.

My frustration grew so immense that I caught myself being curt with her. When I saw the look of betrayal in her eyes, I was ashamed at my impatience(( Here we have an inciting incident and growth that resulted from a realization. The writer begins to address the “how did you respond?” part of the prompt.)) . I realized that Charlotte’s struggles weren’t her fault. Math has always come easy to me. Whereas every math problem I encounter is like a code I’m excited to crack, Charlotte sees math problems as threats. After years of struggling, it’s no wonder that she stopped trying.

Once I understood that we approach math from different perspectives, I tried something new. I got rid of the math book and graph paper, and I brought out gummy bears. We did an algebra problem without her even knowing it. Together(( The writer zooms the focus out to a larger reflection about what they learned from this interaction. Nice.)) , we worked to overcome her fear of math. Along the way, I learned to teach the person, not the subject matter.

World Count: 247

• Topic choice: Personal Challenge prompts can be some of the most difficult, especially if you don’t have a specific challenge you’ve faced in your life. This writer’s topic choice works great. They show that you don’t have to have a life-altering challenge to answer this prompt well.
• Clear narrative: This prompt is a lengthy one, but the writer has clearly read it and used it to structure the story. As a reader, it’s easy to follow along as the writer identifies the problem, works toward a solution, overcomes hurdles, and eventually comes out successful in the end.
• Connections: Different prompts require different levels of connections to the school. This writer incorporates some of Brown’s institutional values, but, especially since the prompt says so much about Brown’s community, the writer could have made more effort to connect their story to Brown.

Extracurricular Essay: Working Retail

Prompt from Vanderbilt:  Vanderbilt offers a community where students find balance between their academic and social experiences. Please briefly elaborate on how one of your extracurricular activities or work experiences has influenced you.

“ Would(( Beginning any essay with dialog can be hit or miss. But this is a hit. The dialog quickly captures the essence of working in retail and plops the reader directly into the writer’s extracurricular activity.)) you like another size? Sure thing, I’ll get a medium.”

“Are you interested in saving 10% today with an Old Navy Card? No, no worries…”

“I can clean the bathrooms if someone covers the fitting room!”

I didn’t expect much from my first job. Mostly, I expected to earn $12 an hour and improve my denim folding skills at Old Navy. I didn’t think I could learn so much about people and develop life skills.

As(( This paragraph could be a little more specific to the writer rather than their coworkers.))  odd as it may sound, retail work brought people together during COVID. I started in July of 2020. Our store had always met for monthly meetings, but everyone emphasized how much closer they’d become since the pandemic. Stepping up to cover someone’s shift when they got sick–or their spouse or child did–used to elicit a quick “thank you!”, but took on a more profound meaning in 2020. Though I started mid-pandemic, everyone I worked with remarked that, with a few notable exceptions, the overall demeanor of the clientele was much more empathetic. My coworkers seemed to go from sales associates to brave workers keeping the economy afloat overnight.

After about seven months of dutiful work, I was promoted(( The writer seamlessly incorporates the information that they earned a promotion after a relatively brief time of working at the store.)) to senior associate and had new responsibilities of closing and opening the store. Sure, I had dreams of working in an infectious disease lab. But having adults put real trust in me to account for several thousand dollars and secure a major outlet made me value and understand work perhaps even more than the research internship I missed out on(( I appreciate the perspective here. The writer makes a good argument for the importance of retail work, especially in relation to their academic interests.)) .

I am thankful for this opportunity to work and learn with a dedicated staff. Now, I look forward to pursuing more experiences that will relate to my career in biotech in college. Oh, and I won’t miss soliciting credit card sales with each purchase(( This humor bookends the essay wonderfully and adds some extra personality.)) !

• Focus on strengths: Maintaining the right focus in extracurricular essays can be tricky. It can be easy to get caught up in the details of the activity and brag too much or not enough. Especially with extracurricular activities that aren’t based in competition, it can be challenging to draw out strengths. But this writer finds the perfect way to talk about their accomplishments and strengths (being promoted and being a team player) while also seeming personable and humble.
• Connection to future goals : Importantly, the writer doesn’t just leave the story at their retail job. They show the admissions officer how they see this job as contributing toward their future goals.
• Transitions: The transitions between paragraphs and into the detail about a future biotech career could be smoother.

Why this Major: Watchers

Prompt from USC: Describe how you plan to pursue your academic interests and why you want to explore them at USC specifically. Please feel free to address your first- and second-choice major selections. (Approximately 250 words)

As a child(( I like how the writer takes a more creative approach to a standard “why this major” essay.)) , I always got in trouble for staring. My mom would nudge me whenever I looked at someone too long. My uncontrollable staring was an embarrassment for her, but it’s one of the things I love most about myself. Whereas some people are do-ers, I am a watcher, a listener, and a documenter(( We learn a lot about the writer’s personality here.)) . Like introverts and extroverts, the world needs both kinds of people.

Watchers have an admirable task: to see what exists and give it meaning. That’s exactly what I want to do while pursuing my academic interests in anthropology(( And at this point, we jump quickly into the connections between the opening story and the writer’s academic interests. )) . In particular, I’m interested in learning about art, language, and culture in Russia. Pursuing a research career in anthropology would open up opportunities for me to do research for government offices and move toward my ultimate goal(( Incorporating a future goal that they’re working towards is an effective approach.)) of working for the United Nations.

As(( This paragraph has a number of specific, detailed, and relevant connections to the school.)) a Visual Anthropology and Russian double major at USC, I would hone my social scientist skills and improve my Russian language abilities. I’m also eager to participate in a directed internship and to connect with fellow watchers in the Anthropology and Global Studies club. The Center for Visual Anthropology, minor in Folklore and Popular Culture, and the anthropology-focused study abroad opportunity in St. Petersburg all converge to make USC the ideal place for me to learn.

With USC’s global focus and emphasis on creativity, research, and public service, I know that I could develop my watching skills into a successful anthropology career(( And the writer concludes by drawing on some of the institution’s core values, which helps ground all of those disparate connections into something meaningful that the writer aligns themself with.)) .

• Writing style and storytelling: This essay shows that supplemental essays don’t have to be boring. The writer opens with an interesting hook and writes about their major interest in a compelling way.
• School research and connections: The writer does a good job specifically answering the “how you plan to pursue your academic interests and why you want to explore them at USC” part of the prompt. It’s clear that they’ve done their research, and the connections they’ve chosen to focus on make sense in the context of the story they’ve told. They also incorporate school values in addition to simple facts.
• Writing about school connections : To take this essay to the next level, the student could write about the school connections in a slightly more elegant way. As they are now, they feel quite list-like.

Academic Interest: Everyday History

Prompt from Barnard: At Barnard, academic inquiry starts with bold questions. What are some of the bold questions you have pondered that get you excited and why do they interest you? Tell us how you would explore these questions at Barnard. (max 300)

As I walked through the ancient city of Pompeii(( This is a beautiful hook that stops and makes the reader think, too.)) on a family vacation, I thought about the children. I imagined how scared they must have been when the volcano erupted, how they must have reached out to their caregivers for protection. When a large group of people mobbed through the alley next to us, I reached out to my own mother(( With a simple phrase, the writer shows the connection between themself and the people of the past who have captured their attention.)) as an anchor.

What interests me most about history is that the people of the past(( The writer adeptly transitions from a poetic introduction to a straightforward answer to the prompt.)) were just like us. They had likes and dislikes, they became frightened and love-struck and tired. While the history of royalty and great wars captures most people’s attention, what I want to study is the history of everyday people.

What(( These questions respond exactly to what the prompt is asking for. )) was it like to be a child in Pompeii? How did prisoners feel on their way to Australia? What kinds of recipes did the Aztecs cook?

I know that with Barnard’s culture of multidisciplinarity, discovery, and creative thinking, I’d be able to pursue these questions and more(( The writer draws on Barnard’s own values and connects their interests, goals, and questions to specific offerings at Barnard.)) . In classes like Gender and Empire, I’ll learn about the ways European expansion was gendered. And in Children and Childhood in African History or Reproducing Inequalities: Family in Latin American History, I’ll be able to ask questions about the history of the family: How have family structures varied across time and place? What historical role have children played? In what ways have parenting practices changed and why?

While they may seem inconsequential for life today, I believe that answering these questions helps us better understand ourselves. With Barnard’s Building Strong Voices(( And they also reference out-of-the-classroom opportunities.)) mission, I’ll learn how to present my research and advocate for the importance of history.

The world needs more histories of everyday people. We have a lot to learn from them, and Barnard’s offerings will help me lead us to better historical and current understandings(( With this conclusion, it’s clear how Barnard will help the writer accomplish their goals. )) .

Word Count: 299

• Introduction: Academic interest essays are your chance to go all-in. The introduction to this essay does just that. We’re immediately transported into this writer’s academic interest, and we begin to ask these questions alongside them.
• Answering all parts of the prompt: This can be a tricky feat when responding to complex prompts like Barnard’s. But this writer does just that. They tackle each part of the prompt in order, and they make clear transitions between them.

College Essay Example Takeaways

Whether you’re writing a personal statement or supplemental essay, reading and analyzing college essay examples is an important tool. Good examples can give you insight into the proper form and structure to use. And bad examples can be just as helpful by showing you what not to do.

All admissions officers will approach your college essays from different perspectives. But hopefully the grades and comments—provided by our team of former admissions officers and professional writing coaches—have helped you understand what works, what doesn’t work, and why.

As you’ve seen, there are so many essays, topics, personalities, approaches—you can write a college essay about almost anything.

Remember that the key to any successful college application is a cohesive application narrative . 

And if you want to take your own college essays to the next level, join the Essay Academy for an entire course of professional guidance.

Frequently Asked Questions

Do admissions officers actually grade college essays, what makes a good college essay, liked that try this next..

How to Write a College Essay (Exercises + Examples)

How to Write Supplemental Essays that Will Impress Admissions Officers

8 Outstanding UC Essay Examples (Graded by Former Admissions Officers)

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Uploading a single essay at a time, then waiting for it to complete is a pain. Bulk uploading allows you to upload an entire class worth of essays at a single time. You can work on other important tasks, come back in a few minutes to see all the essays perfectly graded.

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Guide to the TOK Essay

What’s covered:.

• What is Theory of Knowledge (TOK)?
• What is the Theory of Knowledge Essay?

How is the Theory of Knowledge Essay Scored?

How to structure your theory of knowledge essay.

The International Baccalaureate Diploma Programme (IB/IBDP) is a rigorous and rewarding internationally based educational program that offers courses in numerous studies, from humanities to chemistry. Students take part in a two-year curriculum that includes external examinations, internal assessments, research papers and community service hours. Essentially, students will have to do a bit of everything, especially with IB’s core, which is CAS, TOK, and the extended essay (EE). Understanding how TOK, IB’s flagship class, is assessed with its essay is important to success in the course overall. 

What is Theory Of Knowledge (TOK)?

Theory of Knowledge is IB’s way of introducing a more intuitive way of thinking into classrooms. TOK is at its surface as simple as it sounds: you essentially learn the “what” and “why” of how we learn and understand knowledge. In order to assess students of their skills in TOK, IB uses an essay and a presentation. The essay makes up 67% of your total TOK score, making it the most important task to focus on for getting a high score. 

What is the Theory Of Knowledge Essay?

The TOK essay is a 1600 word essay written about topics usually given to students from their teachers from a list of numerous options. It is an essay that promotes arguments and counterarguments for the topic at hand. Understanding your ways of knowing (WOKs) and areas of knowledge (AOKs) is extremely crucial before you even start choosing a topic to write on, as your essay will revolve around and structure itself based on these two concepts. Being able to demonstrate higher-level thinking and using examples to solidify the points you make in your essay is also important. Additionally, you’ll need to reference every source of information that you use, since that is something examiners look for as well.

As said earlier, 67% of your grade is from the essay, and your overall TOK score receives a letter grade using a calculated score out of thirty. Your essay score and presentation score are each out of ten. The grades for your TOK presentation and essay are determined by sending material to the board of IB, from which they designate a grader/examiner to read your essay and grade based on a rubric that determines the level of knowledge you exhibit in your writing.

The following formula should better explain how to find your TOK grade. 

(presentation score) + (essay score * 2) = overall score out of 30

The grade boundaries out of 30 that determine your letter grade can vary each year so checking in with your school for the most recent ones is the best course of action, but an example set would be like this:

Once you have a letter grade for IB, your extended essay, which is another part of the core, is also included into a larger grading schema to calculate your core score, which is three additional points required to complete and earn the diploma. The following table details this grade further:

Doing well in the core is important to passing IB and getting three points out of the total 45 attainable points. 

There’s a trick that most IB students use in writing the TOK essay, and it boils down to understanding four key components of learning:

• Content : Understanding knowledge issues
• Clarity : Structuring your essay in a legible and clear/easy to read manner
• Creativity : Using your personal ways of thinking and applications of knowledge specific to your understanding of the knowledge issue
• Critical Thinking : Using a counter argument for every argument you have to analyze your own claims constantly 

Dividing your actual essay into three main chunks helps, starting with an introduction. Your introduction should be where you state your knowledge question, the central point of your essay, and you should make use of jargon specific to the concept. As the basis of your essay, the introduction should be where you form claims and counterclaims that either support or challenge the knowledge question through heavy analysis and evaluation. 

The body of the essay follows the introduction, and it is where most of the conceptual analysis of your knowledge question takes place. Every argument and its counterargument should have a dedicated paragraph of its own, and make sure to not jump back and forth too much throughout the essay. to avoid creating messy transitions for the reader and potentially harming your score. Understanding the essay from the reader’s point of view is important, as it will help you better understand how to structure the body of your essay.

A conclusion in the TOK essay is mainly for finding closure among the numerous arguments that have been taking place thus far in the essay. Make sure to summarize but not repeat previous information entirely to refresh the reader. A conclusion should essentially loop back to the beginning of the essay, the knowledge question. The knowledge question’s answer should be the conclusion and the stopping point of the essay, and by now the answer you provide should be backed by paragraphs of supporting claims and counterclaims. If done right, concluding the essay can be how you earn most of your points. 

Start Early

Starting early is an obvious and effective advantage to students. Aside from TOK, let alone the presentation, IB has substantial work that requires focus and allocated time dedicated to it, such as external examinations and the extended essay. These tasks are equally as important as the TOK essay, so starting your outlining, drafting or even just planning early will set you up for success.

Send Your Drafts to Your Teacher

Your TOK teacher is a great resource for drafting essays and making edits to perfect your final product. Making use of time outside of the classroom to catch your teacher for a quick review of your essay could be a bigger advantage than you realize. Making use of an outside perspective is essential to forming a great essay. 

While your final IB grade isn’t as important as you’d think regarding college admissions, understanding how to pass TOK and using the lifelong practices you’ll learn in the class is even more important. TOK creates students who think outside conventional methods, making them excellent candidates in the eyes of college admissions offices. Taking TOK and showing proof of understanding it as well as capability of academic rigor is what colleges are looking for. For more information on how your chances of college admissions might look, use CollegeVine’s admissions calculator !

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Free Essay Grader Tool

YOUR TOPIC OR SUBJECT

PAST YOUR TEXT HERE

Today all the students can save their time and effort using the proofreading and plagiarism checker online. They can use an AI essay grader available on iTunes or in the web for free. The customers, using it, affirm: “It is so easy and fast to rate my paper now!” It really helps students to save their time and effort to do something very important.

When you use paper rate tool and plagiarism checker, you learn how to write essays with no mistakes. Each time you get the paper rate, you can take your time to think over all your mistakes (if y they exist) or enjoy your success (if no mistakes are found).

We recommend all the students using the paper grader or an essay rater by StudySaurus.

“Grade My Essay”: How it Works

Just paste your text or upload the file containing the text of your essay and the smart paper rater will analyze it. In the report, you will get the mark for your level of spelling, grammar, “bad phrases” (inappropriate words and clichés) and style.

The results will be given in The average sentence length will be measured the level of academic vocabulary usage and the tips and prompts as well.

At the end of the rating your essay, it will be graded. For instance: “Grade 81 B” or “Grade 97 A”. It is proved: students, regularly using the smart checker of paper rater or an essay grader, show the better results in their education.

University students ought to possess certain skills to get grades they need in their classes. One skill that is vital for getting excellent grades is the ability to produce a good piece of writing. Some people have an inborn ability to write essays well and need little to no aid. If you are one of those students who do a great job when it comes to the research aspect, but the writing process is rather challenging for you, you may want to tap into our online paper grader.

Who Is Going to Rate My Paper?

Our Essay Grader is an intelligent tool that leverages the most advanced proofreading algorithms to produce accurate examination eliminating plagiarism and grammar mistakes. Our website that grades essays is available 24/7, we do our job in the most proficient way so that you could save your personal time and money. If you have created an assignment but doubt whether it is good enough thinking “I need to grade my paper” – we are the ones who can do it perfectly.

How Do We Grade Your Paper?

Our essay rater service combines automatic algorithms, as well as manual evaluation by professional editors possessing higher education in English language and/or literature. After having checked language aspects, your text will be transferred to the specialists in the field related to the topic of your assignment to check the content. We have a staff consisting of linguists from different parts of the world so that we can provide assistance to all rate my paper related inquiries on short notice if needed. It does not matter whether you live in Europe, USA, Canada or New Zealand, our smart algorithms will start analyzing your writing immediately after you have submitted your request. We can satisfy the needs of our consumers most efficiently.

What Is The Best Essay Grader?

Before you discover the advantages of the tool, you might be curious about how specifically our rator functions. The thing is that you do not simply ask it to “grade my essay” and then expect it to come back with a grade on it. Let us explain to you how the service works.

The process of using a paper rator is quite straightforward. The initial thing that you need to do is write your assignment. You will need to follow the instructions to submit the document into our rating tool.

While proofreading, there will take place an assessment of your spelling and grammar. An additional parameter that is typically subject of analysis is the use of your language in the essay as well as transitions. It is also worth mentioning plagiarism, which is another item our paper rator tool checks. The reason being that copying someone else’s work without giving them due credit is not acceptable in higher institutions or the real world for that matter. After your assignment is given back to you, you may want to take the necessary time required for making revisions of your creative papers. Having made all the essay corrections, you may now submit it to your teacher and get an excellent mark.

If you have difficulty getting excellent marks for your essays, you now have the option to get professional assistance in the matter. We can not only write papers for you, but we can also grade them so that you find out your areas for improvement. After using our paper rater service with your essays, you will be aware of the changes you need to make to get a desirable grade from your teacher. Do not leave your grades to chance. Double-check to walk an extra mile to improve your marks by using our paper rater tool.

Our Benefits:

• Quality Assurance. All the papers undergo smart algorithms, which prior to sending you the final version, check it for plagiarism, spelling mistakes, punctuation and much more.
• Confidentiality Policies. Our tool does not disclose any personal data to third parties. We guarantee that no one will ever know that you have had your paper rated using our tool.
• Free. Since students do not have substantial financial resources.
• Support. Our technical support team works around the clock and is ready to answer any questions by phone, mail or chat. We provide help to students as quickly as possible.

Knowledge is power, and it is the key message that we’re trying to put across. If you are ready to work hard without making up excuses, it means you are prepared. The same goes for successful academic writing. If you can predict a mark that your teacher is going to give you and you are not happy with it, you have all the means to change the situation. So submit your paper for “rate my essay” analysis and see how your university life changes for good!

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12+ Essay Letter Writing – Format, Examples, Writing Tips

• Letter Writing
• March 4, 2024
• School Letters

Essay Letter Writing: Essay letter writing is a form of written communication that combines the structure and format of an essay with the personal tone and conversational style of a letter. This type of school letter writing can be used to express personal thoughts and opinions on a variety of topics, from social issues to academic assignments.

In essay letter writing, the writer has the freedom to share their ideas and experiences in a unique and creative way, while also adhering to the basic principles of essay writing, such as structure, coherence, and logical argumentation. This Essay Letter Writing is an effective way to communicate complex ideas in a clear and engaging manner.

Also Check: Formal Letter Format Class 8

Essay Letter Writing – Structure of Essay Letter Writing Tips

Content in this article

Essay letter writing follows a basic structure that combines the elements of an essay with the conversational tone of a Essay Letter Writing. Here is a general outline of the structure:

• Introduction : The first paragraph introduces the topic and purpose of the Essay Letter Writing. It should be engaging and clearly state the writer’s thesis or main point.
• Body Paragraphs : The body of the Essay Letter Writing should consist of two or three paragraphs that support the thesis with relevant evidence and examples. The paragraphs should be well-organized and flow logically from one point to the next.
• Conclusion : The final paragraph summarizes the writer’s main points and restates the thesis in a clear and concise manner. Essay Letter Writing should leave the reader with a lasting impression and a call to action.

Essay Letter Writing – Sample Format

Below is a sample format for essay letter writing. This format can be adapted based on the specific purpose and audience of your essay letter:

[Your Name] [Your Address] [City, State, ZIP Code] [Email Address] [Phone Number] [Date]

[Recipient’s Name] [Recipient’s Title or Relationship] [Company, School, or Institution Name] [Address] [City, State, ZIP Code]

Dear [Recipient’s Name],

Subject: [Briefly Mention the Topic of the Essay]

I trust this letter finds you in good health and high spirits. I am writing to share my thoughts on [mention the main topic or purpose of the essay]. As someone deeply passionate about this subject, I believe it is crucial to explore and articulate my perspectives on [provide a brief overview of the essay’s focus].

Introduction: In the introduction, I aim to captivate your attention by [mention how you plan to engage the reader, e.g., sharing a personal anecdote, posing a question, or presenting a relevant quote]. This introductory section sets the stage for a comprehensive exploration of [the main theme or idea].

Body Paragraphs: The body of the essay will delve into [three to four key points or ideas related to the main theme]. Each paragraph will explore a distinct aspect, supported by [examples, evidence, personal experiences, or relevant information]. This structured approach ensures a coherent and compelling presentation.

Conclusion: The concluding section will summarize the key findings and insights discussed throughout the essay. I aim to leave the reader with [a thought-provoking statement, a call to action, or a reflection on the broader implications of the topic].

I appreciate your time and consideration in reading my essay. I believe that [mention the potential impact or relevance of the essay] and look forward to any insights or feedback you may have.

Thank you for your attention.

[Your Full Name] [Your Title or Affiliation, if applicable] [Your Signature – if sending a physical letter]

Feel free to customize this template based on the specific topic, purpose, and recipient of your essay letter. Adjust the language, tone, and content to suit the nature of the essay and the preferences of your audience.

Essay-Letter Writing – Example

Here’s an example of Essay Letter Writing:

Dear [Recipient],

I am writing to share my recent experience with essay writing. As you may know, essay writing is a crucial skill that is required in many academic settings, including college and university courses.

Recently, I had to write an essay on the topic of climate change and its impact on the environment. At first, I found it challenging to organize my thoughts and ideas in a logical and coherent manner. However, with the help of some research and a lot of hard work, I was able to create a well-written essay that received a high grade.

Through this experience, I have learned that essay writing is not just about putting words on paper; it is about expressing ideas and arguments in a clear and persuasive manner. Additionally, I have realized that careful planning and organization are essential for producing a successful essay.

Overall, I am grateful for the opportunity to improve my essay writing skills and I hope to continue honing them in the future.

Sincerely, [Your Name]

Essay – Letter Writing – Example

Essay Letter Writing About Social Media

Here’s an Essay Letter Writing About Social Media

I am writing to share my thoughts on the topic of social media and its impact on our lives. In today’s world, social media has become an integral part of our daily routines, and it is hard to imagine life without it.

While social media has its advantages, such as staying connected with friends and family and accessing a wealth of information, it also has its drawbacks. One of the biggest issues with social media is the spread of misinformation and fake news. Many people tend to believe whatever they read online, without fact-checking or verifying the sources.

Furthermore, social media can also have negative effects on mental health. It is easy to fall into the trap of comparing ourselves to others and feeling inadequate, which can lead to anxiety and depression.

In my opinion, it is important to strike a balance when it comes to social media usage. We should be mindful of the information we consume and make sure it is accurate and reliable. Additionally, we should limit our time on social media and use it in moderation, so as not to let it consume our lives.

Thank you for taking the time to read my thoughts on this important topic.

Essay Letter Writing About Social Media 

Essay Letter Writing for Students

Below is an Essay Letter Writing suitable for students:

[Recipient’s Name] [Recipient’s Title or Position] [School or Institution Name] [Address] [City, State, ZIP Code]

Subject: Exploring the Importance of Extracurricular Activities for Student Development

I hope this letter finds you in good health and high spirits. As a student at [Your School/College Name], I am writing to share my thoughts on the significance of participating in extracurricular activities for overall student development.

Introduction: In today’s dynamic educational landscape, the role of extracurricular activities goes beyond the traditional classroom setting. These activities encompass a wide range of opportunities for students to explore their interests, develop essential skills, and foster a well-rounded personality.

Body: Paragraph 1: Broadening Horizons Engaging in extracurricular activities exposes students to diverse fields beyond their academic curriculum. It provides a platform to discover and explore various interests, allowing students to broaden their horizons and gain a more comprehensive understanding of the world.

Paragraph 2: Skill Development Participating in clubs, sports, or cultural activities enhances the development of crucial life skills. Teamwork, leadership, time management, and communication are just a few examples of skills that students can acquire through active involvement in extracurricular pursuits. These skills are not only valuable during the school years but also play a pivotal role in shaping a successful future.

Paragraph 3: Building Character Extracurricular activities contribute significantly to character building. Students learn to overcome challenges, face competition, and cope with both success and failure. These experiences foster resilience, perseverance, and a strong sense of responsibility, qualities that are integral to personal growth.

Paragraph 4: Holistic Development The combination of academic excellence and active participation in extracurricular activities leads to holistic development. Students who strike a balance between their studies and interests tend to perform well academically while also developing a more well-rounded and adaptable personality.

Conclusion: In conclusion, I firmly believe that encouraging students to engage in extracurricular activities is crucial for their holistic development. These activities not only complement academic learning but also nurture qualities that are essential for success in the ever-evolving global landscape.

I look forward to discussing this topic further and exploring ways to promote and support extracurricular involvement among students at [Your School/College Name]. Thank you for your time and consideration.

[Your Full Name] [Your Grade/Class] [Your Signature – if sending a physical letter]

Feel free to customize this letter based on your specific thoughts, experiences, and the requirements of your essay assignment.

Writing an Essay in Letter Form

Writing an essay in letter form involves combining the structure of a formal or informal letter with the content and structure of an essay. Here is a sample essay in letter form:

[Recipient’s Name] [Recipient’s Title or Position] [Organization or Institution Name] [Address] [City, State, ZIP Code]

Subject: Exploring the Impact of Technology on Education

I trust this letter finds you well. As a concerned student passionate about the role of technology in education, I am writing to share my insights on how technological advancements are shaping the learning landscape.

Introduction: Technology has become an integral part of our lives, and its influence on education is undeniable. In this letter, I aim to examine the positive and negative impacts of technology on the educational experience, shedding light on its transformative effects.

Paragraph 1: Positive Impacts One of the notable positive impacts of technology on education is the accessibility of information. The internet has opened up vast repositories of knowledge, making learning resources readily available to students worldwide. This accessibility has democratized education, breaking down barriers to information.

Paragraph 2: Interactive Learning Furthermore, technology has revolutionized the way we learn. Interactive tools, simulations, and virtual classrooms create an engaging and dynamic learning environment. These tools not only cater to diverse learning styles but also foster critical thinking and problem-solving skills.

Paragraph 3: Global Connectivity The interconnected world facilitated by technology allows students to connect with peers and experts globally. Collaborative projects, online forums, and virtual exchange programs contribute to a richer and more diverse educational experience.

Paragraph 4: Challenges and Concerns However, with the benefits come challenges. The digital divide, unequal access to technology, and concerns about privacy and online security are critical issues that need addressing. Balancing the integration of technology while ensuring equitable opportunities for all students is a pressing concern.

Conclusion: In conclusion, the impact of technology on education is profound and multifaceted. While it presents exciting opportunities for enhanced learning, we must address the challenges to create an inclusive educational landscape that benefits all.

I welcome the opportunity to discuss these ideas further and explore strategies for leveraging technology responsibly in education. Thank you for considering my perspective.

Feel free to customize this template based on your specific topic and the guidelines provided for your assignment. Adjust the tone, style, and content to suit the nature of your essay and your audience.

Essay Letter Writing Template

Below is a template that you can use for essay letter writing. This template is a general structure; you can customize it based on the specific topic or purpose of your essay.

[Your Name] [Your Address] [City, State, ZIP Code] [Email Address] [Date]

Introduction: Begin your letter with a brief introduction. Clearly state the purpose of your letter and provide a hook to engage the reader’s interest.

Body Paragraphs: Divide the body of your letter into paragraphs, each addressing a specific point or idea related to your essay topic.

• Introduce the topic of your essay.
• Provide background information to set the context.
• Clearly state your thesis or the main point you will be discussing.
• Introduce and discuss the first supporting point.
• Provide evidence, examples, or facts to strengthen your argument.
• Explain the relevance of this point to your overall argument.
• Introduce and discuss the second supporting point.
• Provide evidence, examples, or facts to support this point.
• Explain how this point connects to your thesis.
• Acknowledge potential counterarguments.
• Refute or address counterarguments, demonstrating the strength of your position.
• Summarize the key points discussed in your essay.
• Reinforce the importance of your thesis.
• Provide a smooth transition to the conclusion.

Conclusion: Conclude your letter by summarizing the main points and restating the significance of your topic or argument. End with a call to action, a thought-provoking statement, or a question to leave a lasting impression.

Closing: End your letter with a formal closing. Choose a closing phrase that matches the tone and purpose of your essay.

[Your Full Name] [Your Signature – if sending a physical letter]

Feel free to adapt this template of Essay Letter Writing based on the specific requirements of your essay or the guidelines provided for your assignment. Adjust the tone, style, and content to suit the nature of your essay and your audience.

Formal Essay Letter Writing

When writing an Essay Letter Writing in Formal tone, you want to maintain a professional tone while effectively conveying your thoughts. Below is a formal Essay Letter Writing:

Subject: An Examination of Environmental Sustainability Practices in [Organization/Institution Name]

I trust this letter finds you in good health. As a dedicated student of [Your School/College Name], I am writing to bring attention to the importance of adopting sustainable practices within our institution, specifically in the context of environmental conservation.

Introduction: Environmental sustainability is an issue of global concern, and its implications resonate across various sectors, including education. In this letter, I aim to shed light on the benefits of implementing eco-friendly initiatives within [Organization/Institution Name] and the positive impact it can have on our community and beyond.

Paragraph 1: The Need for Environmental Sustainability The pressing need for environmental sustainability arises from the escalating challenges posed by climate change. By incorporating sustainable practices within our institution, we contribute to the global effort to mitigate the adverse effects of environmental degradation.

Paragraph 2: Implementing Green Initiatives I propose the implementation of green initiatives, such as waste reduction, energy conservation, and the incorporation of renewable energy sources. These initiatives not only align with global sustainability goals but also instill a sense of environmental responsibility among students, faculty, and staff.

Paragraph 3: Educational Opportunities Furthermore, embracing environmental sustainability provides unique educational opportunities. By incorporating sustainable practices into our curriculum, we equip students with the knowledge and skills needed to address complex environmental issues in their future endeavors.

Conclusion: In conclusion, the integration of environmental sustainability practices within [Organization/Institution Name] is not only a responsibility we owe to the planet but also an opportunity to foster a culture of environmental stewardship among the members of our institution.

I welcome the opportunity to discuss these proposals further and explore feasible ways to initiate and support sustainable practices within our institution. Thank you for considering these recommendations.

Feel free to adapt this formal Essay Letter Writing based on the specific topic and guidelines provided for your assignment. Ensure that the tone remains formal and that the content aligns with the expectations of a formal letter.

Job Application Essay Letter Writing

Below is a job application Essay Letter Writing that you can use as a reference:

[Employer’s Name] [Company Name] [Company Address] [City, State, ZIP Code]

Dear [Employer’s Name],

Subject: Application for [Job Position] – [Your Full Name]

I am writing to express my sincere interest in the [Job Position] advertised on your company’s website. With a strong background in [Relevant Skills or Experience], I am confident in my ability to contribute effectively to your team and the success of [Company Name].

Introduction: In my current role at [Your Current Company], I have successfully [highlight a significant accomplishment or responsibility related to the job]. This experience has equipped me with [mention specific skills or qualities] that align with the requirements of the [Job Position] at [Company Name].

Body: Paragraph 1: Why I am a Strong Candidate I am particularly drawn to [Company Name] due to its commitment to [mention any specific values, projects, or achievements of the company]. My [mention number of years] years of experience in [Your Industry or Field] have honed my ability to [mention key responsibilities or skills relevant to the job].

Paragraph 2: Key Skills and Achievements I possess a proven track record in [mention relevant skills or achievements], as evidenced by [provide specific examples or metrics]. These experiences have sharpened my [mention soft skills] and my ability to [mention any other relevant strengths].

Paragraph 3: Why I Want to Join [Company Name] I am attracted to [Company Name] because of its reputation for [mention any specific aspects of the company culture, projects, or values that resonate with you]. I am eager to contribute my skills and learn from the talented team at [Company Name].

Conclusion: In conclusion, I am excited about the opportunity to contribute to [Company Name] and am confident in my ability to excel in the [Job Position]. I look forward to the possibility of discussing how my skills and experiences align with your company’s needs in further detail.

Thank you for considering my application. I am eager to further discuss how my qualifications make me a strong fit for this position.

Feel free to customize this Essay Letter Writing for job application based on your specific experiences, skills, and the requirements of the job you are applying for.

Essay Letter Writing for Different Audiences

Essay Letter Writing for different audiences involves tailoring your content, tone, and approach based on the specific group you are addressing. Below are examples of Essay Letter Writing for different audiences:

1. Essay Letter Writing to Parents – Topic: Importance of Extracurricular Activities for Student Development

[Your Name] [Your Grade/Class] [Date]

[Parents’ Names] [Parents’ Address]

Dear Mom and Dad,

I hope this letter finds you both well. As your son/daughter and a student at [Your School], I wanted to share my thoughts on the significance of participating in extracurricular activities for overall student development.

[Continue with the body of the essay, discussing benefits, personal experiences, and the impact on academic and personal growth.]

2. Essay Letter Writing to Teachers – Topic: The Role of Technology in Enhancing Classroom Learning

[Teacher’s Name] [School Name]

Dear [Teacher’s Name],

I trust this letter finds you well. As a student in your [Subject] class, I would like to explore the impact of technology on classroom learning and how it can enhance the educational experience for both students and teachers.

[Continue with the body of the essay, discussing positive impacts, examples, and potential challenges.]

3. Essay Letter Writing to Friends – Topic: The Benefits of Reading for Personal Growth

[Your Name] [Date]

[Friends’ Names]

Dear Friends,

I hope you’re doing great. Recently, I’ve been reflecting on the many benefits of reading and how it contributes to personal growth. I thought I’d share my thoughts with you.

[Continue with the body of the essay, discussing the joys of reading, cognitive benefits, and the impact on personal development.]

[Your Full Name]

4. Essay Letter Writing to the Editor – Topic: Addressing Environmental Concerns in Our Community

[Your Name] [Your Address] [City, State, ZIP Code] [Date]

[Editor’s Name] [Newspaper/Magazine Name] [Address]

Dear Editor,

I am writing to bring attention to the environmental concerns in our community, specifically focusing on [specific issue]. It is imperative that we address these issues to ensure a sustainable future.

[Continue with the body of the essay, providing information, possible solutions, and urging community involvement.]

[Your Full Name] [Your Contact Information]

Feel free to customize these letters of Essay Letter Writing for different audiences based on the specific audience and topic you are addressing. Adjust the language, tone, and content to suit the relationship and communication style appropriate for each audience.

Essay Letter Writing About Pollution – Email Format

Here’s an Email Format of Essay Letter Writing about Pollution:

I am writing to you today to express my deep concern about the issue of pollution. In recent years, pollution has become a major problem that is affecting our environment, our health, and our future. It is a global issue that needs to be addressed urgently.

Pollution is caused by various factors, including industrial activities, transportation, and waste disposal. The consequences of pollution are dire, including climate change, respiratory problems, and biodiversity loss. It is important that we take action to reduce our carbon footprint, recycle waste materials, and limit the use of harmful chemicals.

As citizens of this planet, we all have a responsibility to protect our environment and reduce pollution. I urge you to join me in taking action to reduce pollution in our daily lives. We can start by using public transportation, conserving energy, and practicing responsible waste disposal.

Let’s work together to create a healthier and more sustainable future for ourselves and generations to come.

Essay Letter Writing for Various Occasions

Essay Letter Writing for various occasions involves tailoring your content to the specific event or celebration. Below are examples of Essay Letter Writing for different occasions:

1. Essay Letter Writing for Graduation – Reflecting on the Journey

[Your Name] [Graduation Date]

[Principal’s Name] [School Name]

Dear Principal [Principal’s Last Name],

As I stand on the threshold of a new chapter in my life, I find myself reflecting on the incredible journey that has led me to this moment. Graduation is not just a culmination of academic achievements, but a celebration of growth, resilience, and the bonds formed in these hallowed halls.

[Continue with the body of the essay, reflecting on memorable experiences, friendships, and the lessons learned during the academic journey.]

[Your Full Name] [Your Graduation Class]

2. Essay Letter Writing for Thanksgiving – Gratitude for Family and Friends

[Recipient’s Name] [Recipient’s Address]

As Thanksgiving approaches, I find myself overwhelmed with gratitude for the blessings in my life, particularly the cherished relationships with family and friends. In the spirit of thankfulness, I wanted to take a moment to express my heartfelt appreciation for the impact you have had on my life.

[Continue with the body of the essay, expressing specific reasons for gratitude, fond memories, and the significance of the relationship.]

Warm regards,

3. Essay Letter Writing for a Birthday Celebration – Reflecting on Another Year

[Your Name] [Birthday Date]

[Recipient’s Name]

As I celebrate another year of life, I am prompted to reflect on the experiences, growth, and joys that this journey has brought. Birthdays are not just a marker of passing time; they are a celebration of the lessons learned, the relationships cherished, and the memories created.

[Continue with the body of the essay, reflecting on the past year, expressing gratitude, and sharing hopes for the future.]

Cheers to another year,

4. Essay Letter Writing for New Year’s Resolutions – Setting Intentions for the Year Ahead

As the New Year approaches, it offers a fresh canvas on which to paint the aspirations, goals, and intentions for the coming months. In the spirit of new beginnings, I wanted to share my reflections on the year gone by and outline the resolutions that will guide my path in the year ahead.

[Continue with the body of the essay, reflecting on achievements and challenges of the past year, and outlining specific resolutions.]

Wishing you a wonderful New Year,

Feel free to customize these letters of Essay Letter Writing in different occasions based on the specific occasion and your personal sentiments. Adjust the language, tone, and content to suit the nature of the event or celebration.

College Admission Essay Letter Writing

Writing a college admission Essay Letter Writing is an important step in the application process. Below is a sample college admission essay letter:

[College Admissions Office] [College/University Name] [College/University Address] [City, State, ZIP Code]

Dear Admissions Committee,

I am writing to express my sincere interest in joining the [College/University Name] community as a [Your Intended Major] major. As a passionate and dedicated student, I am eager to contribute to and benefit from the academic environment and unique opportunities offered by your esteemed institution.

Introduction: Ever since I attended [Your High School Name], I have been inspired by the pursuit of knowledge and a desire to make a positive impact on the world. [Provide a brief introduction to your academic background and interests.]

Why [College/University Name]? [College/University Name] stands out to me as the ideal place to further my academic journey due to [mention specific reasons such as renowned faculty, exceptional programs, unique resources, or a particular campus culture]. The [Your Intended Major] program, in particular, aligns perfectly with my academic and career aspirations.

Unique Qualities and Achievements: Throughout high school, I have consistently demonstrated my commitment to excellence in [mention specific academic or extracurricular achievements]. These experiences have not only shaped my character but have also prepared me for the challenges and opportunities that a rigorous academic environment like [College/University Name] provides.

Contributions to Campus Life: I am excited about the prospect of contributing to the vibrant campus life at [College/University Name]. My experiences in [mention relevant extracurricular activities or community service] have instilled in me a sense of leadership, teamwork, and social responsibility.

Personal Growth and Goals: Beyond academics, I see [College/University Name] as a platform for personal growth and exploration. I am eager to immerse myself in the diverse learning experiences, engage with a community of like-minded individuals, and broaden my perspectives.

Conclusion: In conclusion, I believe that my passion for [Your Intended Major], commitment to academic excellence, and dedication to contributing positively to campus life make me a strong candidate for admission to [College/University Name]. I am excited about the prospect of becoming a valuable member of your community and contributing to the rich tapestry of experiences at [College/University Name].

Thank you for considering my application. I look forward to the opportunity to contribute to and benefit from the vibrant academic environment at [College/University Name].

[Your Full Name] [Your High School Graduation Year] [Your Signature – if sending a physical letter]

Feel free to customize this letter based on your specific experiences, aspirations, and the requirements of the college or university you are applying to. It’s important to convey your unique qualities, achievements, and reasons for choosing the institution.

FAQS for Essay Letter Writing – Format, Examples, Writing Tips

What is the basic format for an essay letter writing.

The basic format of Essay Letter Writing includes a salutation, introduction, body paragraphs, and a conclusion. Include your contact information, date, and a closing signature. The structure may vary depending on the type of letter and audience.

How do I start an essay letter?

Start with a salutation addressing the recipient. In the introduction, engage the reader with a compelling hook, such as a question, quote, or personal anecdote, to draw them into your essay.

What should I include in the body paragraphs of an essay letter?

Each body paragraph should focus on a specific point or idea related to your topic. Include supporting evidence, examples, or personal experiences to strengthen your arguments or convey your message effectively.

How do I end an essay letter?

Conclude your essay letter by summarizing key points, reiterating the main message, or providing a call to action. End with a closing statement that leaves a lasting impression on the reader.

Can you provide examples of Essay Letter Writing for different purposes?

Certainly! Essay Letter Writing Examples include job application essay letters, college admission essay letters, letters to friends on specific topics, and letters addressing various occasions. Tailor the content based on the purpose and audience.

Essay Letter Writing is an important skill that has been around for centuries. It serves as a means of communication and expression of ideas and emotions. With the advancement of technology, letter writing has evolved, but its importance has not diminished. Whether it is a formal business letter or a personal letter to a friend, the art of letter writing requires attention to detail, clear communication, and an understanding of the audience.

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Letter Grades Should Be Replaced With Pass or Fail Essay

The debate over whether letter grades should be replaced with a pass or fail has been controversial. Some argue that letter grades accurately measure student achievement, while others argue that pass or fail is a fairer system. Those who favor letter grades usually do so because they believe it is more accurate to measure student achievement. They argue that letter grades provide a level of detail that pass or fail does not (Pan et al., 2021). Letter grades can show whether a student is barely passing or if they are excelling in a course. This level of detail can be helpful for students, as it allows them to see where they need to improve. Letter grades can motivate students to do their best, knowing their grades will reflect their (Arsyad Arrafii, 2019). When students are graded on a curve, it often pits them against each other rather than encouraging them to work together. This essay will discuss the pros and cons of replacing letter grades with a pass or fail system.

Advantages of Replacing Letter Grades with Pass or Fail

When letter grades are replaced with a pass or fail system, students no longer have to stress about their grades. With a pass or fail system, as long as a student passes the class, they will receive a passing grade, regardless of their performance; hence this can take away a lot of stress for students, as they no longer have to worry about getting a low grade (Pan et al., 2021). Pass or fail systems can motivate students to try their best, as they know that even if they did not get a perfect grade, they would still pass the class as long as they pass the required tests or assignments. The primary stress that comes with grades is the pressure to perform well. Pass or fail systems can also promote a more relaxed learning environment, as students will not be as focused on their grades, allowing them to absorb the material better and enjoy learning. Overall, replacing letter grades with a pass or fail can take away much of the stress that comes with grades.

When students are evaluated on a pass/fail basis, they are more likely to collaborate because they are not competing for grades leading to a more supportive and cooperative environment in the classroom as it takes the pressure off of the individual students to perform well to get a good grade. For example, suppose students are working on a group project. In that case, they may be more likely to help each other out and offer suggestions rather than trying to do everything themselves to get a good grade resulting in a better project overall. In addition, this can lead to a deeper understanding of the material and a more positive attitude towards learning (Fischer et al., 2020). A more collaborative environment encourages students to work together since they will need to help each other to pass the class, benefiting the students as they learn from each other and in study groups. In general, pass or fail grading can promote a more collaborative environment for students by removing the incentive to compete with each other, which can lead to better learning outcomes and a more positive experience in the classroom.

In addition, replacing the letter grades with a pass or fail can level the playing field between students of different skill levels. A few ways to replace letter grades with passing or failing can level the playing field for students from different backgrounds. One way is by providing a more accurate representation of the student’s knowledge. For example, a student who gets a C in a class might pass the class if they put in extra effort, but a student who gets a D might not be able to do the same. This system would be more accurate in showing which students understand the material and which ones do not (Fischer et al., 2020).

Pass or fail also helps to level the playing field by removing the focus on grades. Students from wealthier backgrounds can get better grades because they have more resources, such as private tutors or expensive prep courses. If grades are no longer the main focus, students from all backgrounds will have an equal chance to succeed. Pass or fail system can also help to level the playing field by giving students who might not do well in traditional academic settings a chance to succeed. For example, a student who is creative but does not do well on tests might be able to pass a class if their creativity is taken into account; that would allow for a more well-rounded education and would give all students an equal chance to succeed.

Disadvantages of Replacing Letter Grades with Pass or Fail

The elimination of letter grades in favor of a simple pass or fail might result in a general lowering of academic standards for several reasons. Students would no longer be driven to earn good grades if they were only given a pass or fail mark instead of a letter grade, which is one of the primary reasons why replacing letter grades with a pass or fails mark could lead to a drop in academic standards. Students would not be motivated to strive for excellence if their grades were determined based on a pass/fail scale (Lin et al., 2020). As a result, many students would probably slack off and not put up their best effort, which would unavoidably result in a reduction in the overall quality of the student’s academic performance. Another reason replacing letter grades with a pass or fail to grade could lead to a drop in academic standards is that a pass/fail would remove the incentive for students to put forth their best effort. This could lead to a decline in the overall quality of education.

Students are encouraged to perform to the best of their abilities under a letter grading system so that they might receive a good mark. On the other hand, students would not have access to this incentive if the system was pass/fail. Consequently, individuals would be less inclined to put out their best effort, which would cause a drop in the overall quality of their academic performance.

Another reason why replacing letter grades with a pass or fail could lead to a decline in academic standards is that pass/fail to grade would make it more difficult for students to distinguish themselves from their peers. In a letter grading system, students can earn high grades that set them apart from their peers. However, in a pass/fail system, all students would receive the same grade, regardless of their performance, making it more difficult for them to stand out from their peers, ultimately leading to a decline in academic standards (Lin et al., 2020). To sum up, replacing letter grades with a pass or fail could lead to a decline in academic standards. Pass/fail to grade would make it more difficult for colleges and universities to identify the most qualified applicants. Colleges and universities can use grades to identify the most qualified applicants in a letter grading system. However, in a pass/fail system, all applicants would receive the same grade, regardless of their qualifications. This would make it more difficult for colleges and universities to identify the most qualified applicants, ultimately leading to a decline in academic standards.

There are pros and cons to both sides of the argument, but letter grades should be replaced with a pass or fail. I think that letter grades often create an environment of competition rather than cooperation. When students are graded on a curve, it often pits them against each other rather than encouraging them to work together. Pass/fail systems can also promote a more relaxed learning environment, as students will not be as focused on their grades. This can allow them to absorb the material better and enjoy learning. However, deciding which system to use ultimately depends on what is best for the students. If the goal is to promote a more relaxed learning environment and level the playing field for all students, pass/fail may be the better option. However, letter grades may be the better option if the goal is to maintain high academic standards.

Arsyad Arrafii, M. (2019). Grades and grade inflation: exploring teachers’ grading practices in Indonesian EFL secondary school classrooms. Pedagogy, Culture &Amp; Society , 28 (3), 477-499.

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education , 45 , 100710.

Lin, G., Nwora, C., & Warton, L. (2020). Pass/Fail Score Reporting for USMLE Step 1: An Opportunity to Redefine the Transition to Residency Together . Academic Medicine , 95 (9), 1308-1311.

Pan, S., Rickard, T., & Bjork, R. (2021). Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research. Educational Psychology Review , 33 (4), 1523-1552.

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IvyPanda. (2023, June 27). Letter Grades Should Be Replaced With Pass or Fail. https://ivypanda.com/essays/letter-grades-should-be-replaced-with-pass-or-fail/

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IvyPanda . "Letter Grades Should Be Replaced With Pass or Fail." June 27, 2023. https://ivypanda.com/essays/letter-grades-should-be-replaced-with-pass-or-fail/.

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