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The Transition from High School to University Writing

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To meet the expectations of university writing, you will need to unlearn rules you may have learned in high school. Those rules may have helped you to plan and write your essays by providing a ready-made structure you could fit your ideas into. But continuing to rely on these rules will limit your freedom to develop more sophisticated arguments and a more mature style.

Here are some important differences between high school rules and university expectations:

Essay Structure

Thesis Statement

Introduction and Conclusion

Presentation

Here are the overall differences between the two institutions in philosophy and approach:

Home — Essay Samples — Education — College — High School Vs College: Compare and Contrast

High School Vs College: Compare and Contrast

• Categories: College High School

About this sample

Words: 785 |

Updated: 4 December, 2023

Words: 785 | Pages: 2 | 4 min read

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Hook Examples for “High School Vs College” Essay

• A Student’s Journey: As students transition from the familiar hallways of high school to the uncharted territory of college campuses, they embark on a transformative journey. Explore the differences that define this educational evolution.
• Two Worlds Collide: Imagine straddling the line between two worlds – the structured environment of high school and the newfound independence of college life. This essay unveils the unique challenges and opportunities that lie at this intersection.
• The Freshman Experience: Meet Sarah, a recent high school graduate taking her first steps into college life. Her story encapsulates the excitement and apprehension that every freshman faces when making the transition.
• Voices of Wisdom: From the perspective of educators, this essay shares insights from seasoned teachers and professors who have witnessed the evolution of their students. Discover what they have to say about the changes in students’ academic lives.
• A Tale of Two Curricula: What happens to the syllabus when you move from high school to college? Explore the differences in academic rigor, teaching methods, and expectations that define these two distinct stages of education.

Works Cited

• Chen, H., & Kuh, G. D. (2016). Student engagement and student learning: Testing the linkages. Research in Higher Education, 57(2), 153-181.
• Eccles, J. S., & Templeton, J. (2002). Extracurricular and other after-school activities for youth. Review of Research in Education, 26(1), 113-180.
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
• Raby, R. L., & Valeau, E. J. (2018). College as a turning point: Revisiting the myth. The Journal of Higher Education, 89(5), 661-687.
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press.
• Perna, L. W. (2006). Studying college access and choice: A proposed conceptual model. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 21, pp. 99-157). Springer.
• National Survey of Student Engagement. (n.d.). NSSE Annual Results. Retrieved from https://nsse.indiana.edu/annual-results/index.cfm
• Roksa, J., & Arum, R. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press.
• Umbach, P. D. (2007). How effective are they? Exploring the impact of contingent faculty on undergraduate education. The Review of Higher Education, 30(2), 91-123.
• Inkelas, K. K., Daver, Z. E., Vogt, K. E., & Leonard, J. B. (2007). Living–learning programs and first-generation college students’ academic and social transition to college. Research in Higher Education, 48(4), 403-434.

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The Differences Between High School and University

Of course university life is different from high school; but how, exactly a waterloo student walks you through what to expect..

Life in university is definitely different from life in high school, but many of these differences will help you grow and become more independent . Here are some key differences to consider so you can start to prepare yourself.

Way more freedom

University students experience more freedom compared to high school students. You will have the ability to decide whether to attend your lectures or not (of course, it's strongly recommended that you attend your lectures for the best learning experience!). If lectures are mandatory, the professor will give marks for participation .

With the amount of freedom you'll have, you can expect more responsibilities . You'll be in charge of your own work and there won't be teachers or parents reminding you to complete your assignments. It will be important to be mindful of managing your time and freedom so you can stay on top of your assignments.

Schedules are flexible

You are probably used to having a set school schedule in place for the term with back-to-back classes. That is not the case for university students — you might have free time between classes to hang out with friends or to catch up on some studying!

In university, you'll receive a syllabus for each course at the beginning of each term, which you can use to plan how you want to study for tests and complete assignments. This offers more flexibility than high school — instead of waiting to hear from your teacher what assignments and tests are coming up, you'll know all of this ahead of time.

More ways to get involved

There are a lot more clubs and teams you can join in university. Participating in clubs is a great way to get involved in the community, meet new people and gain new experiences. It's a win-win situation!

"As a second-year student who wasn't really involved in clubs in high school, joining clubs in university has allowed me to meet new people, open myself up to new experiences and learn more about Waterloo." says Aksaya, a Science and Business student at Waterloo.

Overall, university will allow you to grow and experience many new things. It can be stressful, but by following tips from our guide to deal with stress and being aware of the challenges that come with the transition , you will be set for university.

Check out our top tips on time management

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Sat / act prep online guides and tips, high school vs college: 15 key differences.

Other High School , College Info

Are you about to start college soon? Are you wondering what changes to expect? How is college different from high school? When you compare high school vs college, you'll find many differences, some of which are obvious, others less so.

It's important to understand how high school and college are different from each other so you know what to expect and can have a smoother transition when you begin college. In this guide, we explain the 15 most important differences between high school and college and give you tips to help make this major life change a bit less intimidating.

How Is College Different From High School?

There's a reason so many movies, shows, and books focus on new college students: many people see the transition from high school to college as one of the most important turning points in their life. You're no longer a kid living under your parents' roof; instead you're an adult living on your own and expected to make real, important decisions about your future.

You'll have a lot more freedom, but a lot will also be expected from you, both in class and out. Read on to learn specific high school vs college differences.

Below are 15 high school vs college differences you'll likely encounter once you begin college. There are pros and cons to both high school and college, but knowing what to expect will make you better prepared for this big change.

#1: You'll Have More Independence

The biggest change for high school vs. college is that, in college, you'll have much more independence than you had in high school. Many people focus on the fact that you'll be living away from your parents, and this is a part of it, but you'll have independence in many other areas as well.

You'll have the freedom to decide what you want to major in, which classes you want to take, when you want to schedule those classes, if you want to go out with your friends, how late you want to stay out, even what you want to eat in the dining hall. (I ate Reese's Puffs cereal every day for four years because my parents never allowed it and I was thrilled to finally be able to have it for breakfast.)

#2: You'll Be Treated Like an Adult

Along with your increased independence, you'll also be treated like an adult in college as opposed to a child under your parents' care. In college, you'll no longer need to bring your parents permission slips to sign, you'll be trusted to make your own choices for what you want to study, and you can arrange meetings yourself, without Mom and Dad helping you.

For many students, it's exciting to finally be viewed as an adult, but it also means an increase in responsibilities. If you have a problem with or question about homework, classes, a grade you got, etc., you are the one who will need to solve it. You can't expect your parents to call the school and fix the problem for you like they may have done in high school.

#3: There Will Be a Wider Variety of Classes to Choose From

In high school, you didn't have a lot of choice in regards to which classes you took. You could probably choose a few electives , but your schedule was mostly filled with the standard math, science, English, and social studies requirements that all students had to take.

In college, even if you attend a smaller school, you'll have many more options. They'll be a wider variety of classes to choose from , and many of them will focus on more specific topics like astronomy, ancient Roman history, French literature, the geography of the United States, and more. Many college students like this increase in class options since it makes it easier for them to choose classes on topics they're really interested in.

#4: Classes Will Have Different Formats and Sizes

Each class you took in high school probably had about the same number of students and consisted mostly of lecturing, maybe along with some individual or group work. This isn't true in college. Classes can range from two to 500 students, and their format can vary widely as well. Classes may be completely lecture-based, require hands-on lab work, or be discussion-based where you spend most of class time engaged in conversations or debates with your classmates and professor.

#5: Your Schedule Will Be More Complicated

In high school, school started and ended the same time every day, and your class schedule was probably the same for every day of the week. In college, things get a little trickier. Some classes meet three times a week for an hour and a half, some meet five times a week for an hour, some meet once a week for three hours, etc. This means you'll likely be starting and ending class at different times during the week, and you may end up with a different class schedule for every day of the week.

Some people like the variety this gives them, but it's important to stay on top of your schedule so you don't wind up forgetting to attend class.

#6: You'll Have a New Set of Classmates

One of the most jarring things for many new college students is they're no longer surrounded by classmates and friends they've known for years. Instead, you'll be in a sea of strangers (at least at first), many of whom come from different areas and backgrounds than you. Additionally, you'll likely have a different set of classmates for each of your classes. That's a lot of new faces!

This means you have lots of opportunity for making all kinds of friends, but expect there to be some awkwardness and loneliness at first as everyone gets to know each other and figures out their friend groups. Additionally, since in college everyone wants to be there (at least on some level), you may find your college classmates more motivated and dedicated to doing well in school compared to some of your high school peers.

#7: Classes Will Require More Critical Thinking

Is college hard compared to high school? Going to college isn't just like attending four more years of high school. This is a big step up in your education, and your classes will be more challenging and expect you to keep up. You'll be tested less on memorization and basic regurgitation of facts and more on critical thinking skills and being able to apply what you learned in class to other situations.

You may learn a specific math equation and then be asked to apply that knowledge to more challenging types of equations, learn about different historical events and be asked to analyze how they affected future events, learn a scientific process and be asked to describe how it affects the environment, etc.

#8: College Costs More

There's no way around it; c ollege definitely costs more than high school. Tuition is thousands of dollars, and you'll likely be paying for room and board as well. And those are just the main costs. College requires all sorts of smaller purchases too, like special goggles for your chemistry lab or official test taking booklets for final exams. Buying just one college textbook (often over $100) is enough to never let you take for granted all free materials you got in high school.

#9: You'll Spend Less Time in Class

Most full-time college students spend about 15-20 hours in class a week, which comes out to about three or four hours a day. This is probably much less time than you spent in high school classes every day which means you'll have a lot more unscheduled time to spend how you think is best.

#10: You'll Have More Schoolwork

Don't get too excited about spending less time in class; college definitely knows how to keep you busy. The general rule of thumb is that you'll spend about three hours a week on schoolwork for every one hour of class you're in.

With a standard schedule of 15 credits, that means you can expect to spend 45 hours a week on schoolwork, about as much as a full-time job! This is often much more work than students had in high school, so you should be prepared for an adjustment.

#11: Attendance Will Be Up to You

In high school, you had to go to class every day because if you didn't, you could get in trouble for truancy or (sometimes even more frightening) your parents could find out. In college, there are no requirements for attending class, and no one is going to call your parents if you don't show up. However, don't make the mistake some college students do and think this means you don't need to go to class.

Many professors include attendance as part of your grade, and some will even fail you if you miss a certain number of classes without a valid excuse. Plus, it's often very difficult to do well in a class if you never show up, and you're paying a lot of money for these classes! Make sure you get the most out of them that you can.

#12: You'll Have More Social Opportunities

Even if you were a social butterfly in high school, you'll have tons more opportunities to be social and make friends in college. There will be sports teams to join, parties to go to, clubs you can be part of, and more. Most colleges are large enough to have something for everyone, so you're bound to find an activity you're interested in, whether that's a recreational hockey team, the student government group, a club focused on promoting renewable energy, and more.

There are also likely many more students at your college than there were at your high school, so your opportunities for making friends will multiply as well. However, you do need to make an effort to get the most out of these opportunities. Push yourself to try new things and strike up conversations with new people, and if you're feeling nervous, just remember that they're likely feeling the same way. Standard questions to ask new people you meet in college include: Where are you from? What dorm do you live in? What are you majoring in? Get ready to ask and be asked these questions a lot!

#13: It'll Be Harder to Stand Out

Once you start college, you won't be a big fish in a small pond anymore, and it'll be harder to stand out from the crowd. While in high school you may have been the star student/athlete/singer, in college you'll be surrounded by many talented classmates, many of whom were also the best at something in high school. Some students struggle with no longer automatically standing out, but there are plenty of benefits to this.

First, you'll be able to bond with other students who are also skilled at your talent. If you were, say, the star drama student at your high school, you may not hold the same position in college, but you can befriend all the other high school drama stars and create some awesome shows together.

Additionally, some students like the anonymity being a new college student brings. If you've been labelled as a jock or theater nerd for all of high school, going to college--where people don't know you--allows you to shed or alter that identity if you wish and try new things (or try the same things with less pressure).

#14: You'll Get Fewer Grades in Class

In high school, you probably had daily homework assignments you had to complete and got a grade for. These, along with some larger projects, quizzes, and tests made up your final class grade. If you got a low score in one, it was usually fine since there were plenty of other chances to make up for the low grade.

Once you start college, you may find that many classes have far fewer assignments, meaning you'll receive fewer grades and each of those grades are worth more. Instead of regular homework assignments and quizzes, many college classes are based only on a midterm grade and a final grade. This means you need to take those exams/papers/projects very seriously because if you mess up on one of them it'll be very hard to raise your class grade back to where you want it to be.

#15: You'll Be Doing Lots of Reading

You know those pictures of exhausted-looking students sitting next to a pile of textbooks they need to get through? That's how many college students feel. Expect to do lots of reading in college, including textbooks, journal articles, and literature. If you're majoring in a field like computer science or math you can expect less reading (and more homework), but you're still guaranteed to have at least a few classes where you're assigned to read a couple dozen textbook pages before the next class. You'll get to know your school's library very well.

Tips for Making the Transition From High School to College

Going from high school to college can be tough no matter how excited you are to start at your new school. Below are three tips to help make the transition easier.

Know There Will Be Changes

You've already taken one of the most important steps to prepare for transitioning from high school to college: you're expecting and preparing for the differences. When you know that the high school to college transition will bring major changes, you'll be more prepared for anything that comes your way.

Be Prepared for Some Bumps

Many movies about college make it seem like new college students immediately find a group of close friends, know exactly what they want to study, and have an awesome social life. In reality, it rarely works like this. Many new college students have moments where they feel awkward, lonely, and homesick. This is completely normal; after all you're making a major life change.

By managing your expectations of college and not expecting to love it right away, you can better manage the transition from high school to college and not end up disappointed when it takes a little while to feel comfortable.

Put Yourself Out There

When you first start college, there will be a lot of changes, and it'll be easy to hang out in your dorm room and text with your high school friends. However, you should resist this urge.

College is probably the best time you'll ever have to meet new people and try new things, so you should take full advantage. Keep your dorm room door open to meet your neighbors. Strike up a conversation with your chemistry lab partner. Join a club or sport you've never tried before. Not only will this make the transition from high school to college easier since you'll be meeting more people, you may discover a new friend or hobby.

What's Next?

Not sure which college you want to go to? Check out our guide on choosing the right college so you can make the best decision.

Stressing over college applications? We're here to help! Our step-by-step guide breaks down the complete college application process from start to finish.

Worried about choosing a major on your college applications? Learn how to navigate the process and make an informed decision.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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6 Differences between High School and College Writing

• Last modified 2024-03-18
• Published on 2021-03-27

There are differences between high school and college writing. While in high school, teachers provide extensive guidelines and rules to guide students throughout the writing process. However, when writing in college, professors don’t generally provide a set structure that students should follow when planning and writing their essays. It is important to unlearn the rules from high school to meet the expectations of university writing. This allows students to be successful in developing strong argumentative writing skills and a more mature style of writing.  

1. Essay Structure

High School: In terms of essay structure, high school teachers recommend students to follow the five-paragraph or five-point essay structure including: an introduction, three main points, and a conclusion. The essay begins and ends with something general, with the introduction leading to the discussion of specifics, and then branches out to more general comments at the end. A typical five-paragraph essay normally allows the form to control the content, rather than letting the content control the form. As each paragraph is assigned a purpose, and students are required to fit their content into each and every paragraph. This structure indirectly guides students to limit their analysis to only three main points, leading to an effort to tailor and reduce other important points that might be critical to the development of the essay.   

College: For college essay writing, there is no predetermined number of points the essay must include. Since the topics of discussion in college writing are more complex compared to high school essays, students can have as many paragraphs as needed to express their opinions and viewpoints. The reason why five-paragraph essays don’t typically work in college writing is also that they lack flow. The style of listing the arguments allows the writer to treat each paragraph and its main idea as a separate entity, rather than connecting them together while forming an argument. College writing assignments focus on analyzing and interpreting the topic, so the professors will expect you to know the facts and make an argument. This style of writing is vastly different from high school writing.  

2. Paragraphs

High School: In high school essays, when the main arguments are narrowed down to specific paragraphs, students are recommended to begin with a topic sentence that reflects the thesis statement and introduces the intended idea. Then, each paragraph should end with a conclusion that reiterates the point in the topic sentence or end with a transitional sentence introducing the next paragraph. The following paragraphs follow a similar structure.  

College:   Compared to high school essays, college professors expect students to not limit themselves when expressing their ideas . Depending on the idea and evidence provided in the essay, paragraphs can range anywhere from one-third to two-thirds of a page. College writing typically has fewer restrictions on paragraph length and content, because college writing’s sole purpose is to ask students to provide analysis, evidence, highlights, etc., to satisfy their points. The only similarity in paragraphs between high school and college writing is that the beginning of the paragraph comes with a topic sentence that summarizes the main point of the paragraph, then moves on to provide arguments and supporting claims. This new structure in college writing allows for more coherent and clear paragraphs.  

However, it’s unusual for college essays to have a concluding sentence in considering the structure. Because college instructors have extensive experience in reading long research papers and complicated essays, students shouldn’t repeat the topic sentence at the end of paragraphs. Instead, students can use this space to complete their evidence and analysis to support the topic. Great writing abilities allow students to complete the analysis and ease the readers to each paragraph, without writing a transition. 

3. Thesis statement

High School: As discussed above, in the thesis statement for high school writing, students are strongly encouraged to end the opening paragraph with a thesis statement that should be one sentence in length.  There are some nuances between thesis statements and topic sentences; therefore, students normally form a general thesis statement that may resemble a topic sentence. Moreover, the thesis statement should be supported by three main points. A typical example of “listing” of the argument in high school writing is

“I will show how the Romans lost their empire in Britain and Gaul by examining military technology, religion, and politics.” ( UNC )

College: In college writing, the opening paragraph can end with a thesis statement, but this is not a hard requirement for college writing. Due to the complexity of topics, the thesis statement isn’t usually supported by three main points, since there can be more than three when discussing the topics covered in the paper. Furthermore, a thesis statement can be two to three sentences long, because it needs to be developed and complex rather than restating the topic sentence. An example of a typical thesis statement seen in college writing is

“The Romans lost their empire in Britain and Gaul because their opponents’ military technology caught up with their own at the same time as religious upheaval and political conflict was weakening the sense of common purpose on the home front”.  ( UNC )

4. Introduction and Conclusion

High School: Remember when your high school teacher said your introduction should be general and broad to hook the reader in, before narrowing it down to specific points? The teacher may also have said the conclusion should provide a summary of the main points discussed in the paper. This style of writing an introduction and conclusion is quite common in high school, because the teachers are trying to help students think in a more structured and logical way, since you can easily fall into the rabbit hole of discussing arguments that may not be relatable to the topic.  

College: However, in college writing, professors prefer you to be straight to the point. Once receiving the writing prompt, students are expected to specify their arguments in concrete terms, rather than just simply paraphrasing the topic and the facts. The conclusion is there for a reason. Rather than summarizing what was earlier in the essay, which the reader is already aware of, students should spend more time refining the conclusion to reflect the topic to a personal story, raise a question of curiosity, or offer important insights for further discussion, etc.  

5. Arguments

High School: We’ve seen for argumentative essays, even on the SAT, teachers recommend students to stick to one side or the other when making an argument, in order to best provide examples and evidence to support their claims. The ability to bring up two opposing points and counter argue is challenging for students who did not receive extensive writing training. Additionally, arguments high school students make are frequently based on personal experience or opinion, since they may not know enough about the subject to make a strong and convincing argument.  

College: In college, evidence is key. Professors expect a claim that encourages them to keep reading.  Argumentative essays should be supported by strong evidence from scholarly and journal sources, as students have spent a considerable amount of time learning about facts and also research sources that support or oppose their arguments. As the legendary engineer Edwards Deming said “’Without data, you’re just another person with an opinion.” In addition to requiring students to provide specific arguments with claims, college professors also expect students to think about “limits and objections to [their] claim” since all interesting claims can be “reasonably challenged.” An essay that addresses counter-arguments along with the supporting arguments is considered strong and persuasive. The University of Chicago’s guide to writing mentions students should think of presenting arguments similar to “ an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.”

High School : Formatting is required for many high school essays, especially with research or argumentative essays. High school teachers normally introduce the style guide standards such as the MLA and APA, because they are simpler and easier to instruct compared to other style guides.  

Style guides are loosely required in high school, because the focus of the essay is to teach students how to form arguments, how to provide evidence, and how to write an easy-to-follow essay . In addition, topics in high school are typically less complicated than in college; therefore, students are not required to do a profound research for understanding the subject matter.  

College : However, in college writing, formatting and citations take up a significant amount of the grade for a research paper . Different professors may have different formatting requirements, varying from Chicago to AMA to APA. Otherwise, papers may be marked down if formatting guidelines are not met. Professors will provide this information in the syllabus, or before each research paper project. There are numerous websites and resources online and in your college’s library that will make the citation and formatting process easier and faster, such as Citation Machine . 

Students will learn the nuances of language, including figurative language, effective structuring, and specific forms to apply to their own piece(s). Students will work directly with both literary and media texts to plan and write their piece(s). This class will also help the students write with an aim for an audience as their submission for nation-wide and international writing competitions that are timely with the course schedule.

This course helps students develop and improve their writing skills to prepare students for higher education courses. The methodology emphasizes the ability to read critically, think critically, and write critically. Students will learn informative, narrative, descriptive, creative, and persuasive essay writing skills. Students will learn how to brainstorm, structure and outline, form an argument, defend it, incorporate academic sources, and develop a clear, articulate writing style. The focus will be on the writing process, intended audience, consistent tenses, point of view, correct grammar uses, building vocabulary, appropriate style, and proper research and citation protocols.

This course introduces students to significant movements in literary history. The course will begin with a brief introduction to the study of literature. The bulk of the course functions as a survey of literary movements throughout history, focusing primarily on the Western Canon. Students will learn about the history, background of movements like Neoclassicism, Romanticism, Victorian, Realism, Surrealism, etc. Students will reflect on what they are reading through discussion in class, with their teacher and peers, and writing in biweekly assignments.

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Making the Transition from High School to College Essay Writing

In the month before my high school graduation, everything suddenly turned slow. Hallways, filled with Virginia humidity, had a molasses quality to them. I wrote my last high school paper then: an essay on Shakespeare’s Hamlet . In it, I wrote about Hamlet’s idealism and his relationship with his father postmortem; essentially, I made sweeping generalizations and focused on overarching themes. The essay was nothing like my college papers.

In high school, I started my essay process by researching scholarly articles on sites like JSTOR or the MLA International Bibliography . I’d read scholars’ takes on what I was writing about at the time— Hamlet , Wuthering Heights , Emily Dickinson’s poems—and begin to craft an idea, which would then translate into a thesis. To support my argument, I’d include paragraphs from my primary texts. Instead of analyzing the texts myself, I’d quote the analyses of the secondary sources. At the end, I’d gather my citations in a works-cited list, staple the paper together, and turn it in.

In college, my well-oiled routine changed; my papers now consist largely of my own ideas and analysis. I still engage with secondary sources and include works-cited lists and other kinds of bibliographies in my essays. After all, in higher education, where you’re surrounded by academics—who make a living from their original thoughts—crediting sources becomes even more important. But for me, entering the hallowed halls of university meant writing essays in a new way. College is a land of academic freedom. Free from testing standards and unoriginal, rigid curricula, I enrolled in English classes like American Horror and James Joyce’s Ulysses. In these classes, I relearned how to write a research paper. 

My process begins while I’m reading a text for class, weeks before my professor even mentions an essay assignment. I like to annotate the text, underlining passages, jotting down possible essay ideas, categorizing paragraphs thematically, and so on. (I can never sell any of my books secondhand because they’re all crammed with marginalia.) Once the assignment has been introduced, I quickly pull together a few topic ideas and schedule a meeting during office hours to discuss them with my professor. Office hours are an underrated resource: most professors sit and wait in their office during these hours, so why not fill that time with discourse on the latest book you’ve been reading or possible essay topics? At the least, you get a stimulating intellectual conversation, and at the most, you’ll be able to easily ask that professor for a recommendation letter when the time comes.

After I’ve ironed out my topic, I begin by skimming through the text again (yes, the whole text) and picking out small passages to quote. My extensive marginalia now come into play, leading me to the snippets I want to analyze. As an English major, I primarily focus on textual analysis—meaning that I examine words and punctuation in depth, with the help of the Oxford English Dictionary , to connect them to broader themes. Just as in high school, I use peer-reviewed journals from online databases in my papers, but now I avoid relying on them heavily.

So, for example, for my paper in my James Joyce’s Ulysses class, I analyzed quotations from the “Circe” chapter to argue that Joyce was subversively promoting orientalist ideas. Each paragraph focused on a sentence where words and images had secondary meanings linked with orientalist theory. To reinforce my thesis, I tied in works like Edward Said’s Orientalism and Brad Bannon’s article “Joyce, Coleridge, and the Eastern Aesthetic,” from the James Joyce Quarterly . In my papers, I view my secondary sources as a medium that allows me to converse with their authors. So while I agreed with Said’s theory, I also addressed scholars who countered his argument. Likewise, I disagreed with Bannon’s thesis that Joyce was justified in his use of the orientalist aesthetic and laid out my reasons.

This method doesn’t solely apply to papers about literary texts. My final paper for my American Horror class focused on the characters Wendy and Jack in Stanley Kubrick’s film The Shining. I used textual analysis to argue that Wendy embodies male, patriarchal characteristics, threatening Jack’s place as the head of the family, thus sending Jack into madness. In film studies, textual analysis involves examining dialogue, costumes, or scenery in vivid detail. For my analysis of the film, I wove in quotations from other sources, such as Barbara Creed’s essay “Horror and the Monstrous-Feminine: An Imaginary Abjection” and Frank Manchel’s piece “What about Jack? Another Perspective on Family Relationships in Stanley Kubrick’s The Shining .” Unlike the secondary-source quotations in my high school papers, these quotations did not replace my conclusions but added to them.

But some things don’t change. As in high school, when I finished writing, I gathered my sources in a works-cited list, stapled the paper together, and turned it in.

Works Cited

Bannon, Brad. “Joyce, Coleridge, and the Eastern Aesthetic.” James Joyce Quarterly , vol. 48, no. 3, 2011, pp. 495–510. JSTOR , www.jstor.org/stable/ 23342956.

Creed, Barbara. “Horror and the Monstrous-Feminine: An Imaginary Abjection.” Screen , vol. 27, no. 1, 1 Jan. 1986, pp. 44–71. doi:10.1093/ screen/27.1.44.

Joyce, James. Ulysses . Random House, 1961.

Kubrick, Stanley, director. The Shining . Warner Bros., 1980.

Manchel, Frank. “What about Jack? Another Perspective on Family Relationships in Stanley  Kubrick’s The Shining .” Literature / Film Quarterly , vol. 23, no. 1, 1995, pp. 68–78. JSTOR , www.jstor.org/stable/43798713.

Said, Edward W. Orientalism . 25th anniversary ed., Vintage Books, 2003.

Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark . New Folger’s ed., Washington Square Press / Pocket Books, 1992.

Steve Colburn 04 October 2018 AT 05:10 PM

Thank you to Alice Yang for a very engaging essay. Does that ever take me back to the transition from High School to college, from underclasswork to upperclasswork, from undergrad work to grad school. It also took me back to my years spent teaching composition, literary analysis, and creative writing workshops. Well done!

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 5 ways college application essays and high school essays are different.

Are you a high school junior? Your college application is probably your first experience writing a personal statement. From purpose to audience, here’s a quick run-down of how college essays are different than the essays you write for English class. 

High School Essay vs College Essay

1. understand purpose.

A high school essay generally demonstrates to your teacher what you know. An application essay should demonstrate who you are. Colleges want to find out what you're passionate about, and what you would add to the campus community.

2. Know your Audience

When your English teacher grades your essays, she puts them into the context of every interaction she’s ever had with you. Your personal statement is your one chance to speak directly to the admissions committee and demonstrate who you are beyond grades and test scores . Help colleges learn something about you that they cannot discover when reading the rest of your application. (Tip: Don’t treat your essay like a resume !)

Read More: Get Expert Essay Advice From Former Admissions Officers!

3. Show, Don't Summarize

College essay topics are often open-ended. (“Recount a time when you experienced failure.“) But at heart, all college essays are asking you to demonstrate the same things: your ability to reflect and think critically. Summaries are fine for book reports, but when writing your college essay take the opportunity to really examine how an experience taught you something you didn't previously know about yourself, got you out of your comfort zone, or forced you to grow.

4. Authenticity is Key

On a high school essay, it's generally not appropriate to use the first-person. Not only is it fine to make “I” statements in your application essays, but colleges expect your essays to sound like you, too!  Always be yourself in your application, not the candidate you think admissions committees want to see.

5. Originality Counts

When your teacher asks you to analyze the causes of the Civil War, he is going to receive a lot of essays that sound basically the same. But your college essay should be unique and individual to you. College admissions officers tell us that they see many essays about eye-opening travel experiences, the death of a loved one, or “The Big Game.” You can still write about these experiences, but the trick is in the details. No one sees the world quite the way you do, so let your personality shine through.

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Learning at university vs. high school

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You might have heard from your teachers, siblings, or friends that university classes can be pretty different from high school.

Maybe you’re expecting lower grades and harder classes. And while it’s not uncommon to see a dip in your marks (it’s okay if you don’t maintain your average from high school), there are also great things about studying at a university.

Sure, you might have bigger assignments, but you also have a lot more academic freedom. You get to choose the majors and classes that interest you, and learning what you love (or even finding out what your interests are) is the beauty of university.

I learned that I didn’t have to be a ‘yes’ person

At the start of my first term, I thought I had to accept the syllabus readings as gospel. After all, how dare a first year criticize literary legends, like Thomas Hobbes or Margaret Atwood? 

My Arts One seminar prof actually encouraged us to challenge the texts and to poke holes in their arguments. That class taught me how to critically analyze ideas and stick to my convictions—and, in fact, some of my best essays have come from books I hated!

Here are some more lessons and personal stories from our own UBC Life writers that can help you adjust to university academics this fall:

You’re in charge of your own learning

“In my experience, I’ve noticed that profs, like high school teachers, may assign questions from the textbook and give out worksheets. The difference is that whereas high school teachers are more likely to hold students accountable and check for homework completion, profs don’t really do (or have the time to do) the same. Many of these extra resources are ‘strongly encouraged.’ I try to take the learning into my own hands and treat myself the way I would a student I’m tutoring. Put the effort in, stay focussed.”

Shawn Chang, 3rd year Science student (Combined Honours in Biochemistry and Forensic Science)

You can learn what you really love

“I think the biggest difference between uni and high school is that in university, you have the autonomy to choose topics that you actually want to learn about. I remember being able to choose my own topic for the final essay in my first-year history class. I chose the British suffragette movement because it stood out to me from a lecture and I wanted to learn more about it. To this day, that was one of my favourite assignments because it was the first time I genuinely enjoyed the research and learned the content for myself, and not just to pass the essay.”

Sarah-Louise Carter, UBC alumna (Economics and Commerce), B.A. '18

There are lots more opportunities outside the classroom

"I found the biggest difference between university and high school to be the increased opportunities outside of just academics. High school certainly brings its challenges, but the realm of extracurricular opportunities widens quite a bit in university—which can sometimes make learning harder to balance. Especially in my first few years of university, it was pretty overwhelming to be given all these options between clubs, balancing new friendships, doing well academically, and dabbling in a part-time job. The competing priorities taught me to be much better with my time management and schedule when it comes to studying and getting my assignments done ahead of time."

Kana Saarni, UBC alumna (Political Science), B.A. '21

Failure can reveal your strengths

“I hadn’t experienced academic failure until I got to university. When I did, it hit me like a bus and changed the direction of my studies. But I soon realized it only shifted my focus from subjects I was struggling with to areas of my degree I really enjoyed. I could then use my energy to learn what I wanted to instead of feeling pressured to study what I didn’t enjoy and did not do well in.”

Maham Kamal Khanum, UBC alumna  (International Relations), B.A. '20

You can enjoy the journey

“High school can feel like a bit of a race at times—your grades can make a big difference in being accepted to university, and I always felt like I was competing with my peers to get the best marks. In university, it's more about the journey than the finish line. Grades still matter for scholarships or for grad school, but I was able to focus more on the process of learning and felt satisfied with my work without having to 'compete' against my coursemates for the best marks.”

Jordan Johnston, UBC alumnus (International Relations), B.A. '19

You can push the limits

“In high school, assignments were all about meeting expectations and answering questions in a predetermined way. University profs want more than that—you won’t get an exceptional grade unless you’ve really gone above and beyond in some way or another. I started getting much better grades on my essays once I started coming up with my own research questions or challenging the foundations of the ones provided. Profs like when you push the limits, ask good questions, and take chances with the kind of work you’re doing!”

Emily Morantz, UBC alumna (English Honours), B.A. '18

You can find a passion for learning

"There was no pressure for me in high school to do that well. I went through school relying on my teachers to give me my deadlines and I didn’t feel the need to compare myself to anyone. In university though, everyone I met in LFS had a sense of purpose and a genuine desire to learn. I found myself wanting to be the same—to enjoy what I was learning and become sure that I can make a good impact in the world. It was challenging at first to change my behaviour and my attitude towards school but when I did, I felt even more ready to face my future."

Mariel Dela Cruz, 4th year Land and Food Systems student (Food, Nutrition and Health)

All the above being said, brilliant and original epiphanies don’t come to you overnight the minute you start university, and you will probably face a few challenges during your degree. Some key advice: attend office hours ! And maybe revamp how you study for max productivity—but remember that your grades do not define who you are.

Trust that learning is a process at any age. Like UBC’s motto, Tuum Est, what you take away from university is up to you.

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Seven differences between high school and university

If you’re in high school and planning to go to university, you might be unsure about what you’ve signed up for. What is university going to be like? How will I find my classes? How many people are going to be in my class?

These are all valid questions, and we had them too before starting at Waterloo. So, for answers to these questions and many more, look no further. Here are some of the biggest differences between university and high school.

You're in charge of yourself

At my high school, if I didn’t show up to a class, my mom would get a phone call and I’d get a “talking-to.” However, in university, there’s no attendance list. Whether or not you show up is up to you — but remember, you’re paying for the class whether you attend or not.

Some classes will take attendance as part of a participation mark, but for the most part, nobody is holding you accountable to show up for class.

It’s your choice to attend class and do your work — not your professors' and not your parents’. Nobody is going to tell you to do that assignment — it’s up to you to get it done!

This freedom can be exciting, but remember, with great power comes great responsibility. Not being hounded to go to class and do your work can often present a challenge, especially for a master procrastinator.

But don’t worry too much, soon after starting school you’ll get an understanding of what works for you and how you can motivate yourself to get work done.

It can be challenging to figure out a new schedule, create a budget , and figure out transportation, but don't worry, lots of other first-year students are going through this at the same time — and you’ll figure it out in due time.

Independent learning

In university, you’ll do a lot of learning outside of regular class hours. Readings and assignments are just as important as the content covered in lectures.

For some classes, you’ll be in a classroom for only three hours a week, but you’ll spend much more time doing readings on your own. This can be hard to get used to!

When I was in high school, all new content was covered in class and homework was only to reinforce what I already learned. When I got to university and started doing learning on my own, I found it difficult. However, by now, I'm used to it, and I actually like doing some independent learning.

Flexible schedule

Whether you went to a semestered or non-semestered high school, you probably had school during the same time, every day of the week.

In university, you'll no longer have a set time for school and you'll often have lots of time between classes.

I love having gaps between my classes because they're the perfect time to grab a meal, hang out with friends, get involved with  Waterloo's clubs and sports , and study. You have flexibility with how you want your week to look like.

You know exactly when all your tests and assignments are due

Imagine knowing exactly when each assignment is due, each test and each project, for the entire course on the first day of school.

Well, this is exactly what a course syllabus tells you, and right on your first day of class, you know exactly when everything is due for the next four months. This really helps you plan out your term — and getting a giant calendar planner to hang in your room really becomes important!

Distance between classes

Moving from elementary school to high school, I remember how exciting it was to be able to switch classrooms at the end of class. But now, rather than moving from classroom to classroom, you will likely be going from building to building between classes.

In high school, most classes are in one building. At Waterloo (and most other universities), classes are spread out in buildings all over campus! This can be difficult for the first little while — I know that I got lost more than I care to admit! However, during your first week at Waterloo there will be people stationed around campus to help you get around, and the school has some impressive signage.

But honestly, I still get lost sometimes when I’m going to a building or classroom I’ve never been to before. Now, getting lost doesn't faze me (all part of the adventure!), but if I’m going somewhere new, I always give myself a few extra minutes to get there!

All that to say, you'll definitely get in a lot more walking and even get the chance to ride your bike around campus.

Services to help you succeed

One thing that really surprised me when coming to university was that you get a lot of resources to help you with your transition, such as  Waterloo Ready which is held every summer.

There are not only free academic tutoring sessions, but there are many  Waterloo services ranging from counselling to academic advisors and mentorship programs , which can really help you succeed.

The friends you meet will change you

Okay, so although I never technically became friends with the campus geese, I did get to know some of the most amazing people from across the country and around the world.

Before university, pretty much all my friends were from my hometown. I get to university, and all of a sudden I’m meeting people from towns I’ve never even heard of. It’s wonderful to meet so many new people. Your horizons will widen so fast that you might feel like a completely different person within the first month at school.

You may miss some of your friends from high school, but in university, you'll be amazed at how much more diverse your atmosphere can become.

I made friends from all over the world within the first few days of university, which is something that you'll need to leave high school to really experience.

More ways to get involved

University populations are much larger than those of high schools. At your high school, you’re likely used to hundreds of students. At university, there are thousands.

Sometimes large student populations can be intimidating, but, if you ask me, I think the more students, the better! More students makes for so many more opportunities to get involved and have fun. Clubs, societies, and school events are just some of the things that are positively impacted by having lots of students on campus.

At your high school you probably have some clubs, some sports teams, and one main student government. At Waterloo, we have  200+ clubs , six faculty societies, 30 varsity sports teams, dozens of intramural sports teams.

As you can likely imagine, our club variety is huge. The Waterboys, Coffee n' Code, Culture and Language Exchange Club, DJ Club, and Humans vs. Zombies are just a few of our clubs. 

If you can’t find a club you like, or have a great idea for a new club, you can create your own with the help of Waterloo Undergraduate Student Association (WUSA), our student government.

At Waterloo, we have both  varsity and intramural sports . Our varsity sport selection is large with 19 sports and 32 teams, ranging from badminton to rugby.

If you’re looking for something with less commitment, try an intramural sport! Some popular intramural sports are dodgeball, squash, and volleyball.

Student government

The Waterloo Undergraduate Student Association is the student union for all undergraduate students. Our faculty societies are similar, but are small and specific to each of our six faculties (Arts, Engineering, Environment, Health, Math, and Science). As well, there are dozens of program societies where you can meet people in your major.

Faculty and program societies hold events, offer services, clubs, and even free food! Joining a faculty society is a great way to meet people with similar interests as you and start networking.

If you asked me whether I enjoyed high school or university more, I would without a doubt say university. The experiences and opportunities you gain during your undergraduate program are beyond imaginable and incomparable to high school. It's definitely a journey!

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High school vs. university: making the leap

University differs from high school in a number of significant ways. Students have more freedom but also more responsibility. They must adapt quickly to a campus environment that includes new ways to learn, new rules and responsibilities, and new relationships.

Teaching and learning approach

High school.

Your teacher's primary focus is teaching you how to learn a variety of subject matter. You are given group work, discussion, outlines and problem sets to give you the tools to do well on assignments, tests and exams. You usually receive the notes you need in class.

The professor's primary focus is the subject matter itself. The information presented in class highlights essential concepts. You must organize and connect these concepts yourself, so taking notes in class is critical.

How to deal

• Come prepared. Read and review material before class if you can. Check if your classes have additional support material on UM Learn .
• Take notes in class and pay attention to the main ideas presented. Do not rely solely on the instructor’s presentation slides for study reference. 
• Use and apply new information by explaining concepts to your friends, solving problems (particularly the ones you're struggling with) and connecting new ideas to ones you already know.
• Monitor your understanding. Get help if you struggle taking notes or identifying main and supporting ideas. Meet with a tutor , attend a Supplemental Instruction session or visit your instructor or their teaching assistant during their office hours.

You complete the majority of your studying and assignment work in class.

Grade 12 requires more work and studying outside of class, but for most students this amounts to 2–3 hours per week.

You must complete all your reading, studying, and assignments outside of class. Time management and planning are critical to your success.

You should expect to study 10 to 20 hours a week.

• Go to class. Listening and taking notes will help you learn the material. At the end of each lecture, try to summarize what you learned in two or three sentences.
• Schedule time to study . Organize your day like a workday and consider studying on campus.
• Form a study group or attend a facilitated study group, such as Supplemental Instruction , if one is associated with your class.
• Use available resources such as writing and study skills tutors , and attend a Study skills workshop.

Tests and assignments

Tests are given fairly often and in some cases you can rewrite them. Assignments have due dates, but these dates might be flexible. 

Many course will have just a mid-term and a final exam, and the final exam could be worth as much as 60% of your overall grade.

Terms are just three months long. Final exams in the first term are in December before the winter break.

Your professors provide a course syllabus, which includes all assignment and test dates for the entire term and the grading scale used for the course. 

Although some instructors allow you to hand in assignments late, some do not, and few or no reminders for deadlines are given.

• Start preparing for tests and exams early. An academic term moves quickly, and each course requires you to learn a lot of information. 
• Use the course syllabus to plan your study and preparation time for your tests and assignments. Make sure you work on assignments throughout the term and are ready to write your mid-term and final exams as scheduled. 
• Review content regularly. Don't re-read and re-copy—instead, rehearse and test yourself.
• Do all assignments and practice problems (especially the difficult ones). They help you learn the material, which in turn will help you with final exams.
• Pay attention to what you understand and what you don't—then test yourself as you study!
• Seek out tutoring resources on campus. Get help from your instructor or teaching assistant during their office hours.

Writing styles

Most writing assignments are designed to introduce you to writing basics and to improve your writing skills.

In general, assignments are short, and although you must conduct some research, scholarly sources are not required, and critical thinking is not emphasized.

Professors expect you to write in a style that is appropriate to their discipline (e.g., history or biology). Format, style and grammar are very important.

You may need to write in a variety of styles for lab reports, research papers, or literary analysis papers. 

Papers are not based on your opinion; they are based on your analysis of the evidence, and you are expected to find, organize and present that evidence clearly.

Essays in first-year courses are generally three to eight pages, and most will require that all evidence is provided by scholarly sources rather than from general information found on websites like Wikipedia. 

You must cite all information from other sources in your work. Not citing a source could land you a charge of plagiarism, which has significant academic consequences.

• Writing expectations differ from course to course. Pay close attention to each professor’s instructions. If there is a writing skills manual on the course’s textbook list, buy it and use it.
• Visit the  Learn at the Libraries website to learn more about writing and doing research.
• Contact a writing tutor for help. Appointments are free and tutors are located in these libraries: Elizabeth Dafoe, Science and Technology, and Management.
• Contact a subject librarian for help with finding appropriate sources for your paper. Subject librarians can answer your questions through email, or meet with you online or in-person.
• Attend an Academic Writing Workshop .
• Check the Academic Learning Centre for workshops on how to integrate research into your writing and properly cite your scholarly sources.

Friends and community

Your community is often created for you. You may attend classes with your friends over several years, and you may know your teachers well. Your parents may socialize with your classmates’ parents. Student groups are well-advertised and may involve your existing friends.

You may need to create your own community on campus. For some students this idea is liberating; they can “re-boot” and make a whole new group of friends. For others, making friends can be challenging.

• The UM Student Union hosts a large number of student groups. Check out the list of organizations and join one or more!
• Make contact with the students sitting near you in class. Even if you aren't feeling alone, others will be, and they'll appreciate the new contact.
• Participate in university events
• Volunteer on campus
• Look for jobs on campus
• Drop by the Student Life office to discover the activities they have planned.

Rules and regulations

School rules and policies are to be followed, but if you fall outside of them, you can often address the issue fairly easily. 

It is your responsibility to know and follow university rules and regulations. Ignoring them can result in serious consequences.  

If you miss the final date for dropping a course, for example, you must continue in that class. Missing an exam will also have academic consequences. And missing out on a course in the term it is offered could delay the completion of your degree.

• Pay attention to Important dates and deadlines and course requirements, and get help if you don't understand something.
• Understand and practice the university’s principles of academic integrity as part of your university studies.
• Meet with an academic advisor for guidance on academic choices and degree plans. Advisors can also refer you to other resources and supports on campus.
• Review the UM Academic Calendar . It lists the policies, academic regulations and degree requirements of the university.
• Come to Orientation in September or January. This full day of activities is a great introduction to many university systems and resources, and it will connect you with friendly faces and departments on campus.

You may also be interested in

First year planning, academic advising.

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That Giant College ‘Sticker’ Price Isn’t What Most Students Pay

The share of those paying the full advertised cost has declined over the last couple of decades, a new report found. Yet many don’t understand how much they’ll really pay.

By Ann Carrns

Families with college-bound students may well have shuddered when they heard that the official, full cost of a year at some four-year private schools will soon hit six figures .

But outrage over mushrooming college “sticker” prices clouds a reality that some families may not fully understand: Few students pay the full price. That’s because colleges give financial aid to income-eligible students and merit aid — in the form of scholarships or tuition discounts — to more affluent families that may be able to pay the full price but may balk at doing so.

On average, private nonprofit colleges cut tuition by more than half for first-time undergraduates, according to a recent report from the National Association of College and University Business Officers.

That means college sticker prices — the full “cost of attendance” that the federal government requires colleges to publish — are an increasingly unreliable indicator of what a family will pay, according to a report titled, in part, “Ignore the Sticker Price,” and published Friday by the Brookings Institution, a Washington think tank. That goes for both low- and middle-income families, as well as for higher-income families that don’t qualify for need-based aid.

“Our current system of setting and communicating college prices simply does not work,” wrote the author of the report, Phillip Levine, an economics professor at Wellesley College and a nonresident senior fellow at Brookings. He analyzed federal data to track changes in college pricing for students at different income levels.

“We cannot expect students to make sound decisions regarding educational investments if they do not understand how much college will actually cost them,” he added.

Sticker prices are easier to track than net prices — what students end up paying after deducting grants and other financial aid that doesn’t have to be repaid — but misleading because the share of students paying them has declined over time, the report said. In the 2019-20 school year, about 16 percent of students at private, nonprofit four-year colleges paid the full sticker price, down from 29 percent in the 1995-96 school year. (At in-state public colleges, about a quarter paid the sticker price in 2019-20, down from about half in 1995-96.)

Why would colleges promote themselves as more expensive than they really are? Colleges increasingly compete for students, and they may use the sticker price as a marketing tool to “signal” that the school is high quality, Dr. Levine said. They then award merit aid to encourage admitted students to enroll.

Average sticker prices at both private and public colleges rose roughly 70 percent from the 1995-96 to 2019-20 school years. Over the same period, typical net prices for lower-income students (with family incomes below $50,000) rose 44 percent at public schools and 24 percent at private schools — substantial increases but far below the rise in sticker prices.

For more than a decade, the report found, the typical net price at private colleges has increased just for higher-income students. But that still doesn’t mean college is affordable for low- or moderate-income families. Students from families with incomes of less than $50,000 are still being asked to pay almost $25,000 to attend a typical private institution, the report found.

“You do not need a Ph.D. to recognize that is not affordable,” Dr. Levine said in an interview.

The net price at public colleges has also become more of a stretch for lower-income families. At public colleges, the typical net price that low-income students pay, adjusted for inflation, rose to $18,000 in 2019-20, from $12,500 in 1995-96.

The gap between public price tags and actual cost deters less affluent students, who don’t even apply once they see an eye-popping list price.

“Sticker shock is a really big issue,” particularly for lower-income, Black and Hispanic students, said James Dean Ward, principal for policy and economic research at Ithaka S+R, a nonprofit research and advisory group focused in part on higher education.

Some colleges are “resetting” tuition to more accurately reflect what students will pay, hoping to attract more applicants. Bridgewater College, a small liberal arts school in rural Virginia, announced last year that it was lowering its published tuition more than 60 percent, to $15,000 from $40,300, starting next fall. (Housing, meals, books, supplies, travel and personal expenses, which add substantially to the cost, are extra.)

“I think it’s time for higher education to be more transparent,” said David Bushman, Bridgewater’s president, adding that the move was made in part to answer growing public skepticism about the value of a college degree. Virtually no students were paying the school’s full cost of attendance in recent years, according to Bridgewater’s statistical report . The school’s new pitch: “Private college experience. Public college price.”

Students from lower-income families, who may be eligible for federal need-based Pell grants, are especially put off by high sticker prices, Dr. Bushman said. “A large percentage won’t even look at a school if they think it’s too expensive,” he said, even though they may thrive in a small college setting.

Dr. Ward’s research, which he wrote with Daniel Corral of the University of Toronto, has found that after a tuition reset, college enrollment doesn’t grow much on average, but the proportion of Pell-eligible students increases.

Dr. Bushman said Bridgewater’s move appears to be working. Applications for the coming academic year were up 30 percent. “I’m confident it will bring us more students,” he said.

Here are some questions and answers about college prices and financial aid:

Why don’t colleges simply advertise their average net prices?

Students could benefit if all colleges cut their sticker prices rather than giving big discounts to reduce the net price, Dr. Levine’s report says in a footnote. But unless all colleges did so, the ones adopting such a policy might lose students, if potential applicants equated a lower price with lower quality. If colleges all cut prices at the same time, however, it might attract the attention of regulators as a potential violation of antitrust law.

How should students and families weigh a college’s sticker price?

Students shouldn’t rule out a college solely because of its sticker price, said Michele Shepard, senior director of college affordability at the nonprofit Institute for College Access and Success. She suggested using net price calculators , required on school websites, before you apply, to get a rough idea of how much need-based financial aid you might get. (Some are more accurate than others, and most don’t factor in merit aid.) After you are accepted and receive an official financial aid offer, focus on the price after grants and scholarships, which don’t have to be repaid. (This year, offers may be delayed because of snafus with the revamped FAFSA , the federal financial aid form.) Focus on the total price you’ll pay out of pocket — not the size of the financial aid package, which may include work or loans — to see if the school is affordable for you.

How can I tell if a college offers significant merit aid?

Some colleges may offer merit estimators on their websites. Otherwise, you can check the college’s “common data set,” which among other things includes information on financial aid awarded. (Search online for the college’s name and “common data set” if you don’t find it on a school’s website.) You can see the number of students who qualified for need-based aid, as well as those who didn’t but got financial help anyway — meaning merit aid.