college essays about war

The War on Terror and the Demonization of Student Protests

A s the incoming freshman class of 2028 moves into dorms and considers its first set of course offerings at universities across the country, some of them may notice features of campus life they were not expecting.

At the University of Pennsylvania, a sign has been posted on the College Green informing students that all “events, demonstrations, rallies, protests, and large gatherings require prior University approval.” At Columbia University, the activist group Students for Justice in Palestine has been permanently banned from Instagram, a platform where it had amassed more than 120,000 followers. At NYU, security guards have been stationed around fenced-off benches so that students are unable to assemble there, and the University of Michigan has instructed students and faculty to call the police if they run into any “disruptive protests.”

Universities have taken these measures because they are desperate to avoid a reprise of the pro-Palestinian and antiwar protests that roiled American campuses during the previous academic year, resulting in Congressional hearings, the resignation of multiple university presidents, the deployment of city police on campus grounds, the mass arrest of students, and (in Columbia’s case) the cancellation of commencement.

Read More: What America’s Student Photojournalists Saw at the Campus Protests

It isn’t hard to understand why universities have taken these steps: there’s nothing career administrators dislike more than unpredictable events, negative media attention, and outraged donors. In doing so, however, they have not just failed to live up to their commitment to protect freedom of speech for their students—they have also revived an ugly episode from the early years of our now-concluded war on terror.

In the years following September 11, 2001, as the Bush administration sent Americans to war in Afghanistan and then Iraq, schools throughout the country were roiled by protests, including widespread student walkouts. On the campus of Denver, Colorado’s three Auraria colleges, students even established an encampment . With antiwar activism exploding across America, these student actions became part of a long linage of campus protest movements, including those during the Vietnam War in the ‘60s and the anti-Apartheid protests of the ‘80s.

But instead of welcoming their students’ contributions to the country’s most important political debate, many university administrators cooperated with government and law enforcement agencies in subjecting protesters to surveillance and repression.

Many Muslim and Arab students during this period were already dealing with a hostile campus atmosphere characterized by suspicion, harassment, and intimidation. On September 14, 2001, a Muslim student at Arizona State University was beaten and pelted with eggs in a parking lot, and two men at the University of North Carolina in Greensboro beat a Lebanese student while shouting “Go home, terrorist!” Other Muslim and Arab students reported being singled out for hostile questioning by their professors. Muslim student associations (MSAs) should have served as a refuge for students during this period, but they became targets as well, as when someone threw rocks through the windows of the MSA office at Wayne State University.

What’s more, it soon became clear that students faced surveillance and intimidation from government agencies as well. After September 11, the FBI began enlisting hundreds of campus police departments to help out in surveilling what the Washington Post ominously described as “insular communities of Middle Eastern students.” And in 2003, the Department of Homeland Security began requiring that institutions of higher education furnish federal law enforcement with names, addresses, and other information about all foreign students studying inside the United States, with any unapproved change in address or college major resulting in immediate deportation.

As some faculty objected at the time, this kind of blanket surveillance—as opposed to targeted investigations into specific acts of criminal activity—could only have a chilling effect on students’ willingness to participate in political debate, especially given the FBI’s well-known history of targeting student activists during the Vietnam era. But these objections largely went unaddressed. Hundreds of campuses welcomed the increased FBI presence, and, as the sociologist Lori Peek noted in her book Behind the Backlash , “about two hundred colleges and universities … turned over personal information about foreign students and faculty members to the FBI, most of the time without a subpoena or a court order.”

During this same period, the New York Police Department also established what it called the Demographics Unit, an intelligence operation tasked with gathering covert information on Muslim communities throughout the NYC metropolitan area. MSAs in New York, New Jersey, Connecticut, and Pennsylvania were all subject to police surveillance . In one instance, the NYPD even sent an undercover officer on an MSA whitewater rafting trip to upstate New York in 2008. The officer reported back to his superiors that “in addition to the regularly scheduled events (Rafting), the group prayed at least four times a day.”

This surveillance didn’t just sow distrust within MSAs—how could students be sure that the new member wasn’t actually an undercover agent?—it also made it difficult and in many cases impossible for Muslim students at American universities to engage publicly in civic life.

“When it came to the MSA and the activities we would do,” one college student named Malaika said to researcher Sunaina Maira, who spoke to students for her book The 9/11 Generation: Youth, Rights, and Solidarity in the War on Terror . “We tried to avoid all politics. We didn’t know where that would lead and we wanted to keep it strictly educational.” So instead of participating in debates on the day’s most important political issues, Muslim students found themselves simply trying to explain, over and over, that they were just as American as anyone else. Anything more ambitious than a friendly, anodyne presentation explaining how Muslims celebrated different holidays could draw an immediate firestorm of criticism.

This repressive atmosphere persisted for years. As late as 2013, for instance, when Students for Justice in Palestine organized a group of students at Northeastern University to stage a walkout at an event where Israeli soldiers were speaking, the university condemned the students, forced them to produce a “ civility statement ,” and put the campus SJP group on probation.

Read More: How the Idea of the College Campus Captured American Imaginations—And Politics

The parallels between America’s repression of Muslim student activity back in the 2000s and administrator attempts to stamp out pro-Palestinian protests on college campuses today are striking. In both cases, university and government officials have worked to silence Muslim and Arab students whose families have been directly impacted by U.S. support for military violence abroad. In both cases, students who object to America’s role in fueling that violence have been slandered as terrorist sympathizers (and, today, as antisemites). And in both cases, these violations of students’ First Amendment rights have been justified on the spurious grounds that peaceful protesters and student groups present some unspecified but grave “threat” to their wider student communities.

The most vivid recent illustration of this mindset is NYU’s revised “Guidance and Expectations on Student Conduct,” which declares that Zionism is now a protected aspect of religious identity and suggests that the university may now treat criticism of Zionism as tantamount to antisemitism. If guidelines like these were actually about combating antisemitism, then universities would not also be evicting and suspending Jewish student protesters, or banning groups such as Jewish Voice for Peace from their campuses. By drawing a false equivalence between Zionism and Judaism, administrators are declaring that such a debate is bigoted by definition, and thus shouldn’t be allowed to happen at all.

At Columbia University, where the most unsettling scenes of police repression played out at the end of the last academic year, protests started up immediately upon students’ return to campus, with several dozen demonstrators picketing on the first day of the new semester.

Recent actions have not approached the scale of what occurred in the spring, but that should not be mistaken as a sign that student anger about the war has dissipated. For one thing, protests take planning, and students have only just returned to campus. For another, they no longer have the advantage of surprising university administrators who spent the summer developing new campus policies and security measures. At Columbia, for example, campus access has been restricted to people with university IDs, and the University of California system has banned both encampments and the use of masks.

If last spring is any guide, students who decide to defy these bans will face suspension, expulsion, and arrest—punishments, in other words, that can severely impact their ability to acquire a degree or find a job after graduation.

These threats may work—it’s not easy to keep speaking up when doing so may cost you a college degree, or when truck-mounted doxing billboards park outside campus, identify students by name, and identify them as “leading antisemites.” But student groups at Columbia have insisted they will keep going “ no matter the individual cost ,” and their promises should not be taken lightly. With Israeli Prime Minister Benjamin Netanyahu scheduled to address the United Nations in New York at the end of September, and with a closely contested U.S. election to follow soon after, one should not be surprised if student protesters are move back toward the center of the political firestorm surrounding U.S. support for Israel’s war.

In the early 2000s, the repression of student political activity in the U.S. contributed to one of the most conformist political climates this country has ever seen and made it easier for the Bush administration to launch one of the most wasteful and brutal wars in American history. Today, many of our most prestigious universities are making the same mistakes.

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How to Write the Political and Global Issues College Essay

Essays are one of the best parts of the college application process. With your grades in, your test scores decided, and your extracurriculars developed over your years in high school, your essays are the last piece of your college application that you have immediate control over. With them, you get to add a voice to your other stats, a “face” to the name, so to speak. They’re an opportunity to reveal what’s important to you and what sets you apart from other applicants and tell the admissions committee why you’d be an excellent addition to their incoming student class.

Throughout your college applications process, there are many different types of essays you’ll be asked to write. Some of the most popular essay questions you’ll see might include writing about an extracurricular, why you want to matriculate at a school, and what you want to study.

Increasingly, you might also see a supplemental college essay asking you to discuss a political or global issue that you’re passionate about. Asking this type of question helps colleges understand what you care about outside of your personal life and how you will be an active global citizen.

Some examples from the 2019-2020 cycle include:

Georgetown University’s Walsh School of Foreign Service : Briefly discuss a current global issue, indicating why you consider it important and what you suggest should be done to deal with it.

Yeshiva University Honors Programs : What is one issue about which you are passionate?

Pitzer College : Pitzer College is known for our students’ intellectual and creative activism. If you could work on a cause that is meaningful to you through a project, artistic, academic, or otherwise, what would you do?

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Our chancing engine factors in extracurricular activities, demographic, and other holistic details.

Our chancing engine factors in extracurricular activities, demographic, and other holistic details. We’ll let you know what your chances are at your dream schools — and how to improve your chances!

Tips for Writing the Political and Global Issues College Essay

Pick an issue close to your life.

When you first see a political and global issues prompt, your gut reaction might be to go with a big-picture topic that’s all over the news, like poverty or racism. The problem with these topics is that you usually have a page or less to talk about the issue and why it matters to you. Students also might not have a direct personal connection to such a broad topic. The goal of this essay is to reveal your critical thinking skills, but the higher-level goal of every college essay is to learn more about who you are.

Rather than go with a broad issue that you’re not personally connected to, see if there’s just one facet of it that you  can  contend with. This is especially important if the prompt simply asks for “an issue,” and not necessarily a “global issue.” While some essay prompts will specifically ask that you address a  global  issue (like Georgetown’s School of Foreign Service), there are still ways to approach it from a more focused perspective.

For example, if you were to talk about world hunger, you could start with the hunger you see in your community, which is a food desert. For your solution, you can discuss your plan to build a community garden, so the town is able to access fresh produce. Food deserts, of course, aren’t the only reason world hunger exists; so, you should also explore some other reasons, and other solutions. Maybe there is a better way to prevent and recuperate produce currently being wasted, for instance. If the prompt doesn’t specifically ask for a global issue, however, you could simply focus on food deserts.

For another example, maybe you want to talk about climate change. A more personal and focused approach would deal with happenings in your community, or a community you’ve had contact with. For instance, perhaps your local river was polluted because of textile industry waste; in this case, it would be fitting to address fast fashion specifically (which is still a global issue).

Remember your audience

As you’re approaching this essay, take care to understand the political ramifications of what you’re suggesting and how the school you’re addressing might react to it. Make sure you understand the school’s political viewpoints, and keep in mind that schools are hoping to see how you might fit on their campus based on your response.

So, if you’re applying to a school known for being progressive, like Oberlin or Amherst, you might not want to write an essay arguing that religious freedom is under threat in America. Or, if you’re applying to Liberty University, you should probably avoid writing an essay with a strong pro-LGBTQ stance. You don’t have to take the opposite position, but try picking a different issue that won’t raise the same concerns.

If you have no political alignment, choose economics

If you find yourself applying to a school with which you share no political viewpoints, you might want to consider if the school would even be a good fit for you. Why do you really want to go there? Are those reasons worth it? If you think so, consider writing about an economic issue, which tend to be less contentious than social issues.

For instance, you could write about the impact of monopolies because your parents own an independent bookstore that has been affected by Amazon. Or you could discuss tax breaks for companies that keep or move their production domestically, after seeing how your town changed when factories were moved abroad. Maybe tax filing is a cause you’re really passionate about, and you think the government should institute a free electronic system for all. No matter what you write about here, the key is to keep it close to home however you can.

Pick the best possible framing

When you’re writing an essay that doesn’t fully align with the political views of the school you’re applying to, you’ll want to minimize the gap between your viewpoint and that of the school. While they still might disagree with your views, this will give your essay (and therefore you) the best possible chance. Let’s say you’re applying to a school with progressive economic views, while you firmly believe in free markets. Consider these two essay options:

Option 1:  You believe in free markets because they have pulled billions out of terrible poverty in the developing world.

Option 2:  “Greed is good,” baby! Nothing wrong with the rich getting richer.

Even if you believe equally in the two reasons above personally, essay option 1 would be more likely to resonate with an admissions committee at a progressive school.

Let’s look at another, more subtle example:

Option 1:  Adding 500 police officers to the New York City public transit system to catch fare evaders allows officers to unfairly and systematically profile individuals based on their race.

Option 2:  The cost of hiring 500 additional police officers in the New York City public transit system is higher than the money that would be recouped by fare evasion.

While you might believe both of these things, a school that places a lower priority on race issues may respond better to the second option’s focus on the fallible economics of the issue.

Structuring the Essay

Depending on how long the essay prompt is, you’ll want to use your time and word count slightly differently. For shorter essays (under 250 words), focus on your personal connection rather than the issue itself. You don’t have much space and you need to make it count. For standard essays (250-500 words), you can spend about half the time on the issue and half the time on your personal connection. This should allow you to get more into the nuance. For longer essays, you can write more on the issue itself. But remember, no matter how long the essay is, they ultimately want to learn about you–don’t spend so much time on the issue that you don’t bring it back to yourself.

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William McKinley: Life Before the Presidency

William McKinley was born on January 29, 1843, in the small town of Niles, Ohio. He lived there until age ten, when he moved with his family to nearby Poland, Ohio. His loving family provided William Jr., the seventh of eight children, with a fun-filled childhood that was also carefully guided by his parents. Like most young boys, he spent his childhood fishing, hunting, ice skating, horseback riding, and swimming. His father owned a small iron foundry and instilled in young William a strong work ethic and a respectful attitude. Nancy Allison McKinley, his devoutly religious mother, taught him the value of prayer, courtesy, and honesty in all dealings.

Education and Military Service

Education was important to William, and he studied hard at a school run by the Presbyterian seminary in his hometown of Poland, Ohio. Upon graduation, he entered Allegheny College in Meadville, Pennsylvania, in 1860. He attended Allegheny for only one term, however, because of illness and financial difficulties.

When the Civil War started, William joined the Twenty-third Ohio Volunteer Infantry. During the war, the young private proved himself a valiant soldier on the battlefield, especially at the bloody battle of Antietam. As a commissioned officer, Second Lieutenant McKinley served on the staff of Colonel Rutherford B. Hayes, future President of the United States. His relationship with Hayes, whom he considered his mentor, remained constant throughout his life. He ended his four-year stint in the Army as a brevet major, gaining a title that would stay with him throughout his political career.

Law and Political Career

When the Civil War ended, McKinley returned to Ohio to begin his career in law and politics. He studied law at Albany Law School and, after passing the bar exam in 1867, began his legal practice in Canton, Ohio. At a Canton picnic in 1869—the year he entered politics—McKinley met and began courting his future wife, Ida Saxton, marrying her two years later. He was twenty-seven and she was twenty-three at the time.

Although practicing law was his profession, being involved with the Republican organization secured his future. His first election in 1869 was for county prosecutor. He ran successfully for Congress in 1876 and served until 1891, with the exception of one brief period when he lost in the election of 1882. As a congressman, McKinley became chair of the House Ways and Means Committee in 1889. In that powerful position, he drafted and steered to passage the McKinley Tariff of 1890. Because this strongly protectionist measure increased consumer prices considerably, angry voters rejected McKinley and many other Republicans in the 1890 election. Stunned by his defeat, McKinley returned home to Ohio and ran for governor in 1891, a race which he won, but only by a narrow margin.

As governor, McKinley worked to control—and, he hoped, to lessen—the discord between management and labor. He developed a system of arbitration designed to settle labor disagreements and convinced Ohio Republicans, many of whom refused to acknowledge the rights of labor, to support his arbitration program. McKinley, while sympathetic to workers, proved unwilling to acquiesce to all of their demands, calling out the National Guard in 1894 to curtail strike-related violence by the members of the United Mine Workers. In the face of the economic woes of the mid-1890s, McKinley showed himself to be a skilled and able politician. He even gained widespread public sympathy when his own financial fortunes suffered during the economic depression of 1893—he had co-signed the loans of a friend who subsequently went bankrupt. Winning favor with the voters, he was returned to the governor's office in 1894. With congressional and gubernatorial experience under his belt, as well as widespread popularity in the Republican Party, McKinley was in position to make a run for the White House in 1896.

Lewis L. Gould

Professor Emeritus of American History University of Texas

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How to Write a Great College Essay

Your college admissions essay is a key component of your college application. Unlike standardized test scores and grades, your essay gives your application a more human element. The power of a well-crafted college essay is not to be discounted, so use it to let your personality and background shine through. Here’s how to write a great college essay:

To write a great college essay, begin with brainstorming

Before drafting any portion of your essay, commit your ideas to paper. Jot down all the topics that come to mind for a potential essay—even those that may seem a bit outlandish. 

Next, let some time pass (at least 24 hours) before you revisit your list of ideas. With a fresh set of eyes, add more topics or eliminate others until, over time, you are left with the idea that will become your essay.  

[RELATED: 4 Reasons to Start Your College Essay This Week ]

To write a great college essay, compose a strong opening

The opening of your college essay is critical. You must captivate your reader from the very start, perhaps through suspense, humor, or the like. The first few lines of your essay are the hook that determine whether your reader will continue on feeling bored or intrigued. 

To write a great college essay, aim to be different

The astounding volume of applications received by colleges has made it necessary for admissions counselors to get through many essays in a single day. If you want your essay to stand out amongst the vast competition, you must be different. Share a story that no one else could have told or discuss a random yet fascinating topic no other person has chosen. Always, however, steer clear of controversial or potentially offensive themes.  

To write a great college essay, be genuine

If you want your college essay to have compelling emotion, you must be genuine. Avoid making up stories—real life is more interesting than fiction. When you retell true events you lived through, your writing naturally reflects the feelings you experienced in each moment.   

To write a great college essay, spice up your vocabulary

A handful of advanced vocabulary words can give your essay an impressive touch. You do not need to add a three-syllable word to each line to produce such an effect; two or three well-used words in total is enough. If you have the perfect opportunity to include a word like “visceral” in your essay, seize it.

On the other hand, misused words, malapropisms, and typos can have a jarring effect on your reader. Before including an uncommon word in your essay, make sure to verify its definition and spelling. 

To write a great college essay, mind your punctuation

Punctuation is sometimes an overlooked factor in essay writing. And though it may not be the most important factor, it is assumed that a high school senior knows the basic rules of punctuation use. Proper punctuation may not earn you extra points, but improper punctuation can certainly cost you points. 

Give yourself a refresher course on how to use commas and periods, the most commonly used punctuation marks. Before including a less common mark such as a semicolon or an em dash, make sure you understand the rules that govern its use. 

To write a great college essay, get feedback

Show your essay to at least two trusted people before you submit the final version. Ask for honest feedback, and be open to their suggestions. Rather than getting defensive, try to understand the reasons behind their criticisms. 

Be aware that you may need to revise your essay several times, but this is completely normal. Be patient, positive, and open to improvement. 

[RELATED: 3 Steps to Edit Your Essay ]

Your essay is an essential component of your college application. To succeed on it, think of it as a process.  

Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at [email protected] .

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Expository Essay

Expository essay generator.

An expository essay is a quintessential part of academic writing that delves into explaining or clarifying a topic in a comprehensive manner. This type of essay requires the writer to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. Discovering exemplary essay examples can greatly enhance understanding and mastery of this style. Here, we provide a complete guide with examples to empower students and educators in crafting effective expository essays

Download Expository Essay Bundle

In school, it is an unavoidable truth that you will be asked to write something about a topic which sometimes you are so eager to finish. There are also times when you feel like you do not want to write anything at all. Well, that is just normal. We all go through those times.One of the things that we do in school is essay writing . As we all know, it is never an easy job to write especially college essays . However, having the right disposition and enthusiasm makes it all so easy. By the time you start to write, all those ideas keep coming and you wouldn’t realize you’re already done.

What is an expository essay?

An expository essay is a genre of writing that investigates an idea, evaluates evidence, expounds on the idea, and sets forth an argument concerning that idea in a clear and concise manner. This type of essay requires the writer to define a topic, use examples, statistics, and facts to explain it to the reader. Expository essays are factual and devoid of the writer’s opinions, focusing instead on delivering straightforward information and analysis on a subject. Their primary purpose is to educate or explain, providing a comprehensive understanding of the topic to the reader.

Structure of an Expository Essay

It typically consists of five paragraphs, but the length can vary depending on the depth of the topic. Here’s a breakdown of the traditional structure:

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Introduction:

Hook: Begin with a compelling opening to grab the reader’s attention, which could be a question, fact, statistic, or anecdote. Background Information: Provide a brief background to introduce the topic and context. Thesis Statement: Present a clear and concise thesis statement that outlines the main point or argument of the essay.

Body Paragraphs:

Usually, there are three body paragraphs, each focusing on a specific aspect or evidence supporting the thesis. Topic Sentence: Each paragraph starts with a topic sentence that introduces the main idea of the paragraph. Evidence and Examples: Provide supporting evidence, examples, facts, or statistics to back up the point made in the topic sentence. Analysis: Explain how the evidence supports your thesis and the significance of the evidence. This is where you interpret the facts and show how they contribute to your overall argument. Transition: Use transition sentences or words at the end of each paragraph to smoothly move to the next point or paragraph.

Conclusion:

Restate Thesis: Summarize the essay by restating the thesis statement in a new way, reflecting the evidence and insights provided. Summarize Main Points: Briefly recap the main points made in the body paragraphs without introducing new information. Closing Thought: End with a strong closing statement that reinforces the importance of the topic or provides a call to action or thought-provoking statement to leave a lasting impression on the reader.

The primary purpose of expository writing is to explain, inform, or describe. It aims to present a balanced and objective explanation of a topic, process, or concept, based on facts without the writer’s personal opinions influencing the content.

• Educate Readers: It provides readers with a thorough understanding of a subject through clear, concise, and informative content.
• Clarify Complex Ideas: By breaking down complicated subjects into more manageable parts, it helps readers grasp difficult concepts or processes.
• Enhance Critical Thinking: Encourages readers to think critically about the subject matter as they process the information presented.
• Improve Research Skills: Involves researching and presenting facts, which cultivates research and analytical skills in both the writer and the reader.
• Present Objective Analysis: Offers an unbiased perspective, allowing readers to form their own opinions based on the presented facts.

How Do You Write an Expository Essay

Writing an expository essay involves a clear, focused approach that communicates information to the reader in a concise and effective manner. Follow these steps to write a compelling expository essay:

Choose a Topic: Select a topic that is interesting, manageable, and relevant to your assignment’s requirements. It should be broad enough to write about but narrow enough to cover comprehensively in your essay. Conduct Research: Gather information from credible sources to thoroughly understand your topic. Note down important facts, statistics, and examples that will help you explain your topic clearly. Create a Thesis Statement: Develop a clear thesis statement that outlines the main point or argument of your essay. This statement will guide the direction of your essay and inform the reader about your focus.  Outline Your Essay: Organize your thoughts and research into an outline. Structure your essay into an introduction, body paragraphs, and a conclusion. This will help you maintain a logical flow when writing. Write the First Draft: Using your outline as a guide, write the first draft of your essay. Focus on getting your ideas down; you can refine and edit your work in subsequent drafts. Revise and Edit: Review your essay for clarity and coherence. Ensure each paragraph effectively supports your thesis and that your argument flows logically.Check for grammatical errors, punctuation, and spelling. Ensure that your language is clear, concise, and free of jargon. Cite Your Sources: Properly cite all the sources you used to gather information. This will add credibility to your essay and prevent plagiarism. Finalize Your Essay: Make any necessary revisions based on your review and feedback from others, if available.Ensure your essay meets the assignment criteria and is polished and professional.

Expository Essay Samples

• Essay on Internet
• Essay on Cyber Crime
• Essay on Road Safety
• Essay on National Disaster
•   Essay on Floods
• Essay on Education Rules
• Essay on Politics
• Essay on World War 1
• Essay on Cold war
• Essay on Artificial Intelligence (AI)

Expository Essay Examples

[/ns_col] free download [/ns_row] college expository essay.

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Short Expository Essay

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Expository Education

College Expository

Basic Expository Essay

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Types of Expository Essays

Expository essays are a fundamental aspect of expository writing , encompassing various forms that cater to different academic requirements and personal expressions. Each type serves a unique purpose and requires a specific approach to effectively convey information and ideas.

• Definition Essay This type of essay explores the meaning of a concept or term. It goes beyond the basic dictionary definition, providing deeper insights and personal interpretations. Ideal for exploring abstract concepts, a Definition Essay encourages critical thinking and analytical skills.
• Classification Essay In a Classification Essay, objects or ideas are sorted into categories. This form of essay is particularly useful for organizing complex information into more digestible sections, making it easier for the reader to understand and analyze the topic.
• Process Essay Also known as a “How-To” essay, the Process Essay outlines the steps required to complete a task or procedure. It is sequential and detailed, ensuring the reader can follow along and understand each stage of the process.
• Comparison and Contrast Essay This essay type examines the similarities and differences between two or more subjects. It’s a powerful tool for analysis, helping students develop critical thinking by evaluating various aspects of the subjects being compared.
• Cause and Effect Essay The Cause and Effect Essay delves into the reasons behind a specific event or situation (the cause) and its outcomes (the effect). It’s essential in academic settings for developing a student’s ability to establish logical connections and reason systematically.
• Problem and Solution Essay This essay identifies a problem and proposes one or more solutions. It not only encourages critical thinking but also fosters creativity and problem-solving skills as students explore viable solutions to real-world issues.

Each of these types of expository essays serves as a tool for students and educators to explore and convey complex ideas and information. From high school essays to more advanced academic essays, the ability to effectively write various types of expository essays is a valuable skill in educational development. Whether it’s a personal essay reflecting on individual experiences or a concept essay explaining abstract ideas, mastering these forms equips students with the capability to communicate effectively and think critically

• Tips to Write an Expository Essay
• Choose a Topic That Interests You
• Conduct Thorough Research
• Create a Detailed Outline
• Craft a Strong Thesis Statement
• Use Clear and Concise Language
• Incorporate Evidence and Examples
• Analyze the Evidence
• Follow a Logical Structure
• Write in the Third Person
• Keep Your Writing Objective
• Revise for Clarity and Cohesion
• Edit for Grammar and Spelling Mistakes
• Seek Feedback from Peers or Teachers
• Practice Writing Regularly

Guidelines to Write Expository Essay

Some people find expository writing harder than descriptive writing . Probably because it is at times difficult to present an idea and expand it so the readers can get a grasp of it. Here are a few guidelines you can use.

• Do an intensive research. Oftentimes, the problem with expository writers is that they don’t have enough points to present for the idea. Do your research.
• Widen your vocabulary. It is easier to write when you have the right words to use. You don’t have to browse your dictionary from time to time.
• Design a method. Be a little creative. There may be some methods that people use to write but it is still better if you have one for your own.

Benefits of Expository Essay

Essay writing provides a lot of benefits to students in the academe. Not only it gives them credits from their teachers, it also boosts their confidence in expressing their ideas.

Expository essays provide a better understanding of a certain topic. We cannot avoid that at times, there are things that are presented vaguely making us question what it really means. Expository essay conclusion explains it logically so we can grasp the its true meaning.

Another benefit is expository essays present a fair and balanced analysis of the idea. It eliminates writer’s opinions and emotions just like in a persuasive writing .

When Should You Write an Expository Essay?

• In Academic Assignments: Expository essays are commonly assigned in academic settings to assess students’ understanding and ability to explain complex concepts clearly.
• For Standardized Tests: Many standardized tests include expository writing sections that require candidates to organize and express their thoughts on a given topic.
• When Explaining Processes: Whenever there’s a need to describe how something works or the steps in a process, an expository essay format is ideal for providing clear instructions.
• To Clarify Concepts: Use an expository essay to break down difficult concepts or ideas into understandable parts for educational purposes or to inform a general audience.
• In Professional Settings: Professionals might write expository essays in the form of reports, manuals, or proposals to convey information or explain procedures within a company.

Text prompt

• Instructive
• Professional

Define an expository essay and its main objective

Outline the structure of a standard expository essay.

Describe the process of selecting a topic for an expository essay.

Explain the importance of research in expository essay writing.

Analyze the role of the thesis statement in expository essays

Discuss the differences between expository and narrative essays

Examine techniques for developing paragraphs in expository essays

Explain how to effectively conclude an expository essay

Describe methods for maintaining objectivity in expository writing

Analyze the impact of audience on expository essay content

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Postdoctoral Research Associate Justin McBrien writes for TIME

Postdoctoral Research Associate Justin McBrien has written an article for TIME that shows Hurricane Helene's damage is not unprecedented and "How America Forgot a Crucial Lesson From Hurricane Disasters of the Past".

https://time.com/7072620/hurricane-lesson-helene-camille-history/

Postdoctoral Research Associate Justin McBrien has written an article for TIME that shows Hurricane Helene's damage is not unprecedented and "How America Forgot a Crucial Lesson From Hurricane Disa

Congratulations to PhD Crystal Luo for Best Dissertation

Congratulations to recent UVA Department of History PhD Crystal Luo for receiving the best dissertation award from the Urban History Association.

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Please welcome our new Visiting Associate Professor, Melissa Vise!

Vise received her Ph.D. from Northwestern University in medieval and early modern history (2015) and her master’s in theological studies from the University of Notre Dame (2008).

She has written articles for the Speculum , Viator and American Journal for Legal History. She also has a book release, The Unruly Tongue: Speech and Violence in Medieval Italy  (University of Pennsylvania Press), scheduled for January 2025.

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Professor Joseph Seeley selected for the 2024-2025 U.S.-Korea NextGen Scholars Program

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An initiative by the CSIS Office of the Korea Chair and the USC Korean Studies Institute with support from The Korea Foundation to help mentor the next generation of Korea specialists in the United States.

These scholars were selected in a national competition. The scholars all displayed exemplary scholarship in wide-rangingdisciplines, from American studies, ethnomusicology, history, political science, philosophy, to international relations.

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How to Write a Great College Essay, Step-by-Step

College Admissions , College Essays

Writing your personal statement for your college application is an undeniably overwhelming project. Your essay is your big shot to show colleges who you are—it's totally reasonable to get stressed out. But don't let that stress paralyze you.

This guide will walk you through each step of the essay writing process to help you understand exactly what you need to do to write the best possible personal statement . I'm also going to follow an imaginary student named Eva as she plans and writes her college essay, from her initial organization and brainstorming to her final edits. By the end of this article, you'll have all the tools you need to create a fantastic, effective college essay.

So how do you write a good college essay? The process starts with finding the best possible topic , which means understanding what the prompt is asking for and taking the time to brainstorm a variety of options. Next, you'll determine how to create an interesting essay that shows off your unique perspective and write multiple drafts in order to hone your structure and language. Once your writing is as effective and engaging as possible, you'll do a final sweep to make sure everything is correct .

This guide covers the following steps:

#1: Organizing #2: Brainstorming #3: Picking a topic #4: Making a plan #5: Writing a draft #6: Editing your draft #7: Finalizing your draft #8: Repeating the process

Step 1: Get Organized

The first step in how to write a college essay is figuring out what you actually need to do. Although many schools are now on the Common App, some very popular colleges, including Rutgers and University of California, still have their own applications and writing requirements. Even for Common App schools, you may need to write a supplemental essay or provide short answers to questions.

Before you get started, you should know exactly what essays you need to write. Having this information allows you to plan the best approach to each essay and helps you cut down on work by determining whether you can use an essay for more than one prompt.

Start Early

Writing good college essays involves a lot of work: you need dozens of hours to get just one personal statement properly polished , and that's before you even start to consider any supplemental essays.

In order to make sure you have plenty of time to brainstorm, write, and edit your essay (or essays), I recommend starting at least two months before your first deadline . The last thing you want is to end up with a low-quality essay you aren't proud of because you ran out of time and had to submit something unfinished.

Determine What You Need to Do

As I touched on above, each college has its own essay requirements, so you'll need to go through and determine what exactly you need to submit for each school . This process is simple if you're only using the Common App, since you can easily view the requirements for each school under the "My Colleges" tab. Watch out, though, because some schools have a dedicated "Writing Supplement" section, while others (even those that want a full essay) will put their prompts in the "Questions" section.

It gets trickier if you're applying to any schools that aren't on the Common App. You'll need to look up the essay requirements for each college—what's required should be clear on the application itself, or you can look under the "how to apply" section of the school's website.

Once you've determined the requirements for each school, I recommend making yourself a chart with the school name, word limit, and application deadline on one side and the prompt or prompts you need to respond to on the other . That way you'll be able to see exactly what you need to do and when you need to do it by.

The hardest part about writing your college essays is getting started. 

Decide Where to Start

If you have one essay that's due earlier than the others, start there. Otherwise, start with the essay for your top choice school.

I would also recommend starting with a longer personal statement before moving on to shorter supplementary essays , since the 500-700 word essays tend to take quite a bit longer than 100-250 word short responses. The brainstorming you do for the long essay may help you come up with ideas you like for the shorter ones as well.

Also consider whether some of the prompts are similar enough that you could submit the same essay to multiple schools . Doing so can save you some time and let you focus on a few really great essays rather than a lot of mediocre ones.

However, don't reuse essays for dissimilar or very school-specific prompts, especially "why us" essays . If a college asks you to write about why you're excited to go there, admissions officers want to see evidence that you're genuinely interested. Reusing an essay about another school and swapping out the names is the fastest way to prove you aren't.

Example: Eva's College List

Eva is applying early to Emory University and regular decision to University of Washington, UCLA, and Reed College. Emory, the University of Washington, and Reed both use the Common App, while University of Washington, Emory, and Reed all use the Coalition App.

Even though she's only applying to four schools, Eva has a lot to do: two essays for UW, four for the UCLA application, one for the Common App (or the Coalition App), and two essays for Emory. Many students will have fewer requirements to complete, but those who are applying to very selective schools or a number of schools on different applications will have as many or even more responses to write.

Eva's first deadline is early decision for Emory, she'll start by writing the Common App essay, and then work on the Emory supplements. (For the purposes of this post, we'll focus on the Common App essay.)

Pro tip: If this sounds like a lot of work, that's because it is. Writing essays for your college applications is demanding and takes a lot of time and thought. You don't have to do it alone, though. PrepScholar has helped students like you get into top-tier colleges like Stanford, Yale, Harvard, and Brown. Our essay experts can help you craft amazing essays that boost your chances of getting into your dream school . 

Step 2: Brainstorm

Next up in how to write a college essay: brainstorming essay ideas. There are tons of ways to come up with ideas for your essay topic: I've outlined three below. I recommend trying all of them and compiling a list of possible topics, then narrowing it down to the very best one or, if you're writing multiple essays, the best few.

Keep in mind as you brainstorm that there's no best college essay topic, just the best topic for you . Don't feel obligated to write about something because you think you should—those types of essays tend to be boring and uninspired. Similarly, don't simply write about the first idea that crosses your mind because you don't want to bother trying to think of something more interesting. Take the time to come up with a topic you're really excited about and that you can write about in detail.

Analyze the Prompts

One way to find possible topics is to think deeply about the college's essay prompt. What are they asking you for? Break them down and analyze every angle.

Does the question include more than one part ? Are there multiple tasks you need to complete?

What do you think the admissions officers are hoping to learn about you ?

In cases where you have more than one choice of prompt, does one especially appeal to you ? Why?

Let's dissect one of the University of Washington prompts as an example:

"Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. "

This question is basically asking how your personal history, such as your childhood, family, groups you identify with etc. helped you become the person you are now. It offers a number of possible angles.

You can talk about the effects of either your family life (like your relationship with your parents or what your household was like growing up) or your cultural history (like your Jewish faith or your Venezuelan heritage). You can also choose between focusing on positive or negative effects of your family or culture. No matter what however, the readers definitely want to hear about your educational goals (i.e. what you hope to get out of college) and how they're related to your personal experience.

As you try to think of answers for a prompt, imagine about what you would say if you were asked the question by a friend or during a get-to-know-you icebreaker. After all, admissions officers are basically just people who you want to get to know you.

The essay questions can make a great jumping off point, but don't feel married to them. Most prompts are general enough that you can come up with an idea and then fit it to the question.

Consider Important Experiences, Events, and Ideas in Your Life

What experience, talent, interest or other quirk do you have that you might want to share with colleges? In other words, what makes you you? Possible topics include hobbies, extracurriculars, intellectual interests, jobs, significant one-time events, pieces of family history, or anything else that has shaped your perspective on life.

Unexpected or slightly unusual topics are often the best : your passionate love of Korean dramas or your yearly family road trip to an important historical site. You want your essay to add something to your application, so if you're an All-American soccer player and want to write about the role soccer has played in your life, you'll have a higher bar to clear.

Of course if you have a more serious part of your personal history—the death of a parent, serious illness, or challenging upbringing—you can write about that. But make sure you feel comfortable sharing details of the experience with the admissions committee and that you can separate yourself from it enough to take constructive criticism on your essay.

Think About How You See Yourself

The last brainstorming method is to consider whether there are particular personality traits you want to highlight . This approach can feel rather silly, but it can also be very effective.

If you were trying to sell yourself to an employer, or maybe even a potential date, how would you do it? Try to think about specific qualities that make you stand out. What are some situations in which you exhibited this trait?

Example: Eva's Ideas

Looking at the Common App prompts, Eva wasn't immediately drawn to any of them, but after a bit of consideration she thought it might be nice to write about her love of literature for the first one, which asks about something "so meaningful your application would be incomplete without it." Alternatively, she liked the specificity of the failure prompt and thought she might write about a bad job interview she had had.

In terms of important events, Eva's parents got divorced when she was three and she's been going back and forth between their houses for as long as she can remember, so that's a big part of her personal story. She's also played piano for all four years of high school, although she's not particularly good.

As for personal traits, Eva is really proud of her curiosity—if she doesn't know something, she immediately looks it up, and often ends up discovering new topics she's interested in. It's a trait that's definitely come in handy as a reporter for her school paper.

Step 3: Narrow Down Your List

Now you have a list of potential topics, but probably no idea where to start. The next step is to go through your ideas and determine which one will make for the strongest essay . You'll then begin thinking about how best to approach it.

What to Look for in a College Essay Topic

There's no single answer to the question of what makes a great college essay topic, but there are some key factors you should keep in mind. The best essays are focused, detailed, revealing and insightful, and finding the right topic is vital to writing a killer essay with all of those qualities.

As you go through your ideas, be discriminating—really think about how each topic could work as an essay. But don't be too hard on yourself ; even if an idea may not work exactly the way you first thought, there may be another way to approach it. Pay attention to what you're really excited about and look for ways to make those ideas work.

Consideration 1: Does It Matter to You?

If you don't care about your topic, it will be hard to convince your readers to care about it either. You can't write a revealing essay about yourself unless you write about a topic that is truly important to you.

But don't confuse important to you with important to the world: a college essay is not a persuasive argument. The point is to give the reader a sense of who you are , not to make a political or intellectual point. The essay needs to be personal.

Similarly, a lot of students feel like they have to write about a major life event or their most impressive achievement. But the purpose of a personal statement isn't to serve as a resume or a brag sheet—there are plenty of other places in the application for you to list that information. Many of the best essays are about something small because your approach to a common experience generally reveals a lot about your perspective on the world.

Mostly, your topic needs to have had a genuine effect on your outlook , whether it taught you something about yourself or significantly shifted your view on something else.

Consideration 2: Does It Tell the Reader Something Different About You?

Your essay should add something to your application that isn't obvious elsewhere. Again, there are sections for all of your extracurriculars and awards; the point of the essay is to reveal something more personal that isn't clear just from numbers and lists.

You also want to make sure that if you're sending more than one essay to a school—like a Common App personal statement and a school-specific supplement—the two essays take on different topics.

Consideration 3: Is It Specific?

Your essay should ultimately have a very narrow focus. 650 words may seem like a lot, but you can fill it up very quickly. This means you either need to have a very specific topic from the beginning or find a specific aspect of a broader topic to focus on.

If you try to take on a very broad topic, you'll end up with a bunch of general statements and boring lists of your accomplishments. Instead, you want to find a short anecdote or single idea to explore in depth .

Consideration 4: Can You Discuss It in Detail?

A vague essay is a boring essay— specific details are what imbue your essay with your personality . For example, if I tell my friend that I had a great dessert yesterday, she probably won't be that interested. But if I explain that I ate an amazing piece of peach raspberry pie with flaky, buttery crust and filling that was both sweet and tart, she will probably demand to know where I obtained it (at least she will if she appreciates the joys of pie). She'll also learn more about me: I love pie and I analyze desserts with great seriousness.

Given the importance of details, writing about something that happened a long time ago or that you don't remember well isn't usually a wise choice . If you can't describe something in depth, it will be challenging to write a compelling essay about it.

You also shouldn't pick a topic you aren't actually comfortable talking about . Some students are excited to write essays about very personal topics, like their mother's bipolar disorder or their family's financial struggles, but others dislike sharing details about these kinds of experiences. If you're a member of the latter group, that's totally okay, just don't write about one of these sensitive topics.

Still, don't worry that every single detail has to be perfectly correct. Definitely don't make anything up, but if you remember a wall as green and it was really blue, your readers won't notice or care.

Consideration 5: Can It Be Related to the Prompt?

As long as you're talking about yourself, there are very few ideas that you can't tie back to one of the Common App or Coalition App prompts. But if you're applying to a school with its own more specific prompt, or working on supplemental essays, making sure to address the question will be a greater concern.

Deciding on a Topic

Once you've gone through the questions above, you should have a good sense of what you want to write about. Hopefully, it's also gotten you started thinking about how you can best approach that topic, but we'll cover how to plan your essay more fully in the next step.

If after going through the narrowing process, you've eliminated all your topics, first look back over them: are you being too hard on yourself? Are there any that you really like, but just aren't totally sure what angle to take on? If so, try looking at the next section and seeing if you can't find a different way to approach it.

If you just don't have an idea you're happy with, that's okay! Give yourself a week to think about it. Sometimes you'll end up having a genius idea in the car on the way to school or while studying for your U.S. history test. Otherwise, try the brainstorming process again when you've had a break.

If, on the other hand, you have more than one idea you really like, consider whether any of them can be used for other essays you need to write.

Example: Picking Eva's Topic

• Love of books
• Failed job interview
• Parents' divorce

Eva immediately rules out writing about playing piano, because it sounds super boring to her, and it's not something she is particularly passionate about. She also decides not to write about splitting time between her parents because she just isn't comfortable sharing her feelings about it with an admissions committee.

She feels more positive about the other three, so she decides to think about them for a couple of days. She ends up ruling out the job interview because she just can't come up with that many details she could include.

She's excited about both of her last two ideas, but sees issues with both of them: the books idea is very broad and the reporting idea doesn't seem to apply to any of the prompts. Then she realizes that she can address the solving a problem prompt by talking about a time she was trying to research a story about the closing of a local movie theater, so she decides to go with that topic.

Step 4: Figure Out Your Approach

You've decided on a topic, but now you need to turn that topic into an essay. To do so, you need to determine what specifically you're focusing on and how you'll structure your essay.

If you're struggling or uncertain, try taking a look at some examples of successful college essays . It can be helpful to dissect how other personal statements are structured to get ideas for your own , but don't fall into the trap of trying to copy someone else's approach. Your essay is your story—never forget that.

Let's go through the key steps that will help you turn a great topic into a great essay.

Choose a Focal Point

As I touched on above, the narrower your focus, the easier it will be to write a unique, engaging personal statement. The simplest way to restrict the scope of your essay is to recount an anecdote , i.e. a short personal story that illustrates your larger point.

For example, say a student was planning to write about her Outward Bound trip in Yosemite. If she tries to tell the entire story of her trip, her essay will either be far too long or very vague. Instead, she decides to focus in on a specific incident that exemplifies what mattered to her about the experience: her failed attempt to climb Half Dome. She described the moment she decided to turn back without reaching the top in detail, while touching on other parts of the climb and trip where appropriate. This approach lets her create a dramatic arc in just 600 words, while fully answering the question posed in the prompt (Common App prompt 2).

Of course, concentrating on an anecdote isn't the only way to narrow your focus. Depending on your topic, it might make more sense to build your essay around an especially meaningful object, relationship, or idea.

Another approach our example student from above could take to the same general topic would be to write about the generosity of fellow hikers (in response to Common App prompt 4). Rather than discussing a single incident, she could tell the story of her trip through times she was supported by other hikers: them giving tips on the trails, sharing snacks, encouraging her when she was tired, etc. A structure like this one can be trickier than the more straightforward anecdote approach , but it can also make for an engaging and different essay.

When deciding what part of your topic to focus on, try to find whatever it is about the topic that is most meaningful and unique to you . Once you've figured that part out, it will guide how you structure the essay.

Decide What You Want to Show About Yourself

Remember that the point of the college essay isn't just to tell a story, it's to show something about yourself. It's vital that you have a specific point you want to make about what kind of person you are , what kind of college student you'd make, or what the experience you're describing taught you.

Since the papers you write for school are mostly analytical, you probably aren't used to writing about your own feelings. As such, it can be easy to neglect the reflection part of the personal statement in favor of just telling a story. Yet explaining what the event or idea you discuss meant to you is the most important essay —knowing how you want to tie your experiences back to your personal growth from the beginning will help you make sure to include it.

Develop a Structure

It's not enough to just know what you want to write about—you also need to have a sense of how you're going to write about it. You could have the most exciting topic of all time, but without a clear structure your essay will end up as incomprehensible gibberish that doesn't tell the reader anything meaningful about your personality.

There are a lot of different possible essay structures, but a simple and effective one is the compressed narrative, which builds on a specific anecdote (like the Half Dome example above):

Start in the middle of the action. Don't spend a lot of time at the beginning of your essay outlining background info—it doesn't tend to draw the reader in and you usually need less of it than you think you do. Instead start right where your story starts to get interesting. (I'll go into how to craft an intriguing opener in more depth below.)

Briefly explain what the situation is. Now that you've got the reader's attention, go back and explain anything they need to know about how you got into this situation. Don't feel compelled to fit everything in—only include the background details that are necessary to either understand what happened or illuminate your feelings about the situation in some way.

Finish the story. Once you've clarified exactly what's going on, explain how you resolved the conflict or concluded the experience.

Explain what you learned. The last step is to tie everything together and bring home the main point of your story: how this experience affected you.

The key to this type of structure is to create narrative tension—you want your reader to be wondering what happens next.

A second approach is the thematic structure, which is based on returning to a key idea or object again and again (like the boots example above):

Establish the focus. If you're going to structure your essay around a single theme or object, you need to begin the essay by introducing that key thing. You can do so with a relevant anecdote or a detailed description.

Touch on 3-5 times the focus was important. The body of your essay will consist of stringing together a few important moments related to the topic. Make sure to use sensory details to bring the reader into those points in time and keep her engaged in the essay. Also remember to elucidate why these moments were important to you.

Revisit the main idea. At the end, you want to tie everything together by revisiting the main idea or object and showing how your relationship to it has shaped or affected you. Ideally, you'll also hint at how this thing will be important to you going forward.

To make this structure work you need a very specific focus. Your love of travel, for example, is much too broad—you would need to hone in on a specific aspect of that interest, like how traveling has taught you to adapt to event the most unusual situations. Whatever you do, don't use this structure to create a glorified resume or brag sheet .

However you structure your essay, you want to make sure that it clearly lays out both the events or ideas you're describing and establishes the stakes (i.e. what it all means for you). Many students become so focused on telling a story or recounting details that they forget to explain what it all meant to them.

Example: Eva's Essay Plan

For her essay, Eva decides to use the compressed narrative structure to tell the story of how she tried and failed to report on the closing of a historic movie theater:

• Open with the part of her story where she finally gave up after calling the theater and city hall a dozen times.
• Explain that although she started researching the story out of journalistic curiosity, it was important to her because she'd grown up going to movies at that theater.
• Recount how defeated she felt when she couldn't get ahold of anyone, and then even more so when she saw a story about the theater's closing in the local paper.
• Describer her decision to write an op-ed instead and interview other students about what the theater meant to them.
• Finish by explaining that although she wasn't able to get the story (or stop the destruction of the theater), she learned that sometimes the emotional angle can be just as interesting as the investigative one.

Step 5: Write a First Draft

The key to writing your first draft is not to worry about whether it's any good—just get something on paper and go from there. You will have to rewrite, so trying to get everything perfect is both frustrating and futile.

Everyone has their own writing process. Maybe you feel more comfortable sitting down and writing the whole draft from beginning to end in one go. Maybe you jump around, writing a little bit here and a little there. It's okay to have sections you know won't work or to skip over things you think you'll need to include later.

Whatever your approach, there are a few tips everyone can benefit from.

Don't Aim for Perfection

I mentioned this idea above, but I can't emphasize it enough: no one writes a perfect first draft . Extensive editing and rewriting is vital to crafting an effective personal statement. Don't get too attached to any part of your draft, because you may need to change anything (or everything) about your essay later .

Also keep in mind that, at this point in the process, the goal is just to get your ideas down. Wonky phrasings and misplaced commas can easily be fixed when you edit, so don't worry about them as you write. Instead, focus on including lots of specific details and emphasizing how your topic has affected you, since these aspects are vital to a compelling essay.

Write an Engaging Introduction

One part of the essay you do want to pay special attention to is the introduction. Your intro is your essay's first impression: you only get one. It's much harder to regain your reader's attention once you've lost it, so you want to draw the reader in with an immediately engaging hook that sets up a compelling story .

There are two possible approaches I would recommend.

The "In Media Res" Opening

You'll probably recognize this term if you studied The Odyssey: it basically means that the story starts in the middle of the action, rather than at the beginning. A good intro of this type makes the reader wonder both how you got to the point you're starting at and where you'll go from there . These openers provide a solid, intriguing beginning for narrative essays (though they can certainly for thematic structures as well).

But how do you craft one? Try to determine the most interesting point in your story and start there. If you're not sure where that is, try writing out the entire story and then crossing out each sentence in order until you get to one that immediately grabs your attention.

Here's an example from a real student's college essay:

"I strode in front of 400 frenzied eighth graders with my arm slung over my Fender Stratocaster guitar—it actually belonged to my mother—and launched into the first few chords of Nirvana's 'Lithium.'"

Anonymous , University of Virginia

This intro throws the reader right into the middle of the action. The author jumps right into the action: the performance. You can imagine how much less exciting it would be if the essay opened with an explanation of what the event was and why the author was performing.

The Specific Generalization

Sounds like an oxymoron, right? This type of intro sets up what the essay is going to talk about in a slightly unexpected way . These are a bit trickier than the "in media res" variety, but they can work really well for the right essay—generally one with a thematic structure.

The key to this type of intro is detail . Contrary to what you may have learned in elementary school, sweeping statements don't make very strong hooks. If you want to start your essay with a more overall description of what you'll be discussing, you still need to make it specific and unique enough to stand out.

Once again, let's look at some examples from real students' essays:

Neha, Johns Hopkins University

Brontë, Johns Hopkins University

Both of these intros set up the general topic of the essay (the first writer's bookshelf and and the second's love of Jane Eyre ) in an intriguing way. The first intro works because it mixes specific descriptions ("pushed against the left wall in my room") with more general commentary ("a curious piece of furniture"). The second draws the reader in by adopting a conversational and irreverent tone with asides like "if you ask me" and "This may or may not be a coincidence."

Don't Worry Too Much About the Length

When you start writing, don't worry about your essay's length. Instead, focus on trying to include all of the details you can think of about your topic , which will make it easier to decide what you really need to include when you edit.

However, if your first draft is more than twice the word limit and you don't have a clear idea of what needs to be cut out, you may need to reconsider your focus—your topic is likely too broad. You may also need to reconsider your topic or approach if you find yourself struggling to fill space, since this usually indicates a topic that lacks a specific focus.

Eva's First Paragraph

I dialed the phone number for the fourth time that week. "Hello? This is Eva Smith, and I'm a reporter with Tiny Town High's newspaper The Falcon. I was hoping to ask you some questions about—" I heard the distinctive click of the person on the other end of the line hanging up, followed by dial tone. I was about ready to give up: I'd been trying to get the skinny on whether the Atlas Theater was actually closing to make way for a big AMC multiplex or if it was just a rumor for weeks, but no one would return my calls.

Step 6: Edit Aggressively

No one writes a perfect first draft. No matter how much you might want to be done after writing a first draft—you must take the time to edit. Thinking critically about your essay and rewriting as needed is a vital part of writing a great college essay.

Before you start editing, put your essay aside for a week or so . It will be easier to approach it objectively if you haven't seen it in a while. Then, take an initial pass to identify any big picture issues with your essay. Once you've fixed those, ask for feedback from other readers—they'll often notice gaps in logic that don't appear to you, because you're automatically filling in your intimate knowledge of the situation. Finally, take another, more detailed look at your essay to fine tune the language.

I've explained each of these steps in more depth below.

First Editing Pass

You should start the editing process by looking for any structural or thematic issues with your essay . If you see sentences that don't make sense or glaring typos of course fix them, but at this point, you're really focused on the major issues since those require the most extensive rewrites. You don't want to get your sentences beautifully structured only to realize you need to remove the entire paragraph.

This phase is really about honing your structure and your voice . As you read through your essay, think about whether it effectively draws the reader along, engages him with specific details, and shows why the topic matters to you. Try asking yourself the following questions:

• Does the intro make you want to read more?
• Is the progression of events and/or ideas clear?
• Does the essay show something specific about you? What is it and can you clearly identify it in the essay?
• Are there places where you could replace vague statements with more specific ones?
• Do you have too many irrelevant or uninteresting details clogging up the narrative?
• Is it too long? What can you cut out or condense without losing any important ideas or details?

Give yourself credit for what you've done well, but don't hesitate to change things that aren't working. It can be tempting to hang on to what you've already written —you took the time and thought to craft it in the first place, so it can be hard to let it go. Taking this approach is doing yourself a disservice, however. No matter how much work you put into a paragraph or much you like a phrase, if they aren't adding to your essay, they need to be cut or altered.

If there's a really big structural problem, or the topic is just not working, you may have to chuck this draft out and start from scratch . Don't panic! I know starting over is frustrating, but it's often the best way to fix major issues.

Consulting Other Readers

Once you've fixed the problems you found on the first pass and have a second (or third) draft you're basically happy with, ask some other people to read it. Check with people whose judgment you trust : parents, teachers, and friends can all be great resources, but how helpful someone will be depends on the individual and how willing you are to take criticism from her.

Also, keep in mind that many people, even teachers, may not be familiar with what colleges look for in an essay. Your mom, for example, may have never written a personal statement, and even if she did, it was most likely decades ago. Give your readers a sense of what you'd like them to read for , or print out the questions I listed above and include them at the end of your essay.

Second Pass

After incorporating any helpful feedback you got from others, you should now have a nearly complete draft with a clear arc.

At this point you want to look for issues with word choice and sentence structure:

• Are there parts that seem stilted or overly formal?
• Do you have any vague or boring descriptors that could be replaced with something more interesting and specific?
• Are there any obvious redundancies or repetitiveness?
• Have you misused any words?
• Are your sentences of varied length and structure?

A good way to check for weirdness in language is to read the essay out loud. If something sounds weird when you say it, it will almost certainly seem off when someone else reads it.

Example: Editing Eva's First Paragraph

In general, Eva feels like her first paragraph isn't as engaging as it could be and doesn't introduce the main point of the essay that well: although it sets up the narrative, it doesn't show off her personality that well. She decides to break it down sentence by sentence:

I dialed the phone number for the fourth time that week.

Problem: For a hook, this sentence is a little too expository. It doesn't add any real excitement or important information (other than that this call isn't the first, which can be incorporate elsewhere.

Solution: Cut this sentence and start with the line of dialogue.

"Hello? This is Eva Smith, and I'm a reporter with Tiny Town High's newspaper The Falcon. I was hoping to ask you some questions about—"

Problem: No major issues with this sentence. It's engaging and sets the scene effectively.

Solution: None needed, but Eva does tweak it slightly to include the fact that this call wasn't her first.

I heard the distinctive click of the person on the other end of the line hanging up, followed by dial tone.

Problem: This is a long-winded way of making a point that's not that important.

Solution: Replace it with a shorter, more evocative description: " Click. Bzzzzzzz. Whoever was on the other end of the line had hung up."

I was about ready to give up: I'd been trying to get the skinny on whether the Atlas Theater was actually closing to make way for a big AMC multiplex or if it was just a rumor for weeks, but no one would return my calls.

Problem: This sentence is kind of long. Some of the phrases ("about ready to give up," "get the skinny") are cliché.

Solution: Eva decides to try to stick more closely to her own perspective: "I'd heard rumors that Atlas Theater was going to be replaced with an AMC multiplex, and I was worried." She also puts a paragraph break before this sentence to emphasize that she's now moving on to the background info rather than describing her call.

Step 7: Double Check Everything

Once you have a final draft, give yourself another week and then go through your essay again. Read it carefully to make sure nothing seems off and there are no obvious typos or errors. Confirm that you are at or under the word limit.

Then, go over the essay again, line by line , checking every word to make sure that it's correct. Double check common errors that spell check may not catch, like mixing up affect and effect or misplacing commas.

Finally, have two other readers check it as well . Oftentimes a fresh set of eyes will catch an issue you've glossed over simply because you've been looking at the essay for so long. Give your readers instructions to only look for typos and errors, since you don't want to be making any major content changes at this point in the process.

This level of thoroughness may seem like overkill, but it's worth taking the time to ensure that you don't have any errors. The last thing you want is for an admissions officer to be put off by a typo or error.

Example: Eva's Final Draft (Paragraphs 1 and 2)

"Hello? This is Eva Smith again. I'm a reporter with Tiny Town High's newspaper The Falcon , and I was hoping to ask you some questions about —" Click. Bzzzzzzz. Whoever was on the other end of the line had hung up.

I'd heard rumors that the historic Atlas Theater was going to be replaced with an AMC multiplex, and I was worried. I'd grown up with the Atlas: my dad taking me to see every Pixar movie on opening night and buying me Red Vines to keep me distracted during the sad parts. Unfortunately my personal history with the place didn't seem to carry much weight with anyone official, and my calls to both the theater and city hall had thus far gone unanswered.

Once you've finished the final check, you're done, and ready to submit! There's one last step, however.

Step 8: Do It All Again

Remember back in step one, when we talked about making a chart to keep track of all the different essays you need to write? Well, now you need to go back to that list and determine which essays you still need to write . Keep in mind your deadlines and don't forget that some schools may require more than one essay or ask for short paragraphs in addition to the main personal statement.

Reusing Essays

In some cases, you may be able to reuse the essay you've already written for other prompts. You can use the same essay for two prompts if:

Both of them are asking the same basic question (e.g. "how do you interact with people who are different from you?" or "what was an important experience and why?"), or

One prompt is relatively specific and the other is very general (e.g. "tell us about how your family shaped your education" and "tell us something about your background"), and

Neither asks about your interest in a specific school or program.

If you choose to reuse an essay you wrote for a different prompt, make sure that it addresses every part of question and that it fits the word limit. If you have to tweak a few things or cut out 50-odd words, it will probably still work. But if the essay would require major changes to fit the criteria, you're probably better off starting from scratch (even if you use the same basic topic).

Crafting Supplemental Essays

The key to keep in mind in when brainstorming for supplemental essays is that you want them to add something new to your application . You shouldn't write about the same topic you used for your personal statement, although it's okay to talk about something similar, as long as you adopt a clearly different angle.

For example, if you're planning to be pre-med in college and your main essay is about how volunteering at the hospital taught you not to judge people on their appearance, you might write your secondary essay on your intellectual interest in biology (which could touch on your volunteering). There's some overlap, but the two topics are clearly distinct.

And now, you're really, truly, finally done. Congrats!

What's Next?

Now that you know how to write a college essay, we have a lot more specific resources for you to excel.

Are you working on the Common App essay ? Read our breakdown of the Common App prompts and our guide to picking the best prompt for you.

Or maybe you're interested in the University of California ? Check out our complete guide to the UC personal statements .

In case you haven't finished the rest of the application process , take a look at our guides to asking for recommendations , writing about extracurriculars , and researching colleges .

Finally, if you're planning to take the SAT or ACT one last time , try out some of our famous test prep guides, like "How to Get a Perfect Score on the SAT" and "15 Key ACT Test Day Tips."

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Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT.

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The Senate shall chuse their other Officers, and also a President pro tempore, in the Absence of the Vice President, or when he shall exercise the Office of President of the United States.

The Senate shall have the sole Power to try all Impeachments. When sitting for that Purpose, they shall be on Oath or Affirmation. When the President of the United States is tried, the Chief Justice shall preside: And no Person shall be convicted without the Concurrence of two thirds of the Members present.

Judgment in Cases of Impeachment shall not extend further than to removal from Office, and disqualification to hold and enjoy any Office of honor, Trust or Profit under the United States: but the Party convicted shall nevertheless be liable and subject to Indictment, Trial, Judgment and Punishment, according to Law.

The Times, Places and Manner of holding Elections for Senators and Representatives, shall be prescribed in each State by the Legislature thereof; but the Congress may at any time by Law make or alter such Regulations, except as to the Places of chusing Senators.

The Congress shall assemble at least once in every Year, and such Meeting shall be on the first Monday in December, unless they shall by Law appoint a different Day.

Each House shall be the Judge of the Elections, Returns and Qualifications of its own Members, and a Majority of each shall constitute a Quorum to do Business; but a smaller Number may adjourn from day to day, and may be authorized to compel the Attendance of absent Members, in such Manner, and under such Penalties as each House may provide.

Each House may determine the Rules of its Proceedings, punish its Members for disorderly Behaviour, and, with the Concurrence of two thirds, expel a Member.

Each House shall keep a Journal of its Proceedings, and from time to time publish the same, excepting such Parts as may in their Judgment require Secrecy; and the Yeas and Nays of the Members of either House on any question shall, at the Desire of one fifth of those Present, be entered on the Journal.

Neither House, during the Session of Congress, shall, without the Consent of the other, adjourn for more than three days, nor to any other Place than that in which the two Houses shall be sitting.

The Senators and Representatives shall receive a Compensation for their Services, to be ascertained by Law, and paid out of the Treasury of the United States. They shall in all Cases, except Treason, Felony and Breach of the Peace, be privileged from Arrest during their Attendance at the Session of their respective Houses, and in going to and returning from the same; and for any Speech or Debate in either House, they shall not be questioned in any other Place.

No Senator or Representative shall, during the Time for which he was elected, be appointed to any civil Office under the Authority of the United States, which shall have been created, or the Emoluments whereof shall have been encreased during such time ; and no Person holding any Office under the United States, shall be a Member of either House during his Continuance in Office.

All Bills for raising Revenue shall originate in the House of Representatives; but the Senate may propose or concur with Amendments as on other Bills.

Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States: If he approve he shall sign it, but if not he shall return it, with his Objections to that House in which it shall have originated, who shall enter the Objections at large on their Journal, and proceed to reconsider it. If after such Reconsideration two thirds of that House shall agree to pass the Bill, it shall be sent, together with the Objections, to the other House, by which it shall likewise be reconsidered, and if approved by two thirds of that House, it shall become a Law. But in all such Cases the Votes of both Houses shall be determined by yeas and Nays, and the Names of the Persons voting for and against the Bill shall be entered on the Journal of each House respectively. If any Bill shall not be returned by the President within ten Days (Sundays excepted) after it shall have been presented to him, the Same shall be a Law, in like Manner as if he had signed it, unless the Congress by their Adjournment prevent its Return, in which Case it shall not be a Law.

Every Order, Resolution, or Vote to which the Concurrence of the Senate and House of Representatives may be necessary (except on a question of Adjournment) shall be presented to the President of the United States; and before the Same shall take Effect, shall be approved by him, or being disapproved by him, shall be repassed by two thirds of the Senate and House of Representatives, according to the Rules and Limitations prescribed in the Case of a Bill.

The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises , to pay the Debts and provide for the common Defence and general Welfare of the United States ; but all Duties, Imposts and Excises shall be uniform throughout the United States;

To borrow Money on the credit of the United States;

To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes;

To establish an uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States;

To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard of Weights and Measures;

To provide for the Punishment of counterfeiting the Securities and current Coin of the United States;

To establish Post Offices and post Roads;

To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;

To constitute Tribunals inferior to the supreme Court;

To define and punish Piracies and Felonies committed on the high Seas, and Offences against the Law of Nations ;

To declare War, grant Letters of Marque and Reprisal, and make Rules concerning Captures on Land and Water;

To raise and support Armies, but no Appropriation of Money to that Use shall be for a longer Term than two Years;

To provide and maintain a Navy;

To make Rules for the Government and Regulation of the land and naval Forces;

To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel Invasions;

To provide for organizing, arming, and disciplining, the Militia, and for governing such Part of them as may be employed in the Service of the United States, reserving to the States respectively, the Appointment of the Officers, and the Authority of training the Militia according to the discipline prescribed by Congress;

To exercise exclusive Legislation in all Cases whatsoever, over such District (not exceeding ten Miles square) as may, by Cession of particular States, and the Acceptance of Congress, become the Seat of the Government of the United States, and to exercise like Authority over all Places purchased by the Consent of the Legislature of the State in which the Same shall be, for the Erection of Forts, Magazines, Arsenals, dock-Yards, and other needful Buildings; — And

To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.

The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person.

The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.

No Bill of Attainder or ex post facto Law shall be passed.

No Capitation, or other direct, Tax shall be laid, unless in Proportion to the Census or enumeration herein before directed to be taken.

No Tax or Duty shall be laid on Articles exported from any State.

No Preference shall be given by any Regulation of Commerce or Revenue to the Ports of one State over those of another; nor shall Vessels bound to, or from, one State, be obliged to enter, clear, or pay Duties in another.

No Money shall be drawn from the Treasury, but in Consequence of Appropriations made by Law; and a regular Statement and Account of the Receipts and Expenditures of all public Money shall be published from time to time.

No Title of Nobility shall be granted by the United States: And no Person holding any Office of Profit or Trust under them, shall, without the Consent of the Congress, accept of any present, Emolument, Office, or Title, of any kind whatever, from any King, Prince, or foreign State.

No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of Marque and Reprisal ; coin Money; emit Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post facto Law, or Law impairing the Obligation of Contracts, or grant any Title of Nobility.

No State shall, without the Consent of the Congress, lay any Imposts or Duties on Imports or Exports, except what may be absolutely necessary for executing its inspection Laws: and the net Produce of all Duties and Imposts, laid by any State on Imports or Exports, shall be for the Use of the Treasury of the United States; and all such Laws shall be subject to the Revision and Controul of the Congress.

No State shall, without the Consent of Congress, lay any Duty of Tonnage, keep Troops, or Ships of War in time of Peace, enter into any Agreement or Compact with another State, or with a foreign Power, or engage in War, unless actually invaded, or in such imminent Danger as will not admit of delay.

Article II: Executive

The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years , and, together with the Vice President, chosen for the same Term , be elected, as follows:

Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entitled in the Congress: but no Senator or Representative, or Person holding an Office of Trust or Profit under the United States, shall be appointed an Elector.

The Electors shall meet in their respective States, and vote by Ballot for two Persons, of whom one at least shall not be an Inhabitant of the same State with themselves. And they shall make a List of all the Persons voted for, and of the Number of Votes for each; which List they shall sign and certify, and transmit sealed to the Seat of the Government of the United States, directed to the President of the Senate. The President of the Senate shall, in the Presence of the Senate and House of Representatives, open all the Certificates, and the Votes shall then be counted. The Person having the greatest Number of Votes shall be the President, if such Number be a Majority of the whole Number of Electors appointed; and if there be more than one who have such Majority, and have an equal Number of Votes, then the House of Representatives shall immediately chuse by Ballot one of them for President; and if no Person have a Majority, then from the five highest on the List the said House shall in like Manner chuse the President. But in chusing the President, the Votes shall be taken by States, the Representation from each State having one Vote; A quorum for this purpose shall consist of a Member or Members from two thirds of the States, and a Majority of all the States shall be necessary to a Choice. In every Case, after the Choice of the President, the Person having the greatest Number of Votes of the Electors shall be the Vice President. But if there should remain two or more who have equal Votes, the Senate shall chuse from them by Ballot the Vice President.

The Congress may determine the Time of chusing the Electors, and the Day on which they shall give their Votes; which Day shall be the same throughout the United States.

No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of President; neither shall any Person be eligible to that Office who shall not have attained to the Age of thirty five Years, and been fourteen Years a Resident within the United States.

In Case of the Removal of the President from Office, or of his Death, Resignation, or Inability to discharge the Powers and Duties of the said Office, the Same shall devolve on the Vice President, and the Congress may by Law provide for the Case of Removal, Death, Resignation or Inability, both of the President and Vice President, declaring what Officer shall then act as President, and such Officer shall act accordingly, until the Disability be removed, or a President shall be elected.

The President shall, at stated Times, receive for his Services, a Compensation, which shall neither be increased nor diminished during the Period for which he shall have been elected, and he shall not receive within that Period any other Emolument from the United States, or any of them.

Before he enter on the Execution of his Office, he shall take the following Oath or Affirmation: — "I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my Ability, preserve, protect and defend the Constitution of the United States."

The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States; he may require the Opinion, in writing, of the principal Officer in each of the executive Departments, upon any Subject relating to the Duties of their respective Offices , and he shall have Power to grant Reprieves and Pardons for Offences against the United States, except in Cases of Impeachment.

He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States, whose Appointments are not herein otherwise provided for, and which shall be established by Law: but the Congress may by Law vest the Appointment of such inferior Officers, as they think proper, in the President alone, in the Courts of Law, or in the Heads of Departments.

The President shall have Power to fill up all Vacancies that may happen during the Recess of the Senate, by granting Commissions which shall expire at the End of their next Session.

He shall from time to time give to the Congress Information of the State of the Union , and recommend to their Consideration such Measures as he shall judge necessary and expedient ; he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper ; he shall receive Ambassadors and other public Ministers ; he shall take Care that the Laws be faithfully executed , and shall Commission all the Officers of the United States.

The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanors.

Article III: Judicial

The judicial Power of the United States shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour , and shall, at stated Times, receive for their Services a Compensation, which shall not be diminished during their Continuance in Office.

The judicial Power shall extend to all Cases, in Law and Equity, arising under this Constitution, the Laws of the United States, and Treaties made, or which shall be made, under their Authority; — to all Cases affecting Ambassadors, other public Ministers and Consuls; — to all Cases of admiralty and maritime Jurisdiction; — to Controversies to which the United States shall be a Party; — to Controversies between two or more States; — between a State and Citizens of another State; — between Citizens of different States; — between Citizens of the same State claiming Lands under Grants of different States, and between a State, or the Citizens thereof, and foreign States, Citizens or Subjects.

In all Cases affecting Ambassadors, other public Ministers and Consuls, and those in which a State shall be Party, the supreme Court shall have original Jurisdiction. In all the other Cases before mentioned, the supreme Court shall have appellate Jurisdiction, both as to Law and Fact, with such Exceptions, and under such Regulations as the Congress shall make.

The Trial of all Crimes, except in Cases of Impeachment, shall be by Jury; and such Trial shall be held in the State where the said Crimes shall have been committed; but when not committed within any State, the Trial shall be at such Place or Places as the Congress may by Law have directed.

Treason against the United States, shall consist only in levying War against them, or in adhering to their Enemies, giving them Aid and Comfort. No Person shall be convicted of Treason unless on the Testimony of two Witnesses to the same overt Act, or on Confession in open Court.

The Congress shall have Power to declare the Punishment of Treason, but no Attainder of Treason shall work Corruption of Blood, or Forfeiture except during the Life of the Person attainted.

Article IV: States

Full Faith and Credit shall be given in each State to the public Acts, Records, and judicial Proceedings of every other State. And the Congress may by general Laws prescribe the Manner in which such Acts, Records and Proceedings shall be proved, and the Effect thereof.

The Citizens of each State shall be entitled to all Privileges and Immunities of Citizens in the several States.

A Person charged in any State with Treason, Felony, or other Crime, who shall flee from Justice, and be found in another State, shall on Demand of the executive Authority of the State from which he fled, be delivered up, to be removed to the State having Jurisdiction of the Crime.

No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.

New States may be admitted by the Congress into this Union; but no new States shall be formed or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as of the Congress.

The Congress shall have Power to dispose of and make all needful Rules and Regulations respecting the Territory or other Property belonging to the United States ; and nothing in this Constitution shall be so construed as to Prejudice any Claims of the United States, or of any particular State.

The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion; and on Application of the Legislature, or of the Executive (when the Legislature cannot be convened), against domestic Violence.

Article V: Amendment

The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the Application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all Intents and Purposes, as Part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof, as the one or the other Mode of Ratification may be proposed by the Congress ; Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article ; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate.

Article VI: Supreme Law

All Debts contracted and Engagements entered into, before the Adoption of this Constitution, shall be as valid against the United States under this Constitution, as under the Confederation.

This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding.

The Senators and Representatives before mentioned, and the Members of the several State Legislatures, and all executive and judicial Officers, both of the United States and of the several States, shall be bound by Oath or Affirmation, to support this Constitution ; but no religious Test shall ever be required as a Qualification to any Office or public Trust under the United States.

Article VII: Ratification

The Ratification of the Conventions of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.

Done in Convention by the Unanimous Consent of the States present the Seventeenth Day of September in the Year of our Lord one thousand seven hundred and Eighty seven and of the Independence of the United States of America the Twelfth In witness whereof We have hereunto subscribed our Names ,

G°. Washington Presidt. and deputy from Virginia Delaware Geo: Read Gunning Bedford jun John Dickinson Richard Bassett Jaco: Broom Maryland James McHenry Dan of St Thos. Jenifer Danl. Carroll Virginia John Blair James Madison Jr. North Carolina Wm. Blount Richd. Dobbs Spaight Hu Williamson South Carolina J. Rutledge Charles Cotesworth Pinckney Charles Pinckney Pierce Butler Georgia William Few Abr Baldwin New Hampshire John Langdon Nicholas Gilman Massachusetts Nathaniel Gorham rufus King Connecticut Wm. Saml. Johnson Roger Sherman New York Alexander Hamilton New Jersey Wil: Livingston David Brearley Wm. Paterson Jona: Dayton Pennsylvania B Franklin Thomas Mifflin Robt. Morris Geo. Clymer Thos. FitzSimons Jared Ingersoll James Wilson Gouv Morris Attest William Jackson, Secretary

The Amendments

Amendment i.

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Amendment II

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Amendment III

No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated , and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger ; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb ; nor shall be compelled in any criminal case to be a witness against himself , nor be deprived of life, liberty, or property, without due process of law ; nor shall private property be taken for public use, without just compensation.

Amendment VI

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law , and to be informed of the nature and cause of the accusation ; to be confronted with the witnesses against him ; to have compulsory process for obtaining witnesses in his favor , and to have the Assistance of Counsel for his defence.

Amendment VII

In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved , and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

Amendment VIII

Excessive bail shall not be required , nor excessive fines imposed , nor cruel and unusual punishments inflicted.

Amendment IX

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

Amendment XI

The Judicial power of the United States shall not be construed to extend to any suit in law or equity, commenced or prosecuted against one of the United States by Citizens of another State, or by Citizens or Subjects of any Foreign State.

Amendment XII

The Electors shall meet in their respective states and vote by ballot for President and Vice-President, one of whom, at least, shall not be an inhabitant of the same state with themselves; they shall name in their ballots the person voted for as President, and in distinct ballots the person voted for as Vice-President, and they shall make distinct lists of all persons voted for as President, and of all persons voted for as Vice-President, and of the number of votes for each, which lists they shall sign and certify, and transmit sealed to the seat of the government of the United States, directed to the President of the Senate; — the President of the Senate shall, in the presence of the Senate and House of Representatives, open all the certificates and the votes shall then be counted; — The person having the greatest number of votes for President, shall be the President, if such number be a majority of the whole number of Electors appointed; and if no person have such majority, then from the persons having the highest numbers not exceeding three on the list of those voted for as President, the House of Representatives shall choose immediately, by ballot, the President. But in choosing the President, the votes shall be taken by states, the representation from each state having one vote; a quorum for this purpose shall consist of a member or members from two-thirds of the states, and a majority of all the states shall be necessary to a choice. And if the House of Representatives shall not choose a President whenever the right of choice shall devolve upon them, before the fourth day of March next following, then the Vice-President shall act as President, as in case of the death or other constitutional disability of the President. — The person having the greatest number of votes as Vice-President, shall be the Vice-President, if such number be a majority of the whole number of Electors appointed, and if no person have a majority, then from the two highest numbers on the list, the Senate shall choose the Vice-President; a quorum for the purpose shall consist of two-thirds of the whole number of Senators, and a majority of the whole number shall be necessary to a choice. But no person constitutionally ineligible to the office of President shall be eligible to that of Vice-President of the United States.

Amendment XIII

Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.

Congress shall have power to enforce this article by appropriate legislation.

Amendment XIV

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States ; nor shall any State deprive any person of life, liberty, or property, without due process of law ; nor deny to any person within its jurisdiction the equal protection of the laws.

Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice-President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.

No person shall be a Senator or Representative in Congress, or elector of President and Vice-President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article.

Amendment XV

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude —

The Congress shall have the power to enforce this article by appropriate legislation.

Amendment XVI

The Congress shall have power to lay and collect taxes on incomes, from whatever source derived, without apportionment among the several States, and without regard to any census or enumeration.

Amendment XVII

The Senate of the United States shall be composed of two Senators from each State, elected by the people thereof, for six years; and each Senator shall have one vote. The electors in each State shall have the qualifications requisite for electors of the most numerous branch of the State legislatures.

When vacancies happen in the representation of any State in the Senate, the executive authority of such State shall issue writs of election to fill such vacancies: Provided, That the legislature of any State may empower the executive thereof to make temporary appointments until the people fill the vacancies by election as the legislature may direct.

This amendment shall not be so construed as to affect the election or term of any Senator chosen before it becomes valid as part of the Constitution.

Amendment XVIII

After one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited.

The Congress and the several States shall have concurrent power to enforce this article by appropriate legislation.

This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress.

Amendment XIX

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.

Amendment XX

The terms of the President and the Vice President shall end at noon on the 20th day of January, and the terms of Senators and Representatives at noon on the 3d day of January, of the years in which such terms would have ended if this article had not been ratified; and the terms of their successors shall then begin.

The Congress shall assemble at least once in every year, and such meeting shall begin at noon on the 3d day of January, unless they shall by law appoint a different day.

If, at the time fixed for the beginning of the term of the President, the President elect shall have died, the Vice President elect shall become President. If a President shall not have been chosen before the time fixed for the beginning of his term, or if the President elect shall have failed to qualify, then the Vice President elect shall act as President until a President shall have qualified; and the Congress may by law provide for the case wherein neither a President elect nor a Vice President shall have qualified, declaring who shall then act as President, or the manner in which one who is to act shall be selected, and such person shall act accordingly until a President or Vice President shall have qualified.

The Congress may by law provide for the case of the death of any of the persons from whom the House of Representatives may choose a President whenever the right of choice shall have devolved upon them, and for the case of the death of any of the persons from whom the Senate may choose a Vice President whenever the right of choice shall have devolved upon them.

Sections 1 and 2 shall take effect on the 15th day of October following the ratification of this article.

This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of three-fourths of the several States within seven years from the date of its submission.

Amendment XXI

The eighteenth article of amendment to the Constitution of the United States is hereby repealed.

The transportation or importation into any State, Territory, or Possession of the United States for delivery or use therein of intoxicating liquors, in violation of the laws thereof, is hereby prohibited.

This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by conventions in the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress.

Amendment XXII

No person shall be elected to the office of the President more than twice, and no person who has held the office of President, or acted as President, for more than two years of a term to which some other person was elected President shall be elected to the office of President more than once. But this Article shall not apply to any person holding the office of President when this Article was proposed by Congress, and shall not prevent any person who may be holding the office of President, or acting as President, during the term within which this Article becomes operative from holding the office of President or acting as President during the remainder of such term.

This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of three-fourths of the several States within seven years from the date of its submission to the States by the Congress.

Amendment XXIII

The District constituting the seat of Government of the United States shall appoint in such manner as Congress may direct:

A number of electors of President and Vice President equal to the whole number of Senators and Representatives in Congress to which the District would be entitled if it were a State, but in no event more than the least populous State; they shall be in addition to those appointed by the States, but they shall be considered, for the purposes of the election of President and Vice President, to be electors appointed by a State; and they shall meet in the District and perform such duties as provided by the twelfth article of amendment.

The Congress shall have power to enforce this article by appropriate legislation.

Amendment XXIV

The right of citizens of the United States to vote in any primary or other election for President or Vice President, for electors for President or Vice President, or for Senator or Representative in Congress, shall not be denied or abridged by the United States or any State by reason of failure to pay poll tax or other tax.

Amendment XXV

In case of the removal of the President from office or of his death or resignation, the Vice President shall become President.

Whenever there is a vacancy in the office of the Vice President, the President shall nominate a Vice President who shall take office upon confirmation by a majority vote of both Houses of Congress.

Whenever the President transmits to the President pro tempore of the Senate and the Speaker of the House of Representatives his written declaration that he is unable to discharge the powers and duties of his office, and until he transmits to them a written declaration to the contrary, such powers and duties shall be discharged by the Vice President as Acting President.

Whenever the Vice President and a majority of either the principal officers of the executive departments or of such other body as Congress may by law provide, transmit to the President pro tempore of the Senate and the Speaker of the House of Representatives their written declaration that the President is unable to discharge the powers and duties of his office, the Vice President shall immediately assume the powers and duties of the office as Acting President.

Thereafter, when the President transmits to the President pro tempore of the Senate and the Speaker of the House of Representatives his written declaration that no inability exists, he shall resume the powers and duties of his office unless the Vice President and a majority of either the principal officers of the executive department or of such other body as Congress may by law provide, transmit within four days to the President pro tempore of the Senate and the Speaker of the House of Representatives their written declaration that the President is unable to discharge the powers and duties of his office. Thereupon Congress shall decide the issue, assembling within forty-eight hours for that purpose if not in session. If the Congress, within twenty-one days after receipt of the latter written declaration, or, if Congress is not in session, within twenty-one days after Congress is required to assemble, determines by two-thirds vote of both Houses that the President is unable to discharge the powers and duties of his office, the Vice President shall continue to discharge the same as Acting President; otherwise, the President shall resume the powers and duties of his office.

Amendment XXVI

The right of citizens of the United States, who are eighteen years of age or older, to vote shall not be denied or abridged by the United States or by any State on account of age.

Amendment XXVII

No law, varying the compensation for the services of the Senators and Representatives, shall take effect, until an election of representatives shall have intervened.

About This Guide

The Heritage Guide to the Constitution is intended to provide a brief and accurate explanation of each clause of the Constitution as envisioned by the Framers and as applied in contemporary law. Its particular aim is to provide lawmakers with a means to defend their role and to fulfill their responsibilities in our constitutional order.

What the Constitution Means

The Constitution of the United States has endured for over two centuries. It remains the object of reverence for nearly all Americans and an object of admiration by peoples around the world. William Gladstone was right in 1878 when he described the U.S. Constitution as "the most wonderful work ever struck off at a given time by the brain and purpose of man."

How It Was Formed

The creation of the United States Constitution—John Adams described the Constitutional Convention as "the greatest single effort of national deliberation that the world has ever seen"—was a seminal event in the history of human liberty. The story of that creation in the summer of 1787 is itself a significant aspect in determining the meaning of the document.

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Written constitutionalism implies that those who make, interpret, and enforce the law ought to be guided by the meaning of the United States Constitution—the supreme law of the land—as it was originally written. This view came to be seriously eroded over the course of the last century with the rise of the theory of the Constitution as a "living document" with no fixed meaning, subject to changing interpretations according to the spirit of the times.

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