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Why Identity Matters and How It Shapes Us

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

Verywell / Zoe Hansen

Defining Identity

• What Makes Up a Person's Identity?

Identity Development Across the Lifespan

The importance of identity, tips for reflecting on your identity.

Your identity is a set of physical, mental, emotional, social, and interpersonal characteristics that are unique to you.

It encapsulates your core personal values and your beliefs about the world, says Asfia Qaadir , DO, a child and adolescent psychiatrist at PrairieCare.

In this article, we explore the concept of identity, its importance, factors that contribute to its development , and some strategies that can help you reflect upon your identity.

Your identity gives you your sense of self. It is a set of traits that distinguishes you from other people, because while you might have some things in common with others, no one else has the exact same combination of traits as you.

Your identity also gives you a sense of continuity, i.e. the feeling that you are the same person you were two years ago and you will be the same person two days from now.

Asfia Qaadir, DO, Psychiatrist

Your identity plays an important role in how you treat others and how you carry yourself in the world.

What Makes Up a Person's Identity?

These are some of the factors that can contribute to your identity:

• Physical appearance
• Physical sensations
• Emotional traits
• Life experiences
• Genetics 
• Health conditions
• Nationality
• Race  
• Social community 
• Peer group 
• Political environment
• Spirituality
• Sexuality 
• Personality
• Beliefs 
• Finances 

We all have layers and dimensions that contribute to who we are and how we express our identity.

All of these factors interact together and influence you in unique and complex ways, shaping who you are. Identity formation is a subjective and deeply personal experience.

Identity development is a lifelong process that begins in childhood, starts to solidify in adolescence, and continues through adulthood.

Childhood is when we first start to develop a self-concept and form an identity.

As children, we are highly dependent on our families for our physical and emotional needs. Our early interactions with family members play a critical role in the formation of our identities.

During this stage, we learn about our families and communities, and what values are important to them, says Dr. Qaadir. 

The information and values we absorb in childhood are like little seeds that are planted years before we can really intentionally reflect upon them as adults, says Dr. Qaadir.

Traumatic or abusive experiences during childhood can disrupt identity formation and have lasting effects on the psyche.

Adolescence

Adolescence is a critical period of identity formation.

As teenagers, we start to intentionally develop a sense of self based on how the values we’re learning show up in our relationships with ourselves, our friends, family members, and in different scenarios that challenge us, Dr. Qaadir explains.

Adolescence is a time of discovering ourselves, learning to express ourselves, figuring out where we fit in socially (and where we don’t), developing relationships, and pursuing interests, says Dr. Qaadir.

This is the period where we start to become independent and form life goals. It can also be a period of storm and stress , as we experience mood disruptions, challenge authority figures, and take risks as we try to work out who we are.

As adults, we begin building our public or professional identities and deepen our personal relationships, says Dr. Qaadir.

These stages are not set in stone, rather they are fluid, and we get the rest of our lives to continue experiencing life and evolving our identities, says Dr. Qaadir.

Having a strong sense of identity is important because it:

• Creates self-awareness: A strong sense of identity can give you a deep sense of awareness of who you are as a person. It can help you understand your likes, dislikes, actions, motivations, and relationships.
• Provides direction and motivation: Having a strong sense of identity can give you a clear understanding of your values and interests, which can help provide clarity, direction, and motivation when it comes to setting goals and working toward them.
• Enables healthy relationships: When you know and accept yourself, you can form meaningful connections with people who appreciate and respect you for who you are. A strong sense of identity also helps you communicate effectively, establish healthy boundaries, and engage in authentic and fulfilling interactions.
• Keeps you grounded: Our identities give us roots when things around us feel chaotic or uncertain, says Dr. Qaadir. “Our roots keep us grounded and help us remember what truly matters at the end of the day.”
• Improves decision-making: Understanding yourself well can help you make choices that are consistent with your values, beliefs, and long-term goals. This clarity reduces confusion, indecision, and the tendency to conform to others' expectations, which may lead to poor decision-making .
• Fosters community participation: Identity is often shaped by cultural, social, political, spiritual, and historical contexts. Having a strong sense of identity allows you to understand, appreciate, and take pride in your cultural heritage. This can empower you to participate actively in society, express your unique perspective, and contribute to positive societal change.

On the other hand, a weak sense of identity can make it more difficult to ground yourself emotionally in times of stress and more confusing when you’re trying to navigate major life decisions, says Dr. Qaadir.

Dr. Qaadir suggests some strategies that can help you reflect on your identity:

• Art: Art is an incredible medium that can help you process and reflect on your identity. It can help you express yourself in creative and unique ways.
• Reading: Reading peoples’ stories through narrative is an excellent way to broaden your horizons, determine how you feel about the world around you, and reflect on your place in it.
• Journaling: Journaling can also be very useful for self-reflection . It can help you understand your feelings and motivations better.
• Conversation: Conversations with people can expose you to diverse perspectives, and help you form and represent your own.
• Nature: Being in nature can give you a chance to reflect undisturbed. Spending time in nature often has a way of putting things in perspective.
• Relationships: You can especially strengthen your sense of identity through the relationships around you. It is valuable to surround yourself with people who reflect your core values but may be different from you in other aspects of identity such as personality styles, cultural backgrounds, passions, professions, or spiritual paths because that provides perspective and learning from others.

American Psychological Association. Identity .

Pfeifer JH, Berkman ET. The development of self and identity in adolescence: neural evidence and implications for a value-based choice perspective on motivated behavior . Child Dev Perspect . 2018;12(3):158-164. doi:10.1111/cdep.12279

Hasanah U, Susanti H, Panjaitan RU. Family experience in facilitating adolescents during self-identity development . BMC Nurs . 2019;18(Suppl 1):35. doi:10.1186/s12912-019-0358-7

Dereboy Ç, Şahin Demirkapı E, et al. The relationship between childhood traumas, identity development, difficulties in emotion regulation and psychopathology . Turk Psikiyatri Derg . 2018;29(4):269-278.

Branje S, de Moor EL, Spitzer J, Becht AI. Dynamics of identity development in adolescence: a decade in review . J Res Adolesc . 2021;31(4):908-927. doi:10.1111/jora.12678

Stirrups R.  The storm and stress in the adolescent brain .  The Lancet Neurology . 2018;17(5):404. doi:10.1016/S1474-4422(18)30112-1

Fitzgerald A. Professional identity: A concept analysis . Nurs Forum . 2020;55(3):447-472. doi:10.1111/nuf.12450

National Institute of Standards and Technology. Identity .

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Essays About Identity: 18 Writing Prompts for Students

Get inspiration for your essays about identity with these 18 inspiring writing prompts.

There are many times when a student needs to write an essay. Many colleges will ask for a personal essay when entering college, and the topic may be open-ended for these projects. You may also be asked to write a “who am I” essay for this.

Who am I essays are a great opportunity for self-reflection. You can delve into what makes you tick and what actions have defined your character over the years. Writing these essays also allows you to showcase your writing skills. However, this is one place where you have to do the writing yourself, not ask for help from a writing service with professional writers because you need to write about your own life and your experiences. Someone else cannot do this for you.

Essays about who am I can be challenging to write because they are so open-ended. Unless you have a clear direction from the assignment, you may need to get a little creative with the direction you take this essay. Here are some sample essay topics that deeply explore “who am I.” Consider using one to start your ideas flowing as you create an excellent personal essay.

For help with your essays, check out our round-up of the best essay checkers .

1. I Am a Good Leader

2.  exploring my future, 3. who i want to be, 4. who i am and how i change, 5. my likes and dislikes, 6. my worldview, 7. how i am similar to my father/mother, 8. who i am in three words, 9. i am a survivor, 10. my ethnicity, 11. i am more than just good grades, 12. my bravest moment, 13. how my childhood experiences made me, 14. i am a good friend, 15. why i will succeed, 16. i am a product of my choices, 17. i am a failure (and what i learned from it), 18. i am my role in the family.

Depending on the purpose of your who am I essay, describing your leadership skills could be a great option. You could explain how your life experiences have transformed you into someone with strong leadership potential. You could explore the character traits that lend themselves well to leadership.

This essay topic has a lot of room for interpretation. For example, even if you don’t see yourself as a leader, you might have much leadership potential when you dig into your character. So, pull out that leadership and build it into a personal essay.

This personal essay topic allows you to explore what you anticipate for your future. If you are writing an essay in high school as part of the college application process, you can incorporate why you are a good fit for the school into this essay to help your essay stand out.

When exploring your future in an essay, be sure to explore who you are as a person and why your future goals make sense based on your character traits and passions. This self-reflection will make for a powerful essay.

Not all who I am essays need to be about who you currently are. Instead, you can write a powerful essay about the person you hope to become. Every human being has tremendous potential, and you can showcase that potential in an essay sample.

Think about your character traits and life goals. What could you do with those traits to reach those goals? Exploring these ideas could create a strong essay example.

The human experience is all about change. We change as we grow and develop into more mature individuals. You could explore how you change in an essay that would talk about how your growth and development make you into a better person.

Exploring things that are the catalyst for change in your life can be a good starting point for a personal essay. Since you are unique, your changes will come from a different place than other people. There is quite a bit to talk about with this topic.

Your likes and dislikes are what make you who you are. If you are focused on personal essay writing, this can be a good place to start. Because you have many things that you like or do not like, this can be a lengthy essay topic idea.

Go beyond the surface here. While you could talk about foods you like and dislike, is there something deeper you could explore? Are there particular topics that inspire you and others that turn you away? The answers to these questions will help you explore this essay topic.

A worldview is a platform through which you view the world, politics, and social concerns. It could be religious, sociological, or even ethical. Spending time figuring out your worldview helps you understand your way of relating to the world.

Once you know what your worldview is, you will be able to expound on it in your essay. Explain what you believe, but also explain why. Being able to support your reasons with self-reflection and logic will make your final essay exceptional.

Do you take after one of your parents? Compare your character traits to theirs to see how you connect. Seeing yourself in another person is a great way to reflect on what makes you, you.

Again, this is a place to dig deep. Look beyond the surface like physical characteristics and look at your character traits and how they are similar to your parent. You might find that you have quite a bit in common as you start analyzing the answer to this question.

Can you describe yourself in just three words? This essay topic is an exercise in brevity, giving you the chance to hone in on who you are. But, of course, an essay is not just three words.

Once you decide what your three words are, you can expound on them. For example, if one of your words is “student,” you can explore what that means. Likewise, if you choose to state your race, you can discuss why that is a defining feature.

Have you survived something traumatic in your life? If so, you could write an engaging essay about how you are a survivor. Many people who go through traumatic circumstances suffer a victim mentality, but you could focus on how you are choosing to be a survivor, not a victim.

Focus on the trail a little, but discuss how the trial has grown you as a person. You can show in your essay how you can move past difficulties and embrace the change that they bring. This essay can clearly show your resistance as a human being.

A person’s ethnicity is an important part of who they are. This can be an engaging essay topic, as it gives you the chance to celebrate your ethnicity, beliefs, and family history.

This topic is quite fascinating to delve into, but be careful. You do not want to come across as being fully defined by your race alone. Be sure to weave other character traits into this particular essay topic so that you come across as a well-rounded, balanced person. Remember, your ethnicity is just a portion of who you are as a whole person.

The academic world often gets too focused on grades and reports. While grades are important, you should be more than just a grade card. Hard work should matter just as much as the actual score, especially if you have some challenges that make learning and test-taking more difficult.

If you are more than just good grades, what does define you? When writing this essay, make sure you define your character traits in a positive light. Keep the essay upbeat and show how your hard work will define you even when grades do not.

Is there a time when you expressed a significant amount of bravery? It does not have to be a mountaintop rescue or a near-death experience. It could be as simple as standing up in front of a class for the first time to deliver a speech.

Find an example of bravery from your life and expound on it in your essay. Explain what made you feel afraid and how you overcame the fear to do something truly brave. Use this exploration to showcase some characteristics that help you act bravely in frightening situations.

Most people have quite a bit of development from their personal childhood experiences. Can you find some of these and point to specific ways they influenced your character as an adult? This idea could be a great way to explore who you are today.

Are you a social person because you spent a lot of time with people when you were young? Are you more introverted because you did not? You might find that your childhood significantly impacts your character, giving you an engaging essay topic to explore.

If you are a good friend to others, it says quite a bit about your character. Can you showcase how you are a good friend to others in your essay? What makes you someone people want to spend time with?

Character traits that make you a good friend can also make you a good student. Are you trustworthy or particularly friendly? These traits will help you in the classroom and your social life, so highlight them in your essay.

Do you picture yourself as a success in the future? If so, explain why in your essay. For example, you may think that you will succeed in starting your own business . Or maybe you have specific skills that make you confident of your abilities in the classroom.

Showing your confidence in your essay is helpful as you try to promote yourself to your potential college or your high school teacher. First, spend some time evaluating what it is about you that means you are likely to succeed, then compile that into an essay that shows your skills in the best possible light.

Our choices define us. Can you turn that into an essay topic? Can you showcase how your choices have created the person you are today, or can you write about one particular choice that was defining in your life?

This essay topic gives you quite a bit of time for self-reflection. You can easily highlight a particularly good choice you made or focus on a mistake and how you overcame the consequences of that mistake. Either way, you can use the choices in your life to outline who you are and why.

We all have failures in our life. This essay topic shocks the reader and gets their attention, which can make it powerful, but it also gives room to discuss failure positively. Talk about one of the biggest failures you have had in life and what you learned from it.

You can use this essay topic to transform something negative into something positive. First, think about how that monumental failure defined you and how the lessons you learned from the failure have made you a better person today.

Are you a parent, sibling, or child? Are you the only child or one of many? These family dynamics can significantly impact who you are as a person, so consider exploring them as part of your essay.

Discuss how your role within your family has defined you and what it means for your future. Focus on the strengths that your role gave you rather than any drawbacks. Remember, your essay promotes you as a person and a writer, so keep it positive.

If you are interested in learning more, check out our essay writing tips !

Bryan Collins is the owner of Become a Writer Today. He's an author from Ireland who helps writers build authority and earn a living from their creative work. He's also a former Forbes columnist and his work has appeared in publications like Lifehacker and Fast Company.

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Importance of Personal Identity Essay

Introduction, john locke’s account of personal identity, brave officer problem and possible responses from locke.

The question of personal identity has been discussed for centuries and will likely never receive a completely comprehensive answer. However, the discussion itself can prove to be beneficial by creating new perspectives of what describes the continuity of personality between the present person and their future self. This paper will outline the ideas of John Locke and Thomas Reid on the matter and provide an argument that they are still relevant, despite some questionable aspects of their philosophies.

Before John Locke, the continuity of personality was seen through only two opposing viewpoints. The first stated that the continuity of personality is reliant on the sameness of the body, while the opposing view proclaimed that only the sameness of the soul could signify the sameness of a person. John Locke’s approach was revolutionary at the time, and I believe that it is still valid for the most part, especially with the technological advances that may be developed in the following years. Locke’s account of personal identity stated that only the sameness of consciousness could truly ensure the sameness of personality. Consciousness consists of the person’s memories, thought process, and other cognitive functions. The person can be considered the same if they have the same memories as they did before (Strawson 25). Similarly, if the consciousness of a person could be swapped with the consciousness of another person, they would still be themselves, despite having a different body.

Before the nature of constantly changing organic matter was understood by scientists, John Locke was able to find a solution to the fact that human bodies technically consist of constantly changing organic material while not changing as people. This is the primary argument that I have for his theory being valid even in the modern era. Moreover, theoretically, consciousness can be transferred to a new vessel if people achieve a complete understanding of brain function. Currently, neuroscience is not capable of this, but it is only a matter of time when this becomes a possibility.

Another important aspect of John Locke’s account of personality is how he saw crime as being committed by a person whose memory is unreliable. John Locke believed that since memory is an essential part of consciousness, when the memory of the event is absent from the person who committed the crime, they stop being responsible for the crime itself. While this is an extreme position that would not be seriously considered in the court of law, lawmakers eventually came to a similar conclusion. People with a mental illness that affects their decision-making are not treated the same way in court as those that are mentally healthy. Often the action caused by the disease is punished by different means, including forced hospitalization with the purpose of therapy. I believe that this is a fair position to take in such cases, and it shows the relevance of John Locke’s position.

John Locke’s ideas have been examined over the years, and a variety of issues have been brought up. One of the most famous arguments against his account of personal identity was provided by Thomas Reid. Reid did not share Locke’s view that consciousness is the sole signifier of personal identity, and instead, it can be attributed to objects with continued existence. Reid did not agree that personal identity should be defined by such fleeting things as consciousness because people are prone to forget and misremember (Strawson 53). It is impossible to say whether Locke would respond to this in the same fashion that he responded to the breakfast problem. However, a similar counter-argument could be made to this statement. The breakfast problem questioned Locke’s account by saying that if a person does not remember what they ate for breakfast, then why are they still the same person later. Locke responded that while their personal identity may be different, they are still the same person as the majority of their memories are still the same. I will expand this thought after the brave officer problem is discussed.

To illustrate his argument, Reid created a scenario that showcases an issue with Locke’s account. A young boy steals apples from a neighbor’s garden and gets flogged for it. Then years later, he becomes a heroic army officer that steals the enemy flag. Decades later, he is a retired General. The General remembers stealing the enemy flag but cannot remember stealing apples from the garden. The officer still remembers stealing the apples, however. According to the transitive property of identity, the boy and the officer are the same because they hold the same memories. Therefore, the General and the officer are the same because they also have the same memories. John Locke’s idea contradicts the transitive property of identity, however, because it states that the boy and the General cannot be the same person because they do not hold the same memories.

This is a major issue for John Locke’s account, and despite my personal belief in his views, I have to admit that if his account is taken as is, it does not allow for the boy and the General to be the same person. There are multiple solutions to this issue, however. They can be achieved by thinking about the way that Locke addressed the breakfast problem.

The first solution is similar to his original response. While the boy and the General do not have the same identity, they are still the same man. By examining this statement further, it is possible to understand its reasoning. The personal identity of the General is much different from that of the boy. He has lived for decades, made millions of decisions, and changed his mind on his personal beliefs many times. His thought process, motivations, and preferences are not the same as those of the boy who stole apples from the garden. Despite having the same DNA as the boy, the way he sees himself is different. The following question may be asked during this explanation: why are the officer and the boy still the same? They share the same personal identity for the same reason that General does not. The consciousness of the officer is still informed by his experiences as a child. In a certain way, he is still the boy who stole apples because he still thinks as that boy did. Arguably, even his actions are motivated by the experiences of his boyhood. As a child, he stole apples, and as a young man, he stole a flag.

This is not the only way that this question can be answered, however. It is possible to have a slightly different interpretation of John Locke’s account. While he states that consciousness is the criterion that defines personal identity, the question of what defines consciousness is sometimes omitted. I believe that John Locke could address this issue by discussing how a person’s consciousness forms. It is often shaped by people’s environment and experiences. This is why memory is such an important aspect of it. People may choose to forget certain things because they see them as unimportant to their personal identity. As the previous example of the breakfast problem, the memory of breakfast would not have any effect on the identity of the person, so we choose to forget it, perhaps unconsciously. The same could be said of the memory of stealing apples and the General. While for the officer, the memory of stealing apples as a boy might have had great importance, the General replaced it with the memory of his officer days. Consciousness is often created by the person and changes over time. This is why an older person may not act the same as they did as a child. In this scenario, personal identity is not just continuous but evolving and self-defining.

The continuity of personal identity is not an easy question to answer. Discussion of it, however, often leads to new ways to understand humanity. John Locke was far ahead of his time in this respect, as his ideas are proving to be relevant today and perhaps will be used to solve complex ethical questions of consciousness transfer in the future. There are sound arguments against his account, which also need to be addressed in order to have a relatively cohesive theory. However, an examination of his beliefs can bring possible answers to light.

Strawson, Galen. Locke on Personal Identity: Consciousness and Concernment . Princeton University Press, 2014.

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Home Essay Samples Philosophy

Essay Samples on Personal Identity

Personal identity encompasses the fundamental question of “Who am I?” It delves into the complex layers of our individuality, examining the factors that define and distinguish us as unique beings. Exploring personal identity involves introspection and contemplation of various aspects, such as our beliefs, values, experiences, and relationships. It invites us to unravel the intricacies of our self-perception and the influences that shape our identities in personal identity essay examples.

How to Write an Essay on Personal Identity

When crafting an essay on personal identity, it is essential to begin by defining the term and setting the stage for further exploration. Establish a strong thesis statement that outlines your perspective on the topic. Consider incorporating personal anecdotes or real-life examples to illustrate your points effectively. Remember to maintain a logical flow of ideas, guiding your readers through the intricate terrain of personal identity. Conclude your essay by summarizing key findings and offering thought-provoking insights or suggestions for further exploration of the topic.

To create an engaging and comprehensive personal identity essay, delve into various philosophical, psychological, and sociocultural perspectives on personal identity. Explore influential theories, such as John Locke’s bundle theory or David Hume’s notion of the self as a bundle of perceptions. Analyze the impact of cultural and societal factors on shaping personal identities, highlighting the interplay between individual agency and external influences.

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Drawing upon reputable sources and research studies will lend credibility to your essay, allowing readers to explore different perspectives and deepen their understanding of personal identity.

Whether you are seeking free essay on personal identity or aiming to develop your own unique viewpoint, our collection of essays will serve as an invaluable resource.

How Does Society Shape Our Identity

How does society shape our identity? Society acts as a powerful force that molds the intricate contours of our identities. As individuals, we are not isolated entities; we are products of the societies we inhabit. This essay explores the dynamic interplay between society and identity,...

• Personal Identity

How Does Family Influence Your Identity

Family is a powerful force that weaves the threads of our identity. The relationships, values, and experiences within our family unit play a significant role in shaping who we become. This essay delves into how family influences our identity, from the formation of core beliefs...

Exploring the Relationship Between Illness and Identity

In this essay I will be exploring the relationship between illness and identity, drawing on specific examples documented in the article ‘Disrupted lives and threats to identity: The experience of people with colorectal cancer within the first year following diagnosis’, by Gill Hubbard, Lisa Kidd...

Evolving Identities: The Concept of Self-Identity and Self-Perception

For centuries psychologists, like Sigmund Freud and Carl Jung have discussed the concept of self-identity and self-perception. In social sciences, identity refers to an individual's or party's sense of who they are and what defines them. As the human condition, we have evolved to form...

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Free Cultural Identity: Understanding of One's Identity

The term ‘identity’ is vaguely defined or given a specific definition which means that we, as people, are constantly on this quest for identity, a validation of who we are. We do not want to be influenced or touched by society’s ideas or its ways...

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My Cultural Identity and Relationship with God

Cultural identity influences every characteristic of a person, both outward and inward. My cultural identity consists of various factors. I was born and raised in the United States, specifically in Tennessee. While I was born in Nashville, I lived most of my life in Athens....

My Cultural Identity and Preserving Ancestors' Traditions

I'm a multicultural person living in the United States. Born in the Philippines; I was wrongly recognized as a Latino in my school from time to time. Both of my parents are Filipino, and I both speak fluent English and Tagalog, but I don't speak...

Gregor Samsas` Burden In "The Metamorphosis" By F. Kafka

Everyone has dreamed of a crazy dream that made them go crazy as it was unbelievable, but what you will do if that dream turned out to be a reality that you are living? “The metamorphosis” is a short novella written by Franz Kafka which...

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Reflections On Personal Intercultural Experience

Intercultural experience has introduced me to new ideas, revealed layers of concepts I was previously familiar with, and modified my original perceptions of particular notions. The course has allowed me to re-establish my feelings, thoughts, and opinions comprehensively, by encouraging reflection on my instinctive communicative...

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Literature of African Diaspora as a Postcolonial Discourse

Literature of diaspora as a postcolonial discourse addresses issues such as home, nostalgia, formation of identity and to the interaction between people in diaspora and the host society, the center and the margin. Sufran believes that ‘diaspora’ is used as a ‘metaphoric designation’ to describe...

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The Ideology of Giving People Status or Reward

A meritocratic society is based on the ideology of giving people status or reward based on what they achieve rather than their wealth or social position. However, it could be argued that a meritocratic is just, and arguments that a meritocratic society is not just....

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Features And Things That Shape Your Identity

“Who am I?”, “What is my identity?” these are the two inquiries I frequently ask myself. In my opinion, identity can be described as who you truly are or what distinguished from others. I am no different from my classmates. I go to school, eat,...

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Identity Crisis: What Shapes Your Identity

Your Identity is your most valuable possession, protect it (Elastic Girl). Once in our lifetime, we ask ourselves this question that is difficult to answer. Who are we? What makes up my personality? These type of self-questions make us think about ourselves. Knowing our identity...

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My Passion And Searching What You Are Passionate About

What does being passionate even mean well being passionate means showing or caused by strong feelings or a strong belief. In that case, the music is what I’m passionate about. I’ve loved listening to music for as long as I can remember. Personally I feel...

The Importance Of Inner Beauty Over Outer Beauty

Human beings identify items or other human beings as beautiful if they possess traits that they commend, would like to possess, or features they find remarkable. Substance is beautiful if it is special in a favorable way; if it is interesting to look at; something...

• Physical Appearance

The Exterior Beauty Is Superior To Inner Beauty

The word ‘beauty’ looks just like a simple word, but it has a complex meaning; people give it a lot of definitions based on their own prejudice. This word is a magic world of characteristics which make each person unique; attributes that make us special...

What Book Of Matthew Teaches About Being Ourselves

Matthew 9:9-13 It's easy to go through life wearing different masks. We pretend that everything is ok. We’re more concerned about the outside, what people are going to think, our image. It takes a lot of work to deal with the inner issues: character, motives,...

• Being Yourself
• Biblical Worldview

Theme of Self-Identity in the Graphic Novels American Born Chinese by Gene Luen Yang, and Skim by Mariko and Jillian Tamaki

The coming of age genre is reflective of the life-changing moments in the lives of every growing adolescent. The stories share a mixture of minor yet pivotal events that allow the readers to see themselves in a moment where they are experiencing numerous emotions that...

• American Born Chinese

Factors That Affected the Formation of My Personal Identity

Personal identity is a difficult topic, especially in the current time where we are assailed by internet trends challenging us to compromise and change our identity to fit in. One of the biggest facets of my identity is the fact that I have lived in...

How Child Beauty Pageants Ruin Self Image of Younger Population

Self image is a big problem today, especially with social media being such a big part of our lives. Beauty pageants are a big part of this problem and is making it even worse. Beauty pageants can cause a lot of mental problems. It must...

• Child Beauty Pageants
• Child Psychology

Fictional and Cultural Analysis of Obasan in Japanese Culture

Holistic thinking allows for the highest benefit in all areas of a healthy life and planning for or taking action to support the healthiest outcome with balance in all areas. The term 'holistic thinking” in the Japanese culture refers to a picture of mentality in...

The Speaker’s Conflict with Identity in Neruda’s “We Are Many”

The problem of self-identification is a frequent topic for reflection by philosophers and psychologists. Each person can express himself in different ways in different conditions and situations. The speaker of Pablo Neruda’s “We Are Many” is very puzzled by his own uncertain identity and wants...

• Pablo Neruda

House of Mirth: The Causes of Failure in the Narrative

Lily Bart is a terrible person. She's a single-minded buffoon characterized by hypocrisy, gluttony, and greed. She's not only ignorant and lazy but proud of her ignorance and defensive of her laziness. So, how do I think I can get away with talking about her...

• The House of Mirth

Self-Acceptance and Identity in The House of Mirth

My thoughts when it comes to the subject of 'Is House of Mirth feminist?' is that this is ultimately the wrong question to ask because when you're looking at anything and asking 'Is ______ feminist?', you are asking the wrong question. This is the wrong...

The Effects of Anger on Other Human Emotions

Anger is like a drug, addictive. Everyone gets those feelings everyday of jealousy or comparison; or maybe someone says something that rubs you the wrong way. Anger can have many effects on a person. While mainly effecting someone’s emotions, anger can also cause a strain...

• Human Nature

The Search for the True Identity of Richard III in a Play

Looking for the resonances and dissonances between texts allows audiences to understand a textual conversation, which acts as a vehicle through which we evaluate changes in contexts, values and interpretations of texts. The resonances between William Shakespeare's tragedy King Richard III (1592) and Al Pacino's...

• Richard III

The Search for Identity in What You Pawn I Will Redeem

In the story, “What You Pawn I Will Redeem” by Sherman Alexie, the author describes Jackson’s notion of Identity by introducing himself as a homeless, middle-aged, alcoholic Indian man. When he describes his life before becoming homeless, he doesn’t glamorize about his past. Before talking...

• Sherman Alexie
• What You Pawn I Will Redeem

My Journey Of Learning To Love My Body And Believe In Myself

My smile is like the sun, warm and bright. My eyes, a deep brown, as brown as the color of the earth after torrential rains. My skin, as rich and swarthy as the earth’s soil. Freckles, scattered in the most random places; on my back,...

• Believe in Myself
• Personal Life

Forensic Psychology: Offender Profiling and Human Identification

The application of forensic psychology into investigation, prosecution and working with victims has undergone several theories. The psychology of detection has used many methods including Offender Profiling, Eyewitness Testimony and Interviewing. Offender profiling was initially introduced by Federal Bureau Investigation (FBI) supplying a possible description...

• Forensic Psychology

Themes of Perseverance and Identity in The Secret Life of Bees

“The nation saw itself in the midst of a new war in Vietnam, and culture wars were being fought at home, with the civil rights movement escalating and new youth subcultures emerging that rejected the values of the past...Over the course of the decade, public...

Moonlight: Influences on the Formation of Protagonist's Identity

Moonlight – a movie directed by Barry Jenkins was one of the most beautiful and heart – wrenching masterpiece that I have ever seen. The film is set in Miami in 1980s, the peak ages when abject poverty, drug addiction, violence and social degradation occurred...

Making a Statement of One's Identity in 'A&P'

John Updike’s short story entitled, “A & P,” is written through the eyes of the main character Sammy, who is a nineteen-year-old checkout clerk at the local grocery store. Throughout the story, Sammy is very descriptive in his introduction of the other characters that come...

Brave New World: Loss of Human Identity Due to Technological Progress

Brave New World by Aldous Huxley is a dystopian novel published in 1932 in England. This unorthodox view of society and government led this book to be banned in Ireland and Australia and is currently within the top 10 most wanted banned books in America....

• Brave New World

The Relationship Between Illness & Person’s Identity

Bibliographical disruption of illness can be understood as how illness affects a person’s identity, social life and how you view yourself (Sontag, 1979). The essay will be focusing on greater sense of those identities with which illness may interact, including the way such identities may...

How Identity Is Presented In TCP And Sula

Identity is a factor that the characters of both texts lack due to their oppressive states. Oppression which hinders the characters from attaining their self-identity. It is through the relationships that the characters form with each other is what enables them to attain their sense...

• The Color Purple

Taking Judgement In A Positive Way

Most people judge others based on their own inner insecurities. This has been a universal issue which causes most specifically body issues. These issues grow based on how one presents themselves. Every individual has their own story and own experiences which enables the way one...

• Personal Qualities
• Positive Psychology

An Event In My Life Having Impacted My Identity

A big influence that really made an impact in my identity formation is my dad leaving us. Him not being there made it really hard, not only on me and my sister but my mom as well. My dad isn’t the best person in the...

• Personal Experience

Analysis Of Risk Attitudes And Financial Decisions Of Millennial Generation

As a result of the financial turmoil at the beginning of the twenty first century, literature has prompted growing interest in how young individuals, that just started to interact with credit markets and accumulate assets, have fared in the wake of Great Recession. In more...

• Decision Making
• Millennial Generation

Breakdown Of The Constructed Masculine Ideals

These constructed notions of masculine identities were broken soon when these men came face to face with the dehumanizing horrors of the war. The psychological torture due of the trench warfare was something that they had never witnessed before. One poem that describes the breakdown...

• Masculinity

Individual’s Identity versus Social Norms: Why Do We Get Judged

Defined by the Stanford Encyclopaedia of Philosophy, personal identity is the subject that deals with the philosophical questions that stem out about oneself as a result of that person being human. Personal identity is a complex cocktail of different components that are always being stirred...

My Social Identity: Analysis and Reflection

In class, we participated in a “Social Identity Wheel” activity. On the wheel, that is based on the seven categories of “otherness” that is commonly experienced in the U. S. American society which is spoken about in Tatum’s chapter on “The Complexity of Identity, ‘Who...

• Money and Class in America

Teacher As Professional: Defining Personal Identity Assignment

Lifelong learning is what I truly put my heart into when it comes to being an educator. There are strengths and weaknesses we come across as we discover ourselves. Self-improvement is important as an educator to overcome challenges and to seek for effectiveness for student...

The Impact Of Language On Identity

Our tongue possesses the ability to express intimate thoughts and convey emotions. The cornerstone of communication is language, for without it, self-expression would be humdrum. The author of “Mother Tongue”, Amy Tan along with Eudora Welty who penned “One Writer’s Beginnings” evolved into extraordinary writers...

• Language Diversity
• Mother Tongue

The Importance Of Leaving A Legacy

All leaves dance. Shira Tamir says “Anyone who thinks fallen leaves are dead has never watched them dancing on a windy day.” Leaves do not just trot or hop, more importantly leaves do not just fall. They are experts in the world's most beautiful dance...

• Personal Philosophy

The Theory Of Our Identity & Self Concept

We hold several identities which fluctuate at different given points across time and space. A person will have numerous identities such as mother, professor, wife, helpful neighbor or friend. Each position has its own value and expectations that they are obliged to perform, and the...

• Self Awareness

Understanding My Sense Of Identity

Any sixteen year olds struggle to know themselves, but at least they can say they know every uncle, cousin, second cousin on both sides of their family tree. Even though I’m adopted, I thought I did too. It was a typical summer morning, and my...

We Are Too Sensitive, Here's Why

The discussion at hand is about us, every single one of us that has or will have an impact on our society. I’m here to talk about what we all proclaim to be the most progressive, open-minded, and free-spirited group of individuals, us. I, Lash,...

• Human Behavior

What Shapes My Personal Identity

Jarod Kintz said “If I told you I’ve worked to get where I’m at. I’d be lying, because I have no idea where I am right now.” Where am I? Who am I? Why do I like the things I choose? Is it where I...

Best topics on Personal Identity

1. How Does Society Shape Our Identity

2. How Does Family Influence Your Identity

3. Exploring the Relationship Between Illness and Identity

4. Evolving Identities: The Concept of Self-Identity and Self-Perception

5. Free Cultural Identity: Understanding of One’s Identity

6. My Cultural Identity and Relationship with God

7. My Cultural Identity and Preserving Ancestors’ Traditions

8. Gregor Samsas` Burden In “The Metamorphosis” By F. Kafka

9. Reflections On Personal Intercultural Experience

10. Literature of African Diaspora as a Postcolonial Discourse

11. The Ideology of Giving People Status or Reward

12. Features And Things That Shape Your Identity

13. Identity Crisis: What Shapes Your Identity

14. My Passion And Searching What You Are Passionate About

15. The Importance Of Inner Beauty Over Outer Beauty

• Immanuel Kant
• Euthyphro Dilemma
• Self Reflection
• Ethics in Everyday Life
• Philosophical Works

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10 Personal Statement Essay Examples That Worked

What’s covered:, what is a personal statement.

• Essay 1: Summer Program
• Essay 2: Being Bangladeshi-American
• Essay 3: Why Medicine
• Essay 4: Love of Writing
• Essay 5: Starting a Fire
• Essay 6: Dedicating a Track
• Essay 7: Body Image and Eating Disorders
• Essay 8: Becoming a Coach
• Essay 9: Eritrea
• Essay 10: Journaling
• Is Your Personal Statement Strong Enough?

Your personal statement is any essay that you must write for your main application, such as the Common App Essay , University of California Essays , or Coalition Application Essay . This type of essay focuses on your unique experiences, ideas, or beliefs that may not be discussed throughout the rest of your application. This essay should be an opportunity for the admissions officers to get to know you better and give them a glimpse into who you really are.

In this post, we will share 10 different personal statements that were all written by real students. We will also provide commentary on what each essay did well and where there is room for improvement, so you can make your personal statement as strong as possible!

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Personal Statement Examples

Essay example #1: exchange program.

The twisting roads, ornate mosaics, and fragrant scent of freshly ground spices had been so foreign at first. Now in my fifth week of the SNYI-L summer exchange program in Morocco, I felt more comfortable in the city. With a bag full of pastries from the market, I navigated to a bus stop, paid the fare, and began the trip back to my host family’s house. It was hard to believe that only a few years earlier my mom was worried about letting me travel around my home city on my own, let alone a place that I had only lived in for a few weeks. While I had been on a journey towards self-sufficiency and independence for a few years now, it was Morocco that pushed me to become the confident, self-reflective person that I am today.

As a child, my parents pressured me to achieve perfect grades, master my swim strokes, and discover interesting hobbies like playing the oboe and learning to pick locks. I felt compelled to live my life according to their wishes. Of course, this pressure was not a wholly negative factor in my life –– you might even call it support. However, the constant presence of my parents’ hopes for me overcame my own sense of desire and led me to become quite dependent on them. I pushed myself to get straight A’s, complied with years of oboe lessons, and dutifully attended hours of swim practice after school. Despite all these achievements, I felt like I had no sense of self beyond my drive for success. I had always been expected to succeed on the path they had defined. However, this path was interrupted seven years after my parents’ divorce when my dad moved across the country to Oregon.

I missed my dad’s close presence, but I loved my new sense of freedom. My parents’ separation allowed me the space to explore my own strengths and interests as each of them became individually busier. As early as middle school, I was riding the light rail train by myself, reading maps to get myself home, and applying to special academic programs without urging from my parents. Even as I took more initiatives on my own, my parents both continued to see me as somewhat immature. All of that changed three years ago, when I applied and was accepted to the SNYI-L summer exchange program in Morocco. I would be studying Arabic and learning my way around the city of Marrakesh. Although I think my parents were a little surprised when I told them my news, the addition of a fully-funded scholarship convinced them to let me go.

I lived with a host family in Marrakesh and learned that they, too, had high expectations for me. I didn’t know a word of Arabic, and although my host parents and one brother spoke good English, they knew I was there to learn. If I messed up, they patiently corrected me but refused to let me fall into the easy pattern of speaking English just as I did at home. Just as I had when I was younger, I felt pressured and stressed about meeting their expectations. However, one day, as I strolled through the bustling market square after successfully bargaining with one of the street vendors, I realized my mistake. My host family wasn’t being unfair by making me fumble through Arabic. I had applied for this trip, and I had committed to the intensive language study. My host family’s rules about speaking Arabic at home had not been to fulfill their expectations for me, but to help me fulfill my expectations for myself. Similarly, the pressure my parents had put on me as a child had come out of love and their hopes for me, not out of a desire to crush my individuality.

As my bus drove through the still-bustling market square and past the medieval Ben-Youssef madrasa, I realized that becoming independent was a process, not an event. I thought that my parents’ separation when I was ten had been the one experience that would transform me into a self-motivated and autonomous person. It did, but that didn’t mean that I didn’t still have room to grow. Now, although I am even more self-sufficient than I was three years ago, I try to approach every experience with the expectation that it will change me. It’s still difficult, but I understand that just because growth can be uncomfortable doesn’t mean it’s not important.

What the Essay Did Well

This is a nice essay because it delves into particular character trait of the student and how it has been shaped and matured over time. Although it doesn’t focus the essay around a specific anecdote, the essay is still successful because it is centered around this student’s independence. This is a nice approach for a personal statement: highlight a particular trait of yours and explore how it has grown with you.

The ideas in this essay are universal to growing up—living up to parents’ expectations, yearning for freedom, and coming to terms with reality—but it feels unique to the student because of the inclusion of details specific to them. Including their oboe lessons, the experience of riding the light rail by themselves, and the negotiations with a street vendor helps show the reader what these common tropes of growing up looked like for them personally. 

Another strength of the essay is the level of self-reflection included throughout the piece. Since there is no central anecdote tying everything together, an essay about a character trait is only successful when you deeply reflect on how you felt, where you made mistakes, and how that trait impacts your life. The author includes reflection in sentences like “ I felt like I had no sense of self beyond my drive for success, ” and “ I understand that just because growth can be uncomfortable doesn’t mean it’s not important. ” These sentences help us see how the student was impacted and what their point of view is.

What Could Be Improved

The largest change this essay would benefit from is to show not tell. The platitude you have heard a million times no doubt, but for good reason. This essay heavily relies on telling the reader what occurred, making us less engaged as the entire reading experience feels more passive. If the student had shown us what happens though, it keeps the reader tied to the action and makes them feel like they are there with the student, making it much more enjoyable to read. 

For example, they tell us about the pressure to succeed their parents placed on them: “ I pushed myself to get straight A’s, complied with years of oboe lessons, and dutifully attended hours of swim practice after school.”  They could have shown us what that pressure looked like with a sentence like this: “ My stomach turned somersaults as my rattling knee thumped against the desk before every test, scared to get anything less than a 95. For five years the painful squawk of the oboe only reminded me of my parents’ claps and whistles at my concerts. I mastered the butterfly, backstroke, and freestyle, fighting against the anchor of their expectations threatening to pull me down.”

If the student had gone through their essay and applied this exercise of bringing more detail and colorful language to sentences that tell the reader what happened, the essay would be really great. 

Table of Contents

Essay Example #2: Being Bangladeshi-American

Life before was good: verdant forests, sumptuous curries, and a devoted family.

Then, my family abandoned our comfortable life in Bangladesh for a chance at the American dream in Los Angeles. Within our first year, my father was diagnosed with thyroid cancer. He lost his battle three weeks before my sixth birthday. Facing a new country without the steady presence of my father, we were vulnerable — prisoners of hardship in the land of the free. We resettled in the Bronx, in my uncle’s renovated basement. It was meant to be our refuge, but I felt more displaced than ever. Gone were the high-rise condos of West L.A.; instead, government projects towered over the neighborhood. Pedestrians no longer smiled and greeted me; the atmosphere was hostile, even toxic. Schoolkids were quick to pick on those they saw as weak or foreign, hurling harsh words I’d never heard before.

Meanwhile, my family began integrating into the local Bangladeshi community. I struggled to understand those who shared my heritage. Bangladeshi mothers stayed home while fathers drove cabs and sold fruit by the roadside — painful societal positions. Riding on crosstown buses or walking home from school, I began to internalize these disparities. During my fleeting encounters with affluent Upper East Siders, I saw kids my age with nannies, parents who wore suits to work, and luxurious apartments with spectacular views. Most took cabs to their destinations: cabs that Bangladeshis drove. I watched the mundane moments of their lives with longing, aching to plant myself in their shoes. Shame prickled down my spine. I distanced myself from my heritage, rejecting the traditional panjabis worn on Eid and refusing the torkari we ate for dinner every day. 

As I grappled with my relationship with the Bangladeshi community, I turned my attention to helping my Bronx community by pursuing an internship with Assemblyman Luis Sepulveda. I handled desk work and took calls, spending the bulk of my time actively listening to the hardships constituents faced — everything from a veteran stripped of his benefits to a grandmother unable to support her bedridden grandchild.

I’d never exposed myself to stories like these, and now I was the first to hear them. As an intern, I could only assist in what felt like the small ways — pointing out local job offerings, printing information on free ESL classes, reaching out to non-profits. But to a community facing an onslaught of intense struggles, I realized that something as small as these actions could have vast impacts. Seeing the immediate consequences of my actions inspired me. Throughout that summer, I internalized my community’s daily challenges in a new light. I began to stop seeing the prevalent underemployment and cramped living quarters less as sources of shame. Instead, I saw them as realities that had to be acknowledged, but could ultimately be remedied. I also realized the benefits of the Bangladeshi culture I had been so ashamed of. My Bangla language skills were an asset to the office, and my understanding of Bangladeshi etiquette allowed for smooth communication between office staff and its constituents. As I helped my neighbors navigate city services, I saw my heritage with pride — a perspective I never expected to have.

I can now appreciate the value of my unique culture and background, and of living with less. This perspective offers room for progress, community integration, and a future worth fighting for. My time with Assemblyman Sepulveda’s office taught me that I can be a change agent in enabling this progression. Far from being ashamed of my community, I want to someday return to local politics in the Bronx to continue helping others access the American Dream. I hope to help my community appreciate the opportunity to make progress together. By embracing reality, I learned to live it. Along the way, I discovered one thing: life is good, but we can make it better.

This student’s passion for social justice and civic duty shines through in this essay because of how honest it is. Sharing their personal experience with immigrating, moving around, being an outsider, and finding a community allows us to see the hardships this student has faced and builds empathy towards their situation. However, what really makes it strong is that they go beyond describing the difficulties they faced and explain the mental impact it had on them as a child: Shame prickled down my spine. I distanced myself from my heritage, rejecting the traditional panjabis worn on Eid and refusing the torkari we ate for dinner every day. 

The rejection of their culture presented at the beginning of the essay creates a nice juxtaposition with the student’s view in the latter half of the essay and helps demonstrate how they have matured. They use their experience interning as a way to delve into a change in their thought process about their culture and show how their passion for social justice began. Using this experience as a mechanism to explore their thoughts and feelings is an excellent example of how items that are included elsewhere on your application should be incorporated into your essay.

This essay prioritizes emotions and personal views over specific anecdotes. Although there are details and certain moments incorporated throughout to emphasize the author’s points, the main focus remains on the student and how they grapple with their culture and identity.  

One area for improvement is the conclusion. Although the forward-looking approach is a nice way to end an essay focused on social justice, it would be nice to include more details and imagery in the conclusion. How does the student want to help their community? What government position do they see themselves holding one day? 

A more impactful ending might look like the student walking into their office at the New York City Housing Authority in 15 years and looking at the plans to build a new development in the Bronx just blocks away from where the grew up that would provide quality housing to people in their Bangladeshi community. They would smile while thinking about how far they have come from that young kid who used to be ashamed of their culture. 

Essay Example #3: Why Medicine

I took my first trip to China to visit my cousin Anna in July of 2014. Distance had kept us apart, but when we were together, we fell into all of our old inside jokes and caught up on each other’s lives. Her sparkling personality and optimistic attitude always brought a smile to my face. This time, however, my heart broke when I saw the effects of her brain cancer; she had suffered from a stroke that paralyzed her left side. She was still herself in many ways, but I could see that the damage to her brain made things difficult for her. I stayed by her every day, providing the support she needed, whether assisting her with eating and drinking, reading to her, or just watching “Friends.” During my flight back home, sorrow and helplessness overwhelmed me. Would I ever see Anna again? Could I have done more to make Anna comfortable? I wished I could stay in China longer to care for her. As I deplaned, I wondered if I could transform my grief to help other children and teenagers in the US who suffered as Anna did.

The day after I got home, as jet lag dragged me awake a few minutes after midnight, I remembered hearing about the Family Reach Foundation (FRF) and its work with children going through treatments at the local hospital and their families. I began volunteering in the FRF’s Children’s Activity Room, where I play with children battling cancer. Volunteering has both made me appreciate my own health and also cherish the new relationships I build with the children and families. We play sports, make figures out of playdoh, and dress up. When they take on the roles of firefighters or fairies, we all get caught up in the game; for that time, they forget the sanitized, stark, impersonal walls of the pediatric oncology ward. Building close relationships with them and seeing them giggle and laugh is so rewarding — I love watching them grow and get better throughout their course of treatment.

Hearing from the parents about their children’s condition and seeing the children recover inspired me to consider medical research. To get started, I enrolled in a summer collegelevel course in Abnormal Psychology. There I worked with Catelyn, a rising college senior, on a data analysis project regarding Dissociative Identity Disorder (DID). Together, we examined the neurological etiology of DID by studying four fMRI and PET cases. I fell in love with gathering data and analyzing the results and was amazed by our final product: several stunning brain images showcasing the areas of hyper and hypoactivity in brains affected by DID. Desire quickly followed my amazement — I want to continue this project and study more brains. Their complexity, delicacy, and importance to every aspect of life fascinate me. Successfully completing this research project gave me a sense of hope; I know I am capable of participating in a large scale research project and potentially making a difference in someone else’s life through my research.

Anna’s diagnosis inspired me to begin volunteering at FRF; from there, I discovered my desire to help people further by contributing to medical research. As my research interest blossomed, I realized that it’s no coincidence that I want to study brains—after all, Anna suffered from brain cancer. Reflecting on these experiences this past year and a half, I see that everything I’ve done is connected. Sadly, a few months after I returned from China, Anna passed away. I am still sad, but as I run a toy truck across the floor and watch one of the little patients’ eyes light up, I imagine that she would be proud of my commitment to pursue medicine and study the brain.

This essay has a very strong emotional core that tugs at the heart strings and makes the reader feel invested. Writing about sickness can be difficult and doesn’t always belong in a personal statement, but in this case it works well because the focus is on how this student cared for her cousin and dealt with the grief and emotions surrounding her condition. Writing about the compassion she showed and the doubts and concerns that filled her mind keeps the focus on the author and her personality. 

This continues when she again discusses the activities she did with the kids at FRF and the personal reflection this experience allowed her to have. For example, she writes: Volunteering has both made me appreciate my own health and also cherish the new relationships I build with the children and families. We play sports, make figures out of playdoh, and dress up.

Concluding the essay with the sad story of her cousin’s passing brings the essay full circle and returns to the emotional heart of the piece to once again build a connection with the reader. However, it finishes on a hopeful note and demonstrates how this student has been able to turn a tragic experience into a source of lifelong inspiration. 

One thing this essay should be cognizant of is that personal statements should not read as summaries of your extracurricular resume. Although this essay doesn’t fully fall into that trap, it does describe two key extracurriculars the student participated in. However, the inclusion of such a strong emotional core running throughout the essay helps keep the focus on the student and her thoughts and feelings during these activities.

To avoid making this mistake, make sure you have a common thread running through your essay and the extracurriculars provide support to the story you are trying to tell, rather than crafting a story around your activities. And, as this essay does, make sure there is lots of personal reflection and feelings weaved throughout to focus attention to you rather than your extracurriculars. 

Essay Example #4: Love of Writing

“I want to be a writer.” This had been my answer to every youthful discussion with the adults in my life about what I would do when I grew up. As early as elementary school, I remember reading my writing pieces aloud to an audience at “Author of the Month” ceremonies. Bearing this goal in mind, and hoping to gain some valuable experience, I signed up for a journalism class during my freshman year. Despite my love for writing, I initially found myself uninterested in the subject and I struggled to enjoy the class. When I thought of writing, I imagined lyrical prose, profound poetry, and thrilling plot lines. Journalism required a laconic style and orderly structure, and I found my teacher’s assignments formulaic and dull. That class shook my confidence as a writer. I was uncertain if I should continue in it for the rest of my high school career.

Despite my misgivings, I decided that I couldn’t make a final decision on whether to quit journalism until I had some experience working for a paper outside of the classroom. The following year, I applied to be a staff reporter on our school newspaper. I hoped this would help me become more self-driven and creative, rather than merely writing articles that my teacher assigned. To my surprise, my time on staff was worlds away from what I experienced in the journalism class. Although I was unaccustomed to working in a fast-paced environment and initially found it burdensome to research and complete high-quality stories in a relatively short amount of time, I also found it exciting. I enjoyed learning more about topics and events on campus that I did not know much about; some of my stories that I covered in my first semester concerned a chess tournament, a food drive, and a Spanish immersion party. I relished in the freedom I had to explore and learn, and to write more independently than I could in a classroom.

Although I enjoyed many aspects of working for the paper immediately, reporting also pushed me outside of my comfort zone. I am a shy person, and speaking with people I did not know intimidated me. During my first interview, I met with the basketball coach to prepare for a story about the team’s winning streak. As I approached his office, I felt everything from my toes to my tongue freeze into a solid block, and I could hardly get out my opening questions. Fortunately, the coach was very kind and helped me through the conversation. Encouraged, I prepared for my next interview with more confidence. After a few weeks of practice, I even started to look forward to interviewing people on campus. That first journalism class may have bored me, but even if journalism in practice was challenging, it was anything but tedious.

Over the course of that year, I grew to love writing for our school newspaper. Reporting made me aware of my surroundings, and made me want to know more about current events on campus and in the town where I grew up. By interacting with people all over campus, I came to understand the breadth of individuals and communities that make up my high school. I felt far more connected to diverse parts of my school through my work as a journalist, and I realized that journalism gave me a window into seeing beyond my own experiences. The style of news writing may be different from what I used to think “writing” meant, but I learned that I can still derive exciting plots from events that may have gone unnoticed if not for my stories. I no longer struggle to approach others, and truly enjoy getting to know people and recognizing their accomplishments through my writing. Becoming a writer may be a difficult path, but it is as rewarding as I hoped when I was young.

This essay is clearly structured in a manner that makes it flow very nicely and contributes to its success. It starts with a quote to draw in the reader and show this student’s life-long passion for writing. Then it addresses the challenges of facing new, unfamiliar territory and how this student overcame it. Finally, it concludes by reflecting on this eye-opening experience and a nod to their younger self from the introduction. Having a well-thought out and sequential structure with clear transitions makes it extremely easy for the reader to follow along and take away the main idea.

Another positive aspect of the essay is the use of strong and expressive language. Sentences like “ When I thought of writing, I imagined lyrical prose, profound poetry, and thrilling plot lines ” stand out because of the intentional use of words like “lyrical”, “profound”, and “thrilling” to convey the student’s love of writing. The author also uses an active voice to capture the readers’ attention and keep us engaged. They rely on their language and diction to reveal details to the reader, for instance saying “ I felt everything from my toes to my tongue freeze into a solid block ” to describe feeling nervous.

This essay is already very strong, so there isn’t much that needs to be changed. One thing that could take the essay from great to outstanding would be to throw in more quotes, internal dialogue, and sensory descriptors.

It would be nice to see the nerves they felt interviewing the coach by including dialogue like “ Um…I want to interview you about…uh…”.  They could have shown their original distaste for journalism by narrating the thoughts running through their head. The fast-paced environment of their newspaper could have come to life with descriptions about the clacking of keyboards and the whirl of people running around laying out articles.

Essay Example #5: Starting a Fire

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This student is an excellent writer, which allows a simple story to be outstandingly compelling. The author articulates her points beautifully and creatively through her immense use of details and figurative language. Lines like “a rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees,” and “rubbed and rubbed until shreds of skin flaked from my fingers,” create vivid images that draw the reader in. 

The flowery and descriptive prose also contributes to the nice juxtaposition between the old Clara and the new Clara. The latter half of the essay contrasts elements of nature with music and writing to demonstrate how natural these interests are for her now. This sentence perfectly encapsulates the contrast she is trying to build: “It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive.”

In addition to being well-written, this essay is thematically cohesive. It begins with the simple introduction “Fire!” and ends with the following image: “When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.” This full-circle approach leaves readers satisfied and impressed.

There is very little this essay should change, however one thing to be cautious about is having an essay that is overly-descriptive. We know from the essay that this student likes to read and write, and depending on other elements of her application, it might make total sense to have such a flowery and ornate writing style. However, your personal statement needs to reflect your voice as well as your personality. If you would never use language like this in conversation or your writing, don’t put it in your personal statement. Make sure there is a balance between eloquence and your personal voice.

Essay Example #6: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

This essay effectively conveys this student’s compassion for others, initiative, and determination—all great qualities to exemplify in a personal statement!

Although they rely on telling us a lot of what happened up until the board meeting, the use of running a race (their passion) as a metaphor for public speaking provides a lot of insight into the fear that this student overcame to work towards something bigger than themself. Comparing a podium to the starting line, the audience to the track, and silence to the gunshot is a nice way of demonstrating this student’s passion for cross country running without making that the focus of the story.

The essay does a nice job of coming full circle at the end by explaining what the quote from the beginning meant to them after this experience. Without explicitly saying “ I now know that what Stark actually meant is…” they rely on the strength of their argument above to make it obvious to the reader what it means to get beat but not lose. 

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

Essay Example #7: Body Image and Eating Disorders

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

The strength of this essay is the student’s vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members. Especially when sharing such a vulnerable topic, there should be vulnerability in the recovery process too. That way, the reader can fully appreciate all that this student has overcome.

Essay Example #8: Becoming a Coach

”Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly her dejectedness, at not being able to compete. Starting an essay in media res  is a great way to capture the attention of your readers and build anticipation for what comes next.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. She shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.  Also, by discussing the opposition she faced and how it affected her, the student is open and vulnerable about the reality of the situation.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

The biggest thing this essay needs to work on is showing not telling. Throughout the essay, the student tells us that she “emerged with new knowledge and confidence,” she “grew unsure of her own abilities,” and she “refused to give up”. What we really want to know is what this looks like.

Instead of saying she “emerged with new knowledge and confidence” she should have shared how she taught a new move to a fellow team-member without hesitation. Rather than telling us she “grew unsure of her own abilities” she should have shown what that looked like by including her internal dialogue and rhetorical questions that ran through her mind. She could have demonstrated what “refusing to give up” looks like by explaining how she kept learning coaching techniques on her own, turned to a mentor for advice, or devised a plan to win over the trust of parents. 

Essay Example #9: Eritrea

No one knows where Eritrea is.

On the first day of school, for the past nine years, I would pensively stand in front of a class, a teacher, a stranger  waiting for the inevitable question: Where are you from?

I smile politely, my dimples accentuating my ambiguous features. “Eritrea,” I answer promptly and proudly. But I  am always prepared. Before their expression can deepen into confusion, ready to ask “where is that,” I elaborate,  perhaps with a fleeting hint of exasperation, “East Africa, near Ethiopia.”

Sometimes, I single out the key-shaped hermit nation on a map, stunning teachers who have “never had a student  from there!” Grinning, I resist the urge to remark, “You didn’t even know it existed until two minutes ago!”

Eritrea is to the East of Ethiopia, its arid coastline clutches the lucrative Red Sea. Battle scars litter the ancient  streets – the colonial Italian architecture lathered with bullet holes, the mosques mangled with mortar shells.  Originally part of the world’s first Christian kingdom, Eritrea passed through the hands of colonial Italy, Britain, and  Ethiopia for over a century, until a bloody thirty year war of Independence liberated us.

But these are facts that anyone can know with a quick Google search. These are facts that I have memorised and compounded, first from my Grandmother and now from pristine books  borrowed from the library.

No historical narrative, however, can adequately capture what Eritrea is.  No one knows the aroma of bushels of potatoes, tomatoes, and garlic – still covered in dirt – that leads you to the open-air market. No one knows the poignant scent of spices, arranged in orange piles reminiscent of compacted  dunes.  No one knows how to haggle stubborn herders for sheep and roosters for Christmas celebrations as deliberately as my mother. No one can replicate the perfect balance of spices in dorho and tsebhi as well as my grandmother,  her gnarly hands stirring the pot with ancient precision (chastising my clumsy knife work with the potatoes).  It’s impossible to learn when the injera is ready – the exact moment you have to lift the lid of the mogogo. Do it too  early (or too late) and the flatbread becomes mangled and gross. It is a sixth sense passed through matriarchal  lineages.

There are no sources that catalogue the scent of incense that wafts through the sunlit porch on St. Michael’s; no  films that can capture the luminescence of hundreds of flaming bonfires that fluoresce the sidewalks on Kudus  Yohannes, as excited children chant Ge’ez proverbs whose origin has been lost to time.  You cannot learn the familiarity of walking beneath the towering Gothic figure of the Enda Mariam Cathedral, the  crowds undulating to the ringing of the archaic bells.  I have memorized the sound of the rains hounding the metal roof during kiremti , the heat of the sun pounding  against the Toyota’s window as we sped down towards Ghinda , the opulent brilliance of the stars twinkling in a  sky untainted by light pollution, the scent of warm rolls of bani wafting through the streets at precisely 6 o’clock each day…

I fill my flimsy sketchbook with pictures from my memory. My hand remembers the shapes of the hibiscus drifting  in the wind, the outline of my grandmother (affectionately nicknamed a’abaye ) leaning over the garden, the bizarre architecture of the Fiat Tagliero .  I dice the vegetables with movements handed down from generations. My nose remembers the scent of frying garlic, the sourness of the warm tayta , the sharpness of the mit’mt’a …

This knowledge is intrinsic.  “I am Eritrean,” I repeat. “I am proud.”  Within me is an encyclopedia of history, culture, and idealism.

Eritrea is the coffee made from scratch, the spices drying in the sun, the priests and nuns. Eritrea is wise, filled with ambition, and unseen potential.  Eritrea isn’t a place, it’s an identity.

This is an exceptional essay that provides a window into this student’s culture that really makes their love for their country and heritage leap off the page. The sheer level of details and sensory descriptors this student is able to fit in this space makes the essay stand out. From the smells, to the traditions, sounds, and sights, the author encapsulates all the glory of Eritrea for the reader. 

The vivid images this student is able to create for the reader, whether it is having the tedious conversation with every teacher or cooking in their grandmother’s kitchen, transports us into the story and makes us feel like we are there in the moment with the student. This is a prime example of an essay that shows , not tells.

Besides the amazing imagery, the use of shorter paragraphs also contributes to how engaging this essay is. Employing this tactic helps break up the text to make it more readable and it isolates ideas so they stick out more than if they were enveloped in a large paragraph.

Overall, this is a really strong essay that brings to life this student’s heritage through its use of vivid imagery. This essay exemplifies what it means to show not tell in your writing, and it is a great example of how you can write an intimate personal statement without making yourself the primary focus of your essay. 

There is very little this essay should improve upon, but one thing the student might consider would be to inject more personal reflection into their response. Although we can clearly take away their deep love and passion for their homeland and culture, the essay would be a bit more personal if they included the emotions and feelings they associate with the various aspects of Eritrea. For example, the way their heart swells with pride when their grandmother praises their ability to cook a flatbread or the feeling of serenity when they hear the bells ring out from the cathedral. Including personal details as well as sensory ones would create a wonderful balance of imagery and reflection.

Essay Example #10: Journaling

Flipping past dozens of colorful entries in my journal, I arrive at the final blank sheet. I press my pen lightly to the page, barely scratching its surface to create a series of loops stringing together into sentences. Emotions spill out, and with their release, I feel lightness in my chest. The stream of thoughts slows as I reach the bottom of the page, and I gently close the cover of the worn book: another journal finished.

I add the journal to the stack of eleven books on my nightstand. Struck by the bittersweet sensation of closing a chapter of my life, I grab the notebook at the bottom of the pile to reminisce.

“I want to make a flying mushen to fly in space and your in it” – October 2008

Pulling back the cover of my first Tinkerbell-themed diary, the prompt “My Hopes and Dreams” captures my attention. Though “machine” is misspelled in my scribbled response, I see the beginnings of my past obsession with outer space. At the age of five, I tore through novels about the solar system, experimented with rockets built from plastic straws, and rented Space Shuttle films from Blockbuster to satisfy my curiosities. While I chased down answers to questions as limitless as the universe, I fell in love with learning. Eight journals later, the same relentless curiosity brought me to an airplane descending on San Francisco Bay.

“I wish I had infinite sunsets” – July 2019

I reach for the charcoal notepad near the top of the pile and open to the first page: my flight to the Stanford Pre-Collegiate Summer Institutes. While I was excited to explore bioengineering, anxiety twisted in my stomach as I imagined my destination, unsure of whether I could overcome my shyness and connect with others.

With each new conversation, the sweat on my palms became less noticeable, and I met students from 23 different countries. Many of the moments where I challenged myself socially revolved around the third story deck of the Jerry house. A strange medley of English, Arabic, and Mandarin filled the summer air as my friends and I gathered there every evening, and dialogues at sunset soon became moments of bliss. In our conversations about cultural differences, the possibility of an afterlife, and the plausibility of far-fetched conspiracy theories, I learned to voice my opinion. As I was introduced to different viewpoints, these moments challenged my understanding of the world around me. In my final entries from California, I find excitement to learn from others and increased confidence, a tool that would later allow me to impact my community.

“The beauty in a tower of cans” – June 2020

Returning my gaze to the stack of journals, I stretch to take the floral-patterned book sitting on top. I flip through, eventually finding the beginnings of the organization I created during the outbreak of COVID-19. Since then, Door-to-Door Deliveries has woven its way through my entries and into reality, allowing me to aid high-risk populations through free grocery delivery.

With the confidence I gained the summer before, I took action when seeing others in need rather than letting my shyness hold me back. I reached out to local churches and senior centers to spread word of our services and interacted with customers through our website and social media pages. To further expand our impact, we held two food drives, and I mustered the courage to ask for donations door-to-door. In a tower of canned donations, I saw the value of reaching out to help others and realized my own potential to impact the world around me.

I delicately close the journal in my hands, smiling softly as the memories reappear, one after another. Reaching under my bed, I pull out a fresh notebook and open to its first sheet. I lightly press my pen to the page, “And so begins the next chapter…”

The structuring of this essay makes it easy and enjoyable to read. The student effectively organizes their various life experiences around their tower of journals, which centers the reader and makes the different stories easy to follow. Additionally, the student engages quotes from their journals—and unique formatting of the quotes—to signal that they are moving in time and show us which memory we should follow them to.

Thematically, the student uses the idea of shyness to connect the different memories they draw out of their journals. As the student describes their experiences overcoming shyness at the Stanford Pre-Collegiate Summer Institutes and Door-to-Door Deliveries, this essay can be read as an Overcoming Obstacles essay.

At the end of this essay, readers are fully convinced that this student is dedicated (they have committed to journaling every day), thoughtful (journaling is a thoughtful process and, in the essay, the student reflects thoughtfully on the past), and motivated (they flew across the country for a summer program and started a business). These are definitely qualities admissions officers are looking for in applicants!

Although this essay is already exceptionally strong as it’s written, the first journal entry feels out of place compared to the other two entries that discuss the author’s shyness and determination. It works well for the essay to have an entry from when the student was younger to add some humor (with misspelled words) and nostalgia, but if the student had either connected the quote they chose to the idea of overcoming a fear present in the other two anecdotes or if they had picked a different quote all together related to their shyness, it would have made the entire essay feel more cohesive.

Where to Get Your Personal Statement Edited

Do you want feedback on your personal statement? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

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How to Write an Essay on Identity

David stewart, 25 jun 2018.

Who are you? How do your peers and community view you? Thinking through the answers to those questions in an identity essay is a way to explore, discover and share your own identity perceptions. The purpose of an identity essay is to answer questions about who you are, how you perceive yourself and how others perceive you as well. For an identity essay to have impact, it should cover different facets of your identity from your name's origin to your character, principles and values. Your friends, family, community and culture are also part of your identity. They are a part of shaping your identity as well and an integral part to your essay. Exploring your personal life thoroughly helps you understand the impact of people and experiences in forming your own identity. A well-written identity essay tells the reader how you view yourself as well as the role in finding that identity related to the people and experiences in your life.

Explore this article

• Essay Thesis
• Essay Outline
• Essay Draft
• Essay Revisions

1 Essay Thesis

First, compose the thesis for your essay. The thesis is the central theme on which your whole essay will be based on. As you create your thesis, think about what aspect of your identity you want to explore. This thought process could include analyzing your cultural background or how you feel your peers view you as a person. Determine the relevance of the thesis idea you choose by analyzing how much it has contributed to the formation of your current identity.

2 Essay Outline

Next, prepare an essay outline. In this outline, consider and lay out a plan what you plan to include about yourself, your beliefs and your family to organize the overall structure and content of your essay.

3 Essay Draft

Write the first draft of your essay after you complete the outline. Start with the introduction revolving around your thesis and explain what you will be exploring in the essay. Fill out the body of the essay with more information and examples that provide background to the theme. Conclude the essay by looking back on and recapping what you included in the other sections.

4 Essay Revisions

Revise the essay as needed to create connections among ideas and a clear picture of yourself. Add transition phrases like "on the other hand" and "similarly" to illustrate relationships between included concepts and details. Develop your essay with strong details to express your thoughts on your identity and how you think people perceive you. Look at all the aspects of your life that contribute to your identity. Doing this will help strengthen the essay with supporting details that engage your reader.

5 Proofread

Review your essay after finishing. Have a friend or peer proofread it for spelling, grammar and clarity. While many written essays would also require a look at facts presented and research, an identity essay may also need that same reader to give you feedback on how you present yourself in the essay. If the editor you choose is open to the process, also ask her to give you feedback on the identify your portray for yourself in the essay. Integrate edits into your essay as you find them necessary and appropriate and then create the final draft.

• 1 Purdue Online Writing Lab: Essay Writing

About the Author

Hailing out of Pittsburgh, Pa., David Stewart has been writing articles since 2004, specializing in consumer-oriented pieces. He holds an associate degree in specialized technology from the Pittsburgh Technical Institute.

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Locke on Personal Identity

John Locke (1632–1704) added the chapter in which he treats persons and their persistence conditions (Book 2, Chapter 27) to the second edition of An Essay Concerning Human Understanding in 1694, only after being encouraged to do so by William Molyneux (1692–1693). [ 1 ] Nevertheless, Locke’s treatment of personal identity is one of the most discussed and debated aspects of his corpus. Locke’s discussion of persons received much attention from his contemporaries, ignited a heated debate over personal identity, and continues to influence and inform the debate over persons and their persistence conditions. This entry aims to first get clear on the basics of Locke’s position, when it comes to persons and personal identity, before turning to areas of the text that continue to be debated by historians of philosophy working to make sense of Locke’s picture of persons today. It then canvases how Locke’s discussion of persons was received by his contemporaries, and concludes by briefly addressing how those working in metaphysics in the twentieth and twenty-first centuries have responded to Locke’s view—giving the reader a glimpse of Locke’s lasting impact and influence on the debate over personal identity.

1. Locke on Persons and Personal Identity: The Basics

2. locke on persons: what’s up for debate, 3. the early modern reception of locke’s picture of persons, 4. locke’s lasting impact on the personal identity debate, primary literature by locke, other historical literature, contemporary literature, other internet resources, related entries.

Locke’s most thorough discussion of the persistence (or diachronic identity) of persons can be found in Book 2, Chapter 27 of the Essay (“Of Identity and Diversity”), though Locke anticipates this discussion as early as Book 1, Chapter 4, Section 5, and Locke refers to persons in other texts, including the Second Treatise of Government . The discussion of persons and their persistence conditions also features prominently in Locke’s lengthy exchange with Edward Stillingfleet, Bishop of Worcester (1697–1699).

Locke begins “Of Identity and Diversity” by first getting clear on the principle of individuation, and by setting out what some have called the place-time-kind principle—which stipulates that no two things of the same kind can be in the same place at the same time, and no individual can be in two different places at the same time (L-N 2.27.1). [ 2 ] With some of the basics of identity in place, Locke posits that before we can determine the persistence conditions for atoms, masses of matter, plants, animals, men, or persons, we must first know what we mean by these terms. In other words, before we can determine what makes atoms, masses of matter, plants, animals, men, or persons the same over time, we must pin down the nominal essences—or general ideas—for these kinds. Of this Locke says,

’Tis not therefore Unity of Substance that comprehends all sorts of Identity , or will determine it in every Case: But to conceive, and judge of it aright, we must consider what Idea the Word it is applied to stands for…. (L-N 2.27.7)

That we must define a kind term before determining the persistence conditions for that kind is underscored in Locke’s definition of “person”. Locke starts off by saying,

This being premised to find wherein personal Identity consists, we must consider what Person stands for….

He goes on,

which, I think, is a thinking intelligent Being, that has reason and reflection, and can consider it self as itself, the same thinking thing in different times and places…. (L-N 2.27.9)

A person for Locke is thus the kind of entity that can think self reflectively, and think of itself as persisting over time.

Locke additionally asserts that persons are agents. For Locke “person” is a

…Forensick Term appropriating Actions and their Merit; and so belongs only to intelligent Agents capable of a Law, and Happiness and Misery. (L-N 2.27.26)

Persons are therefore not just thinking intelligent beings that can reason and reflect, and consider themselves as the same thinking things in different times and places, but also entities that can be held accountable for their actions. It is because persons can think of themselves as persisting over time that they can, and do, plan ahead, with an eye toward the punishment or reward that may follow.

Just after Locke defines “person”, he begins to elucidate what makes any person the same person over time. He asserts that

…consciousness always accompanies thinking, and ‘tis that, that makes every one to be, what he calls self . (L-N 2.27.9)

Consciousness is what distinguishes selves, and thus,

…in this alone consists personal Identity, i.e. the sameness of rational Being: And as far as this consciousness can be extended backwards to any past Action or Thought, so far reaches the Identity of that Person ; it is the same self now it was then; and ‘tis by the same self with this present one that now reflects on it, that that Action was done. (L-N 2.27.9)

After the initial assertion that the diachronic identity of persons consists in sameness of consciousness, Locke goes on to use various imaginary cases to drive this point home.

The imaginary cases that Locke employs are not dissimilar to ancient cases, such as the Ship of Theseus, reported by Plutarch. In this case, we are asked to imagine a ship that has slowly had its planks replaced with new ones. The intuition Plutarch’s case is intended to test is whether, at the end (when the ship has an entirely new material constitution), we have the same ship as before. Likewise, Locke is using cases to test readers’ intuitions about persistence and identity. But it is arguable that Locke is the first to devise such cases to specifically test readers’ intuitions about persons and the conditions under which they are the same. Locke is thus carving out a new conceptual space through such imaginary cases. A few of these will be outlined and discussed in what follows.

In the “prince and the cobbler” passage, or L-N 2.27.15, Locke asks the reader to imagine the soul of a prince entering and informing the body of a cobbler, taking all of its “princely thoughts” with it. In this scenario, the person called “prince” ends up persisting in the man identified as the “cobbler”, because the prince’s consciousness goes along with the prince’s soul. Just after Locke describes this scenario, he says,

I know that in the ordinary way of speaking, the same Person, and the same Man, stand for one and the same thing. And indeed every one will always have a liberty to speak, as he pleases, and to apply what articulate Sounds to what Ideas he thinks fit, and change them as often as he pleases. But yet when we will enquire, what makes the same Spirit, Man , or Person , in our Minds; and having resolved with our selves what we mean by them, it will not be hard to determine, in either of them, or the like, when it is the same , and when not. (L-N 2.27.15)

Through the “prince and the cobbler” passage it not only becomes clear that a person goes where their consciousness goes, but also that Locke distinguishes between the term “man” (which is synonymous with “human being”) and “person”.

Other scenarios that Locke conjures, such as the “waking and sleeping Socrates” case (L-N 2.27.19), make clear that even if an individual remains the same man, he may not persist as the same person. Here Locke says,

If the same Socrates waking and sleeping do not partake of the same consciousness , Socrates waking and sleeping is not the same Person. And to punish Socrates waking, for what sleeping Socrates thought, and waking Socrates was never conscious of, would be no more of Right, than to punish one Twin for what his Brother-Twin did, whereof he knew nothing, because their outsides were so like, that they could not be distinguished; for such Twins have been seen. (L-N 2.27.19)

If Socrates has a different consciousness by day than he does by night, then waking Socrates ought not be punished for what sleeping Socrates does. This is because although Socrates is the same man by day as he is by night, he is a different person by day than he is at night (and moral responsibility lies with persons, according to Locke). Thus while the identity of consciousness determines the identity of person, the identity of persons and the identity of men come apart for Locke—or at least they can . [ 3 ]

Locke additionally distinguishes between persons and souls. There is evidence for this in L-N 2.27.13. Here Locke claims,

But yet to return to the Question before us, it must be allowed, That if the same consciousness … can be transferr’d from one thinking Substance to another, it will be possible, that two thinking Substances may make but one Person.

If consciousness can actually be transferred from one soul to another, then a person can persist, despite a change in the soul to which her consciousness is annexed. Thus if a reader’s soul switches out as she progresses from the start of L-N 2.27 to the end, so long as the reader’s consciousness remains the same, she remains the same person, according to Locke.

On top of this, Locke asserts that even if an individual has the same soul, he may fail to be the same person. Locke makes this point in L-N 2.27.14, 23, and 24. In the “day and night-man” passage, or 2.27.23, Locke asks the reader to imagine “…two distinct incommunicable consciousnesses acting the same Body, the one constantly by Day, the other by Night” (L-N 2.27.23). Locke goes on to suggest that the “… Day and the Night-man ” are “as distinct persons as Socrates and Plato ” (L-N 2.27.23). Locke then makes clear that this is the case even if day and night-man share the same soul:

For granting that the thinking Substance in Man must be necessarily suppos’d immaterial, ‘tis evident, that immaterial thinking thing may sometimes part with its past consciousness, and be restored to it again, as appears in the forgetfulness Men often have of their past Actions, and the Mind many times recovers the memory of a past consciousness, which it had lost for twenty Years together. Make these intervals of Memory and Forgetfulness to take their turns regularly by Day and Night, and you have two Persons with the same immaterial Spirit, as much as in the former instance two Persons with the same Body. So that self is not determined by Identity or Diversity of Substance…but only by identity of consciousness. (L-N 2.27.23)

Just as the “waking and sleeping Socrates” passage, L-N 2.27.23 shows that there can be a change of person due to a change in consciousness, and this is the case even though there is no change in man. But, what Locke also makes clear through L-N 2.27.23 is that there can be a change of person even though there is no change in soul. Thus while many philosophers (including Plato, Rene Descartes, Samuel Clarke, etc.) think that one cannot be a person unless one has an immaterial soul, and the identity of persons rests in the identity of souls, Locke makes the bold move of pulling persons and souls apart.

In addition to this, Locke calls the substantial nature of souls into question. Locke takes thought to be immaterial, and while Locke contends that the immaterial cannot be reduced to, or explained in terms of, the material, Locke is not committed to substance dualism, when it comes to finite thinkers. This is because Locke thinks substratum—or the substance that underlies and supports any particular substance’s qualities—is impossible for finite minds to penetrate. Additionally there is nothing in the concepts “thought” and “matter” that allows us to deduce that one excludes the other, and God could have superadded the ability to think to formerly inert systems of matter. In Locke’s picture, we cannot know whether the substance (or substratum) that underlies thinking and willing is different from the substance (or substratum) that underlies being solid and white, or yellow and malleable. Locke’s official position on the substantial nature of finite thinkers is therefore one of agnosticism.

This section outlines some of the areas of Locke’s text, and aspects of Locke’s view, that continue to be debated by historians of philosophy working to make sense of Locke’s picture of persons and their persistence conditions today. As will soon become clear, there is disagreement about almost every aspect of Locke’s discussion of persons, and even some of what has been presented thus far betrays a particular interpretive framework.

One of the overarching questions asked about Locke’s Essay is how much it includes metaphysical exploration. Some think that Locke’s project is exclusively epistemological, citing (among other passages) the following as evidence for their view: In the Epistle to the Reader , Locke describes himself as an “underlabourer”. Locke then goes on to say,

This, therefore being my Purpose to enquire into the Original, Certainty, and Extent of humane Knowledge; together, with the Grounds and Degrees of Belief, Opinion, and Assent; I shall not at present meddle with the Physical Consideration of the Mind; or trouble my self to examine, wherein its Essence consists, or by what Motions of our Spirits, or Alterations of our Bodies, we come to have any Sensation by our Organs, or any Ideas in our Understandings; and whether those Ideas do in their Formation, any, or all of them, depend on Matter, or no. These are Speculations, which, however curious and entertaining, I shall decline, as lying out of my Way, in the Design I am now upon. (L-N 1.1.2)

Under this reading, Locke is interested in determining what we can and cannot know by first determining how we come to have ideas, but what this entails is determining which activities give rise to our ideas, rather than investigating the metaphysical nature of the thinking thing wherein these activities—sensation and reflection—take place. Likewise all other explorations within the Essay eschew metaphysics.

Those who read L-N 2.27 as part of a project which is purely epistemological see the claims that Locke makes about the persistence of persons as claims about what we can know about the persistence of persons. As Lex Newman puts it,

Locke’s broader aim is to clarify the conditions under which we judge that we are numerically the same with some earlier person, not the conditions under which we strictly are the same person. (2015: 90)

Under this kind of reading, Locke’s claim that the identity of any person does not rest in the identity of substance (L-N 2.27.10 and 23) amounts to the claim that if any person wants to determine whether they are the same, they do not look to substance to find out. The idea is that because we have such an impoverished notion of substance in general, we do not look to substratum to determine if we are the same person over time in Locke’s view.

Other scholars tend to think that although Locke sets his task in the Essay as an epistemological one, he cannot help but dabble in some metaphysics along the way. What has been presented (regarding the basics of Locke’s picture of persons) in this entry thus far falls within this interpretive camp. This is why the imaginary cases that Locke employs in L-N 2.27 have been described as giving the reader information about what makes it the case that a person is the same at time 2 as at time 1. According to this view, what Locke is giving us in L-N 2.27 are inter alia “the conditions under which we strictly are the same person”.

Nevertheless, within the interpretive camp that takes Locke to dabble in metaphysics, there is widespread debate, both at the macro and the micro level. To start with the macro level: Some who fall into this camp see Locke making metaphysical claims in various passages throughout the text . Such scholars thus see what Locke is doing in L-N 2.27 as very much in keeping with moves that he makes in other parts of the Essay (see Stuart 2013, for example). However, others see L-N 2.27—and the metaphysics Locke is doing therein—as a significant break from the methodology that Locke employs in the rest of the Essay . This is because just after Locke claims that his project in the Essay is an epistemological one (1.1.2), he makes clear that in this project, he is using the historical plain method, or roughly, the Baconian method of induction (see Nuovo forthcoming). Of this, Locke says,

…I shall imagine I have not wholly misimploy’d my self in the Thoughts I shall have on this Occasion, if, in this Historical, plain Method, I can give any Account of the Ways , whereby our Understandings come to attain those Notions of Things we have, and can set down any Measures of the Certainty of our Knowledge, or the Grounds of those perswasions, which are to be found amongst Men, so various, different, and wholly contradictory…. (L-N 1.1.2)

Those who see a tension between Locke’s discussion of personal identity and the rest of the Essay contend that the way in which Locke proceeds in L-N 2.27 not only includes metaphysics, but also a reliance on thought experiments for data. Thus, rather than surveying a number of instances, and drawing inferences from there—or utilizing the historical, plain method—as he claims to be doing throughout the Essay , Locke is doing something quite different in 2.27: He is employing imaginary cases instead (see Antonia LoLordo 2012, for example).

However, what the historical plain method amounts to for Locke, and whether Locke’s use of thought experiments in L-N 2.27 is in tension with this method is also the subject of debate. So too is whether Locke uses thought experiments in 2.27 alone . Additionally, some have questioned whether the exercises that Locke walks readers through in 2.27 count as thought experiments at all (see Kathryn Tabb 2018, for more on this). There are thus wide-ranging debates about how to best describe 2.27 and the methodologies Locke employs therein. There is also much disagreement regarding how to square these methodologies with the general description Locke gives of his project in the Essay . Moreover, this is the case even amongst those who are in agreement that Locke is doing metaphysics in 2.27.

On top of this, there are deep and long-standing micro-level debates amongst those who think Locke is giving us some metaphysics in L-N 2.27. One such debate regards the implications of Locke’s assertion that the identity of any person does not rest in the identity of substance (2.27.10 and 23). Some scholars take Locke’s assertion that the identity of any person does not rest in the identity of substance, and other similar claims, to be evidence that Locke is a relativist about identity (see Stuart 2013, for example). To get a sense of what this entails, it is helpful to consider the contrast case: strict identity. If a philosopher holds a strict identity theory, then she takes it that we can ask, “Is y at time 2 the same as x at time 1?” and arrive at a determinate answer. On the other hand, if a philosopher is a relativist about identity, then she asserts that in response to the former question, we have to ask “Same what?” So if we ask, “Is Socrates the same?” a relativist about identity thinks we have to specify under which sortal term we are considering Socrates. Are we thinking about Socrates as a human being, or a body, or a soul (or something else altogether)?

On top of this, the relativist about identity thinks that an entity who is of two sorts can persist according to one, while failing to persist according to the other. We might say that from one day to the next, Socrates persists as the same human being, but not as the same body. Thus when Locke says that a person can persist despite a change in substance, or a person can persist despite a change in soul, some scholars take Locke to be showing that he is a relativist about identity. Relative identity readings were rather unpopular for some time, but have experienced a resurgence as of late (see Stuart 2013).

Still, some think that attributing this kind of reading to Locke is anachronistic. Others take issue with the fact that under a relative identity reading, there is, properly speaking, just one entity described under different sorts. (What we call “Socrates” does not pick out a human being, and person, with a body and soul, but rather one thing, described in these different ways.) This is appealing for some, especially those who think that this is the only way to save Locke from violating the place-time-kind principle, which stipulates that no two things of the same kind can be in the same place at the same time. But it lacks appeal for those who take Locke to be claiming that persons and the human beings who house them (for instance) are distinct. [ 4 ]

Some scholars take Locke’s assertion that the identity of substance is neither required nor enough for the persistence of any person to be evidence that persons are modes (or attributes), rather than substances (or things themselves). Such scholars then turn to Locke’s place-time-kind principle, for further evidence for their view. They take Locke’s assertion that no two things of the same kind can be in the same place at the same time to mean that no two substances of the same kind can be in the same place at the same time. Souls are thinking substances for Locke, and if persons are substances, they would count as such. Thus, persons cannot be substances, for otherwise wherever there is a person and her soul there are two thinking substances in the same place at the same time. Those who offer mode readings additionally turn to Locke’s claim that person is a “forensic term” and Locke’s bold assertion that a demonstrative science of morality is possible as evidence that the term “person” must be a mode term, rather than a substance term. This line of interpretation is popular today (see LoLordo 2012, Mattern 1980, Uzgalis 1990), but dates back to Edmund Law (1769).

Other Locke scholars defend substance readings of Locke on persons. They turn to Locke’s claims about substance, power, and agency, to conclude that if an entity has any power whatsoever it has to be a substance. Persons have powers. Thus, persons have to be substances for Locke (for arguments along these lines, see Gordon-Roth 2015, Rickless 2015, Chappell 1990). They then have to explain what Locke means when he asserts that the identity of any person does not rest in the identity of substance. Those who do not take the relative identity path usually end up working to get clear on what Locke could mean by “substance” when he makes this claim. Many conclude that what Locke means is that the identity of any person does not depend upon the identity of the simple substances that compose or constitute her. There are numerous defenders of this position today (see Alston and Bennett 1988, Bolton 1994, Chappell 1990, and Uzgalis 1990). Thus questions about two of the most basic features of Locke’s picture of personal identity—What is Locke’s (general) view on identity?; and, What kind of entity is a person, exactly?—are the subject of ongoing debate. [ 5 ]

So too are the most clearly stated aspects of Locke’s view: the claim that persons have consciousnesses, and the accompanying assertion that sameness of person rests in sameness of consciousness. What is consciousness for Locke? What does Locke mean by “sameness of consciousness”? Answering these questions turns out to be difficult, since Locke does not say much about what he takes consciousness to be (and we only know the persistence conditions of any entity, once we get clear on the nominal essence of that entity’s kind, according to Locke). Nevertheless, answering these questions is crucial to understanding Locke’s theory of personal identity since it is consciousness centered.

Some scholars take Locke to be a strict memory theorist. In other words, consciousness just is memory for Locke. As will become clear below, this reading dates back at least as far as Thomas Reid. Of course, it is the case that the way a person extends their consciousness backward is via memory. It thus may seem as if the identity of consciousness consists in memory, or that to have the same consciousness as she who did x , one has to have a memory of doing x , under Locke’s view. Nevertheless, as Margaret Atherton points out, Locke talks at length about forgetfulness, and if consciousness just is memory, then we cannot make sense of consciousness at any given moment where a person is not invoking memory (1983: 277–278). Atherton then goes on to develop an account of consciousness that is analogous with Locke’s conception of animal “life”.

The identity of consciousness is what allows for the persistence of any person, just as the identity of life is what allows for the persistence of any animal. “If we look at Locke in this fashion”, Atherton argues,

then what he is saying is that what makes me different at this moment from any other person is that my thoughts are identical with my consciousness of them. No one else can have my consciousness any more than any organism can have my life. (Atherton 1983: 283)

A person, in Atherton’s reading of Locke, is a single center of consciousness, and so long as that single center of consciousness persists, the person persists.

Other scholars hold what is called an “appropriation reading” (see Winkler 1991, Thiel 2011, LoLordo 2012). Under this reading, what Locke means when he says that sameness of person consists in sameness of consciousness, is that any person extends back only to those mental events or acts which they take to be their own . In other words, the persistence of any person or self is best seen in terms of the “subjective constitution of the self” (Winkler 1991: 204). There might be a worry that under this kind of reading, Locke gives persons too much authority. That is, a person could deny that she is the one who committed the crime, just because she doesn’t see that act as her own. But, although the “self has a certain authority over its own constitution”, Kenneth Winkler makes clear that

it is important to realize that this authority is not consciously exerted. I do not willfully disown one act and appropriate another; instead I accept what my consciousness reveals to me. There is also a severe limit on that authority, imposed by the transitivity of identity,

which comes through, as Winkler notes, in Reid’s objection—an objection which Winkler thinks sympathetic readers of Locke can answer and which is discussed in section 3 below (Winkler 1991: 206).

From these treatments it is still difficult to discern what consciousness is for Locke, however. Shelley Weinberg works to give a robust picture of Locke’s conception of consciousness in her recent book (2016). According to Weinberg, Locke uses the term “consciousness” in two different ways:

…Locke seems to see consciousness as (1) a mental state inseparable from an act of perception by means of which we are aware of ourselves as perceiving , and (2) the ongoing self we are aware of in these conscious states . (Weinberg 2016: 153)

The former is a momentary psychological state that allows for what Weinberg calls

a momentary subjective experience that the self presently perceiving is the same as the self that remembers having once had a past thought or action

and captures the first-person experience of persisting over time (Weinberg 2016: 153). The latter is an “objective fact of an ongoing consciousness” (Weinberg 2016: 153). This sense of consciousness is available from a third personal point of view, and fills in the gaps that any person’s subjective experience might entail.

Thus, Weinberg contends that the identity, or continued existence, of consciousness consists in a metaphysical fact, rather than appropriation. Nevertheless, Weinberg additionally argues that the first personal (conscious) experience of our own mental states, whether those states are occurrent sensations, reflections, or via remembering is a necessary, but not sufficient, condition of personal identity. In other words, to have the awareness (or knowledge) of an ongoing self—or (2)—we must have (1). Although there is a range of interpretations of Locke on consciousness on the table, Weinberg’s book, Consciousness in Locke , marks the first large-scale treatment of Locke’s views on consciousness. [ 6 ]

In addition to the debate over what consciousness is, and what Locke means when he says that the identity of any person consists in the identity of consciousness, there is ongoing debate about what Locke’s stance is when it comes to what can give rise to consciousness. That is, there is ongoing discussion of what Locke means when he says that God could have superadded thinking to formerly inert systems of matter, and what Locke’s actual position is on the substantial nature of finite thinkers. There are those who take Locke to be truly agnostic. Those who take this line of interpretation remind readers of Locke’s stated aims at the start of the Essay (as quoted earlier), and the epistemic modesty that Locke maintains throughout the text. But, there are others who think that Locke overstates the probability that souls are immaterial substances, so as not to ruffle the feathers of Stillingfleet and other religious authorities. Some in the latter group think that Locke leans toward materialism. This raises questions about how far Anthony Collins (discussed below) departs from the Lockean picture, or the degree to which Locke anticipates later materialist pictures of persons. [ 7 ] At the very least, it can be said that Locke challenges the importance that many philosophers place on the immaterial soul to personhood and personal identity. [ 8 ] As might be expected, this was met with mixed reviews.

This section addresses how Locke’s view was received by his contemporaries and by those writing in the remainder of the early modern period (16 th -18 th centuries). A good number of philosophers vehemently objected to Locke’s treatment of persons, though some defended it, and many others used it as an inspiration, or springboard, for their own views.

Many who objected to Locke’s treatment of persons did so because they objected to the decreased importance Locke places on the soul for personhood and personal persistence (see Joseph Butler, Thomas Reid, and Samuel Clarke, for example). Many such philosophers argue that numerical identity consists in no change at all , and the only kind of entity that allows for identity in this strict sense is an immaterial substance.

Along the way, some charged Locke’s theory of personal identity with circularity. As Joseph Butler puts it,

…[O]ne should really think it self-evident that consciousness of personal identity presupposes, and therefore cannot constitute, personal identity; any more than knowledge, in any other case, can constitute truth, which it presupposes. (1736 [1842: 298])

Butler then asserts that Locke’s misstep stems from his methodology. He says,

This wonderful mistake may possibly have arisen from hence; that to be endued with consciousness is inseparable from the idea of a person, or intelligent being. For this might be expressed inaccurately thus, that consciousness makes personality: and from hence it might be concluded to make personal identity. (1736 [1842: 298])

One of the points that Locke emphasizes—that persistence conditions are determined via defining kind terms—is what, according to Butler, leads Locke astray.

Butler additionally makes the point that memory is not required for personal persistence. He says,

But though present consciousness of what we at present do and feel is necessary to our being the persons we now are; yet present consciousness of past actions or feelings is not necessary to our being the same persons who performed those actions, or had those feelings. (1736 [1842: 298])

This is a point that others develop when they assert that Locke’s view results in contradiction.

The most popular, or well known, version of this line of objection comes from Thomas Reid (1785). In the “brave officer” objection, Reid poses the following challenge to Locke’s theory of personal identity. He says:

Suppose a brave officer to have been flogged when a boy at school for robbing an orchard, to have taken a standard from the enemy in his first campaign, and to have been made a general in advanced life; suppose, also, which must be admitted to be possible, that, when he took the standard, he was conscious of his having been flogged at school, and that, when made a general, he was conscious of his taking the standard, but had absolutely lost the consciousness of his flogging. These things being supposed, it follows, from Mr. Locke’s doctrine, that he who was flogged at school is the same person who took the standard, and that he who took the standard is the same person who was made a general. Whence it follows, if there be any truth in logic, that the general is the same person with him who was flogged at school. But the general’s consciousness does not reach so far back as his flogging; therefore, according to Mr. Locke’s doctrine, he is not the person who was flogged. Therefore, the general is, and at the same time is not, the same person with him who was flogged at school. (Reid 1785 [1851: 248–249])

In this exercise (and other similar versions of it) we are supposed to assume Locke’s theory of personal identity, and maintain that sameness of person consists in sameness of consciousness. When we do, Reid expects we will conclude that the general (C) is the same person as he who took the standard from the enemy (B) because the general (C) remembers doing so. Additionally he who took the standard from the enemy (B) is the same person as he who was flogged at school for robbing the orchard (A) because he (B) remembers that past traumatic experience. Thus C (he who is was made general) is identical to B (he who took the standard) and B (he who took the standard) is identical to A (he who was flogged at school).

Given the law of transitivity (which says that if C is identical to B and B is identical to A, then C is identical to A), we should conclude that C (the general) is identical to A (the flogged school boy). But, since we are assuming Locke’s theory of personal identity, Reid thinks we cannot come to this conclusion. If we assume Locke’s view, Reid contends that we have to conclude that C (the general) is not identical to A (the school boy). This is because C (the general) has no consciousness or memory of having been flogged at school (A).

This and other similar objections are meant to show that if we place the identity of persons in the identity of consciousness, as Locke suggests, then we run into a problem—namely one of contradiction—for we get the result that C and A both are, and are not, identical. Nevertheless, as is made clear above, there is debate about whether Locke’s claims about identity of consciousness should be read in terms of memory, and whether Reid is correct to take “memory” and “consciousness” as synonymous terms for Locke.

Circularity and contradiction are just two of the major objections launched at Locke’s theory of personal identity shortly after it is published. Importantly, these are objections to which sympathetic readers of Locke are still responding (see Atherton 1983, Weinberg 2016, LoLordo 2012, Thiel 2011, Garrett 2003, Schechtman 2014, etc). This gives the reader a glimpse of some of the lines of attack that were launched against Locke’s discussion of persons during the early modern period. Nevertheless, not all of Locke’s peers attacked his picture of persons, and numerous philosophers worked to defend his view.

One such philosopher is Catharine Trotter Cockburn. Cockburn pens her Defence of Mr. Locke’s Essay of Human Understanding in 1702. [ 9 ] In this text, Cockburn is responding to three pamphlets directed at Locke’s Essay . [ 10 ] These pamphlets take aim at Locke’s Essay rather broadly, and Cockburn’s Defence reflects this, but much is said about Locke on persons and their persistence conditions therein. Specifically, these pamphlets charge Locke with not proving that the soul is immortal, or threatening proofs of the immortality of the soul. They additionally charge that Locke’s view leaves us with the strange consequence that our souls are in constant flux, making it the case that we “awake with new souls each morning”. Given the importance of the soul, its persistence, and its immortality, to many traditional theories of personal identity, these objections are arguably intended to be objections to Locke’s picture of persons. Cockburn is quick to defend Locke, but proceeds carefully and thoroughly as she does so.

Cockburn points out that Locke never sets out to prove the soul immortal, and Locke actually claims that it is more probable that the soul is immaterial, than material. Moreover, even if Locke is not committed to the soul being immaterial, this ought not threaten proofs of the immortality of the soul. This is because what allows Locke to speculate that God could have superadded thinking to formerly inert systems of matter is that God is omnipotent, and surely an omnipotent being could make souls immortal even if they are material. Moreover, proofs for the immortality of the soul that rely on the immateriality of the soul are not likely to convince laymen of the soul’s immortality, and may actually leave them sceptical about whether the soul is indeed immortal (even if it is immaterial).

Cockburn additionally attacks the assertion that Locke’s claim that “men think not always” threatens proofs of the immortality of the soul. Of this she says,

But let it be granted, that it is ever so clearly proved, that thinking is necessary to the soul’s existence, that can no more prove, that it shall always exist, than it proves, that it has always existed; it being as possible for that omnipotence, which from nothing gave the soul a being , to deprive it of that being in the midst of its most vigorous reflections, as in an utter suspension of all thought. If then this proposition, that the soul always thinks , does not prove, that it is immortal, the contrary supposition takes not away any proof of it; for it is no less easy to conceive, that a being, which has the power of thinking with some intervals of cessation from thought, that has existed here for some time in a capacity of happiness or misery, may be continued in, or restored to the same state, in a future life, than that a Being which always thinks, may be continued in the same state. (Cockburn, in Sheridan (ed) 2006: 53)

As Cockburn points out, the notion that the soul is always thinking is not used as evidence for the soul’s immortality. Locke’s claim to the contrary thus ought not count as evidence against it, and we ought to have faith that an omnipotent God will ensure the soul’s immortality (whether it always thinks or not). Additionally, there is ample evidence that Locke thinks the soul is immortal, and that persons will go on to receive divine punishment and reward in the next life for their deeds in this life. This comes through not just in L-N 2.27 of the Essay , but also in Locke’s correspondence with Stillingfleet, and many of Locke’s religious writings, including the posthumously published “ Resurrectio et quae secuuntur ” (though Cockburn would not have had access to the latter while drafting her Defence ). [ 11 ]

Finally, Cockburn argues that the assumption that Locke’s view entails that we “awake with new souls each morning” rests on a misunderstanding. Just as a body that was in motion and comes to rest does not become a new body once it starts moving again, a soul that was thinking and ceases to think does not become a new soul once thought is restored to it. Thus, Locke’s claim that we do not always think—and indeed may have dreamless sleep—does not have the absurd consequences for the persistence of persons that the pamphlets charge. To this it might also be added that even if we awake with new souls each morning, it need not mean that we are new persons each morning, according to Locke.

Through the Defence , Cockburn additionally makes clear that although Locke’s theory of personal identity allows for sci-fi switches such as those described in the “prince and the cobbler” passage (L-N 2.27.15), the “waking and sleeping Socrates” passage (2.27.19), and the “day and night-man” passage (2.27.23), Locke does not think that this is the way things ordinarily go. In other words, in Locke’s view it is not that persons are switching bodies and swapping souls on a regular basis. Rather, Locke is making clear that we should distinguish between the concepts “man”, “body”, “soul”, and “person”. Moreover, the persistence of any person does not always align with the persistence of a human being or soul, as many assume. Making this point is the purpose of those imaginary cases.

Sixty-seven years after Cockburn’s Defence , and twenty-one years after the correspondence between Cockburn and Edmund Law ends, Law drafts a Defence of his own. Law’s Defence of Mr. Locke’s Opinion Concerning Personal Identity (1769) is later included in the 1823 version of Locke’s Works , and in it Law offers a particular reading of the ontological status of persons. Law defends a consciousness-based view, and makes much of Locke’s claim that person is a “forensic term”. Law moves from this point to the conclusion that Locke thinks persons are modes (or attributes) rather than substances (or things in themselves). He says,

Now the word Person , as is well observed by Mr. Locke …is properly a forensick term, and here to be used in the strickt forensick sense, denoting some such quality or modification in man as denominates him a moral agent, or an accountable creature; renders him the proper subject of Laws , and a true object of Rewards or Punishments. (1823: 1–2)

This is significant since whether Lockean persons are best thought of as substances, modes, or relations is something that is still debated amongst Locke scholars today.

While some philosophers were happy to defend Locke, as Cockburn and Law did, numerous philosophers writing in the eighteenth century utilized Locke’s theory of personal identity as a stepping stone to establish their own even more provocative views on persons. The ways in which these theorists go beyond Locke varies. Some of these are outlined below. [ 12 ]

In Anthony Collins’s correspondence with Samuel Clarke (1707–1708), it can often look as if Collins is a mere defender of Locke’s view. Collins holds a consciousness-based view of personal identity, and Collins invokes Locke’s discussion of persons and their persistence conditions throughout this lengthy exchange. Nevertheless, Collins takes Locke’s assertion that for all we know God could have superadded the ability to think to formerly inert systems of matter, and runs with it. As Larry Jorgensen puts it,

A significant difference between Collins and Locke…is that Collins thought that material systems provided a better explanatory basis for consciousness, which changes the probability calculus. Collins provides evidence that casts doubt on Locke’s claim that “it is in the highest degree probable” that humans have immaterial souls. Although he is building from a Lockean starting point, namely the possibility that God might superadd thinking to matter, he ends up with a naturalized version: thinking “follows from the composition or modification of a material system” (Clarke and Collins 2011: 48). (Jorgensen forthcoming)

Collins’s view on personal identity is a consciousness-based view, but what gives rise to consciousness, according to Collins, is likely a material system. Thus some take Locke’s purported agnosticism about the substantial nature of finite thinkers, and proceed more forcefully in the direction of materialism. In other words, Locke’s views on the substantial nature of finite thinkers opens the door to materialist views of persons and their persistence conditions.

Others take criticisms launched at Locke’s theory of personal identity, including the criticism that the self (or persisting self) is a fiction, and appear to embrace such consequences. [ 13 ] This can be seen rather readily in David Hume’s Treatise of Human Nature (1738). In the Treatise , Hume asserts that it is not clear how we can even have an idea of the self. This is because most take selves to be persisting entities, and all of our ideas come from corresponding impressions. But since our impressions constantly change, there is no one impression that can give rise to the idea we call “self”. Of this Hume says,

It must be some one impression, that gives rise to every real idea. But self or person is not any one impression, but that to which our several impressions and ideas are suppos’d to have a reference. If any impression gives rise to the idea of self, that impression must continue invariably the same, thro the whole course of our lives; since self is suppos’d to exist after that manner. But there is no impression constant and invariable. Pain and pleasure, grief and joy, passions and sensations succeed each other, and never all exist at the same time. It cannot, therefore, be from any of these impressions, or from any other, that the idea of self is deriv’d; and consequently there is no such idea. (1738 Book I, Part IV, Section VI [1896: 251–252])

Moreover, whenever Hume looks for himself, all he finds are impressions. He says,

For my part, when I enter most intimately into what I call myself, I always stumble on some particular perception or other, of heat or cold, light or shade, love or hatred, pain or pleasure. I never catch myself at any time without a perception, and never can observe any thing but the perception. (1738 [1896: 252])

This leads Hume to claim that we are just bundles of perceptions, in constant flux (1738 [1896: 252]).

Thus it is not only the case that we fail to have an idea of the self, according to Hume, but also the case that, properly speaking, no subsisting self persists from one moment to the next. It is the imagination that leads us astray when we think of ourselves, and other entities, as persisting over time (1738 [1896: 254]). As Hume puts it,

The identity, which we ascribe to the mind of man, is only a fictitious one, and of a like kind with that which we ascribe to vegetables and animal bodies. (1738 [1896: 259])

It cannot, therefore, have a different origin, but must proceed from a like operation of the imagination upon like objects. (1738 [1896: 259])

In moving away from a more traditional substance-based view of personal identity (where the identity of person lies in the identity of soul), Locke opens the door to more fragmentary treatments of selves and persons. [ 14 ]

Along similar lines, some take Locke’s claim that the identity of persons lies in the identity of consciousness as fuel for the assertion that, properly speaking, there is no special relation between person x and any other future person. That is, personal identity only exists between present and past selves, not present and future selves. For this reason, we ought not have prudential concern, or concern for a future self that is distinct from our concern for others. This is the argumentative move that William Hazlitt makes, and in An Essay on the Principles of Human Action (1805), he explicitly sets as his task showing

…that the human mind is naturally disinterested, or that it is naturally interested in the welfare of others in the same way, and from the same motives, by which we are impelled to the pursuit of our own interests. (1805: 1)

This line of argumentation is replicated and expanded almost one hundred and eighty years later by Derek Parfit in Reasons and Persons (1984), though it does not appear that Parfit is aware of Hazlitt’s view when he drafts his own. [ 15 ]

This section briefly outlines the lasting impact that Locke has had on the debate over persons and their persistence conditions by exploring how Locke’s theory of personal identity gets taken up in the twentieth and twenty-first centuries. Most metaphysicians contributing to the debate over personal identity refer to Locke’s treatment of persons in their texts. Many even directly respond to Locke’s view as they flesh out their own.

Most who hold psychological continuity theories of personal identity take their views to be descendants of Locke’s. This is true of John Perry (1975), David Lewis (1976), Sydney Shoemaker (1984), and Derek Parfit (1984), for instance (Schechtman “Memory, Identity, and Sameness of Consciousness”, forthcoming in The Lockean Mind ). In fact, Parfit defends what he calls a “Lockean view” as recently as 2016 (34). What makes each of these views Lockean (at least according to their authors) is that, as Locke does, they take personal identity to consist in the continuity of psychological life, and they take this to mean that personal identity is relational. Moreover, like Locke, they emphasize the forensic nature of personhood.

Marya Schechtman offers a rival interpretation to those held by Perry, Lewis, Shoemaker, and Parfit, but Locke is very much in the foreground of Schechtman’s narrative account as well. In The Constitution of Selves (1996: 15), Schechtman claims,

The argument that personal identity must be defined in psychological terms is first systematically presented and defended by Locke in his Essay concerning Human Understanding

Schechtman then goes on to show that the project of psychological continuity theorists is “incoherent” because

[t]he goal of offering reidentification criterion is fundamentally at odds with the goal of defining personal identity in terms of psychological continuity…. (1996: 24)

Importantly, Schechtman does this not just by making a passing reference to Locke and then treating Parfit, Perry, and the like, but via a thorough examination of Locke’s theory, and the objections raised to it by Butler, Reid, and others.

Moreover, this is the case not only in Schechtman’s earlier work, but in her most recent work as well. Schechtman includes a thirty-two page chapter titled, “Locke and the Psychological Continuity Theorists” at the start of Staying Alive: Personal Identity, Practical Concerns, and the Unity of a Life (2014), and in “Memory, Identity, and Sameness of Consciousness”, Schechtman turns to recent developments in the psychological study of memory to update Locke’s view to “…capture some of the crucial insights of Locke’s account, and show why it remains relevant and influential” (in The Lockean Mind , forthcoming).

Those who defend animalism—or the view that persons just are human organisms—hold a position that is quite different from psychological continuity theories or narrative based views. Still, most animalists respond to Locke. Some even invoke Locke’s view as they develop their own. For example, Eric Olson’s animalist view relies very heavily both on Locke’s conception of “life”, and the persistence conditions Locke gives for organisms (1997: 137–138, etc.). This is why Olson describes his view as “Lockean”.

At the same time, some animalists blame Locke for separating the discussion of persons and personal identity from the discussion of human beings or human animals. In Animalism: New Essays on Persons, Animals & Identity , Stephen Blatti and Paul Snowdon ask, “Why was the idea of an animal conspicuously absent…” in the personal identity debate for so long (2016: 3)? They go on,

To answer this question, we need to return to Locke’s famous discussion of personal identity, in which the notion of an animal was central…Locke exercised great care in specifying the different ideas for which the words ‘animal’ and ‘person’ stood. A reasonable conjecture, or proposal, we suggest, is that Locke’s treatment of these two terms and notions was so effective that it generated in people engaging with the problem the conviction that the notion of a person is the central one fixing the type of thing the problem is about, with the consequence that the notion of an animal was lost to sight. (2016: 3)

Locke does much to distinguish between human beings (or men)—which are animals—and persons, and Blatti and Snowdon assert that this sets the stage for how the personal identity debate plays out for the next several hundred years. In other words, Locke is the reason that animalist views do not emerge until later in the twentieth century. [ 16 ]

Finally, even those working to carve out an entirely new space for the discussion of persons and their persistence conditions say something about Locke as they proceed. Leke Adeofe outlines and develops a tripartite picture of persons according to what he calls the “African thought system”. As he does, Adeofe aligns his approach with Locke’s. He says,

My approach, partly descriptive and partly imaginative, ought to be familiar; it has been borrowed from a tradition that dates back at least to John Locke. (2004: 69)

Moreover, this is the case even though Adeofe uses the African, or Yoruba, conception of “person” to challenge Western philosophy’s treatment of persons and their persistence conditions.

In Real People: Personal Identity Without Thought Experiments (1988), Kathleen Wilkes takes aim at the proliferation of thought experiments in the personal identity literature. It is clear that Wilkes has the elaborate thought experiments that Parfit employs (including teletransportation, split brain cases, etc.) in mind throughout her critique. But, it is also clear that Wilkes traces this methodology back to Locke. Of this she says,

The subject of personal identity…has probably exploited the method [of thought experiments] more than any other problem area in philosophy. Many of the examples are familiar:…Locke testing ‘what we would say if’ the soul of a cobbler migrated into the body of a prince, or if the Mayor of Queinborough awoke one day with all of Socrates’ memories. (Wilkes 1988: 6)

The “prince and the cobbler” passage, or L-N 2.27.15, proceeds in the opposite direction, with Locke asking us what we would conclude about the soul of a prince entering and informing the body of a cobbler, but, regardless, Wilkes takes Locke and the tradition that follows, as her target as she works to move the discussion of personal identity away from fantasy cases and toward real-life ones.

Locke’s discussion of personal identity is central to the current debate over persons and their persistence conditions. Nevertheless, there are many different versions of Locke’s view that contemporary metaphysicians take themselves to be embracing or rejecting. Even those who describe their respective views as “Lockean”—Parfit and Olson, for instance—can end up defending very different pictures of persons. This highlights just how difficult it is to determine what Locke’s view on persons and their persistence conditions amounts to, despite how clear its importance is.

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Self-identity and personal identity

• Published: 07 August 2020
• Volume 20 , pages 235–247, ( 2021 )

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The key to understanding self-identity is identifying the transcendental structures that make a temporally extended, continuous, and unified experiential life possible. Self-identity is rooted in the formal, temporalizing structure of intentional experience that underlies psychological continuity. Personal identity, by contrast, is rooted in the content of the particular flow of experience, in particular and primarily, in the convictions adopted passively or actively in reflection by a self-identical subject in the light of her social and traditional inheritances. Secondarily, a person’s identity is rooted in others’ characterizations of that person in the light of the social conventions and constructs of the cultures and traditions that have shaped the personal identity of the ones who make the attributions. Personal identity, on this view, is fundamentally rooted in beliefs, traits—especially character traits—sentiments, and moods, that is, in the subject’s convictions about the true, the good, and the right—and in the commitments to the pursuit of (apparently) worthwhile goods and to the practical identities rooted in those convictions.

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Positive Psychology: An Introduction

Phenomenological psychology and qualitative research

Magnus Englander & James Morley

Self-Determination Theory

Consider the Brave Officer case: Suppose a boy of ten (A) is flogged for stealing apples from an orchard. At forty, a general (B) bravely takes a standard from the enemy and remembers his having been flogged at ten. At eighty, the general (C) remembers taking the standard, but he has forgotten having been flogged. On the memory version of personal identity, A is the same person as B, and B is the same person as C. But A is not the same person as C. This result, however, is contradictory, for the general (B=C) both is and is not the same the boy who was flogged (A); see Reid 2002 , 276.

I have discussed tradition at greater length in Drummond 2000 .

Husserl  1931 , unpublished archival Ms. A VI 34, 19. I thank Julia Jansen, the Director of the Husserl Archives, Leuven, for permission to quote from Husserl’s unpublished manuscripts. Affective experience encompasses several related and interwoven, but non-identical, experiences and states: intentional feelings, emotions, affective traits, character traits, sentiments, and moods. See Drummond forthcoming for a more complete—but still incomplete—discussion of different kinds of affective experience.

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Introduction, defining identity, an aspect of my personal identity, influences on my experiences, impact on my perspectives, influence on relationships, contributions to goals and values, contribution to personal growth and development.

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NPR defends its journalism after senior editor says it has lost the public's trust

David Folkenflik

NPR is defending its journalism and integrity after a senior editor wrote an essay accusing it of losing the public's trust. Saul Loeb/AFP via Getty Images hide caption

NPR is defending its journalism and integrity after a senior editor wrote an essay accusing it of losing the public's trust.

NPR's top news executive defended its journalism and its commitment to reflecting a diverse array of views on Tuesday after a senior NPR editor wrote a broad critique of how the network has covered some of the most important stories of the age.

"An open-minded spirit no longer exists within NPR, and now, predictably, we don't have an audience that reflects America," writes Uri Berliner.

A strategic emphasis on diversity and inclusion on the basis of race, ethnicity and sexual orientation, promoted by NPR's former CEO, John Lansing, has fed "the absence of viewpoint diversity," Berliner writes.

NPR's chief news executive, Edith Chapin, wrote in a memo to staff Tuesday afternoon that she and the news leadership team strongly reject Berliner's assessment.

"We're proud to stand behind the exceptional work that our desks and shows do to cover a wide range of challenging stories," she wrote. "We believe that inclusion — among our staff, with our sourcing, and in our overall coverage — is critical to telling the nuanced stories of this country and our world."

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She added, "None of our work is above scrutiny or critique. We must have vigorous discussions in the newsroom about how we serve the public as a whole."

A spokesperson for NPR said Chapin, who also serves as the network's chief content officer, would have no further comment.

Praised by NPR's critics

Berliner is a senior editor on NPR's Business Desk. (Disclosure: I, too, am part of the Business Desk, and Berliner has edited many of my past stories. He did not see any version of this article or participate in its preparation before it was posted publicly.)

Berliner's essay , titled "I've Been at NPR for 25 years. Here's How We Lost America's Trust," was published by The Free Press, a website that has welcomed journalists who have concluded that mainstream news outlets have become reflexively liberal.

Berliner writes that as a Subaru-driving, Sarah Lawrence College graduate who "was raised by a lesbian peace activist mother ," he fits the mold of a loyal NPR fan.

Yet Berliner says NPR's news coverage has fallen short on some of the most controversial stories of recent years, from the question of whether former President Donald Trump colluded with Russia in the 2016 election, to the origins of the virus that causes COVID-19, to the significance and provenance of emails leaked from a laptop owned by Hunter Biden weeks before the 2020 election. In addition, he blasted NPR's coverage of the Israel-Hamas conflict.

On each of these stories, Berliner asserts, NPR has suffered from groupthink due to too little diversity of viewpoints in the newsroom.

The essay ricocheted Tuesday around conservative media , with some labeling Berliner a whistleblower . Others picked it up on social media, including Elon Musk, who has lambasted NPR for leaving his social media site, X. (Musk emailed another NPR reporter a link to Berliner's article with a gibe that the reporter was a "quisling" — a World War II reference to someone who collaborates with the enemy.)

When asked for further comment late Tuesday, Berliner declined, saying the essay spoke for itself.

The arguments he raises — and counters — have percolated across U.S. newsrooms in recent years. The #MeToo sexual harassment scandals of 2016 and 2017 forced newsrooms to listen to and heed more junior colleagues. The social justice movement prompted by the killing of George Floyd in 2020 inspired a reckoning in many places. Newsroom leaders often appeared to stand on shaky ground.

Leaders at many newsrooms, including top editors at The New York Times and the Los Angeles Times , lost their jobs. Legendary Washington Post Executive Editor Martin Baron wrote in his memoir that he feared his bonds with the staff were "frayed beyond repair," especially over the degree of self-expression his journalists expected to exert on social media, before he decided to step down in early 2021.

Since then, Baron and others — including leaders of some of these newsrooms — have suggested that the pendulum has swung too far.

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New York Times publisher A.G. Sulzberger warned last year against journalists embracing a stance of what he calls "one-side-ism": "where journalists are demonstrating that they're on the side of the righteous."

"I really think that that can create blind spots and echo chambers," he said.

Internal arguments at The Times over the strength of its reporting on accusations that Hamas engaged in sexual assaults as part of a strategy for its Oct. 7 attack on Israel erupted publicly . The paper conducted an investigation to determine the source of a leak over a planned episode of the paper's podcast The Daily on the subject, which months later has not been released. The newsroom guild accused the paper of "targeted interrogation" of journalists of Middle Eastern descent.

Heated pushback in NPR's newsroom

Given Berliner's account of private conversations, several NPR journalists question whether they can now trust him with unguarded assessments about stories in real time. Others express frustration that he had not sought out comment in advance of publication. Berliner acknowledged to me that for this story, he did not seek NPR's approval to publish the piece, nor did he give the network advance notice.

Some of Berliner's NPR colleagues are responding heatedly. Fernando Alfonso, a senior supervising editor for digital news, wrote that he wholeheartedly rejected Berliner's critique of the coverage of the Israel-Hamas conflict, for which NPR's journalists, like their peers, periodically put themselves at risk.

Alfonso also took issue with Berliner's concern over the focus on diversity at NPR.

"As a person of color who has often worked in newsrooms with little to no people who look like me, the efforts NPR has made to diversify its workforce and its sources are unique and appropriate given the news industry's long-standing lack of diversity," Alfonso says. "These efforts should be celebrated and not denigrated as Uri has done."

After this story was first published, Berliner contested Alfonso's characterization, saying his criticism of NPR is about the lack of diversity of viewpoints, not its diversity itself.

"I never criticized NPR's priority of achieving a more diverse workforce in terms of race, ethnicity and sexual orientation. I have not 'denigrated' NPR's newsroom diversity goals," Berliner said. "That's wrong."

Questions of diversity

Under former CEO John Lansing, NPR made increasing diversity, both of its staff and its audience, its "North Star" mission. Berliner says in the essay that NPR failed to consider broader diversity of viewpoint, noting, "In D.C., where NPR is headquartered and many of us live, I found 87 registered Democrats working in editorial positions and zero Republicans."

Berliner cited audience estimates that suggested a concurrent falloff in listening by Republicans. (The number of people listening to NPR broadcasts and terrestrial radio broadly has declined since the start of the pandemic.)

Former NPR vice president for news and ombudsman Jeffrey Dvorkin tweeted , "I know Uri. He's not wrong."

Others questioned Berliner's logic. "This probably gets causality somewhat backward," tweeted Semafor Washington editor Jordan Weissmann . "I'd guess that a lot of NPR listeners who voted for [Mitt] Romney have changed how they identify politically."

Similarly, Nieman Lab founder Joshua Benton suggested the rise of Trump alienated many NPR-appreciating Republicans from the GOP.

In recent years, NPR has greatly enhanced the percentage of people of color in its workforce and its executive ranks. Four out of 10 staffers are people of color; nearly half of NPR's leadership team identifies as Black, Asian or Latino.

"The philosophy is: Do you want to serve all of America and make sure it sounds like all of America, or not?" Lansing, who stepped down last month, says in response to Berliner's piece. "I'd welcome the argument against that."

"On radio, we were really lagging in our representation of an audience that makes us look like what America looks like today," Lansing says. The U.S. looks and sounds a lot different than it did in 1971, when NPR's first show was broadcast, Lansing says.

A network spokesperson says new NPR CEO Katherine Maher supports Chapin and her response to Berliner's critique.

The spokesperson says that Maher "believes that it's a healthy thing for a public service newsroom to engage in rigorous consideration of the needs of our audiences, including where we serve our mission well and where we can serve it better."

Disclosure: This story was reported and written by NPR Media Correspondent David Folkenflik and edited by Deputy Business Editor Emily Kopp and Managing Editor Gerry Holmes. Under NPR's protocol for reporting on itself, no NPR corporate official or news executive reviewed this story before it was posted publicly.