wake forest university supplemental essays 2023

Wake Forest University 2023-24 Supplemental Essay Prompt Guide

Early Action/Decision: Nov 15

Regular Decision Deadline: Jan 1

You Have: 

Wake Forest 2023-24 Application Essay Question Explanations 

The Requirements: 2 lists, 2 essays of 150 words, 1 essay of 300 words

Supplemental Essay Type: Why , Short Answer , Oddball , Activity  

Before you dig in…

The Wake Forest supplement always gives students a run for their money and the 2023-24 application is no exception. That’s why we made you a guide that explains the purpose of each of these thought-provoking prompts and how to answer them in a way that presents a varied and comprehensive package to admissions.

Why have you decided to apply to Wake Forest? Share with us anything that has made you interested in our institution. (150 words)

This is a short version of the Why Essay , a mini Why, if you will. Wake Forest wants to make sure you are psyched for the full college experience at their school, and the secret to a successful Why Essay is research. Take some time to explore the school website or even visit campus and get to know all that Wake Forest and the town of Winston-Salem have to offer. Jot down everything that excites you! When you have a solid list in hand, consider how each club, professor, or program connects to your own interests and goals. Locate specific opportunities within your department and related programs that really make your heart sing with excitement. Perhaps you started a home baking business and Wake Forest’s business program would offer you exactly the right skills to build your future entrepreneurial career. Just remember that the goal is to offer deeper insight into your interests and vision, not to just rattle off a list of facts about the school! In fact, there shouldn’t be a single sentence that only lists a feature of the school without any connection back to you or what that it means to you. For example, if admissions could read a sentence and say “Yeah, we know,” it’s time to go back and rework it. Talk about your passions, goals, and dreams so admissions can understand what a Wake Forest education will mean to you.

List five books you have read that intrigued you. (Spaces have been left for you to include each book’s title and author and mark whether the selection was required or not required.)

The name of the game with prompts like this one is variety . Each of these books is an opportunity for you to reveal an interest or passion of yours to admissions, and you don’t want to come off as one-note. Did Neil Gaiman’s graphic novel series Sandman blow your mind? Were you horrified by Jon Ronson’s revelations about social media in So You’ve Been Publicly Shamed ? Admissions is giving you the option of checking “required” or “not required” for a reason – they want to understand what interests you both in a formal academic setting and on your own. So make sure you’re not just listing To Kill a Mockingbird , Romeo and Juliet and 1984 . They’re all works of art, but everyone’s read them, so what will they really say about you? When you only choose one or two of those oft-assigned classics, admissions gets a chance to see what from the modern English (or other!) curriculum really resonated with you.

Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved (limit 150 words).

This is a classic short-answer essay: a broad, pithy question that demands a specific, personal response. This prompt isn’t just about your academic interests, so try to come up with a few specific examples of projects or activities that grabbed your attention and refused to let go. When was the last time you went down an internet rabbit hole trying to research something? When were you extremely motivated to solve a problem or create something new? What was the last fact or skill you learned outside of school that truly captured your imagination? Which book or poem altered the way you think about your place in the world? The bottom line here is to discuss an example of what truly fascinates you while also reflecting on what your selection says about your personality traits, interests, or learning style.

Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community? (limit 300 words)

This prompt choice is glorious in its infinite potential. It’s no secret that Dr. Maya Angelou had a way with words, and if you haven’t had the opportunity to explore her work yet, this is the perfect opportunity to do so. Maybe you connect with a line from I Know Why the Caged Bird Sings or a passage from one of her essay collections. Perhaps you have a soft spot for her children’s book, Mrs. Flowers: A Moment of Friendship , since you and your mom would read it together when you were young. Dr. Angelou’s body of work explores a wide range of topics, so take your time to choose a quote that resonates with you, then dig into the core of the prompt: how you relate to the quote and/or how Dr. Angelou’s words relate to your vision for contributing to the Wake Forest community. Your response should offer admissions insight into your values, passions, and worldview.

Give us your top ten list.

Theme: _____________________________.

This is one of our all-time favorite short-answer questions. It’s also one students dread initially, because they don’t know how to approach it. Like many of the other questions on this list, think about what you do or what you are interested in that might also be of interest to admissions. What else about who you are and what you do have you not yet revealed about yourself? Our Founder always jokes that she would list her favorite kinds of pasta in order (because she is an actual pasta addict). Maybe she would make a list of the top ten pasta meals of her life and who she ate them with, to showcase how much pasta is a part of her social life and how she connects with others (it truly is the centerpiece of her world). Think about how you can add dimension to your list and take a collection of favorite movies or music beyond the ordinary. If someone else could submit your list, it’s not specific or creative enough and probably won’t tell admissions anything they really want or need to know.

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How to Write the Wake Forest University Essays 2023-2024

Wake Forest University has one required short essay prompt and four optional short essays for all applicants. While you aren’t required to submit the additional three essays, we strongly recommend you submit these essays to demonstrate your full interest in the school and help the admissions officers get to know you even better.

With thousands of strong applicants applying to Wake Forest each year with similar GPAs and test scores, admissions officers value what they learn in an applicant’s essay, as it helps them distinguish between students to decide who they want at their school. In this post, we’ll share tips for writing the best Wake Forest essays possible to boost your chances of admission.

Wake Forest University Supplemental Essay Prompts

All applicants, required.

Prompt 1: Why have you decided to apply to Wake Forest? Share with us anything that has made you interested in our institution. (150 words)

All Applicants, Optional

Prompt 2: List five books you’ve read that intrigued you.

Prompt 3: Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved. (150 words)

Prompt 4: Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community? (300 words)

Prompt 5: Give us your Top Ten list. (The choice of theme is yours.)

Why have you decided to apply to Wake Forest? Share with us anything that has made you interested in our institution. (150 words)

This is a standard “Why This College?” prompt . You are only given 150 words to express why you want to attend this University, so make the most of your limited space by being as specific as possible.

You want to establish a tangible connection to Wake Forest. Examples of tangible connections might be the Theater in Education class you’re excited to take because it perfectly combines the passion for theater you developed in high school with your dream of being an English teacher. Another connection could be a beloved campus tradition you are aching to participate in, like Project Pumpkin or Lovefeast.

You could also discuss the campus culture you observed when you went for a tour, where you saw students collaborating and helping each other study on Hearn Plaza (Something like this also answers the part of the prompt asking about contact you’ve had with the school!).

Keep these tips in mind when you’re writing about tangible connections:

• Choose reasons that are unique to Wake Forest. Every school has an Introduction to Economics class or study abroad program. However, classes like The Italian Experience in America or Psychology of Memory are far less common.
• You will have more of an impact if you actually establish a connection. If you want to participate in the Wake ‘N Shake dance marathon, explain how you planned fundraisers for organizations in high school, and how you now want to give to the Wake Forest community.
• Don’t name-drop! Probably the most important tip is to elaborate on the connections you make to the University. Explain why you are interested in joining this specific club, or how studying with this professor will enhance your overall college experience.
• Quality over quantity is everything. The admissions committee will learn far more about you if you discuss two or three things that relate to your interests and experiences, rather than list ten different classes and clubs you want to join without any elaboration on any of them.

Prompt 2 (Optional)

List five books you’ve read that intrigued you..

This prompt gives the admissions officers insight into your interests and perspectives through literature.

Before you just list the first five books that pop into your head, take some time to consider the importance of choosing the right books. This is an easy way for you to express your personality—simply by picking books that show you’re an experienced reader with intellectual drive, nuanced passions, and specific interests—to help you stand apart from all the other applicants. That being said, picking the books you were required to read in your AP Literature class might not accomplish everything you want.

The prompt asks you to pick books that have intrigued you. What does this mean? Well, you could pick a book you read that sparked your interest in the topic you want to major in. Perhaps you read a book about bioengineering that influenced your decision to pursue a career in that field. Or maybe you read Ruth Bader Ginsburg’s autobiography and that motivated you to become a public servant.

It’s important that you choose books that tie into your interests and aspirations—doing this demonstrates your personality, the types of people you look up to, and what kind of person you might become.

You don’t just have to pick books that are over 500 pages long and seem “impressive” for a high school student to have read. Don’t put down War and Peace if you struggled to get through the book and didn’t enjoy it. Consider including books that are meaningful to you and hold a special place in your heart. Maybe Green Eggs and Ham was the first book you ever read by yourself and it was the reason you started reading. If there is a book you used to read with your parents every night when you were little, you can also include that in your list.

When you’re compiling the list of five books, the most important thing to remember is that each book should reveal something about your personality. If you don’t feel a book is an accurate representation, try picking a different one.

Prompt 3 (Optional)

Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. this can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved. (150 words).

This prompt gives you two options to choose from. On the one hand, you could write an essay about a topic that interests you—but on the other hand, you can choose something that helps you make sense of the world around you. These things aren’t mutually exclusive though; something can both pique your interest and help you cope with the complexities of life.

Despite what you choose, the important thing is to demonstrate your intellect and broader way of thinking. Whether you’re sharing something you are passionate about or something that shapes your perspective, you need to make sure the admissions officers walk away knowing that you are a thoughtful student.

Intellectual Curiosity

If you choose to write about something that piques your intellectual curiosity, the topic you pick is incredibly important.

Think about what interests you—something you could talk about for hours on end, or something you desperately want to find the answer to. Asking yourself these questions will help you come up with a topic that you can delve deeper into. You want to be sure your topic is not only exciting to you, but also that it can be connected to something more personal and intellectual.

For instance, a student who is fascinated by Latin American culture could discuss her interest in the Carnival celebrations of Brazil and how learning about these celebrations has helped her to connect with her Brazilian roots, as well as to the world history surrounding those roots.

Alternatively, a student could use this essay as an opportunity to discuss his favorite hobby. For example, a student who loves to collect coins could discuss how the sheer volume of coins produced fascinates him, how he’s gotten to meet people across the country because of his collection, and how coins have helped him develop a deeper understanding of the financial underpinnings of America.

Whatever route you decide to take in this essay, make sure you truly express the nuances of your fascination with the topic. As long as you can show how the topic sparked your desire to continue learning, whether that be about yourself or the world, you will be in good shape.

World’s Complexities

While “understanding the world’s complexity” might sound confusing, think about it in terms of any book you’ve read or academic concept you’ve researched that you think about in your daily life and use to cope when reality gets challenging.

If there’s a certain character who faced similar challenges to yourself and found a way to persevere, you might write a personal story about how that character inspires you. Or maybe you read a dystopian novel like The Hunger Games or 1984 that helped you see parallels between a fictional society and your own.

Just be careful—remember that if you choose a mainstream pop-culture text, your essay has to be very personal to show how the book affected you in a way different from anyone else. For example, anyone can say that Katniss from The Hunger Games helped you understand the importance of standing up for what is right.

Instead, you could consider talking about how the rebellion against the government in the novel made you look into injustices in your own country, and after seeing what Katniss was able to accomplish, you found the courage in yourself to reach out to local officials, or start a club in your school to demand change.

You might not approach this prompt with a book, but instead a topic or concept you’ve learned in school or independently that has stuck with you and influenced your worldview. Maybe you are fascinated by architecture so you approach global problems and societal issues the way you would a building by assessing the stability of the foundations, how well the materials mesh together, and so on.

Or, perhaps studying social psychology on your own has helped you understand the psychological factors that make social media addictive so you can detach yourself from the digital world more easily.

Prompt 4 (Optional)

Dr. maya angelou, renowned author, poet, civil-rights activist, and former wake forest university reynolds professor of american studies, inspired others to celebrate their identities and to honor each person’s dignity. choose one of dr. angelou’s powerful quotes. how does this quote relate to your lived experience or reflect how you plan to contribute to the wake forest community (300 words).

One of the benefits of this prompt is it allows you to choose any quote from Maya Angelou, giving you freedom to take your essay in any direction you want. If you aren’t familiar with Maya Angelou already, we recommend you spend some time learning about her incredible life and impact so that you’ll be able to better understand some of the context behind her quotes.

While you can find plenty of quotes online, you might also consider reading some of her books and poems to find more unique quotes ( I Know Why the Caged Bird Sings is a great place to start). It’s important that you choose a quote that will allow you to discuss your experiences and connect them to Wake Forest. Don’t just pick a quote that just sounds “deep”—pick what resonates with you the most.

We’ll now go through some sample quotes and the types of essays students might write in response to this prompt.

“There is no greater agony than bearing an untold story inside you.”

A student who loves to write might choose this quote to describe his desire to share the stories inside of him with the world. He could start the essay by explaining his wild imagination and how he is always coming up with fantasy worlds inside his head. However, he felt like no one would want to hear his made-up stories, so he kept them to himself and never shared them. He understood the agony Angelou wrote about, the agony of feeling like his voice wouldn’t be heard.

However, when his English teacher praised his creativity in a poem he wrote for class, it gave him the confidence to start writing short stories and to share them with his teacher. When he finally started telling the stories inside of him, he felt fulfilled. He experienced an overwhelming sense of pride when other people enjoyed his stories. He can’t wait to submit short stories to the Old Gold and Black (Wake Forest’s student newspaper) and share his imagination with his peers in Short Story Workshop and Advanced Fiction Writing at Wake Forest.

“Try to be a rainbow in someone’s cloud.”

A student who is very bubbly and optimistic could pick this quote and describe her attitude towards negative situations. Maybe she tells a story about a close friend who lost a parent and how it broke her heart to see her friend experience so much pain. She could describe how she was there for her friend to cheer her up and take her mind off of her grief.

For this type of essay, it’s important to note that the focus is still on the student herself and on how she was affected and responded to her friend’s pain—after all, she’s the person applying to Wake Forest, not her friend.

Her experience with her friend taught her that sometimes optimism doesn’t work in every situation and occasionally, the best way to help someone is to just be a shoulder to cry on. Although deep down she will still be high-spirited, she will take what she learned with her to Wake Forest and support her friends and peers in a variety of ways depending on the context.

“I’ve learned that you shouldn’t go through life with a catcher’s mitt on both hands; you need to be able to throw some things back.”

A student who has engaged in activism might like this quote because it allows them to discuss their approach to fighting for what they believe in. They might write about how their school was planning on cutting funding for the band, which was devastating to this student, who had found a community in band and who didn’t want younger students to be denied the opportunity to find friends through band.

While most of their friends shrugged off the news saying they couldn’t do anything, the student decided to stand up and fight back against the decision. They wrote a petition and gathered hundreds of signatures, which they then brought in front of the school board in the form of a presentation. When the school board refused to allocate money for the band, the student organized their peers to campaign against the passing of the school budget.

Although they were ultimately unsuccessful at overturning the decision, the act of fighting for what they believed in was extremely fulfilling and motivated the student to get involved with local politics, which they are planning to continue by joining the Wake Forest Student Government.

Prompt 5 (Optional)

Give us your top ten list. (the choice of theme is yours.).

The final prompt is where applicants get to use all their creativity, so don’t hold back! Like the first optional prompt, this one asks students to make a list. Unlike that prompt, however, Wake Forest doesn’t provide any specifications as to what the list should include.

The first few things that come to your head will probably be generic—favorite movies, bucket list destinations, favorite singers, favorite foods. However, we urge you to give this prompt some thought and come up with a really creative list that is distinctively you.

• Instead of your favorite movies, try top 10 scenes you rewatch
• Instead of bucket list destinations, try top 10 places to watch the sunset
• Instead of your favorite singers, try top 10 songs about the summer
• Instead of your favorite foods, try top 10 best kitchen utensils

You might also consider something even more personal, such as:

• Top 10 ways that people have misspelled your name
• Top 10 moments that you knew you were the middle child
• Top 10 phrases you say all the time
• Top 10 times you cried while watching a movie

While these examples are fun and more creative, the bottom line is that this question is all about you and your personality. Just be cautious and don’t pick things that require more than a few words—you’re only allotted 100 characters per response. Picking your top 10 quotes might be a cool idea, but you may not have the space for it.

At the end of the day, admissions officers are using this question to see how creative you are and what interests you, so make sure that your personality shines through, no matter what you choose to write about.

Where to Get Your Wake Forest University Essays Edited

Do you want feedback on your Wake Forest essays? 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.

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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Are you seeking one-on-one college counseling and essay support? Limited spots are now available. Click here to learn more.

Wake Forest Supplemental Essays 2023-24 – Prompts and Tips

September 13, 2023

Admission is highly competitive at Wake Forest University, a mid-sized private school in Winston-Salem, North Carolina. They accept only one-fifth of applicants and standards are high. In fact, almost 70% of enrolled students finished in the top decile of their high school class. At a school that rejects four of every five applicants, every aspect of your application needs to shine. The Wake Forest supplemental essays are one such component.

 (Want to learn more about How to Get Into Wake Forest University? Visit our blog entitled:  How to Get Into Wake Forest: Admissions Data and Strategies  for all of the most recent admissions data as well as tips for gaining acceptance.)

Wake Forest’s one required and four optional essay prompts (which we highly recommend answering) are “very important” to the admissions process. Therefore, it is vital that all Demon Deacon applicants dedicate a significant amount of time to these short answer questions. Below are the Wake Forest supplemental essays for the 2023-24 admissions cycle along with our brainstorming/writing tips.

2023-2024 Wake Forest Supplemental Essays

1) why have you decided to apply to wake forest share with us anything that has made you interested in our institution. (required, max 150 words)..

This is a pure and simple “Why Us?” essay. For a deeper dive, let’s examine a list of characteristics of a winning “Why Wake Forest?” supplemental essay:

• Firstly, demonstrate how your goals align with the school’s mission statement. “ Pro Humanitate (For Humanity), is a calling to use our knowledge, talents and compassion to better the lives of others.”
• Then, cite specific academic programs ,  professors ,  research opportunities ,  internship/externship programs ,  study abroad programs ,  student-run organizations , etc.
• Also describe how you will be an active, contributing member of the academic community at Wake Forest University?
• How will you take advantage of Wake Forest’s immense resources both inside and outside of the classroom?
• Lastly, explain why Wake Forest is an ideal-fit institution.

In any “Why Us?” composition, you need to show that you’ve done your homework on a given school. However, it shouldn’t read like you just Googled everything ten minutes before writing the essay. In addition to the pure research element, a lot of the time and skill required in creating a stellar Wake Forest essay will involve connecting the classes, professors, opportunities, etc. of interest that you have uncovered to your distinct values, talents, aims, proficiencies, and future goals.

Wake Forest Supplemental Essays (Continued)

2)  list five books you’ve read that intrigued you (title and author). (optional).

In the real world, one way human beings connect is through a shared love of stories, true or fictional. In the application world, this Wake Forest prompt can facilitate some level of connection between you and an admissions reader. The goal is not to appear as well-rounded as possible. If you happen to be a person with wide-ranging interests, that’s cool—feel free to share your eclectic tastes. However, if you tend to favor books about Zen Buddhism, the Civil War, or fantasy, for example, it can be great to communicate this primary passion by unleashing a list of five books on that lone topic.

Note: You’re provided with individual text boxes for each book and author, and you’ll need to select whether or not they were required reading.

3) Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved. (OPTIONAL, max 150 words)

Out of everything on this Earth, what makes you tick? What keeps you up at night? What subject makes you read books and online content until your eyes bleed? This prompt essentially invites you to share a topic about which you are a) an expert and b) extremely passionate. This may be the subject that your friends and family (even those who love you dearly) are getting tired of hearing about every day. You shouldn’t have to think too hard about this topic. Instead, go with the topic that you could easily write 50,000 words about and condense those thoughts down to just 150 words.

Alternatively, you could discuss how something you’ve read or an experience you’ve had—academic or extracurricular—helped you understand the world’s complexity. Given the extremely tight word count, you’ll need to be as specific as possible. To help you brainstorm, here are some common areas of complexity that can be addressed:

• Good, evil, and everything in-between
• Religion and spirituality
• Fate vs. Free Will
• Family issues
• Mental health
• Love and friendship
• Issue of race, class, and gender

4) Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community? (OPTIONAL, 300 words)

Firstly, you’ll need to select one of Dr. Angelou’s quotes, which will involve some research. The quote you choose isn’t as important as how well you’re able to connect it to your own experiences and goals, so don’t worry about whether your quote is popular or more obscure. Whether you choose “I am grateful to be a woman. I must have done something great in another life” or “If I am not good to myself, how can I expect anyone else to be good to me?” or “I’ve learned that I still have a lot to learn,” be inspired by Dr. Angelou’s wisdom and use that inspiration to communicate something important about your experiences, background, values, or perspective. In addition, researching the context of the quote might give you even more inspiration.

5) Give us your Top 10 list. (The choice of theme is yours.) (OPTIONAL)

This is a fun opportunity to share something genuinely unique about yourself and/or your interests. Perhaps you want to showcase your sense of humor, your love of music, your obsession with Titanic documentaries, your favorite coding languages, your extensive sneaker collection, or your best Scrabble words, among many, many others. The sky is the limit here! We’d also recommend sharing a brief “why” for each item on your list to further highlight your personality.

How important are the Wake Forest supplemental essays?

The essays are “very important” to the Wake Forest admissions committee. There are only four other factors rated this high in the process. Those are: GPA, class rank, standardized test scores, character/personal qualities, and the rigor of your secondary school record.

Want personalized assistance with your Wake Forest supplemental essays?

Lastly, if you are interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your Wake Forest supplemental essays, we encourage you to get a quote  today.

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How to Respond to the 2023/2024 Wake Forest University Supplemental Essays

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Wake Forest University is a private university in Winston-Salem, North Carolina. The Wake Forest supplemental essays are a great opportunity for you to showcase who you are in a way that your resume can never do.

Unlike a lot of other college essays, Wake Forest’s prompts are primarily academic focused (although there is some fun to be had!). They want to know about you intellectually, which can feel a bit overwhelming at first. But not to worry– we are going to break down each of the optional prompts to make them easier to understand. Let’s get started!

Related: College supplemental essay database

“List five books you have read that intrigued you. (Spaces have been left for you to include each book’s title and author and mark whether the selection was required or not required.)”

This is a great question as it is simple, easy, and straight to the point. To start, think about all of the books you have read and why you liked each of them. 

From there, you want to try and choose five books that are different from one another. Try to go beyond the books that you’re assigned for your classes, and choose some that you read in your own free time.

This will show depth of thought, along with the fact that you are able to read different genres and authors, and have a wide variety of intellectual information. An example of this might be in the novel The Alchemist , which reminds readers that they are ultimately in charge of their own destiny.

Questions to consider

• What about each of the books have intrigued you?
• Is it the genre that intrigues you, or each book individually that draws you in?
• What made you pick up the book in the first place?

“Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved.” (150 words max)

This question is nice because it is extremely open ended like the rest of Wake Forest’s supplemental essay prompts. To help inspire you with what to write about, you can think about a class that you took in high school that you really enjoyed. 

If there was a topic that stood out to you in one of those classes, do some more research about it to figure out why you are passionate about it. This question applies to more than formal academic subjects, so if there are certain art, music, or philosophical ideas that engage you outside of school, do share. This could be analyzing movies, music, or discussing the meaning of life with your grandfather. 

150 words go by pretty quickly, so try to be concise with your words.

• What’s something profound that you’ve learned from a book or experience? 
• How have your perspectives changed throughout the years? What caused it?
• What do you want to learn about the world? Why?

Also see: How to write an essay about yourself

“Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community?” (300 words max)

As Maya Angelou once said, “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Therefore, leave your mark on Wake Forest with your supplemental essay by showing vulnerability. 

Tell the university what moves you, and how you plan to use your perspectives on campus. Dr. Angelou was a powerful and influential voice, so how might you showcase your own?

• What is one of your favorite works of Dr. Maya Angelou? Why?
• What does this quote mean to you?
• How can you relate to Dr. Angelou?

Don’t miss: How to write a 250 word essay

“Give us your top ten list. Theme: __________________________”

The fourth and final prompt in the series of Wake Forest supplemental essay prompts is one of the most interesting prompts that we have seen among the college supplemental essay prompts. You have so much creative freedom with this prompt that it almost makes it more difficult to think of what to write. 

To start, don’t overthink it. Picking the theme is the easy part, but actually thinking of a list of things that represents you well is tricky. You want to be unique so that your personality shines to the people who are reading the essay. 

Do you have a Top 10 favorite musicians list? Want to dig deeper? Write about your top 10 most influential people to have ever existed. Things like these will make you stand out and get the reader thinking. 

• Why have these things made it into your top 10?
• What are some of your favorite things? Why are they important?
• How does your list put who you are into context?

Final thoughts for students

The Wake Forest supplemental essays are open-ended, which can seem daunting at first glance. But as long as you stay true to yourself in your writing and write what you know, you cannot say the wrong thing. 

This is a chance for Wake Forest to see your sense of humor, your intellect, and what kind of student you are. In the end, these responses  will show them what makes you unique. Have some fun with it!

Don’t miss: Tips for a successful college application

Additional resources

Once you’ve completed your Wake Forest supplemental essays, give yourself a pat on the back. But remember, the journey is not over! As a student working through your college applications, we understand that you have a lot on your plate.

Luckily, we can alleviate some of that stress by walking you through some of your next steps. Whether you are confused about how to fill out the FAFSA , or possibly the cost of college applications , we have you covered with tons of resources right at your fingertips. Good luck on the rest of your college application journey!

Additional supplemental essay guides

• Duke University (Durham, NC)
• Vanderbilt University (Nashville, TN)
• Tulane University (New Orleans, LA)

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Last updated July 11, 2023

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

Blog > Essay Advice , Private University , Supplementals > How to Write the Wake Forest Supplemental Essays

How to Write the Wake Forest Supplemental Essays

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

Written by Ben Bousquet, M.Ed Former Vanderbilt University Admissions

Key Takeaway

Applying to Wake Forest involves optional short answer questions that focus on books that intrigued you, texts influencing your worldview, your intellectual curiosity, and a unique Top Ten list. The answers should align with your application narrative and reveal genuine insights about you.

Applying to Wake Forest? You have four optional short answer questions to go along with your Wake Forest application.

As you can see in the prompt below, you can answer whichever ones you want or none at all.

We welcome the opportunity to get to know you beyond the numbers. You are invited to answer any, all, or none of the following optional short-response questions.

1. list five books you've read that intrigued you..

For this question, you don’t get room for explanation, so the books will have to stand on their own. You also have to indicate whether the book was required reading or not.

A good rule of thumb is to mix a few serious titles that relate to your worldview with a few fun, insightful, whacky, etc. ones that showcase your personality. You can include a classic or two, maybe ones from different authors, and a fun one for some interest.

In the name of honesty, these really should all be books that you’ve actually read.

2. Explain how a text you've read – fiction, nonfiction, poetry, or literature of any kind – has helped you to understand the world's complexity. (150 words)

Let’s face it. There’s a lot that’s complex in the world. Don’t feel like the work you choose has to touch on every single worldly complexity you’ve ever thought of.

Instead, pick a work that’s influenced your worldview, and analyze how it changed your perspective on a specific part of the world’s complexity.

The kind of text you choose doesn’t matter as much as how you write about it. But because this is a more serious question, it’s probably a good idea to choose a more serious text. If you’re going to choose a less serious one, just be sure that your analysis is good.

It also may be a good idea to choose a part of the world’s complexity that relates to your cohesive application narrative .

A quick note on cliches: it’s probably best to avoid common books like Dr. Seuss’s Oh the Places You’ll Go , which will undoubtedly appear in many other applications.

3. Tell us more about the topic that most engages your intellectual curiosity. (150 words)

Like an academic interest essay , this prompt urges you to geek out a little and describe a topic that makes you curious.

The topic can be related to your intended major, but it doesn’t have to be.

Your essay is an opportunity to show the kinds of critical thinking skills and creativity you’d bring to the Wake Forest classroom. It’s a way to demonstrate academic fit and values alignment with Wake Forest.

So think about a topic that suits your application narrative , and get to writing.

4. Give us your Top Ten list.

Wake Forest also gives you space to describe the theme of your list.

The most common Top Ten lists probably include songs, movies, books, TV shows, foods, podcasts, cars—you get it!

If you want to stand out with this question, either your theme or your list should be unique.

Don’t go so over-the-top with uniqueness that your list seems out of place, but try to be creative with how you approach it.

You might list the Top Ten sock brands, for example, or the Top Ten chocolate chip cookie recipes.

Find a theme that aligns with what you have in the rest of your application, then try to be creative but not overly quirky.

Remember: you don’t technically have to answer any of these questions. You can choose to answer one of them, just a couple of them, all of them, or none.

Because they’re optional, you want to make sure that they’re adding great value to your application. Each answer should still reveal something important about you to admissions officers. Think of them each as opportunities to advocate for your admission.

If you need more guidance about writing supplemental essays, check out our giant supplemental essay guide next.

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Art of Writing the Wake Forest University Supplemental Essays '23-'24

With its holistic approach to education and emphasis on character, Wake Forest University seeks students with intellectual curiosity and personal integrity. The Wake Forest supplemental essays are a critical aspect of your application, providing you the opportunity to showcase your personality, passions, and commitment. Let's dive into each of the prompts.

Wake Forest University Supplemental Essay Prompts

• List five books you have read that intrigued you. (No word limit)

This prompt aims to understand your intellectual interests and how you engage with ideas. Choose books from different genres that you have found intriguing, and be ready to discuss why they captivated you if asked in an interview.

• "To Kill a Mockingbird" by Harper Lee
• "A Brief History of Time" by Stephen Hawking
• "1984" by George Orwell
• "Sapiens: A Brief History of Humankind" by Yuval Noah Harari
• "The Alchemist" by Paulo Coelho
• Talk about a work of art that significantly influenced you. (300 words)

Consider an artwork that had a profound effect on you. It could be a painting, sculpture, film, song, or novel. Discuss why it affected you and what you learned or experienced from it.

Van Gogh's "Starry Night" has had a profound impact on me. I was struck by its enchanting yet turbulent portrayal of the night sky. The swirling blues and yellows, the haunting cypress tree, and the serene village illuminated under the celestial spectacle made me realize that beauty and turmoil often coexist.

This painting taught me that the perception of reality varies greatly among individuals. Van Gogh captured the night not as he saw it, but as he felt it. This perspective changed the way I interpret the world around me, encouraging me to seek and value subjective experiences over objective facts.

The influence of "Starry Night" extends to my passion for psychology. The painting's intensity reflects Van Gogh's internal strife, underscoring the intimate link between our psychological state and our interpretation of reality. I aspire to delve deeper into this fascinating interplay at Wake Forest through a major in Psychology.

• Who or what has influenced you in the pursuit of knowledge? (300 words)

This prompt wants to know about a significant influence on your intellectual curiosity. Reflect on individuals, experiences, or books that have inspired your love for learning.

My grandfather, a World War II veteran, significantly influenced my pursuit of knowledge. His vivid stories of the war were filled with valor, horror, loss, and resilience. I was enthralled and deeply moved, leading me to explore historical accounts and documentaries to understand the war's complex socio-political context.

His stories ignited in me a passion for history, particularly the intricate ways in which events of the past shape the present. His personal narrative made me realize that history is not just a series of dates and events but a profound study of human nature and societal evolution.

This passion for history continues to drive my intellectual curiosity. At Wake Forest, I look forward to engaging in rigorous historical analysis, understanding how past societies inform contemporary issues and future trajectories.

• What piques your curiosity? (150 words)

Here, you have an opportunity to showcase your inquisitive nature. Talk about an idea, a topic, or a question that stokes your curiosity, and explain why.

The paradoxes in quantum mechanics pique my curiosity. The dual nature of light as both particle and wave, Schrödinger's Cat's simultaneous state of being dead and alive until observed—these fascinating concepts challenge our traditional understanding of reality.

This enigmatic field urges me to question, explore, and continually expand my intellectual boundaries. At Wake Forest, I hope to dive deeper into quantum mechanics, unraveling its paradoxes and contributing to its exciting advancements.

• Describe an experience that transformed the way you view the world and how this perspective prepares you for Wake Forest. (300 words)

Reflect on a significant experience that reshaped your perspective. Discuss how this transformed view aligns with Wake Forest’s values and prepares you for your time at the university.

My volunteer experience at a local homeless shelter profoundly transformed my perspective. Interacting with individuals from diverse backgrounds facing severe adversity made me recognize my privileges and instilled in me a deep sense of social responsibility.

One encounter that left an indelible mark was with a young girl named Lucy. Despite her circumstances, she was full of hope, eagerly talking about her dream to become a teacher. Her resilient spirit in the face of hardship altered my worldview, fostering in me a desire to actively contribute to societal betterment.

This experience aligns with Wake Forest's Pro Humanitate motto, embodying service for humanity. It has prepared me to participate meaningfully in the university's service-oriented initiatives. I hope to leverage Wake Forest's resources to tackle social issues, particularly homelessness, and strive for a more equitable society.

In answering these prompts, be authentic and personal. The admissions committee wants to understand you better — your interests, inspirations, and viewpoints. Show them the individual beyond the grades and test scores.

Remember to stay within the word limit. Write concise and precise responses. Don’t attempt to impress with big words or grand gestures. Instead, communicate your truth in your unique voice.

Reflect on your experiences, and make sure each essay complements the others and your overall application. Through your responses, provide a holistic picture of who you are and how you align with Wake Forest's ethos.

Proofread your essays for grammatical errors and typos. Ensure your ideas are clear and well-articulated.

Lastly, express your enthusiasm for Wake Forest. Research the university thoroughly. Understand its mission, values, academic programs, campus culture, and communities. Show them why you believe Wake Forest is the right place for you.

There you have it, aspiring Demon Deacons! With these strategies, you're well on your way to crafting compelling essays for Wake Forest University.

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Wake Forest Supplemental Essays Guide: 2021-2022

Not sure how to approach the Wake Forest essay prompts? With tips from an Ivy League graduate, CollegeAdvisor.com’s guide to the Wake Forest supplemental essays will show you exactly how to write engaging essays for your Wake Forest application and maximize your chances in the Wake Forest admissions process.

Want help crafting your Wake Forest supplemental essays? Create your free  account  or  schedule your no-cost advising consultation  by calling (844) 343-6272.

Wake Forest  Essay Guide Quick Facts:

• The Wake Forest University acceptance rate is 32%— U.S. News  ranks Wake Forest as a competitive school.
• We recommend answering all Wake Forest supplemental essays comprehensively and thoughtfully.

Does Wake Forest University have essays?

Yes. In addition to the  Common App  Personal Statement, there are several Wake Forest supplemental essay questions. Most of the Wake Forest essay prompts are optional, with only one supplement “required” for your Wake Forest application. However, given the low Wake Forest University acceptance rate, we recommend that you answer all Wake Forest essay prompts to maximize your Wake Forest admissions odds.

Need tips on writing your Common App essay? Check out our  blog article .

What is the acceptance rate at Wake Forest?

The Wake Forest acceptance rate is 32%. In comparison with the Wake Forest University acceptance rate, the national average for college acceptance rates is  68% .

What does the Wake Forest acceptance rate mean? Well, a few things. First, when you’re building your college list, you should keep the Wake Forest acceptance rate in mind. Overall, it’s important to apply to a combination of “reach,” “target,” and “safety” schools. If most of the schools on your list share a rate similar to the current Wake Forest acceptance rate, then you’ll want to consider adding a few less competitive “safety” schools to your list.

Want to learn more about how to use data like the Wake Forest University acceptance rate in building a college list? Check out our blog articles on  acceptance rates ,  college rankings , and  building a college list .

Another way to use the Wake Forest acceptance rate? Think of it as an incentive to write the best essays possible. To submit the strongest Wake Forest application, you should respond to all Wake Forest supplemental essays. The Wake Forest application process is competitive, and while the Wake Forest acceptance rate is lower than the national average, it shouldn’t discourage you from applying.

With that in mind, don’t let the low Wake Forest University acceptance rate scare you. If you follow the steps in this guide, you’ll be able to write essays that stand out to the admissions team.

Is Wake Forest difficult to get into?

While the Wake Forest acceptance rate isn’t as low as schools like Harvard, which hovers around 4%, it’s still much lower than the 68% national average referenced above. What this means is that Wake Forest will have many qualified applicants, but fewer open spaces to admit them. This makes the Wake Forest application process more competitive.

You should ensure your Wake Forest application is as strong as possible by responding to all Wake Forest essay prompts. This will make the best impression on the Wake Forest admissions officers when they read your Wake Forest application.

What is Wake Forest University known for?

According to their  website , Wake Forest values three core strengths: “faculty-student interaction and mentoring, leadership in the field of intercultural competence and study abroad programming, and innovation as a nimble mid-sized liberal arts university.” If these pillars of education appeal to you, you should consider submitting a Wake Forest application.  Wake Forest  is also the only college in the history of U.S. News rankings to move from being classified as a Regional University to one of the Top 30 in the nation.

Located in Winston Salem, NC, Wake Forest is known for its highly ranked programs in business, medicine, and law.

With a low faculty-to-student ratio of 1:11, and over 250 student clubs and organizations, most students are able to find their niche both inside and outside of the classroom. Thinking of applying? Continue reading for a breakdown of the Wake Forest essay prompts.

How many essays does Wake Forest have?

The Wake Forest application has one required supplemental essay and three optional Wake Forest essay prompts. Although most of the Wake Forest supplemental essays are optional, we recommend you respond to all Wake Forest essay prompts to make your Wake Forest application as strong as possible.

With the competitive Wake Forest acceptance rate, your responses to the Wake Forest essay prompts will be an important part of your Wake Forest application. Remember, your Wake Forest supplemental essays are your chance to show the admissions team what makes you unique. By completing all four Wake Forest essay prompts, you can maximize every opportunity the Wake Forest supplemental essays offer.

Wake Forest Supplemental Essays—Prompt 1 (required)

How did you become interested in Wake Forest University? Feel free to tell us about any contact that you had with Wake Forest that was important to you. (150 words maximum)

How do I write an essay for Wake Forest?

You’ll want to make your Wake Forest application as strong as possible in order to contend with the lower Wake Forest University acceptance rate. This first question is the only required prompt pf the four Wake Forest supplemental essays. However, we recommend you answer all four Wake Forest essay prompts in order to engage Wake Forest admissions officers.

This is the classic supplemental essay question—all colleges want to know what makes them special to you. The Wake Forest supplemental essays are no exception. Use this prompt to showcase any research you have done about Wake Forest while you’ve been writing your Wake Forest supplemental essays or as you’ve been completing the rest of the Wake Forest application.

Avoid general statements like “Wake Forest’s campus is beautiful” or “I just feel like I belong there.” Instead, offer concrete examples of why you belong there. Dig into the specific opportunities available at Wake Forest and describe what they would mean to you. Colleges can tell when you swap out their name for another school and submit the same “Why here?” answer. Your Wake Forest application will be stronger if you foreground exactly why you belong at Wake Forest.

You should especially consider the latter part of the prompt, which asks about what contact you’ve had with Wake Forest. You might include an anecdote about reaching out to a professor, attending a tour, or sitting in on a class in order to describe why Wake Forest stands out to you. Because of the lower Wake Forest acceptance rate, your responses to the Wake Forest essay prompts, especially this required essay, will be an important part of your Wake Forest application.

Wake Forest Essay Draft Key Questions:

• Do you prove that you’ve done research on the school?
• Do you explain what unique opportunities Wake Forest would provide you that you could not get anywhere else?
• Does your draft discuss a meaningful interaction with the Wake Forest community?

Wake Forest Supplemental Essays—Prompt 2 (optional)

Part One: List five books you’ve read that intrigued you.

Part Two: Explain how a book you’ve read has helped you to understand the world’s complexity. (150 words maximum)

The second of the Wake Forest supplemental essays is optional in name only. With the Wake Forest acceptance rate at 32%, each of the Wake Forest essay prompts makes a difference in your Wake Forest application. You want to start off on the right foot in the Wake Forest admissions process by answering each of the Wake Forest essay prompts. This shows the Wake Forest admissions officers that you’re invested in their school and willing to do the work to showcase yourself as a worthy applicant. Each of the Wake Forest supplemental essays is a great opportunity to demonstrate something new about yourself, so take advantage of them!

Begin with a list

Part one of this question asks you to make a list. This seems easy enough, but you will want to avoid certain mistakes in order to present the strongest essay in the Wake Forest admissions process. Avoid listing five books of the same exact genre, and try not to list only sappy romance novels (although they’re enjoyable for pleasure reading, you’ll have a hard time justifying them to the Wake Forest admissions officers). You don’t have to pack in literary classics like Crime and Punishment and Plato’s Symposium (unless you have coincidentally read both of those recently and enjoyed them); just try to provide examples that will be useful when responding to Part Two of this question. At the end of the day, your book list should give the Wake Forest admissions team a genuine glimpse into who you are.

There are two main qualifications for books you put on the list for your Wake Forest supplemental essays. First, make sure that you have fully read them in the past year or so. Second, ensure that you can compellingly explain how one of these books impacts your understanding of the world. The second part of this essay is where you must expand on your thinking and demonstrate the importance of a book on your list. Specifically, how did this book alter your perspective, provide you a new understanding of your surroundings, change your mind in some way, or teach you something impactful?

You only have 150 words for each of the Wake Forest supplemental essays. Therefore, you should use concise and precise language to make the most of this part of your Wake Forest application. This will help you stand out to Wake Forest admissions officers and contend with the lower Wake Forest University acceptance rate.

• Does your list vary in theme and genre?
• Do you include both books assigned in school and books you read on your own?
• Does your list include books that enhance the content of your Wake Forest application?

Wake Forest Supplemental Essays—Prompt 3 (optional)

Tell us more about the topic that most engages your intellectual curiosity. (150 words maximum)

Once again, while the third of the Wake Forest supplemental essays might technically be optional, you should complete it. With the Wake Forest University acceptance rate below 35%, the school is competitive. You’ll want your Wake Forest application to be as strong as possible.

Begin this essay by listing 3-5 topics that really excite you. Then, think about specific anecdotes for each topic. What got you interested in this activity? How do you pursue it? With whom do you engage when doing it? Once you write down these topics and details, choose the topic which you can address the most comprehensively and passionately for this essay.

Once again, the best Wake Forest supplemental essays will be specific. Rather than just writing about how much you like to read, for example, describe a specific aspect of reading that you love. Maybe it’s absurdist modern fiction; maybe it’s the nonfiction personal essay. Whatever topic you write about, describe what exactly you like about it. Given the lower Wake Forest acceptance rate, your responses to the Wake Forest essay prompts should be engaging and unique in order to captivate Wake Forest admissions officers.

In your Wake Forest supplemental essays, pay attention to your descriptive language. You don’t want to use more words than necessary to describe the topic; rather, you want to focus on how much the topic means to you and why. With the low Wake Forest University acceptance rate, these optional Wake Forest supplemental essays are particularly important!

• Does your draft clearly communicate the topic which inspires you intellectually?
• Do you articulate why your topic activity matters to you and how it has influenced your growth and identity?
• Does your supplement provide information not present in the rest of your Wake Forest application?

Wake Forest Supplemental Essays—Prompt 4 (optional)

Give us your Top Ten list.

This question seems the simplest of the Wake Forest supplemental essays. However, don’t let the casual format deceive you. You might want to vary your media: don’t just list ten young adult fiction books. While you are welcome to include one or two novels, you should provide variety in your top ten to show Wake Forest admissions officers that you are multi-faceted. Again, the Wake Forest acceptance rate makes each supplemental essay all the more important.

Listing out your ten favorite unsolved crime podcasts might not be the strongest answer in your Wake Forest application. However, you could list an unsolved crime podcast, along with the best Sherlock Holmes book in your opinion, a nonfiction sociology novel on criminal justice, the political speech that inspires you, your favorite contemporary mystery novel, Agatha Christie’s  Murder on the Orient Express , the play  12 Angry Men , Truman Capote’s  In Cold Blood , a scholarly journal article on the philosophy of crime, and a classic mystery film. The theme of this list might be “Crime and Punishment.” It shows the consumption of a wide and varying set of media that will impress Wake Forest admissions officers, and it indicates a deep interest in criminology, mystery, and criminal justice.

In your list, be careful not to lean too heavily on one niche subject matter, topic, or media form. Wake Forest admissions officers will be looking for a bit of diversity in this list; this helps them get a full perspective on who you are.

• Does this list complement other aspects of your Wake Forest application?
• Does your list cover a diverse range of subjects, or does it focus on one particular subject in-depth?
• Do you provide a strong unifying theme for the list?

Wake Forest Supplemental Essays—Final Thoughts

Completing these Wake Forest essay prompts can seem daunting, especially in light of the low Wake Forest University acceptance rate. However, don’t let that discourage you from applying. The Wake Forest supplemental essays are a great opportunity to demonstrate who you are for Wake Forest admissions officers reading your Wake Forest application.

Given the low Wake Forest acceptance rate, these essays can boost your Wake Forest application if you have a lower than average GPA or  SAT score . Use this guide as a step-by-step aid when approaching the Wake Forest supplemental essays, and start earlier than you think you should. Each of the Wake Forest supplemental essays is vital to your Wake Forest application. Remember to complete the “optional” Wake Forest essay prompts; some applicants might ignore this part of the Wake Forest admissions process, which means writing them will strengthen your Wake Forest application and contend with the low Wake Forest acceptance rate. Don’t be afraid to ask for revisions from someone; it’s helpful to have another set of eyes checking your Wake Forest supplemental essays for grammatical errors, tone, and clarity in light of the Wake Forest University acceptance rate. Good luck!

This essay guide on WFU was written by  Laura Frustaci , Harvard  ‘21.  For more CollegeAdvisor.com resources on Wake Forest, click  here . Want help crafting your Wake Forest supplemental essays? Create your free  account  or  schedule a no-cost advising consultation  by calling (844) 343-6272.

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Wake Forest Supplemental Essays 2024 | Strategies and Insights for Success

Admission to Wake Forest University, nestled in Winston-Salem, North Carolina, is fiercely competitive. With an acceptance rate hovering around one-fifth of applicants, the bar is set high. Impressively, nearly 70% of enrolled students rank within the top decile of their high school class. In such a selective environment, every facet of your application must sparkle, and the Wake Forest supplemental essays play a crucial role in this process.

Wake Forest places great emphasis on its essay prompts, considering them “very important” in the admissions decision. Therefore, prospective Demon Deacon students should allocate ample time and effort to crafting thoughtful responses to these prompts. Below, we delve into Wake Forest’s supplemental essays for the 2023-24 admissions cycle, offering invaluable brainstorming and writing tips to aid applicants in showcasing their unique qualities and aspirations.

Wake Forest Supplemental Essays

As you embark on your journey to apply to Wake Forest University, one of the essential components of your application will be the supplemental essays. Let’s dive into the details of the first prompt:

1) Why have you decided to apply to Wake Forest? Share with us anything that has made you interested in our institution. (REQUIRED, max 150 words).

This essay presents a straightforward yet critical question: Why Wake Forest? Here’s a breakdown of what you should consider to craft a compelling response:

Aligning with Wake Forest’s Mission

Demonstrate how your personal goals align with Wake Forest’s mission of “Pro Humanitate” (For Humanity). Show how you plan to use your knowledge, talents, and compassion to make a positive impact on others, reflecting the core values of the university.

Highlighting Specific Offerings

Mention specific academic programs, professors, research opportunities, internships, study abroad programs, or student organizations that have caught your attention. This demonstrates your genuine interest in Wake Forest and shows that you’ve done your research.

Active Engagement

Describe how you envision yourself actively participating in the Wake Forest academic community. Share your plans to engage with peers and faculty, contribute to campus life, and make meaningful contributions to the university’s vibrant atmosphere.

Utilizing Resources

Articulate how you intend to leverage Wake Forest’s resources, both inside and outside the classroom. Whether it’s through academic support services, extracurricular activities, or community initiatives, explain how you plan to make the most of what the university has to offer.

Explaining Fit and Compatibility

Lastly, explain why Wake Forest feels like the perfect fit for you. Reflect on how the university’s values, culture, and opportunities align with your own aspirations and goals. Show why you believe Wake Forest is uniquely positioned to help you thrive and succeed.

Crafting a compelling response to this essay prompt requires thoughtful reflection and research. By effectively communicating your genuine interest in Wake Forest and demonstrating how you align with the university’s values and offerings, you can make a strong case for why you’re a perfect fit for the Wake Forest community.

Also read Wake Forest Acceptance Rate | Strategies and Insights for Admission Success 2024

Exploring Wake Forest’s Optional Supplemental Essays

As you dive deeper into your Wake Forest University application, you’ll encounter a couple of optional supplemental essay prompts. Let’s explore each one:

2) List five books you’ve read that intrigued you (title and author). (OPTIONAL)

In this optional essay, Wake Forest invites you to share a glimpse into your literary world. Here’s how to approach it:

Be Authentic

Don’t try to impress the admissions committee with a list of classic literature if that’s not what genuinely intrigues you. Share books that have truly captured your interest, regardless of genre or popularity.

Show Your Passions

Whether you’re fascinated by Zen Buddhism, the Civil War, or fantasy novels, use this opportunity to showcase your primary interests. Your book list should reflect your genuine passions and preferences.

Provide Context

For each book you list, briefly explain why it intrigued you. Was it the storytelling, the characters, or the themes explored? Providing context will help the admissions committee understand why these books hold significance for you.

3) Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved. (OPTIONAL, max 150 words)

This optional essay prompt delves into what drives you intellectually and helps you make sense of the world’s complexities. Here’s how to approach it:

Identify Your Passion

What subject or topic fuels your intellectual curiosity? Whether it’s a particular academic interest, a project you’ve worked on, or an extracurricular activity, choose something that truly captivates you.

Be Specific

With only 150 words, every word counts. Provide specific examples or experiences that illustrate your intellectual curiosity. Explain why this topic or experience is meaningful to you and how it has contributed to your understanding of the world.

Reflect on Complexity

If discussing a topic or experience, consider the complexities involved. Whether it’s issues of good and evil, questions of identity, or matters of race and gender, delve into the nuanced aspects that make the subject intriguing to you.

By approaching these optional essays with authenticity, passion, and specificity, you can provide the admissions committee with valuable insights into your interests, passions, and intellectual curiosity. Use these opportunities to showcase what sets you apart and makes you a unique and compelling candidate for Wake Forest University.

4) Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community? (OPTIONAL, 300 words)

In this optional essay, Wake Forest invites you to draw inspiration from the words of Dr. Maya Angelou. Here’s how to approach it:

Select a Quote

Begin by researching and selecting a quote from Dr. Angelou that resonates with you. Whether it’s about self-empowerment, resilience, or the importance of embracing diversity, choose a quote that speaks to your experiences or aspirations.

Personal Connection

Once you’ve chosen a quote, reflect on how it relates to your own life experiences or goals. Share a personal anecdote, belief, or value that aligns with the message conveyed in the quote. Consider how the quote has influenced your perspective or inspired you to take action.

Contribution to Wake Forest

Finally, discuss how your connection to the quote reflects your potential contributions to the Wake Forest community. Whether it’s through promoting inclusivity, advocating for social justice, or fostering a sense of belonging, illustrate how your values align with Wake Forest’s commitment to celebrating diversity and honoring each person’s dignity.

5) Give us your Top 10 list. (The choice of theme is yours.) (OPTIONAL)

This optional essay prompt offers you the opportunity to showcase a unique aspect of yourself or your interests. Here’s how to approach it:

Choose a Theme

Select a theme for your Top 10 list that reflects your personality, interests, or experiences. Whether it’s your favorite books, hobbies, travel destinations, or quirky facts about yourself, choose a theme that allows you to share something genuine and intriguing.

Personalize Your List

Create your Top 10 list, ensuring that each item reflects your chosen theme and highlights something unique about you. Provide a brief explanation or “why” for each item to add depth and personality to your list.

Showcase Your Personality

Use this opportunity to let your personality shine. Whether you’re showcasing your sense of humor, creativity, or passion for a particular subject, make sure your Top 10 list reflects who you are and what makes you unique.

By approaching these optional essays with authenticity and creativity, you can provide the Wake Forest admissions committee with valuable insights into your experiences, values, and contributions. Use these opportunities to showcase what sets you apart and makes you a compelling candidate for Wake Forest University.

Also see 20 Most Expensive Colleges in 2024

Importance of Wake Forest Supplemental Essays

When it comes to the Wake Forest University admissions process, the supplemental essays hold significant weight. Let’s delve into why these essays are deemed crucial by the admissions committee:

Essential Component: The Wake Forest supplemental essays are considered “very important” in the admissions process, placing them among the top factors that the committee evaluates. Alongside factors like GPA, class rank, standardized test scores, and the rigor of your secondary school record, these essays play a pivotal role in shaping the admissions decision.

Insight into Character: The supplemental essays provide valuable insights into your character and personal qualities. Admissions officers look for evidence of your values, aspirations, and unique perspectives through your essay responses. Your ability to articulate your thoughts, experiences, and goals can offer a glimpse into what you would contribute to the Wake Forest community.

Demonstration of Fit: Crafting thoughtful and well-written essays allows you to demonstrate your fit with Wake Forest University. By showcasing your understanding of the institution’s values, mission, and academic offerings, you can convey your genuine interest in becoming a part of the Wake Forest community. Your essays should highlight why Wake Forest is the ideal place for you to pursue your academic and personal goals.

Differentiation: In a competitive admissions landscape, the supplemental essays provide an opportunity for you to stand out from other applicants. Through your essays, you can showcase aspects of yourself that may not be apparent from your academic achievements alone. By sharing compelling stories, insights, and reflections, you can paint a more comprehensive picture of who you are as an individual.

Holistic Evaluation: Wake Forest University employs a holistic admissions process, considering various aspects of your application to gain a comprehensive understanding of your potential as a student and community member. The supplemental essays offer a platform for you to present yourself beyond numbers and statistics, allowing the admissions committee to evaluate your candidacy holistically.

The Wake Forest supplemental essays serve as a crucial component of the admissions process, providing applicants with a platform to showcase their character, fit with the university, and individuality. Rated as “very important” by the admissions committee, these essays offer an opportunity for applicants to differentiate themselves, demonstrate their genuine interest in Wake Forest University, and present a holistic picture of who they are beyond academic achievements. By investing time and effort into crafting thoughtful and compelling essays, applicants can maximize their chances of securing admission to this esteemed institution.

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Your chance of acceptance, your chancing factors, extracurriculars, what to expect for wake forest's supplemental essays.

I'm earnestly prepping my application for Wake Forest, and I heard they have some unique supplemental essays. Can anyone who's applied before shed some light on what kinds of prompts they generally ask and how creative I should get with my responses?

Wake Forest does indeed have a reputation for more inventive and thought-provoking essay prompts. They often look for responses that reflect deep self-awareness and creativity, so it's your chance to shine apart from the numbers on your transcript. Their prompts might range from asking about a pivotal experience in your high school journey to your favorite book and why. They've even been known to ask about the intellectual and creative opportunities you seek in college. The key is to be authentic and allow your personality to come through.

Bring individuality and depth to your answers by providing examples or narratives that reveal your values and how you engage with the world. Ensure you're answering the prompt directly while maintaining a conversational tone that reflects your voice. Take time to brainstorm and draft multiple versions, seeking feedback from others to refine your message.

Remember, the admissions team at Wake Forest values the reflective and vibrant thinker, so give them a glimpse into how your mind works. With these essays, you're not just narrating your past; you are also painting a picture of the contribution you hope to make to their community.

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How to Navigate the New Supplemental Essay Prompts Post-Affirmative Action

It has been three weeks since the U.S. Supreme Court ruled that affirmative action could no longer be used in college admissions. Based on the decision, though, students can still write an essay about their race as long as it is "concretely tied to a quality of character or unique ability."

In the short time since the ruling was announced , some colleges have gone one step further when it comes to capturing a student's background by implementing a supplemental essay prompt that directly addresses this.

• For a student who writes about their race (or another form of diversity) in the main college essay: To avoid "hammering" repetitive themes, students should choose another aspect of their life if a college has a supplemental essay regarding background. In fact, this is a chance to show range and creativity. Diversity is not just about race. It can be about diversity of thought, geography, physical differences, socioeconomic background, religion, the family one comes from, and more. Even the type of roof over one's head or the neighborhood they live in says a lot about a student. By writing the supplemental essay about something besides their racial background, the student can layer even more information about themselves in their application.
• For an underrepresented student (racially, geographically, socioeconomically, etc.) who doesn't write about their background in the main college essay: It will be absolutely essential for the student to bring up their underrepresented background in one of these supplemental essays. In some cases, this would be the only way a college would know about a student's unique background. And because not all colleges will have a supplemental essay or one related to a student's background, it will be important for the student to indicate their background somewhere else in the application if possible. For example, a student who comes from a Hispanic background and receives the National Hispanic Recognition award from the College Board should list this under the "Honors" section of an application.
• For a majority student who feels like they have nothing to write about for a supplemental essay about their background or lived experience: Every single student has something unique to share about their background. The student has to be willing to spend time reflecting first before they claim they have nothing to write about. It could be their parents' marriage, a sibling with a disability, the town they come from, the school they attend, the native language of their ancestors they so desperately want to learn, their height, their style, their humor, their silence, their voice. This is a chance to show colleges and themselves that there is more to them than meets the eye.

READ MORE: How Saying “I Am” Can Change College Admissions

About Sara Harberson

Sara Harberson is the founder of Application Nation™, which provides personalized advice to college applicants and their families. In her book, SOUNDBITE: The Admissions Secret that Gets You Into College and Beyond, Sara reveals the secrets of her signature college admissions tool, the "Soundbite," and shares tried-and-tested exercises that have helped thousands of students gain admission to their school of choice. She is the former associate dean of admissions at the University of Pennsylvania and the former dean of admissions and financial aid at Franklin & Marshall College. Sara’s philosophy is that every kid applying to college deserves the best advice.

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Undergraduate Admissions

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We Have Some Questions for You.

• List five books you’ve read that have intrigued you.
• Explain how a text you’ve read – fiction, nonfiction, poetry, or literature of any kind – has helped you to understand the world’s complexity (limit: 150 words).
• What piques your intellectual curiosity, and why (limit: 150 words)?
• Give us your Top Ten list. (The choice of theme is yours.) (limit: 100 characters per line)

These are the optional supplemental questions we’ll be offering in our application (available early August, so you may start drafting your responses right now, if you wish!) –

because we want to know as much about you as possible in the admissions process.

And not just what’s on your transcript.

Wake Forest is a relational place; we want to hear from students who can tell us about their education but also their self-education.

So as you start writing, think of things you want to make sure we know about you. This is your chance!

And for more insights and advice, check out our Class of 2027 page available in late July and updated throughout the year.

Finally, sign up for our  student-led tours  and  live virtual information sessions .

Warmest regards,

Eric Maguire Vice-President for Enrollment Wake Forest University

Categories: Application for Admission , Campus Tours , Information Sessions , WFU27

Recent Posts

• Information about the Waitlist March 25, 2024
• An Update from Admissions March 22, 2024
• Today’s the Day for ED II! February 9, 2024

Writing Program

Read through our current course offerings for fall 2023 below., wri 109 and wri 111.

WRI 109 A/C: Writing Seminar, Part 1: Stories We Tell About Ourselves and Others Prof. Keri Epps MW 1:00-1:50 (CRN 64956) MW 10:00-10:50 (CRN 65110) Stories help us understand ourselves and others. Stories serve as the foundation for human connection and communication. We use our own and others’ stories to direct our responses in nearly every communicative act. In this class, we will collect, read, summarize, and compose narratives to explore how stories about ourselves and others help us create meaning in and outside of the classroom.

We will consider the following questions: What is my story? What are others’ stories that challenge my own? What are the stories existing around me at Wake Forest or in the Winston-Salem community? To begin answering such questions, we will engage with readings on narrative from composition studies and from viral storytelling campaigns like Brandon Stanton’s “Humans of New York.” We will use the readings and our writing assignments to consider the many roles of narrative: as a therapeutic tool, a way of knowing, a means of translating our lived experience, a rhetorical device, among others (Countryman, 1995; Kurtyka, 2017).

To reach the course goals, you will engage in an intensive, iterative writing process—including rounds of drafting, feedback, and revision—to complete two major writing projects and a final portfolio. The sequence of major assignments ranges from composing personal stories and summarizing stories that challenge our own, to collecting and compiling community stories in both print and digital spaces.

WRI 109 B: Writing Seminar, Part 1: On Your Own Terms Prof. Eric Ekstrand TR 1:00-1:50 (CRN 64957) “My parents were the children of immigrants. My dad had two different kinds of Irish accent. My mother wanted us to speak good English because her first language was Polish. But the kids next door, who were lower class than us, spoke like Huck Finn. I wanted that. Part of it was my longing then to be real, like in books or in comic books.” – Eileen Myles, Paris Review Interview

It’s kind of funny. Although we may know experientially that there are many varieties of English, we often conceptualize English as if there were only one: the right one.

You likely use at least one variety of English, but many of us use several—you might use one kind of English at home and another at school or at work, for instance. As you move out of your home community, you encounter other varieties of English. You might switch between the varieties of English you use throughout the day, or over the course of a single conversation. Maybe English isn’t the first language you learned, or maybe you learned English alongside another language as you were growing up.

The reason for the variety of language is the same reason that there is any language at all: we use it with others. And because languages are made collaboratively as people use them, social values become attached to them. The diversity of language can be celebrated, but all too often people make negative assumptions about a person—often unfair, inaccurate, and subconscious—based on what variety or varieties of English they use. Though no variety of English is more correct or capable than another, all varieties are not equally privileged.

In this class, we will treat learning academic English as a way of expanding the repertoire of Englishes available to us while considering the rhetorical and ethical questions of whether, when, and how to use it in light of how we are judged and judge others because of their language. We will accomplish this through regular reading, writing, discussing, and researching.

We will begin by learning how languages develop and interact. Next, we will consider how language, in part, shapes identity through reading examples of linguistic memoirs and writing our own. We will interrogate White English supremacy and trace the historical development of academic American English. Towards the end of the semester, you will undertake an original research project as a member of a group where you will use field recordings, interviews, and database research to describe the language practices of a student community on campus. By doing all this, you will be more ready to use academic English (or not) on your own terms.

WRI 111 A/B: Writing Seminar: Pop Culture and Everyday Rhetoric Prof. Kendra Andrews WRI 111 A: TR 2:00-3:15 (CRN 60674) WRI 111 B: TR 3:30-4:45 (CRN 60676) When we hear the term “rhetoric,” we typically think about the lectures of ancient philosophers or the speeches of tricky politicians; however, rhetoric is deeply ingrained in everyday aspects of our modern life. Rhetoric is a part of everything that surrounds us from the way that we dress to the things that we buy to the way that we communicate – any time that a message is communicated with an audience or purpose in mind, an argument is made and rhetoric is enacted. The influx of rhetorical messaging in everyday “texts” becomes even more striking as we spend more time online or on digital devices. While we are all subjected to thousands of rhetorical messages on a daily basis, we are often unaware of their power of persuasion.

In this class, we will look directly at the rhetorical messaging in our popular culture and ask questions such as: how does advertising shape the way we see the world? Can social media posts change the state of a nation? What could music videos or sitcoms tell us about academic genres? What are the ethical obligations of a celebrity or influencer? How does what we read online affect what we write and who we are as a culture? By asking these types of questions, we can break the cycle as mass consumers of popular culture and media and we will learn how to thoughtfully digest information and critically engage with the rhetorical world around us.

During this class, we will expand our understanding of rhetoric by locating examples of rhetorical texts in our everyday lives. Through the critical reading and analysis of popular media such as music videos, commercials, viral videos, and social media posts, we will begin to unpack the underlying power that these rhetorical messages have in our everyday lives. Throughout our rhetorical inquiry, we will read scholarly texts such as academic articles and conference presentations as well as non-scholarly texts such as song lyrics and a scene from popular television shows. We will not only have a wide range of readings, but we will also compose in multimodal ways. During this class, we will develop student-driven writing projects including argumentative rhetorical analysis, genre remix, individual blogging, and inquiry-based research. As part of our work in the class, we will also develop a writer’s website that demonstrates their engagement as critical consumers and producers of modern rhetorical texts.

WRI 111 C/D: Writing Seminar: Your Brain on Writing Prof. Erin Branch WRI 111 C: TR 9:30-10:45 (CRN 61512) WRI 111 D: TR 12:30-1:45 (CRN 60685) In late 2022, the arrival of ChatGPT struck fear in the hearts of teachers everywhere and prompted journalists and pundits to proclaim the death of the essay. While the full impact of this new tool remains to be seen, what is known is that thinkers have debated for centuries how and why we write–and what writing is good for. In fact, Socrates himself thought writing was nothing more than a useful reminder.

But his view runs directly counter to what many writing scholars know today, which is that writing is one way to figure out what we think. Writing is not, despite romantic ideals to the contrary, the simple transcription of clear and distinct ideas from brain to page (or screen). Ideas and arguments develop through the process of writing itself, messy as that might be. As Anne Carson writes, writing is about “the struggle to drag a thought over from the mush of the unconscious into some kind of grammar, syntax, human sense; every attempt means starting over with language, starting over with accuracy.”

This course will investigate ideas about what exactly IS happening in our brains when we write, and how—or if—modern technology intersects with those processes. We’ll study arguments about invention and the writing process from various fields (including philosophy, neuroscience, rhetoric & composition, and others) as we develop our own protocols for capturing, articulating, and analyzing writing processes. Readings may include philosophical arguments, academic research articles, contemporary journalism, and personal essays; writing assignments may include autoethnography, expository essays, and research proposals.

WRI 111 E/F/G: Writing Seminar: All Fun and Games: On Play Prof. Marianne Erhardt WRI 111 E: MWF 10:00-10:50 (CRN 60677) WRI 111 F: MWF 11:00-11:50 (CRN 60723) WRI 111 G: MWF 12:00-12:50 (CRN 60675) In this class, we will write our way through an inquiry of games and play. What is play and why do we do it? What is the value of play and who determines that value? How does play function for children? For adults? What is play’s relationship to privilege? Who gets to play? What makes a game work? What makes it fair? How do our ways of playing and pretending reflect and shape culture?

We’ll treat writing itself as a form of play. Writers use tools. We make, follow and break rules. We write to explore, to attempt, to persuade, to win, to question, and to make sense of. Writing is an act of play that has the potential to engage countless readers, playmates, competitors, and referees. Our topics may include gender and children’s toys; the games of dating, politics, and school; play and technology; music, entertainment, and sports and sports fandom.

This time in our world brings a new chapter for play. Quarantine and social distancing have fostered and disrupted many kinds of play, and have forced us to confront our personal relationships with play’s neighbors: creativity, boredom, fear, risk, inspiration, improvisation, and connection. We’ll explore all of these, as we write in a variety of genres, using peer workshops to develop our writing skills and our class community.

WRI 111 H/I: Writing Seminar: Writing New Media Across Difference Prof. Moisés García Rentería WRI 111H: TR 9:30-10:45 (CRN 60678) WRI 111I: TR 2:00-3:15 (CRN 63296) In a world that is becoming more fragmented and interconnected at the same time, one of the greatest challenges we face is giving everyone equal opportunity to express their own views. Modern democracies have responded to this challenge by expanding access to literacy and education, arguing that to participate successfully in public life, citizens need high levels of reading and writing skills. But, how can education live up to the promise of equality through literacy in a society where memes and emojis are used as a main means of expression?

This course is inspired by the principle that not only traditional reading and writing can allow you to participate fully in public and academic life, but also the kinds of reading and writing practices that resonate more with you. Using cutting-edge academic research, we will explore our understandings of literacy to consider visual, digital, and embodied means of expression and their relationship to identity, democracy, and power. We will study a broad range of media, from memes to urban art, using traditional academic writing and practical embodied activities like multimedia mapping workshops. Following a pedagogy of solidarity and caring, we will build common experiences that promote your autonomy in the choices you make about writing within the communicative context of college and beyond. By the end of the course, you will be able to communicate your ideas and interests with criticality and academic timeliness, connecting ethics and writing in a world widely more inclusive of cultural, communicative, and technological difference.

WRI 111 J/K: Writing Seminar: Originality and Invention Prof. Danielle Koupf WRI 111 J: TR 9:30-10:45 (CRN 63327) WRI 111 K: TR 12:30-1:45 (CRN 60686) You may have heard critics lament the lack of “original” content in today’s popular culture: more and more movies, television shows, and songs, it seems, are merely remakes, remixes, adaptations, sequels, prequels, or covers. Yet, is originality really all that important in writing, art, and media? After all, even Shakespeare adapted some of his ideas from history and literature. While the burden of originality can plague budding writers, adopting “unoriginal” techniques like collage and adaptation can free us of some of this burden. We can still be inventive and creative when composing with reused materials, as the line between “original” and “unoriginal” is blurry. This course introduces you to invention as a rhetorical concept that encompasses both creation and discovery, meaning that invention can entail repetition just as it can entail generation. We will explore where ideas come from and how we can reliably generate them through invention processes. We will investigate the difference between plagiarism and appropriate, creative reuse and the intersection of technical invention and rhetorical invention. It is my aim to help you grow more aware of which tools for writing and invention work for you and what factors influence your writing and reading practices.

You will have ample opportunities to experiment with your writing. We will practice writing in a variety of styles, including exploration, personal reflection, critical analysis, researched writing, and collage writing. We will engage in frequent low-stakes writing assignments and undertake substantial revisions of our essays and projects. As we work on our writing, we will also work on our reading by examining unusual and challenging texts, annotating them thoroughly, and reflecting on our reading experiences.

WRI 111 L: Writing Seminar: Truth and Fiction Prof. Danielle Koupf TR 3:30-4:45 (CRN 60679) The line between truth and fiction often blurs in today’s media landscape, as fake news, satirical websites, exaggerations, doctored images, photo filters, and biased reporting populate our social media feeds and phone screens. In art and writing, there’s often no clear boundary between truth and fiction. Seemingly solid categories like fiction and nonfiction are not so easily distinguished, with genres like memoir, creative nonfiction, reality television, and documentary film challenging the distinction. In this course, we will embrace the playfulness that such blurriness promotes while training to become more discerning consumers of all kinds of media. We will hone our skepticism and our skills of critical analysis and reflection, as we investigate plagiarism, social media, artificial intelligence, and other sources of deception. We will learn to make productive use of uncertainty through writing about such topics.

You can expect to practice different types of writing this semester, including personal narrative and reflection, exploration, analysis, and research. We will engage in frequent low-stakes writing assignments and undertake substantial revisions of major essays. As we work on our writing, we will also work on our reading by examining unusual and challenging texts, annotating them thoroughly, and reflecting on our reading experiences. You will leave this class with a better sense of how to read and write effectively in a post-truth world.

WRI 111 M: Writing Seminar: Writing as Public Action Prof. Alisa Russell TR 9:30-10:45 (CRN 63336) No matter your major or career goals, writing will be part of your regular routine because it is how we record, communicate, argue, inform, understand, and share ideas across time and space. In the first half of the course, we will focus on learning the language of GENRE — the way various elements of writing (e.g., author/audience, main claims/stakes, evidence/appeals, organization/formatting, tone/style) come together in patterned ways to achieve particular actions in the world. You will gain the analytical language and tools to figure out any new genre you may encounter in the future. Even more, we will keep a critical eye on these genres (e.g., who gets included and excluded? what values do they emphasize?), and we will even play with the boundaries of genre to investigate their flexibility.

In the second half of the course, we will use our new knowledge of genre to write about the public issues we care about most. You will choose which genres would best fulfill your chosen purpose and reach your chosen audiences in order to accomplish the public actions that will bring about positive change in your communities. We will compose genres across modes and mediums, and we will practice shifting rhetorical strategies from genre to genre to build our flexibility. We will especially consider how composing is rather messy: We’ll explore a number of writing processes and strategies, and you can experiment with which ones work for you. We’ll also find that writing is an inherently social activity; you will use your peers (and me) as resources for feedback and growth in your writing skills as part of your process.

WRI 111 N: Writing Seminar: “Just Words”: Writing, Rhetoric, and Ethics Prof. Ryan Shirey WF 12:30-1:45 (CRN 60681) When we want to disregard what someone else has to say, it is all too easy to claim that our opponents’ statements are “just words” or “empty rhetoric.” Such claims dismiss the link between language and the world of action and civic responsibility; they suggest that saying and doing are unrelated things. In this course, we will consider the ways in which language is a kind of action that takes place in the context of human communities. Instead of taking the phrase “just words” to mean “merely (or only) words,” we will take seriously the idea that words themselves may (or should) be just, which is to say concerned with fairness, equitability, and moral good within specific rhetorical situations. Why, for instance, does academic writing require specific kinds of citation rules? How do we argue about important ideas in responsible and ethical ways? What kinds of obligations as writers and thinkers do we have to ourselves, our beliefs, and our audiences? All of these questions and more will be taken up in this course as we think carefully and critically about what it means to write and argue well. Texts may include, among others, selections from Aristotle’s Rhetoric , Richard M. Weaver’s The Ethics of Rhetoric , Kenneth Burke’s Language as Symbolic Action and A Rhetoric of Motives , Robert Jensen’s Arguing for Our Lives , and Sarah Manguso’s 300 Arguments .

WRI 111 O: Writing Seminar: The English Next Door Prof. Jon Smart WF 9:30-10:45 (CRN 60682) What does the type of English you speak say about who you are? Are some varieties of English better than others? Who decides what grammar is correct and why are there different varieties of English to begin with? In this course, we will examine societal issues related to language variation in English, from everyday speech to academic writing. We will read and discuss texts from experts and stakeholders on contemporary issues in language use. Students will collaborate on language analyses tasks to develop understanding of English variation (with a focus on academic varieties). In addition to analyzing use, students will construct written analyses of critical issues related to language and develop an understanding of the role of English in their own experiences.

WRI 111 P/Q: Writing Seminar: Rhetorics of Music Prof. (Richard) Carter Smith WRI 111 P: WF 9:30-10:45 (CRN 63337) WRI 111 Q: WF 11:00-12:15 (CRN 60680) Have you debated with a friend the merits of a particular song? Have you sought out an interview with one of your favorite artists or followed a music blog? This seminar considers the ways in which arguments about music—the intentions of music makers, the methods used to realize them, and the way that listeners register their effects—are integral to the meanings that we find in it. Reading a variety of literary and musicological texts, we will consider what we “get” from music and also how we get it, as its audience and as consumers. Our readings and conversations on these matters will allow us to analyze the situatedness of musical texts, and texts about those texts, with the goal of entering into the conversation with our own effective writing.

WRI 111 R/T: Writing Seminar: Mindful Nation Prof. Elisabeth Whitehead WRI 111 R: MWF 1:00-1:50 (CRN 60687) WRI 111 T: MWF 2:00-2:50 (CRN 60683) Morris Graves defines contemplation as “stilling the surfaces of the mind and letting the inner surfaces bloom.”  In this course we will practice stilling the mind’s surface through exercises of concentration, listening, and reflection, and from this place of contemplative inquiry we will investigate social issues relevant to us in contemporary society. By practicing awareness and attention (awareness of ourselves, each other, our writing, and the world we live in) we will begin to cultivate the space we need as writers, as well as the qualities of listening, observation, and empathy to foster ethical communication and advocacy.  With a focus on strengthening critical reading, writing, thinking, and listening skills, we will study a variety of texts including essays, memoirs, film, a graphic novel, and poetry in order to encounter a wide range of social and cultural issues that occupy our attention today.

This course will be a conversation about the issues themselves but also the ways in which we know, understand, speak, and write about these issues. By approaching a variety of controversies in the spirit of mindfulness, and with a willingness “to face whatever the reality of a situation may be” (The Dalai Lama) we will delve into the complexities of these contemporary social concerns, to understand and recognize these issues not as simple pro/con boxes but as spectrums of belief with a multitude of positions and players involved.  We will work to understand how we fit into these conversations, and how we can engage in genuine dialogue, even with those who might disagree with us.  Contemplative inquiry will allow us to move beyond facile distinctions between ‘us’ and ‘them’–distinctions so easily drawn in contentious debates. By nurturing mindfulness, we will be able to open up authentic modes of communication between opposing views, thereby realizing the radical potential for change inherent in meditative practices.

WRI 111 U/V/W: Writing Seminar: Weird Nature Prof. Guy Witzel WRI 111 U: TR 8:00-9:15 (CRN 63338) WRI 111 V: TR 9:30-10:45 (CRN 60684) WRI 111 W: TR 12:30-1:45 (CRN 61238) How should we describe our relationship with nature today? As a subject of anxiety given headlines, scientific reports, and natural disasters? As something more often experienced on screens than in everyday life – perhaps through a wildlife documentary or an idealized image found on Instagram? And how should we factor in more recent developments in which zoonotic disease has upended our lives and the outdoors has become, for many, a source of solace and escape? Humanity’s relationship with nature has long animated the written word. This has been the case even and especially when those relationships have grown confusing, fraught, and just plain weird. In this course, we will study how writers, researchers, and makers of culture depict our shifting and sometimes strange relationships with the natural world. These works will provide a lens from which to consider and practice various genres, rhetorical strategies, and writing conventions.

We’ll start by studying writers who challenge our ordinary perceptions of nature through estrangement, examining the rhetoric and conventions they use to render the familiar foreign. To practice new critical thinking, reading, and writing skills we will generate discussion board posts, hypothesis annotations, and in-class writings that respond to this body of work. From there, we will each work to translate our findings into analyses that put forward our own, divergent ecological visions. For this and other major assignments we will move through drafting and peer-editing phases that will help us become more comfortable with the processes of invention and revision that support strong writing.

We will also consider recent creative and critical works so as to examine challenging ecological questions of our time. These works will create opportunities for us to study how major public dialogues unfold as well as the techniques we may use in order to shape these conversations ourselves. By the end of this class, you will be better equipped to make arguments, present evidence, challenge common sense, and invent meaning through writing.

WRI 111 X: Writing Seminar: Writing Justice Prof. Phoebe Zerwick TR 3:30-4:45 (CRN 61239) A carefully crafted legal brief. A series of investigative newspaper articles. A letter scrawled on a sheet of notebook paper. These are all forms of writing that have resulted in justice. In this course, drawn from the instructor’s experience as an investigative journalist, you will learn to write with that sense of purpose and urgency as you explore contemporary issues that lead to wrongful conviction and other miscarriages of justice. You will read and write in a variety of genres that expose you to the kinds of texts that inform the public discussion of injustice and, in some cases, work to right these wrongs.

WRI 111 Y/Z/ZA: Writing Seminar: Writing “Madness” and “Health”: Uncovering Norms in Writing Prof. Elena Makarion WRI 111 Y: WF 9:30-10:45 (CRN 61240) WRI 111 Z: WF 11:00-12:15 (CRN 61244) WRI 111 ZA: WF 2:00-3:15 (CRN 61312) In recent years, we’ve seen an increase in conversations about mental health. But what exactly is health, who gets to define it, and what shape does it take across contexts? By reading everything from 19th century asylum narratives, to evolving medical diagnostic criteria, to poems and novels, we will uncover cultural assumptions and imperatives in popular and medical discourses. For example, we might look at: metaphors (why is depression described as blue and black and not yellow?) or genres (how does a social media quiz like do you have depression? impose on one’s identity?). Through these texts, we will explore histories of disability, asking: how has gender, religion, race, and class impacted who and how someone is diagnosed and treated? Such questions will enable us to think about our own positionality and to consider where we write from and what norms we might take for granted. By making visible the social constructions of language, we will become more aware of our own writing choices and the impact they have on our readers.

Together, we will consider what inventive rhetorical techniques authors used to navigate their ethos and how we can borrow from these tools in our own writing. Primarily, this course will prepare you for future academic, personal, and career writing. We will focus on developing your voice and craft, understanding your composing processes, and applying rhetorical and research tools to convincingly present your ideas to an audience. Your assignments will include close readings, essays, practice with analysis, peer workshops, and seminar style class discussions. Besides these critical engagements, we will also write creatively, reveling in poetry and fiction and imagining ways that writing can be both transformational and healing. Our non-academic readings include authors such as: Shailja Patel, Virginia Woolf, Robert Frost, Joan Didion, Ocean Vuong, Audre Lorde, and Allison Seay.

WRI 111 ZB/ZC/ZD: Writing Seminar: The Rhetoric of Remembering Prof. Cindy McPeters WRI 111 ZB: WF 9:30-10:45 (CRN 61568) WRI 111 ZC: WF 12:30-1:45 (CRN 61569) WRI 111 ZD: WF 2:00-3:15 (CRN 61570) How do rhetorical choices influence our perceptions of past events? How do symbols—linguistic and visual—impact public memory? What do communities choose to remember and to forget? With particular attention to recognition of people often neglected in public memory, we will scrutinize intersections of rhetoric and history, delving into primary sources and examining secondary sources such as memorial sites and museums, to consider how rhetoric impacts narratives of the past.  

Guided by our examination of the relationship between rhetoric and public memory—through readings from popular media, literature, and academic sources as well as through examination of monuments to honor people and events—you will flex your rhetorical muscles in varied genres. Through your Writer’s Notebook, you will engage informally with invention, analysis, and critical thinking, while small group activities will provide space to collaborate and practice analytical skills. You will rely on several submitted drafts, instructor feedback, peer reviews, and revision plans to polish major assignments such as Personal Narrative of a Public Memory, Rhetorical Analysis of a Public Memorial, Primary Source Research Project, and a semester-concluding Critical Reflection. Concentrating on writing as a process, writing to learn, and writing to communicate, you will exercise skills applicable to many writing contexts, whether academic, professional, public, or personal.

WRI 111 ZE/ZF: Writing Seminar: Writing: Linguistics, Language, and Communication Prof. Gail Clements WRI 111 ZE: TR 11:00-12:15 (CRN 62186) WRI 111 ZF: TR 12:30-1:45 (CRN 62187) This course begins with discourse analysis of communicative and argument strategies, uncovering the motivations and underlying meanings behind spoken and written texts through the lens of various social and historical contexts. We will transition to how these motivations and meanings can be useful in our own writing employing various rhetorical modes and moves (along with literary and linguistic strategies) to create pieces that will be socially, culturally, politically, educationally relevant.

WRI 111 ZG/ZH/ZI: Writing Seminar: Reimagining Our Narratives Prof. Adam Fagin WRI 111 ZG: TR 11:00-12:15 (CRN 62188) WRI 111 ZH: TR 2:00-3:15 (CRN 64562) WRI 111 ZI: TR 3:30-4:45 (CRN 64563) “We tell ourselves stories in order to live,” writes Joan Didion. By this, Didion means the tales we tell about ourselves shape our understanding of our experiences, our culture, and the world. But she follows up this famous statement by questioning these very stories. In this class, we’ll explore this tension by examining texts that complicate and problematize familiar narratives. We’ll read across genre, considering writing that combines the poetic, essayistic, and graphic. We’ll peruse various media, including creative nonfiction, podcasts, and documentary film. Through close readings, listenings, and viewings, we’ll investigate the modes and methods of persuasion they employ.

Some of the work we’ll discuss defies formal convention. Some use a traditional approach to question the meta-narratives threaded through our lives. Others explore the ways in which personal and public histories intersect, combine, and split apart. We’ll see what possibilities await us when we write and think at the edge of genre and medium, generating new and exciting questions about ourselves, our language, and our world rather than arriving at simple answers that reinforce our existing notions of who we are and what we can be.

Along the way, we’ll write personal, reflective, and academic essays, as well as create multimodal texts that employ some of the practices described above, discovering as we progress that writing is a recursive process relying on invention, experimentation, and revision. We are likely to explore texts by Claudia Rankine, James Baldwin, Maggie Nelson, Cathy Park Hong, Art Spiegelman, Marjane Satrapi, Scholastique Mukasonga, and filmmaker and North Carolina native Ross McElwee, to name a few.

WRI 111 ZJ: Writing Seminar: Coming of Age During Difficult Times Prof. Rian Bowie WF 2:00-3:15 (CRN 64564) From individual adolescent turmoil to collective national crises, each generation of young people has contended with an evolving and often uncertain world. For some, the difficulties develop in that transition from adolescence to adulthood, an experience that is often fraught with questions about identity and belonging. For others, the youthful search for identity is further complicated by the need to address political and social inequities to create new, more-inclusive communal structures and associations. Whether personal or political, generation after generation of young adults has faced seemingly insurmountable obstacles with bravery and resilience. Readings for this class will explore ways that individuals across an expanse of time have transformed themselves and the world around them.

In this course, students will examine a variety of fiction and non-fiction works of varying lengths to strengthen their critical reading and writing skills. From personal reflections to argumentative essays, students will be invited to see writing as a process requiring exploration, reflection, and revision. Structured writing workshops will empower students to craft strong sentences, compelling thesis statements, and thoughtfully nuanced arguments. Written work will undergo a series of revisions prior to completion.

Authors May Include: Anne Lamont, Eula Biss, Marjane Stratpi, Anne Applebaum, Jesmyn Ward, and James Baldwin.

WRI 111 ZK/ZL: Writing Seminar: Writing Lived Experience Prof. Eric Ekstrand WRI 111 ZK: TR 9:30-10:45 (CRN 64570) WRI 111 ZL: TR 2:00-3:15 (CRN 64571) The word “phenomenology” might sound intimidating until you learn what it means: a way to study the lived quality of experience. In this course, you will conduct your own original phenomenological research alongside fellow, budding phenomenologists. This research project will be designed by you, with the help of your instructor and classmates, and grounded in an important experience in your life that is shared by others.

Early in the semester, you will use reflective and observational writing to interrogate meaningful experiences you have had in the past, working towards an “lived experience description with thematic reflection,” a real-world essay genre where you will narrate one experience so as to elicit the quality of that experience in the mind of your reader and explore its embedded themes. In the second half of the semester, you will develop a research question that emerges from previous writing. This might be something like, “What is the lived quality of singing with others in a gospel choir?” or of being dumped, or of losing something important, etc. Using your question, you will collect relevant lived experience descriptions from sources other than yourself. You will conduct interviews in addition to discovering descriptions in literature, film, other phenomenological human science writing, etc. You will use these descriptions and your analysis of them to further penetrate the quality of the experience you study.

Along the way, you will undertake short writing and research assignments, in and out of class, that will build into the sustained work. In class, as well as through group conferences and workshops, you will frequently read and reflect on your own and others’ developing writing. In addition to reading about the processes of composing, we will read examples of phenomenological writing by students and adult, expert writers in order to inform your own original work. This way, you will not prepare to be an academic writer so much as begin academic writing in earnest.

WRI 111 ZM/ZN/ZO: Writing Seminar : Rhetoric and Literacy for Life Prof. Sara Littlejohn WRI 111 ZM: TR 2:00-3:15 (CRN 65490) WRI 111 ZN: TR 3:30-4:45 (CRN 65491) WRI 111 ZO: TR 5:00-6:15 (CRN 65492) In a globally connected world, what does it mean to be literate today? We can see that power and knowledge flow through media in digital networks, and in order to gain access to that power, we must understand the history, structure, and language of rhetoric and literacy.

In this course we will take literacy beyond traditional print-based forms to include multiple ways of knowing, such as visual, spatial, aural, gestural, and multimodal forms. As you already know and experience, “texts” are rarely limited to print only; they are more often images, video, sounds, and shapes or some combination of these forms, expressed in digital contexts. This course immerses you in both the theory and practice of multiple literacies and considers how technology and the internet has made (and continues to make) this environment even more complex.

As a framework for writing, we will develop a working knowledge of foundational rhetorical terms and theory while examining the broader concepts of literacy. We will focus on various forms of writing, including the traditional essay as well as other genres. Your assignments will include readings, draft work, peer review, analysis, critical reflection, and revision.

 WRI 111 ZP: Writing Seminar: Handle With Care: Writing About Health and Healing Prof. Aimee Mepham TR 3:30-4:45 (CRN 65501) Have you ever been sick? I bet you have – it’s a human experience that unites us all. While mostof us would like to avoid illness and preserve our health for as long as possible, each of us will have to give or receive health-related care at different points in our lives. Dr. Rita Charon, a leader in the field of narrative medicine, writes that “the care of the sick unfolds in stories,” and if we take such an idea seriously, that interaction will require some facility with language,specifically the ability to craft the narrative of our illness. We can also hope and expect that the healthcare professionals receiving our stories are attuned to the nuances of our communication as they manage our care.

In this course, we will examine the different rhetorical and narrative strategies employed through various kinds of writing related to health and healing. We will analyze a variety of texts, from illness narratives to medical charts, caregiver memoirs to pharmaceutical ads. As we do, we will examine questions of audience, voice, access to and evaluation of information, argument, and rhetorical situations, and we will develop our own writing in multiple genres as we consider our own relationships to health care.

Readings may include excerpts from The Empathy Exams by Leslie Jamison, Black Man in a White Coat by Damon Tweedy, MD, and What Patients Say, What Doctors Hear by Danielle Ofri, MD.

Upper-Level Courses

WRI 210 B: Exploring Academic Genres: Navigating Genres and Discourse Communities Prof. Keri Epps WRI 210 B: MWF 11:00-11:50 (CRN 61601) We often approach “academic writing” as if it is constructed from a set of predetermined—and perhaps inexplicable—rules. This course aims to demystify some of these “rules” and ways academic writing comes to be. To do so, we will use rhetorical genre studies as a primary lens and examine sample texts from across genres and disciplines to learn how academic writing represents the needs and values of the discourse communities that use it.  

We will consider questions such as the following: what counts as evidence in this disciplinary genre? How do writers position themselves toward their research and toward their readers? What does the writing reveal about how disciplinary writers value knowledge creation and dissemination in their fields? Throughout the semester, you will analyze patterns and conventions of academic writing and practice using some of the rhetorical strategies you discover to develop your own writing for discourse communities that you care about most.

WRI 212: Literary Nonfiction: The Art of the Essay Prof. Carter Smith WF 2:00-3:15 (CRN 61191) Though you might not know from the way you’ve been asked to use it in the past, an essay, in its root sense, is an attempt. A trial. It is a genre especially well suited to posing questions, testing ideas, and working things out. In this course, we will approach the essay from this perspective, reading a variety of examples in order to ask questions like: what happens when a reader thoughtfully engages with a writer’s attempt? What does a writer gain from making one? What kind of knowledge does an attempt produce? As you will see from the essays that we read, the focus here is not critical writing and research. It is, rather, the essay as an exploration of your experience, as an art commensurate with other forms of making.

WRI 306: Special Topics in Rhetoric and Writing: Rhetorics of the Image: A Decolonial Exploration of Media and Mediations Prof. Moisés García Rentería TR 3:30-4:45 (CRN 64949) As we enter a new media consumption and circulation era, we find ourselves increasingly engaged in conversations regarding connections between cultural production and issues of race, gender, identity, and power. It is becoming more evident that media environments shaped by what we consume, share, and create are by no means neutral or unmediated. Rather, visual entertainment affords us the possibility to name the world and form the webs of meaning that mediate our social interactions. In this course, we will explore the academic and ethical implications of this emergent understanding of visual culture to discover a way to participate in it with critical and transformative reflection.

We will study and practice a rhetorical ethnographic methodology to guide us through the argument distributed across dominant media narratives and the literacies of colonial/racial subjects. Using this approach, you will examine on your terms the media that shape your identity and cultural environment, from the streaming shows you enjoy to social media, or any other aspect of our everyday life constructed visually, like how we dress or the spaces we inhabit. By the end of the course, you will be able to use an academically informed framework to cast a look into the visual sensibilities behind cultural scripts written inside/at the margins of contemporary racial and gendered power relations. WRI 306 counts as an elective for the English Major.

WRI 340 A: Practice in Rhetoric and Composition: 21st Century Writer: Digital Rhetoric and Multimodal Composition Prof. Kendra Andrews TR 12:30-1:45 (CRN 63063) For millennia, writing has been primarily associated with the interpretation and production of alphabetic text, a.k.a words printed on the page. However, with the advancements and increased access to computer technologies as well as the proliferation of digital media and online networks, what “writing” means for contemporary communication has shifted. A 21st century writer forges meaning not only from words on the printed page, but also combines those words with images, colors, sounds, videos, and digital design principles to produce rhetorically complex, multimodal texts.

In this class, we will explore what it means to be a 21st century writer who moves from the page to the screen in both theory and practice. We will develop our understanding of digital rhetoric and multimodal composition as more than critiquing writing used in digital spaces or producing simple texts to be seen online; they include an in-depth exploration of the theoretical and ideological issues involved with the shift from writing in text-only modes to writing with(in) new media. We will apply this expanded understanding of digital rhetoric and multimodal composition through projects involving various digital tools and methods of critical making. Although previous computing knowledge or technical skill are not required to take this course, you must be willing to engage in topics related to writing in the 21st century, such as multimodal rhetorics, remix culture, artificial intelligence, participatory culture and social networks, digital storytelling, data visualization, or accessibility issues. We will apply these topics and theoretical approaches through active participation, experimentation, and production of course projects such as developing audio-visual projects, creating data and network visualizations, conducting digital inquiry research, and creating personal websites. By the end of this course, you should be able to more easily recognize the rhetoricity of digital environments and demonstrate flexibility when writing in 21st century contexts. WRI 340 counts as an elective in the English major.

WRI 341: Writing Center Pedagogy Prof. Ryan Shirey WF 11:00-12:15 (CRN 62121) Introduction to composition pedagogy and writing center theory and practices, with special emphases on one-to-one and small group peer tutoring techniques. The course includes classroom-based work – reading, writing, responding, discussing, and exploring instruction and consultation processes – and field experiences. Students spend a total of 20 hours observing in writing classrooms, the WFU Writing Center and/or community sites, and tutoring. Students reflect on these experiences to prepare a final researched writing project. Required for those interested in working in the Writing Center as peer tutors. WRI 341 counts as an elective in the English major.

WRI 344/JOU 340: Magazine Writing Prof. Barry Yeoman M 2:00-4:30 (CRN 61815) Learn and practice the skills needed to produce magazine stories for publication. Focusing on a single topic of their own choosing, students learn advanced principles of interviewing, document research, story structure, character development, and explanatory journalism as they read and analyze some of the best longform stories written over the past thirty years. WRI 344 counts as an elective in the English major and Journalism minor.

ENG 390 A / LIN 390: The Structure of English Prof. Jonathan Smart TR 9:30-10:45 (CRN 64063/63009) English and Writing Elective This course offers an introduction to the principles and techniques of modern linguistics through an examination of American English. You will become familiar with how contemporary English varies across different dialects and contexts of use, as well as between spoken and written English. We will discuss language norms, dialects, and cultural values. We will also investigate problem areas in basic grammar, including parts of speech and sentence structures. Additionally, you will learn about methods for analyzing language data to see firsthand how English varies according to the context of use. ENG 390 counts as an upper-level writing course in the Writing Minor.