what essays to write about

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

Hear an admissions expert discuss the appropriate level of depth necessary in your college essay.

Student Stories

Student Story: Admissions essay about a formative experience

Get the perspective of a current college student on how he approached the admissions essay.

Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

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How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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How to Write the Perfect Essay

06 Feb, 2024 | Blog Articles , English Language Articles , Get the Edge , Humanities Articles , Writing Articles

You can keep adding to this plan, crossing bits out and linking the different bubbles when you spot connections between them. Even though you won’t have time to make a detailed plan under exam conditions, it can be helpful to draft a brief one, including a few key words, so that you don’t panic and go off topic when writing your essay.

If you don’t like the mind map format, there are plenty of others to choose from: you could make a table, a flowchart, or simply a list of bullet points.

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Thanks for signing up, step 2: have a clear structure.

Think about this while you’re planning: your essay is like an argument or a speech. It needs to have a logical structure, with all your points coming together to answer the question.

Start with the basics! It’s best to choose a few major points which will become your main paragraphs. Three main paragraphs is a good number for an exam essay, since you’ll be under time pressure. 

If you agree with the question overall, it can be helpful to organise your points in the following pattern:

• YES (agreement with the question)
• AND (another YES point)
• BUT (disagreement or complication)

If you disagree with the question overall, try:

• AND (another BUT point)

For example, you could structure the Of Mice and Men sample question, “To what extent is Curley’s wife portrayed as a victim in Of Mice and Men ?”, as follows:

• YES (descriptions of her appearance)
• AND (other people’s attitudes towards her)
• BUT (her position as the only woman on the ranch gives her power as she uses her femininity to her advantage)

If you wanted to write a longer essay, you could include additional paragraphs under the YES/AND categories, perhaps discussing the ways in which Curley’s wife reveals her vulnerability and insecurities, and shares her dreams with the other characters. Alternatively, you could also lengthen your essay by including another BUT paragraph about her cruel and manipulative streak.

Of course, this is not necessarily the only right way to answer this essay question – as long as you back up your points with evidence from the text, you can take any standpoint that makes sense.

Step 3: Back up your points with well-analysed quotations

You wouldn’t write a scientific report without including evidence to support your findings, so why should it be any different with an essay? Even though you aren’t strictly required to substantiate every single point you make with a quotation, there’s no harm in trying.

A close reading of your quotations can enrich your appreciation of the question and will be sure to impress examiners. When selecting the best quotations to use in your essay, keep an eye out for specific literary techniques. For example, you could highlight Curley’s wife’s use of a rhetorical question when she says, a”n’ what am I doin’? Standin’ here talking to a bunch of bindle stiffs.” This might look like:

The rhetorical question “an’ what am I doin’?” signifies that Curley’s wife is very insecure; she seems to be questioning her own life choices. Moreover, she does not expect anyone to respond to her question, highlighting her loneliness and isolation on the ranch.

Other literary techniques to look out for include:

• Tricolon – a group of three words or phrases placed close together for emphasis
• Tautology – using different words that mean the same thing: e.g. “frightening” and “terrifying”
• Parallelism – ABAB structure, often signifying movement from one concept to another
• Chiasmus – ABBA structure, drawing attention to a phrase
• Polysyndeton – many conjunctions in a sentence
• Asyndeton – lack of conjunctions, which can speed up the pace of a sentence
• Polyptoton – using the same word in different forms for emphasis: e.g. “done” and “doing”
• Alliteration – repetition of the same sound, including assonance (similar vowel sounds), plosive alliteration (“b”, “d” and “p” sounds) and sibilance (“s” sounds)
• Anaphora – repetition of words, often used to emphasise a particular point

Don’t worry if you can’t locate all of these literary devices in the work you’re analysing. You can also discuss more obvious techniques, like metaphor, simile and onomatopoeia. It’s not a problem if you can’t remember all the long names; it’s far more important to be able to confidently explain the effects of each technique and highlight its relevance to the question.

Step 4: Be creative and original throughout

Anyone can write an essay using the tips above, but the thing that really makes it “perfect” is your own unique take on the topic. If you’ve noticed something intriguing or unusual in your reading, point it out – if you find it interesting, chances are the examiner will too!

Creative writing and essay writing are more closely linked than you might imagine. Keep the idea that you’re writing a speech or argument in mind, and you’re guaranteed to grab your reader’s attention.

It’s important to set out your line of argument in your introduction, introducing your main points and the general direction your essay will take, but don’t forget to keep something back for the conclusion, too. Yes, you need to summarise your main points, but if you’re just repeating the things you said in your introduction, the body of the essay is rendered pointless.

Think of your conclusion as the climax of your speech, the bit everything else has been leading up to, rather than the boring plenary at the end of the interesting stuff.

To return to Of Mice and Men once more, here’s an example of the ideal difference between an introduction and a conclusion:

Introduction

In John Steinbeck’s Of Mice and Men , Curley’s wife is portrayed as an ambiguous character. She could be viewed either as a cruel, seductive temptress or a lonely woman who is a victim of her society’s attitudes. Though she does seem to wield a form of sexual power, it is clear that Curley’s wife is largely a victim. This interpretation is supported by Steinbeck’s description of her appearance, other people’s attitudes, her dreams, and her evident loneliness and insecurity.

Overall, it is clear that Curley’s wife is a victim and is portrayed as such throughout the novel in the descriptions of her appearance, her dreams, other people’s judgemental attitudes, and her loneliness and insecurities. However, a character who was a victim and nothing else would be one-dimensional and Curley’s wife is not. Although she suffers in many ways, she is shown to assert herself through the manipulation of her femininity – a small rebellion against the victimisation she experiences.

Both refer back consistently to the question and summarise the essay’s main points. However, the conclusion adds something new which has been established in the main body of the essay and complicates the simple summary which is found in the introduction.

Hannah is an undergraduate English student at Somerville College, University of Oxford, and has a particular interest in postcolonial literature and the Gothic. She thinks literature is a crucial way of developing empathy and learning about the wider world. When she isn’t writing about 17th-century court masques, she enjoys acting, travelling and creative writing. 

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Would Limitlessness Make Us Better Writers?

AI embodies hypotheticals I can only imagine for myself. But I believe human impediments are what lead us to create meaningful art.

Updated at 11:45 a.m. ET on April 25, 2024.

The scrolls lay inside glass cases. On one, the writing was jagged; on others, swirling or steady. I was at the National Palace Museum in Taiwan, admiring centuries-old Chinese calligraphy that, the wall text told me, was meant to contain the life force— qi— of the calligrapher expressed through each brushstroke. Though I couldn’t read the language, I was moved to see the work of writers who lived hundreds of years ago, whose marks still seemed to say something about the creators long after they’d passed.

I’m using my fingers to type this now, but every letter is perfectly legible and well spaced. Today, the human body behind the written word is less apparent. When I’m composing an email, Gmail makes suggestions I can deploy in one click: “Awesome!” “Sounds great!” “Yes, I can do that.” Artificial intelligence can produce instantaneous sentences. That a person is responsible for text is no longer a given.

Last year, Alex Reisner reported in The Atlantic that more than 191,000 books had been absorbed into a data set called Books3, which was then used to train generative-AI large language models that may someday threaten to take the place of human writers. Among the books in question was my debut novel, Goodbye, Vitamin , which took me five years to complete. My new novel, Real Americans , took even longer: I began working on it in December 2016, and it’s being released at the end of April, seven years and four months later. Those numbers don’t even account for the years of reading, practice, and education (both formal and self-directed) that preceded the writing itself. Now ChatGPT and other LLMs, trained on a wide store of human-generated literature, stand on the cusp of writing novels in no time at all.

Read: What ChatGPT can’t teach my writing students

This seems, initially, discouraging. Here is an entity that can seemingly do what I do, but faster. At present, it “hallucinates” and gets basic facts wrong, but it may soon be able to generate text that can seamlessly imitate people. Unlike me, it won’t need sleep, or bathroom breaks, or patience, or life experience; it won’t get the flu. In fact, AI embodies hypotheticals I can just imagine for myself: If only I could write all day and night. If only I were smarter and more talented. If only I had endless knowledge. If only I could read whole libraries. What could I create if I had no needs? What might this development mean for writing?

Considering limitlessness has led me to believe that the impediments of human writers are what lead us to create meaningful art. And they are various: limits of our body, limits of our perspectives, limits of our skills. But the constraints of an artist’s process are, in the language of software, a feature, not a bug.

Writing is “a blood-and-guts business,” as the musician Nick Cave has said , literally as well as figuratively. As I type with my hands, my lungs oxygenate the blood that my heart pumps; my brain sends and receives signals. Each of these functions results in the words on this page. In the Middle Ages, monks in the scriptoria wrote: “Two fingers hold the pen, but the whole body toils.” Typing this now, my upper back hurts. I am governed by pesky physical needs: I have to drink water and eat; my mind can’t focus indefinitely. My hands are too cold, and because I haven’t moved it, one foot is going numb. On other occasions, illnesses or injuries have affected my ability to write.

The sensitivities of our fragile human bodies require that our labor takes time. Nothing is more discouraging when I am trying to complete a draft. But this exchange—my finite hours for this creative endeavor—imports meaning: It benefits the work, and makes it richer. Over weeks, months, and years, characters emerge and plots take surprising turns. A thought can be considered day after day and deepened.

While revising my forthcoming book, one of my thighs erupted into a mysterious rash. Sparing gruesome details, let’s just say it disturbed and distracted me. But it also led me to a realization: I’d been approaching the creation of my novel as though it could be perfectible. In reducing my entire self to my cognition alone, akin to a computer, I’d forgotten the truth that I am inseparable from my imperfect body, with its afflictions and ailments. My books emerge from this body.

In his book How to Write One Song , the musician Jeff Tweedy writes: “I aspire to make trees instead of tables.” He was talking about songs, but the concept was revelatory to me as a novelist. Unlike a table, the point of a novel isn’t to be useful or stable or uniform. Instead, it is as singular and particular as its creator, shaped by numerous forces and conditions. In spite of its limits and because of them, a tree is an exuberant organic expression. Though costumed in typeset words, a novel is an exuberant organic expression too.

Read: My books were used to train meta’s generative AI. Good.

AI is creating tables out of our trees. Its infinite iterations are pure veneer: bloodless and gutless, serviceable furniture made of the deforested expanse of human experience. A large language model doesn’t require experience, because it has consumed ours. It appears limitless in its perspective because it writes from an extensive data set of our own. Though writing comes out of these experiences and perspectives, it does not follow that unlimited quantities of each beget maximally substantial work. I believe that the opposite is true.

Compared with AI, we might seem like pitiful creatures. Our lives will end; our memory is faulty; we can’t absorb 191,000 books; our frames of reference are circumscribed. One day, I will die. I foreclose on certain opportunities by pursuing others. Typing this now means I cannot fold my laundry or have lunch with a friend. Yet I believe writing is worth doing, and this sacrifice of time makes it consequential. When we write, we are picking and choosing—consciously or otherwise—what is most substantial to us. Behind human writing is a human being calling for attention and saying, Here is what is important to me . I’m able to move through only my one life, from my narrow point of view; this outlook creates and yet constrains my work. Good writing is born of mortality: the limits of our body and perspectives—the limits of our very lives.

I can imagine a future in which ChatGPT works more convincingly than it does now. Would I exchange the hours that I spent working on each of my two books for finished documents spat out by ChatGPT? That would have saved me years of attempts and failures. But all of that frustration, difficult as it was in the moment, changed me. It wasn’t a job I clocked in and out of, contained within a tidy sum of hours. I carried the story with me while I showered, drove—even dreamed. My mind was changed by the writing, and the writing changed by my mind.

Read: Prepare for the textpocalypse

Working on a novel, I strain against my limits as a bounded, single body by imagining characters outside of myself. I test the limits of my skill when I wonder, Can I pull this off? And though it feels grandiose to say, writing is an attempt to use my short supply of hours to create a work that outlasts me. These exertions in the face of my constraints strike me as moving, and worthy, and beautiful.

Writing itself is a technology, and it will shift with the introduction of new tools, as it always has. I’m not worried that AI novelists will replace human novelists. But I am afraid that we’ll lose sight of what makes human writing worthwhile: its efforts, its inquiries, its bids for connection—all bounded and shaped by its imperfections—and its attempts to say, This is what it’s like for me. Is it like this for you? If we forget what makes our human work valuable, we might forget what makes our human lives valuable too. Novels are one of the best means we have for really seeing one another, because behind each effort is a mortal person, expressing and transmuting their realities to the best of their ability. Reading and writing are vital means by which we bridge our separate consciousnesses. In understanding these limits, we can understand one another’s lives. At least, we can try.

Ohio State commencement speaker says he got help from psychedelics while writing speech

Ohio State's chosen commencement speaker for the class of 2024, entrepreneur Chris Pan, was high on ayahuasca while he wrote his speech, according to posts he made on social media.

"Got some help from AI (Ayahuasca Intelligence) this week to write my commencement speech for 60k grads and family members at Ohio State University next Sunday," he wrote in a LinkedIn post before graduation.

Ayahuasca is a psychedelic liquid made from heating or boiling multiple psychoactive plants from South America, according to the Alcohol and Drug Foundation of Australia.

Pan also said he tried using ChatGPT and artificial intelligence to write his speech, according to his LinkedIn post and an Instagram post.

Ohio State graduation death: Coroner identifies woman who died in fall from Ohio Stadium

In the weeks preceding graduation, Pan shared multiple drafts of his speech on Instagram. His earliest posted draft included a lengthy section about the Israel-Palestine conflict and a moment where he removed his shirt.

But on Sunday, Pan did not explicitly mention Gaza, Israel or Palestine (or remove his shirt). Rather, he remarked, how after holding multicultural events over the past few months, we must "end suffering on both sides."

Here's what we know: Ohio State graduation death

"What I learned is that there is so much pain and trauma in both communities. Pain causes hate and violence. Hurt people hurt people. Healed people help people," he said. "When we heal ourselves, we heal the world. World peace starts with inner peace."

Pan also led the crowd through two brief musical numbers  — "What's Going On?" by the 4 Non Blondes and "This Little Light of Mine" by Harry Dixon Loes — and espoused how he thinks Bitcoin is "a very misunderstood asset class," which was met by groans from audience members. (He promised everyone in attendance a free bracelet from his company, MyIntent, "as an apology for listening to me talk about Bitcoin.").

Pan graduated from OSU in 1999 and went on to receive an MBA from Harvard Business School. He worked at consulting firm McKinsey and Company, PepsiCo and Facebook before starting his own business, MyIntent.org, in 2014, according to his LinkedIn profile.

MyIntent sells jewelry with a custom word of the customer's choosing etched in it, according to the company's website.

Dispatch reporter Sheridan Hendrix contributed to this report.

[email protected]

@NathanRHart

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‘This is much more intimate’: Colm Tóibín on writing a sequel to Brooklyn, 15 years on

The Irish author on the follow-up to his bestselling novel, being blanked at the Oscars and the joys of giving up drinking

C olm Tóibín does not approve of sequels. “It would have been a disaster if Pride and Prejudice had a sequel. It would have been a disaster if Ulysses had a sequel. Imagine!” the Irish novelist exclaims from his study in Columbia University, New York, where he teaches. “It ends with Molly Bloom asleep, then you’d suddenly realise, ‘Oh, my God, it’s starting another day.’”

Yet fans of Tóibín’s novel Brooklyn will be delighted to know that after a gap of nearly 15 years he has overcome these misgivings to write a follow-up, Long Island. Set in the 1950s, Brooklyn takes the fairytale of New York – an Irish girl who emigrates to America – and turns it into a heartbreaking story of homesickness and regret (it is a Colm Tóibín novel, after all). Adapted by Nick Hornby in 2015 into an award-winning film starring Saoirse Ronan , it is the best known and loved of Tóibín’s 10 novels. It also has one of the most agonisingly ambiguous endings in contemporary fiction, tweaked for a happy conclusion in the film. “I’ve been with these characters for a long time,” he says. “It’s strange how they don’t leave you.”

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Long Island returns Eilis, now in her 40s, to Ireland in the 1970s and the possibility of rekindling the romance she left behind all those years ago. While most of the book takes place in Enniscorthy , the small town in County Wexford where Tóibín grew up and where half his novels are set, it opens in Long Island. It is here that Eilis has settled with her husband, Tony, and their two children, until a knock at the door changes everything.

Tóibín left Enniscorthy himself in 1975, he says. Following a stint in Spain, he has spent much of his life moving back and forth between Ireland and America, where he now lives permanently. The idea of home – and exile – can be found everywhere in his fiction. “Where did all the Irish go?” Tóibín asked a priest one day when he had been singing in a choir in a Catholic church on 86th Street and noticed that the plaques on the walls had Irish names. “Out to Long Island,” was the reply. “They all went out,” he says. “It was a big dream place for people.” And so Tóibín started taking the train out and exploring the area, following his characters. “I thought I’d be arrested because there was no one walking. I didn’t talk to anybody,” he says. “I wouldn’t write anything. Rule is ‘No notes!’ If you can’t remember it, it’s no use.”

This was in 2019, “just before the pandemic and after the cancer”, Tóibín calculates. “I had a window of a year, where I was sort of a free man.” A few months into starting work on his previous novel, The Magician , a fictionalised biography of Thomas Mann which won the Folio prize in 2022, he was diagnosed with prostate cancer. “There’s been no sign of it for five years,” he says now. “I didn’t learn anything from it,” he adds. “If you have to get cancer to learn that life is valuable, and life is fragile, then you really have something wrong with you.”

Cancer may not have taught him anything, but it made him stop drinking. “When the chemo was over, I never wanted to taste anything strange, or to have any equilibrium-changing liquid in me again, so I just didn’t,” he says. “And then when I didn’t, I didn’t more.” He loves being able to come home and read or carry on working. “I used to be the loudest and the most crazy. I could go on all night. I don’t do that any more. It’s just great. I’m sorry I didn’t think of it years before.”

Tóibín, who is 69 this month, has been reminding us of the fragility of life for more than three decades, in a career that has included being shortlisted for the Booker prize three times (Brooklyn made the longlist), and winning the International Dublin literary award for The Master , about his hero Henry James, in 2006. “This is the first novel I’ve written in which no one dies,” he announces cheerily of Long Island. His father, a teacher, died of a brain aneurysm when Tóibín was 12, the psychic wound from which nearly all his fiction stems. His most personal novel, Nora Webster , published in 2014, is an almost painfully austere portrait of his grieving mother (a published poet) in the years that followed.

Each of his novels is a reaction to its predecessor. After living with “the screeching” Mann family and a 20th-century European backdrop for The Magician, he longed to return once more to Enniscorthy for the new book. “It was a relief to be able to go back to those few streets, to go back to that weather, to go back to those sort of subdued colours in the landscape, and subdued responses to things,” he says. “This is much more intimate, it’s a smaller canvas. It’s chamber music. It’s a work with pencil.”

Tóibín is as mesmerising in person (even on screen) as he is on the page. He talks about the mechanics of fiction – his own and other writers’ – with an obsessive’s devotion, tracing invisible connections in the air with a pencil. You wouldn’t want to skip a Tóibín seminar. Where Brooklyn was influenced by Henry James’s Washington Square and The Portrait of a Lady (if ever there was a novel demanding a sequel), Long Island takes James’s famously difficult late novel The Golden Bowl as its template – but don’t let that put you off. “It is a maze of knowing, not knowing,” he says of the love triangle at its heart. “Even when they know, they don’t know they know.”

Tóibín is a master of silence and shadows; his subjects are abandonment, loss and denial – the things not said, the feelings not acted on. As the final line in Brooklyn puts it: “She closed her eyes and tried to imagine nothing more.” His novels are so quiet you can almost hear the chink of teacups on saucers and the breaking of hearts. In Long Island, he wanted to bring everything “down, down, down”, he says, until his voice is barely a whisper. He spent months reading and rereading the manuscript. “Any time I thought ‘that’s a good sentence’: out. Out!” he says, jabbing the pencil.

Then there is the enigma of Eilis. One of the small miracles of Brooklyn is that the reader, and the other characters, care so much about a heroine who is strangely blank, passive, cold even. “Everybody wants her. You must have met someone like her, someone who, no matter what she does or doesn’t do, people just want to be around her,” he explains. “She casts no light. She just moves in shadow and things happen to her.” When people ask how he writes such convincing female characters, he always credits growing up in a house full of women. His aunts would come over every day and chat in the front parlour with his mother and two older sisters. “All sorts of things were being discussed, except sometimes what really mattered,” he recalls. “I would be watching and listening and they would often put me out of the room and I’d try and get back in again.” It was here that he heard about a girl home from America who took off her wedding ring on the boat so no one would know she was going to go back for ever. The sadness of the story stayed with him for years.

The film was nominated for three Academy Awards. “They have a separate entrance for people like me. Honestly,” he hoots of Oscar night. “It’s very close to the red carpet entrance. It’s bad lino. It’s mouse colour. Nothing. It’s to get you quickly into the buildings. No one wants to photograph you. No one wants to interview you and everyone just wants you to go away.” He was sitting at the very back, and spent most of the evening getting drinks (before he’d given up the booze) from the Irish barman. By the time he got to the Vanity Fair party, it was a bit late: “Everyone goes to bed early in Hollywood.” A big fuss was being made over somebody, who turned out to be Lady Gaga. “How would I know that?” he asks. “Generally, I think it’s really important for novelists to go to those awards to realise you’re nobody and you’re nothing. And if you said to anyone, ‘I’m the guy that wrote that’, they would say ‘Are you famous? No, you’re not famous. You are some bald guy from Ireland?’”

He does make an unmistakable cameo appearance in the queue of Irish immigrants just ahead of Ronan’s Eilis, waiting to enter America. “It was great fun.” And he approves of the film’s changed ending. “The pact with the audience is that you can’t just leave things hanging. I have to say, it’s the part of the film that I liked best.”

When he’s invited to talk at Catholic universities in America, they are nervous to have a homosexual speaking, he jokes, “so they show the movie, which means it’s all kept clean”. He was particularly struck by the restrained performance of Domhnall Gleeson as the young Jim Farrell, who falls in love with Eilis that summer. “There are very few versions, anywhere in film or books, of a quiet Irishman, of someone stable, thoughtful, decent. Writers find them very difficult to handle. There’s no drama.” When he came to write the older Jim, bruised but not broken in midlife, he found Gleeson’s portrayal helpful.

Irish novelist Paul Lynch won the Booker prize last year, and three other Irish writers were on the longlist – not to mention the success of authors such as Sally Rooney and Colin Barrett, both from County Mayo, as Tóibín points out. Tóibín is the latest incumbent of the Irish fiction laureateship and admires the freshness of the generation of writers coming up behind him, who he thinks are doing something new. “There is always a problem about representing Ireland,” he says. “Drunken people, fights breaking out, priests denouncing people from the altar, the IRA coming into the bar,” he lists, cautioning against Irish cliches in fiction. “It didn’t happen. Don’t do it. It’s not true.”

Today Tóibín has sneaked past the police on campus due to the pro-Palestine student protests . He admires President Biden and fears that a Trump win in the election would be even more dangerous than before. “He’s both more unhinged and more controlled. He knows how you take the reins of government now, he isn’t on a learning curve,” Tóibín says. “And he’s much more racist than anyone thinks he is, his sense of white entitlement is really extreme. So in many areas he will move very fast, he will move very brutally, and he will have enormous control.” Everyone needs to do everything they can to stop Trump, he says of the growing “anti-Biden” sentiment among some American writers over the war in Gaza, “including holding their nose while voting for Joe Biden, if that’s what they need to do”.

When he is not teaching in New York, he lives with his partner, the editor and writer Hedi El Kholti, in LA. “Los Angeles is a very good city to work in, because you don’t tend to go anywhere. You can’t just flâneur down the road and have a coffee and sit around reading the paper. Because there’s no coffee shop. There’s nothing in walking distance.” He writes from early in the morning to late at night – even later these days. “After dinner, I’m the most sober man in Ireland.”

Would he ever come home? There’s no chance of his partner swapping sunny California for drizzly County Wexford any time soon, he says. “He’s not moving. So I’m staying.”

But he will be in the UK this month for the publication of Long Island, and will spend a few days in the stylish house he had built on the cliffs above Cush, outside Enniscorthy. The beach has featured in his work since his first novel, The South, in 1990. “It has become a sort of magical place.” It is here that Eilis and Jim meet for the first time since her return from Long Island (she’s just come out of the sea, and the scene shivers with two decades of pent-up longing). “It’s tiny but exactly as described as Eilis walks along to that point,” he says. He tries to write part of each novel there. “Once I can do something on that stretch, it becomes sort of magical,” he laughs. “I mean a subdued sort of magical.”

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Bill Holman, Whose Arrangements Shaped West Coast Jazz, Dies at 96

His economical, linear writing helped define the sound of Stan Kenton’s band. He also led his own 16-piece ensemble for many decades.

By Clay Risen

Bill Holman, an arranger and composer whose work with Stan Kenton, Gerry Mulligan and other jazz greats established him as a transformative figure in the cool jazz sound associated with 1950s California, died on Monday at his home in the Hollywood Hills section of Los Angeles. He was 96.

Kathryn King, his stepdaughter, announced the death.

Mr. Holman’s longtime collaboration with Mr. Kenton, first as a saxophonist in his band and later as an arranger, provided the foundation of his reputation, but he also went on to arrange for Maynard Ferguson, Count Basie, Peggy Lee, Tony Bennett, Michael Bublé and many others, and to lead his own 16-piece ensemble.

He won three Grammy Awards — for his arrangements of “Take the A Train” (1988) for Doc Severinsen’s band and “Straight, No Chaser” (1998) for his own, and for his original composition “A View From the Side” (1996) — and contributed compositions and arrangements to seven other Grammy-winning records, including Natalie Cole’s “Unforgettable” (1991). He received a total of 16 Grammy nominations.

Mr. Holman was known for his economical, linear arrangements, which used elegant counterpoint and dissonance to enliven both old standards and his own works. Reared on the big bands of the 1930s and ’40s, he helped Mr. Kenton and others from that era make the transition to a more energetic sound in the postwar years.

He was already an innovative arranger when he was in his 20s, creating new avenues that jazz would pursue over the following decades. And yet, while he was often imitated, his unique style remained easily recognizable, even on pieces that he ghostwrote for other arrangers.

“When people refer to him as a genius, that’s not hyperbole,” Ken Poston, the founder and director of the Los Angeles Jazz Institute, said in a phone interview. “That’s how many of us feel.”

He also injected a good bit of classical influence. Bela Bartok was a frequent inspiration, as was Arnold Schoenberg, in particular his avant-garde 12-tone system.

It was with a Schoenberg-inspired piece that Mr. Holman, then just out of music school, caught the attention of Mr. Kenton, a constant experimenter who was looking for a new direction as the jazz world was moving away from conventional big-band sounds.

Mr. Kenton hired him as a tenor saxophonist and asked him to write arrangements on the side. Although he eventually fired him as a musician following what Mr. Holman called a “lusty discussion” of the band’s direction, Mr. Kenton kept him as lead arranger, and for much of the 1950s he was turning out as many as two pieces a week.

He arranged six of the seven tracks on the 1955 album “Contemporary Concepts,” widely considered to be among Mr. Kenton’s best. He wrote and arranged “Invention for Guitar and Trumpet,” a track on the 1953 album “New Concepts of Artistry in Rhythm,” which became one of the best-known pieces in the Kenton repertoire and was heard in the 1955 movie “Blackboard Jungle.”

Although Mr. Holman’s arrangements were thoughtful and methodical, his sound was far from sanitized or academic. And he took a laid-back, almost haphazard approach to his writing, which would often begin with tinkling aimlessly on a piano.

“If I hear something that I like, I’ll make note of it and fiddle around with it for a while to see what I can develop,” he said in a 2008 interview with the website JazzWax . “Or sometimes I’ll just start writing foolishness, and somehow the connection between my hand and my head kicks in, and I start thinking of things.”

Willis Leonard Holman was born on May 21, 1927, in Olive, Calif., a town in Orange County, and grew up in nearby Santa Ana. His father, Leonard, was an accountant, and his mother, Ida May (Beard) Holman, managed the home.

He did not come from a musical family, but he fell in love with the big-band sounds he heard on the radio. He played clarinet in junior high, then switched to saxophone in high school.

To please his parents, he pursued a career in mechanical engineering — first while in the Navy, at the University of Colorado, and then for a year at the University of California, Los Angeles. But engineering didn’t move him, and a few years after leaving school he enrolled at the Westlake College of Music in Los Angeles, where he learned the fundamentals of arranging and composition. He played saxophone with a number of bands around the city and was with the Charlie Barnet orchestra when he first caught Mr. Kenton’s attention.

Mr. Holman was married three times, to Jocelyn Hansen, the singer Jeri Southern and Gaye Holly Day; all three marriages ended in divorce. Along with his stepdaughter, from his second marriage, he is survived by two sons from his first marriage, Jeff and Roger; six grandchildren; and three great-grandchildren.

Mr. Holman formed his own band in 1975. It toured regularly and practiced every week until 2020, when the pandemic brought travel and in-person gatherings to a halt.

In 2010 the National Endowment for the Arts named Mr. Holman a Jazz Master, considered the highest honor in the field.

More than anything, Mr. Poston said, it was his band that kept him fresh, giving him a laboratory to try out new arrangements and ideas.

“Most writers don’t have a band like that at your fingertips,” he added. “It was a constant living and breathing institution.”

Clay Risen is a Times reporter on the Obituaries desk. More about Clay Risen

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

Is this some kind of joke? A school facing shortages starts teaching standup comedy

In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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Feeling artsy here's how making art helps your brain.

"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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College Essays

If you grow up to be a professional writer, everything you write will first go through an editor before being published. This is because the process of writing is really a process of re-writing —of rethinking and reexamining your work, usually with the help of someone else. So what does this mean for your student writing? And in particular, what does it mean for very important, but nonprofessional writing like your college essay? Should you ask your parents to look at your essay? Pay for an essay service?

If you are wondering what kind of help you can, and should, get with your personal statement, you've come to the right place! In this article, I'll talk about what kind of writing help is useful, ethical, and even expected for your college admission essay . I'll also point out who would make a good editor, what the differences between editing and proofreading are, what to expect from a good editor, and how to spot and stay away from a bad one.

Table of Contents

What Kind of Help for Your Essay Can You Get?

What's Good Editing?

What should an editor do for you, what kind of editing should you avoid, proofreading, what's good proofreading, what kind of proofreading should you avoid.

What Do Colleges Think Of You Getting Help With Your Essay?

Who Can/Should Help You?

Advice for editors.

Should You Pay Money For Essay Editing?

The Bottom Line

What's next, what kind of help with your essay can you get.

Rather than talking in general terms about "help," let's first clarify the two different ways that someone else can improve your writing . There is editing, which is the more intensive kind of assistance that you can use throughout the whole process. And then there's proofreading, which is the last step of really polishing your final product.

Let me go into some more detail about editing and proofreading, and then explain how good editors and proofreaders can help you."

Editing is helping the author (in this case, you) go from a rough draft to a finished work . Editing is the process of asking questions about what you're saying, how you're saying it, and how you're organizing your ideas. But not all editing is good editing . In fact, it's very easy for an editor to cross the line from supportive to overbearing and over-involved.

Ability to clarify assignments. A good editor is usually a good writer, and certainly has to be a good reader. For example, in this case, a good editor should make sure you understand the actual essay prompt you're supposed to be answering.

Open-endedness. Good editing is all about asking questions about your ideas and work, but without providing answers. It's about letting you stick to your story and message, and doesn't alter your point of view.

Think of an editor as a great travel guide. It can show you the many different places your trip could take you. It should explain any parts of the trip that could derail your trip or confuse the traveler. But it never dictates your path, never forces you to go somewhere you don't want to go, and never ignores your interests so that the trip no longer seems like it's your own. So what should good editors do?

Help Brainstorm Topics

Sometimes it's easier to bounce thoughts off of someone else. This doesn't mean that your editor gets to come up with ideas, but they can certainly respond to the various topic options you've come up with. This way, you're less likely to write about the most boring of your ideas, or to write about something that isn't actually important to you.

If you're wondering how to come up with options for your editor to consider, check out our guide to brainstorming topics for your college essay .

Help Revise Your Drafts

Here, your editor can't upset the delicate balance of not intervening too much or too little. It's tricky, but a great way to think about it is to remember: editing is about asking questions, not giving answers .

Revision questions should point out:

• Places where more detail or more description would help the reader connect with your essay
• Places where structure and logic don't flow, losing the reader's attention
• Places where there aren't transitions between paragraphs, confusing the reader
• Moments where your narrative or the arguments you're making are unclear

But pointing to potential problems is not the same as actually rewriting—editors let authors fix the problems themselves.

Bad editing is usually very heavy-handed editing. Instead of helping you find your best voice and ideas, a bad editor changes your writing into their own vision.

You may be dealing with a bad editor if they:

• Add material (examples, descriptions) that doesn't come from you
• Use a thesaurus to make your college essay sound "more mature"
• Add meaning or insight to the essay that doesn't come from you
• Tell you what to say and how to say it
• Write sentences, phrases, and paragraphs for you
• Change your voice in the essay so it no longer sounds like it was written by a teenager

Colleges can tell the difference between a 17-year-old's writing and a 50-year-old's writing. Not only that, they have access to your SAT or ACT Writing section, so they can compare your essay to something else you wrote. Writing that's a little more polished is great and expected. But a totally different voice and style will raise questions.

Where's the Line Between Helpful Editing and Unethical Over-Editing?

Sometimes it's hard to tell whether your college essay editor is doing the right thing. Here are some guidelines for staying on the ethical side of the line.

• An editor should say that the opening paragraph is kind of boring, and explain what exactly is making it drag. But it's overstepping for an editor to tell you exactly how to change it.
• An editor should point out where your prose is unclear or vague. But it's completely inappropriate for the editor to rewrite that section of your essay.
• An editor should let you know that a section is light on detail or description. But giving you similes and metaphors to beef up that description is a no-go.

Proofreading (also called copy-editing) is checking for errors in the last draft of a written work. It happens at the end of the process and is meant as the final polishing touch. Proofreading is meticulous and detail-oriented, focusing on small corrections. It sands off all the surface rough spots that could alienate the reader.

Because proofreading is usually concerned with making fixes on the word or sentence level, this is the only process where someone else can actually add to or take away things from your essay . This is because what they are adding or taking away tends to be one or two misplaced letters.

Laser focus. Proofreading is all about the tiny details, so the ability to really concentrate on finding small slip-ups is a must.

Excellent grammar and spelling skills. Proofreaders need to dot every "i" and cross every "t." Good proofreaders should correct spelling, punctuation, capitalization, and grammar. They should put foreign words in italics and surround quotations with quotation marks. They should check that you used the correct college's name, and that you adhered to any formatting requirements (name and date at the top of the page, uniform font and size, uniform spacing).

Limited interference. A proofreader needs to make sure that you followed any word limits. But if cuts need to be made to shorten the essay, that's your job and not the proofreader's.

A bad proofreader either tries to turn into an editor, or just lacks the skills and knowledge necessary to do the job.

Some signs that you're working with a bad proofreader are:

• If they suggest making major changes to the final draft of your essay. Proofreading happens when editing is already finished.
• If they aren't particularly good at spelling, or don't know grammar, or aren't detail-oriented enough to find someone else's small mistakes.
• If they start swapping out your words for fancier-sounding synonyms, or changing the voice and sound of your essay in other ways. A proofreader is there to check for errors, not to take the 17-year-old out of your writing.

What Do Colleges Think of Your Getting Help With Your Essay?

Admissions officers agree: light editing and proofreading are good—even required ! But they also want to make sure you're the one doing the work on your essay. They want essays with stories, voice, and themes that come from you. They want to see work that reflects your actual writing ability, and that focuses on what you find important.

On the Importance of Editing

Get feedback. Have a fresh pair of eyes give you some feedback. Don't allow someone else to rewrite your essay, but do take advantage of others' edits and opinions when they seem helpful. ( Bates College )

Read your essay aloud to someone. Reading the essay out loud offers a chance to hear how your essay sounds outside your head. This exercise reveals flaws in the essay's flow, highlights grammatical errors and helps you ensure that you are communicating the exact message you intended. ( Dickinson College )

On the Value of Proofreading

Share your essays with at least one or two people who know you well—such as a parent, teacher, counselor, or friend—and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit. ( Yale University )

Proofread and then ask someone else to proofread for you. Although we want substance, we also want to be able to see that you can write a paper for our professors and avoid careless mistakes that would drive them crazy. ( Oberlin College )

On Watching Out for Too Much Outside Influence

Limit the number of people who review your essay. Too much input usually means your voice is lost in the writing style. ( Carleton College )

Ask for input (but not too much). Your parents, friends, guidance counselors, coaches, and teachers are great people to bounce ideas off of for your essay. They know how unique and spectacular you are, and they can help you decide how to articulate it. Keep in mind, however, that a 45-year-old lawyer writes quite differently from an 18-year-old student, so if your dad ends up writing the bulk of your essay, we're probably going to notice. ( Vanderbilt University )

Now let's talk about some potential people to approach for your college essay editing and proofreading needs. It's best to start close to home and slowly expand outward. Not only are your family and friends more invested in your success than strangers, but they also have a better handle on your interests and personality. This knowledge is key for judging whether your essay is expressing your true self.

Parents or Close Relatives

Your family may be full of potentially excellent editors! Parents are deeply committed to your well-being, and family members know you and your life well enough to offer details or incidents that can be included in your essay. On the other hand, the rewriting process necessarily involves criticism, which is sometimes hard to hear from someone very close to you.

A parent or close family member is a great choice for an editor if you can answer "yes" to the following questions. Is your parent or close relative a good writer or reader? Do you have a relationship where editing your essay won't create conflict? Are you able to constructively listen to criticism and suggestion from the parent?

One suggestion for defusing face-to-face discussions is to try working on the essay over email. Send your parent a draft, have them write you back some comments, and then you can pick which of their suggestions you want to use and which to discard.

Teachers or Tutors

A humanities teacher that you have a good relationship with is a great choice. I am purposefully saying humanities, and not just English, because teachers of Philosophy, History, Anthropology, and any other classes where you do a lot of writing, are all used to reviewing student work.

Moreover, any teacher or tutor that has been working with you for some time, knows you very well and can vet the essay to make sure it "sounds like you."

If your teacher or tutor has some experience with what college essays are supposed to be like, ask them to be your editor. If not, then ask whether they have time to proofread your final draft.

Guidance or College Counselor at Your School

The best thing about asking your counselor to edit your work is that this is their job. This means that they have a very good sense of what colleges are looking for in an application essay.

At the same time, school counselors tend to have relationships with admissions officers in many colleges, which again gives them insight into what works and which college is focused on what aspect of the application.

Unfortunately, in many schools the guidance counselor tends to be way overextended. If your ratio is 300 students to 1 college counselor, you're unlikely to get that person's undivided attention and focus. It is still useful to ask them for general advice about your potential topics, but don't expect them to be able to stay with your essay from first draft to final version.

Friends, Siblings, or Classmates

Although they most likely don't have much experience with what colleges are hoping to see, your peers are excellent sources for checking that your essay is you .

Friends and siblings are perfect for the read-aloud edit. Read your essay to them so they can listen for words and phrases that are stilted, pompous, or phrases that just don't sound like you.

You can even trade essays and give helpful advice on each other's work.

If your editor hasn't worked with college admissions essays very much, no worries! Any astute and attentive reader can still greatly help with your process. But, as in all things, beginners do better with some preparation.

First, your editor should read our advice about how to write a college essay introduction , how to spot and fix a bad college essay , and get a sense of what other students have written by going through some admissions essays that worked .

Then, as they read your essay, they can work through the following series of questions that will help them to guide you.

Introduction Questions

• Is the first sentence a killer opening line? Why or why not?
• Does the introduction hook the reader? Does it have a colorful, detailed, and interesting narrative? Or does it propose a compelling or surprising idea?
• Can you feel the author's voice in the introduction, or is the tone dry, dull, or overly formal? Show the places where the voice comes through.

Essay Body Questions

• Does the essay have a through-line? Is it built around a central argument, thought, idea, or focus? Can you put this idea into your own words?
• How is the essay organized? By logical progression? Chronologically? Do you feel order when you read it, or are there moments where you are confused or lose the thread of the essay?
• Does the essay have both narratives about the author's life and explanations and insight into what these stories reveal about the author's character, personality, goals, or dreams? If not, which is missing?
• Does the essay flow? Are there smooth transitions/clever links between paragraphs? Between the narrative and moments of insight?

Reader Response Questions

• Does the writer's personality come through? Do we know what the speaker cares about? Do we get a sense of "who he or she is"?
• Where did you feel most connected to the essay? Which parts of the essay gave you a "you are there" sensation by invoking your senses? What moments could you picture in your head well?
• Where are the details and examples vague and not specific enough?
• Did you get an "a-ha!" feeling anywhere in the essay? Is there a moment of insight that connected all the dots for you? Is there a good reveal or "twist" anywhere in the essay?
• What are the strengths of this essay? What needs the most improvement?

Should You Pay Money for Essay Editing?

One alternative to asking someone you know to help you with your college essay is the paid editor route. There are two different ways to pay for essay help: a private essay coach or a less personal editing service , like the many proliferating on the internet.

My advice is to think of these options as a last resort rather than your go-to first choice. I'll first go through the reasons why. Then, if you do decide to go with a paid editor, I'll help you decide between a coach and a service.

When to Consider a Paid Editor

In general, I think hiring someone to work on your essay makes a lot of sense if none of the people I discussed above are a possibility for you.

If you can't ask your parents. For example, if your parents aren't good writers, or if English isn't their first language. Or if you think getting your parents to help is going create unnecessary extra conflict in your relationship with them (applying to college is stressful as it is!)

If you can't ask your teacher or tutor. Maybe you don't have a trusted teacher or tutor that has time to look over your essay with focus. Or, for instance, your favorite humanities teacher has very limited experience with college essays and so won't know what admissions officers want to see.

If you can't ask your guidance counselor. This could be because your guidance counselor is way overwhelmed with other students.

If you can't share your essay with those who know you. It might be that your essay is on a very personal topic that you're unwilling to share with parents, teachers, or peers. Just make sure it doesn't fall into one of the bad-idea topics in our article on bad college essays .

If the cost isn't a consideration. Many of these services are quite expensive, and private coaches even more so. If you have finite resources, I'd say that hiring an SAT or ACT tutor (whether it's PrepScholar or someone else) is better way to spend your money . This is because there's no guarantee that a slightly better essay will sufficiently elevate the rest of your application, but a significantly higher SAT score will definitely raise your applicant profile much more.

Should You Hire an Essay Coach?

On the plus side, essay coaches have read dozens or even hundreds of college essays, so they have experience with the format. Also, because you'll be working closely with a specific person, it's more personal than sending your essay to a service, which will know even less about you.

But, on the minus side, you'll still be bouncing ideas off of someone who doesn't know that much about you . In general, if you can adequately get the help from someone you know, there is no advantage to paying someone to help you.

If you do decide to hire a coach, ask your school counselor, or older students that have used the service for recommendations. If you can't afford the coach's fees, ask whether they can work on a sliding scale —many do. And finally, beware those who guarantee admission to your school of choice—essay coaches don't have any special magic that can back up those promises.

Should You Send Your Essay to a Service?

On the plus side, essay editing services provide a similar product to essay coaches, and they cost significantly less . If you have some assurance that you'll be working with a good editor, the lack of face-to-face interaction won't prevent great results.

On the minus side, however, it can be difficult to gauge the quality of the service before working with them . If they are churning through many application essays without getting to know the students they are helping, you could end up with an over-edited essay that sounds just like everyone else's. In the worst case scenario, an unscrupulous service could send you back a plagiarized essay.

Getting recommendations from friends or a school counselor for reputable services is key to avoiding heavy-handed editing that writes essays for you or does too much to change your essay. Including a badly-edited essay like this in your application could cause problems if there are inconsistencies. For example, in interviews it might be clear you didn't write the essay, or the skill of the essay might not be reflected in your schoolwork and test scores.

Should You Buy an Essay Written by Someone Else?

Let me elaborate. There are super sketchy places on the internet where you can simply buy a pre-written essay. Don't do this!

For one thing, you'll be lying on an official, signed document. All college applications make you sign a statement saying something like this:

I certify that all information submitted in the admission process—including the application, the personal essay, any supplements, and any other supporting materials—is my own work, factually true, and honestly presented... I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree, should the information I have certified be false. (From the Common Application )

For another thing, if your academic record doesn't match the essay's quality, the admissions officer will start thinking your whole application is riddled with lies.

Admission officers have full access to your writing portion of the SAT or ACT so that they can compare work that was done in proctored conditions with that done at home. They can tell if these were written by different people. Not only that, but there are now a number of search engines that faculty and admission officers can use to see if an essay contains strings of words that have appeared in other essays—you have no guarantee that the essay you bought wasn't also bought by 50 other students.

• You should get college essay help with both editing and proofreading
• A good editor will ask questions about your idea, logic, and structure, and will point out places where clarity is needed
• A good editor will absolutely not answer these questions, give you their own ideas, or write the essay or parts of the essay for you
• A good proofreader will find typos and check your formatting
• All of them agree that getting light editing and proofreading is necessary
• Parents, teachers, guidance or college counselor, and peers or siblings
• If you can't ask any of those, you can pay for college essay help, but watch out for services or coaches who over-edit you work
• Don't buy a pre-written essay! Colleges can tell, and it'll make your whole application sound false.

Ready to start working on your essay? Check out our explanation of the point of the personal essay and the role it plays on your applications and then explore our step-by-step guide to writing a great college essay .

Using the Common Application for your college applications? We have an excellent guide to the Common App essay prompts and useful advice on how to pick the Common App prompt that's right for you . Wondering how other people tackled these prompts? Then work through our roundup of over 130 real college essay examples published by colleges .

Stressed about whether to take the SAT again before submitting your application? Let us help you decide how many times to take this test . If you choose to go for it, we have the ultimate guide to studying for the SAT to give you the ins and outs of the best ways to study.

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

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