importance of failure essay writing

Essay on Failure Is The Stepping Stone To Success

Students are often asked to write an essay on Failure Is The Stepping Stone To Success in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Failure Is The Stepping Stone To Success

Introduction.

Failure is often seen as a bad thing. But, if we change our view, we can see it as a stepping stone to success. It’s a chance to learn and grow.

Learning from Mistakes

Building character.

Failure also builds our character. It makes us strong and resilient. It shows us that we can face challenges and not give up.

Path to Success

So, failure is not the end. It’s the start of a journey to success. By learning and growing from our failures, we can reach our goals.

250 Words Essay on Failure Is The Stepping Stone To Success

In life, everyone aims to be successful. But the road to success is not always smooth. We often face hurdles and sometimes, we fail. Yet, it is crucial to understand that failure is not the end. Instead, it is a stepping stone to success.

When we make mistakes, we learn what not to do. This is important because it helps us avoid the same mistakes in the future. For example, if a student fails in a test, he will study harder next time to pass. This is how failure acts as a stepping stone to success.

The Role of Persistence

Being persistent is key to overcoming failure. When we fail, we should not give up. Instead, we should try again with more determination. The story of Thomas Edison, the inventor of the light bulb, is a great example. He failed thousands of times before he succeeded.

Turning Failure into Success

To turn failure into success, we need to have a positive mindset. We should view failure as an opportunity to learn and grow. By doing so, we can turn our failures into stepping stones towards success.

In conclusion, failure is not something to be feared. It is, in fact, a stepping stone to success. It teaches us valuable lessons, makes us persistent, and helps us grow. So, the next time you fail, remember that it’s not the end, but the beginning of a journey towards success.

500 Words Essay on Failure Is The Stepping Stone To Success

Understanding failure.

Failure is when we are unable to achieve our goals or meet our expectations. It is a part of life that everyone experiences at one point or another. It can be in school, at home, or in our daily activities. Failure can make us feel sad and disappointed. But we should not let these feelings stop us from trying again.

Learning from Failure

Each failure teaches us something. It shows us what doesn’t work and encourages us to find a different way to reach our goals. For example, imagine you are trying to ride a bicycle for the first time. You may fall down many times. But each fall teaches you something new. You learn how to balance, how to pedal, and how to steer. Eventually, you learn to ride the bicycle. In this case, each fall or failure was a stepping stone to your success.

Failure and Success

Failure and success are two sides of the same coin. To reach success, we must face and overcome our failures. Many famous people have faced big failures before they found success. Thomas Edison, a famous inventor, failed thousands of times before he invented the light bulb. He once said, “I have not failed. I’ve just found 10,000 ways that won’t work.” This shows that he saw each failure as a step closer to success.

Building Resilience

In conclusion, failure is not something to be afraid of. It is a stepping stone to success. Each failure is a lesson that brings us closer to our goals. So, the next time you fail, do not be disheartened. Remember, it is just a stepping stone on your path to success. Embrace it, learn from it, and move forward with more determination. Success is waiting for you at the end of your journey.

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Failure and Success in Human Life Essay

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Success if one of the major concerns of modern society, Nowadays, it serves as the main determiner of the significance of an individual and his/her position in society. For this reason, everyone tries to attain success and promote the further development of personality. However, there are numerous challenges a person might face while trying to improve his/her position in society. It is a complicated process that is comprised of numerous ups and downs. Besides, it is crucial to realize the fact that failure is an integral part of the life of a human being, and it helps to acquire the new experience and reconsider some approaches.

Revolving around the issue, one could remember his/her own failure. Sometimes it is rather painful and could result in disappointment and despair. Moreover, failure can make a person abandon some projects and accept his/her helplessness. As for me, I had a number of painful downs in my life, which impacted my personality and triggered a certain change process. However, at first, I was rather vulnerable, and any failure was a great tragedy. I was sure that it resulted from my inability to perform a certain kind of activity and evidenced the necessity of giving up. Yet, very soon, I realized that this approach could ruin my life and deprive me of any perspectives.

This recognition of this idea resulted in the reconsideration of my approach towards success and its main components. The fact is that failure is one of the major concerns related to the issue. However, it does not prove our weakness. It just serves as evidence that the chosen method or approach is not efficient enough to achieve the needed goal. In this regard, it is vital to analyze the main reasons that conditioned fiasco to acquire clear knowledge about the weaknesses of the plan and skill gaps. This investigation will promote a better understanding of the main vectors of the development of personality needed to become successful.

Revolving around my own experience, failures in various projects served as the positive reinforcement for me. I was not able to accept the idea that there were things not available to me. The absence of the result just evidenced the lack of preparation and the necessity of some additional effort. In this regard, the reconsideration of my personal attitude towards the issue promoted the significant improvement of my personality.

For instance, critical writing has always been one of my weak points, and I experienced a number of failures in the given sphere. Besides, realizing the necessity of writing skills and the impact they have on my further personal and professional development, I made efforts to improve this aspect. Analyzing my previous failures, I highlighted the weak points and created the plan to get rid of nagging mistakes. This fact evidences my own attitude towards failures and the necessity of their acceptance.

In conclusion, one should realize the fact that failure is not the sign of helplessness or the absence of any positive aspects. It just shows a person that he/she should work harder to attain success and contribute to his/her personal and professional development. In this regard, we should try to analyze them and determine the major concerns related to a certain issue or project as the lessons we take from failures are fundamental to later success.

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Ultimate Guide to Writing a College Essay about Failure

Writing about failure can be daunting, especially when it comes to college essays. Many students feel the need to present themselves as perfect, without flaws or mistakes. However, failure is a natural part of life and can often lead to growth and personal development. In this guide, we’ll explore how to write a college essay about failure and turn it into a powerful and compelling story.

1. Define what failure means to you

Defining what failure means to you is the first step in writing a college essay about failure. This involves taking some time to reflect on your personal experiences and how you perceive failure. Failure can mean different things to different people, and it's important to understand how you view it in order to effectively write about it.

Some people view failure as a setback or a defeat, while others view it as an opportunity for growth and learning. Some may see it as a necessary part of the journey towards success, while others may feel discouraged and demotivated by it. Whatever your perspective on failure may be, it's important to be honest with yourself and reflect on how it has impacted your life.

As you define what failure means to you, think about specific examples from your life that demonstrate your perspective. This could be a time when you failed to achieve a goal, made a mistake, or experienced a significant setback. Reflect on how you felt in that moment and how it affected you in the short and long term. This can help you better understand your relationship with failure and how you can write about it in a meaningful way in your college essay.

2. Choose the right experience to write about

When it comes to writing a college essay about failure, choosing the right experience to write about is crucial. You need to pick a failure that is significant enough to be interesting to the admissions officers, but also something that you are comfortable sharing.

One strategy is to think about a time when you failed to meet your own expectations, whether it was in school, in sports, or in your personal life. This kind of failure can be particularly powerful because it shows a willingness to take risks and set ambitious goals for yourself.

Another approach is to reflect on a time when you faced a difficult challenge or obstacle and were not able to overcome it. This could be a failure in an academic setting, such as a poor grade on an exam, or a failure in your personal life, such as the end of a relationship or a family conflict.

Whatever experience you choose, be sure to focus on the lessons you learned from the failure and how it has helped you grow and develop as a person. Admissions officers are looking for applicants who are self-aware, reflective, and able to learn from their mistakes.

3. Describe the experience in detail

When writing a college essay about failure, it is important to describe the experience in detail. This means not only discussing what happened, but also how you felt, what you learned, and how it has affected you.

One way to do this is to use descriptive language. Instead of simply stating what happened, try to paint a picture with your words. Use sensory details to help the reader visualize the experience and understand the impact it had on you.

For example, if you are writing about failing a test, don't just say "I got a bad grade." Instead, describe the feelings you had when you saw the grade, how it made you feel about yourself, and how it affected your motivation to do better in the future.

It is also important to be honest and authentic when describing the experience. Don't try to make yourself look better or downplay the impact of failure. Admissions officers want to see that you can reflect on your experiences and learn from them, even when things don't go according to plan.

Overall, by providing a detailed and honest description of your experience, you can help the reader understand how failure has shaped you as a person and why it is an important topic to write about in a college essay.

4. Reflect on what you learned

When writing a college essay about failure, it's essential to reflect on what you learned from the experience. It's not enough to merely describe the failure; you need to demonstrate how it impacted you and what you gained from it.

Start by examining the experience and what led to the failure. What were the circumstances that led to it, and what were your reactions? How did you feel at the time, and how did those feelings change over time? Did the failure have any long-term effects on you, or did it change the way you approach similar situations?

Next, think about what you learned from the experience. Did the failure reveal any weaknesses or blind spots in your skills or approach? Did it force you to confront any personal biases or beliefs? Did it teach you anything about resilience, perseverance, or risk-taking? Reflect on how the experience changed your perspective, and what you can do differently moving forward.

It's important to avoid falling into the trap of merely presenting the failure as a story with a tidy ending. Instead, use the essay as an opportunity to showcase your ability to think critically and reflectively. Admissions officers want to see that you have the capacity to learn and grow from your mistakes and that you can apply those lessons to future challenges. By demonstrating your ability to do so, you can turn a difficult experience into a powerful and persuasive essay.

5. Emphasize the positive

When writing about failure in a college essay, it's important to emphasize the positive aspects that came out of the experience. Admissions officers want to see that you learned from your failure and grew as a person.

Start by describing the positive things that came out of the experience. Did you gain a new perspective on something? Did you learn a valuable lesson? Did you develop a new skill? Highlighting the positives shows that you are able to take something negative and turn it into a positive.

For example, if you failed a test, you could talk about how you used that experience to improve your study habits and ultimately become a better student. Or if you failed to win a sports championship, you could discuss how you used that experience to become a better athlete, teammate, and leader.

Remember to focus on how you grew and what you learned from the experience, rather than dwelling on the negative aspects of the failure. This will show admissions officers that you are resilient, adaptable, and able to turn challenges into opportunities.

6. Be authentic

When writing about failure, it's important to be honest and authentic in your essay. Don't try to portray yourself as a perfect person who never fails because that's simply not true. Admissions officers are looking for authenticity in your writing, and they can often tell when an essay is insincere or embellished.

Instead, focus on being genuine and vulnerable in your essay. Share your real emotions and thoughts about the experience you're writing about. Talk about how it made you feel and what you learned from it. Share any insights you gained or how it has affected you since then. This will show the admissions officers that you are self-aware and able to reflect on your experiences, which are important qualities for any college student.

Remember that being authentic doesn't mean you have to overshare or be too personal. It's okay to set boundaries and not share every detail of your experience. The key is to strike a balance between being open and honest while still maintaining some privacy and dignity.

In addition, avoid using cliches or generic language in your essay. Instead, use specific details and examples to illustrate your points. This will make your essay more memorable and engaging to read.

Overall, being authentic in your essay will help you stand out from the crowd and show admissions officers that you are a real person with real experiences and insights to share.

Writing about failure in a college essay may seem daunting, but it can be an opportunity to showcase your personal growth and resilience. By defining what failure means to you, choosing the right experience, describing it in detail, reflecting on what you learned, emphasizing the positive, and being authentic, you can craft a powerful and effective essay that demonstrates your character and potential. Remember that failure is a part of life, and it's how you respond to it that matters most. Use this guide to approach your essay with confidence and authenticity.

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Common Essay Topic: Describe a Time When You Experienced Failure. How Did That Failure Impact You?

David Jun 29, 2020

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Writing scholarship essays is one of the most difficult parts of the scholarship application. For this reason, it might be tempting to only apply for scholarships that don’t require essays. Of course, you’d be limiting your options as some of the best scholarships with the biggest awards require an essay. 

While writing a scholarship essay can be stressful, there is a way to approach it that will make things easier and less stressful. 

In this guide, we’re going to break down one of the most common essay topics: “Describe a time when you experienced failure. How did that failure impact you?” Many scholarships include this question in their application. It is also one of the questions in the Common App .

We’re going to explain what this question is asking you to write about, how to write a great answer and we’ll even give you a sample essay. 

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Understanding the Question

This question might make you feel uncomfortable. It’s not easy to talk about weaknesses.

You shouldn’t worry though! 

Failure is part of life. What’s important (and what the committee is looking for) is the way in which you handled the failure. (Spoiler alert! This is going to be the real heart of your essay).

The scholarship committee wants to know how the failure impacted you and what you learned from the experience. This is your opportunity to show how you deal with failure and respond to challenges.

Dealing with failures in a constructive manner and growing from them are key ingredients to succeeding in college. 

How to Write a Great Answer

After you understand the essay question, it’s time to start planning what you are actually going to write.

We suggest starting by brainstorming. Write down failures that you’ve experienced in life. Not sure where to start? Think about ‘failures’ that happened in school, during extracurricular activities, or even with family and friends. 

Once you have a list of ‘failures’ think about which one with an outcome you are most proud of. Why are you proud of it? If that failure was in school, did you end up working harder and ace the class? If it was in an extracurricular activity, did you show good sportsmanship? If it was with family or friends, did you end communication well and come out stronger on the other side? 

The first step in the process is to look for ‘failures’ with silver linings. Think of it not about getting knocked down but how you evaluated the situation and got up stronger than ever. 

What Failure Should You Write About? 

If you can help it, try not to write about failing a test or losing a sports game. These are some of the most common experiences that students write about. Remember, thousands of other students will write about the same topics. Your essay should be about an experience that you and only you had.

If you absolutely can’t come up with something else, at least make the experience sound unique and meaningful. Failing a test can be meaningful if it changes your perspective or your approach to studying. But, if it didn’t have such an impact on you, you’ll want to choose another experience to write about. 

Meaningful does not mean a grand failure. You don’t need to burn your house down or get expelled from school. Failures come in many shapes and sizes. You just need to show the failure impacted you and taught you an important lesson. 

To sum things up, the exact failure that you experienced is less critical in your essay. What’s more important is to show how you rose up from the failure and grew from the experience. 

Some Final Tips Before Our Sample Essay

• Don’t write an essay that’s overly sad. The focus should be more about taking responsibility, learning, and less about self-pity. The scholarship committee wants to see how you took weaknesses and turned them into strengths. How did this experience impact you moving forward? How did you grow? 
• Like all scholarship essays, you’ll want to engage your readers from the very beginning. Your introduction should grab their attention with a good hook and make them want to continue reading. Good hooks can include personal stories, rhetorical questions, misconceptions, or stating an overly strong opinion.  
• To prevent sounding like other students, use a lot of details throughout your essay. This helps differentiate you from other students and single you out from the crowd. It also helps readers envision being in your shoes. 

Sample Essay Example

I’ll never forget watching Nastia Liukin win gold in the 2008 Olympics when I was four years old, thinking that’s going to be me one day. I had been doing gymnastics for a year, and despite my small size, I had big dreams and every intention of achieving them.

I excelled quickly at the sport and invested a lot of hours at the gym. High school came along and I continued to train vigorously. Practice, school, practice, school, like I was on a hamster wheel with no ability to stop. It wasn’t until I had to miss my first school dance that I realized what a toll the sport had taken on my body and my mental health. 

I was forced to make a decision I never thought I’d make. I chose to leave my sport at my prime, despite that it had been my world for as long as I had known. 

I realized that I was no longer that little girl with the big dream. I was becoming a young adult, with new dreams and aspirations. I allowed myself a period of mourning and then got to work. I got involved with the school journal, something that I had been itching to do for the first two years of high school but didn’t have the time for it. 

Joining the school journal has allowed me to discover my love for writing. This year, I am even the president of the club! I cannot wait to take my new skills and passion for college, where I plan to study journalism. 

I have learned that sometimes life goes very differently than originally planned. But, that doesn’t mean it’s time to throw in the towel. I may not be as strong as I used to be physically, but mentally, I’m stronger and more excited than ever before. 

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Home Essay Samples Life Failure

Failure Is Not an Option: the Importance of Accepting Failure in the Pursuit of Success

Table of contents, introduction, embracing failure on the path to success.

• Puri, S., & Robinson, D. (2017). The Economic Lives of the Poor. Journal of Economic Perspectives, 31(2), 141-167.
• Duckworth, A. L. (2016). Grit: The Power of Passion and Perseverance. Scribner.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Ballantine Books.
• Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
• Haimovitz, K., & Dweck, C. S. (2017). The Origins of Children's Growth and Fixed Mindsets: New Research and a New Proposal. Child Development Perspectives, 11(3), 183-189.
• Segerstrom, S. C., & Miller, G. E. (2004). Psychological stress and the human immune system: A meta-analytic study of 30 years of inquiry. Psychological Bulletin, 130(4), 601-630.

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Student Essays

Essay on Failure in Life | Failures as Stepping Stones towards Success

Failure is nothing but an effort went missed to hit the target to bring success. Failure is somehow the process the tests the mettle and strength of every struggler in way of achieving something in life. The success is always preceded by multiple failures. There has never been a great success without lots of failures in the way. The following Essay on Failure talks about the Meaning, Importance of Failure & Why Failure is the Stepping Stones towards Success.

Essay on Failures in Life | Failures & its Lessons For Students

Failure can be defined as not achieving something that was set out to be achieved. It is the lack of success, which could be in academics, personal life or professional life. There are many factors that contribute to failure such as not having a clear goal, not being motivated enough, not taking action, inadequate preparation etc.

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One of the most important lessons of failure is that it can happen to anyone. There is no one who is immune to it and this is a hard truth to accept. However, it is also a very important lesson because it teaches us not to take things for granted and to always work hard. No one is perfect and everyone makes mistakes. However, what separates the successful from the unsuccessful is the ability to learn from these mistakes and to use them as a stepping stone to success.

Another important lesson of failure is that it teaches us persistence. Life is full of hardships and setbacks but the key is to never give up. We must always pick ourselves up and continue moving forward. Failure is a part of life and it is what makes us stronger. If we give up every time we face difficulties, we will never achieve our goals.

Lastly, failure teaches us to be humble. No one likes to fail but it is important to remember that we are not perfect and that we all make mistakes. We must learn to accept our failures and to learn from them. By being humble, we can open ourselves up to new opportunities and learnings that we would not have otherwise.

Overcoming Failure:

There are many ways in which students can overcome failure. Firstly, it is important to have a positive attitude and to never give up. Secondly, students must learn from their mistakes and use them as a learning experience. Thirdly, they should stay motivated and focused on their goals. Fourthly, they should prepare adequately for all tasks and challenges. Lastly, they should be humble and accept their failures.

The failure is a painful but important experience. It teaches us valuable lessons that we can use to improve our lives. It shows us that we are not perfect and that life is full of hardships. It also teaches us persistence, humility and the importance of learning from our mistakes. These lessons are essential for students as they embark on their journey to becoming successful adults.

Personal Failure Example Essay:

Everyone has experienced failure at some point in their life. Whether it is a small mistake or a major setback, failure can be a difficult and humbling experience. It can also be a valuable opportunity for growth and self-reflection. In this essay, I will share my personal experience with failure and how it has helped shape me into the person I am today.

A Missed Opportunity

During my senior year of high school, I applied to several prestigious universities. I had worked hard throughout my academic career and felt confident in my abilities. However, despite my efforts, I was rejected from all of the universities that I had set my heart on attending.

At first, I was devastated. The thought of not being able to attend my dream school was overwhelming. I couldn’t understand how I had failed when I had put in so much effort and dedication. I felt like a complete failure, and it took me a long time to come to terms with the rejection.

Reflecting on Failure

As time passed, I started to reflect on my failure and what it meant for me. I realized that although I had worked hard academically, there were other areas of my life where I had neglected. My social life, extracurricular activities, and personal growth were all lacking because of my intense focus on academics.

I also came to understand that my failure was not solely based on external factors such as competition or luck. There were certain aspects of my application and personal character that I could have improved upon. This realization was difficult to accept, but it ultimately helped me grow as a person.

Learning from Failure

Through this experience, I learned the importance of balance in life. It is crucial to not only excel academically but also invest time and effort into other areas such as relationships, hobbies, and self-care. Additionally, I learned the value of self-reflection and taking responsibility for my actions. Instead of blaming external factors, I took ownership of my mistakes and used them as motivation to improve.

Furthermore, this failure taught me resilience and determination. Despite being rejected from my dream schools, I did not give up on my aspirations. I worked hard at a different university and eventually transferred to my desired institution. This experience showed me that failure does not define you, but it can be a powerful driving force towards success.

Final Thoughts

In the end, I am grateful for this experience of personal failure. It was a humbling and challenging time, but it ultimately helped shape me into a more well-rounded individual. Failure is inevitable in life, but what truly matters is how we respond to it. Embracing failure as an opportunity for growth and learning can lead to great personal development and success. So next time you face failure, don’t let it defeat you – embrace it and use it as a stepping stone towards your goals.

Short Essay on Failure:

Failure is a part of life. It is inevitable and something that everyone experiences at some point in their lives. From a young age, we are conditioned to believe that failure is unacceptable and should be avoided at all costs. However, the truth is that failure is not only necessary but also essential for personal growth and success.

One of the main reasons people fear failure is because society has glorified success to an unhealthy extent. We constantly see successful individuals being celebrated and praised, while those who have failed are often ridiculed or overlooked. This creates immense pressure on individuals to succeed in everything they do, resulting in a fear of failure.

But the reality is, success rarely comes without failures along the way. Most successful people have experienced multiple failures before achieving their goals. This is because failures teach us valuable lessons that we would not have learned otherwise. It forces us to reflect on our mistakes, make necessary changes and try again with a new approach.

Moreover, failure allows us to develop resilience and perseverance. When we fail, we are forced to face setbacks and challenges, which ultimately builds our character and strengthens our determination. Without failure, we would never truly know the extent of our capabilities or be able to appreciate success when it does come.

It is also important to note that failure is subjective and often misunderstood. What one person may perceive as a failure can be seen as a valuable learning experience by another. It all depends on perspective and how one chooses to handle the situation.

In fact, some of the most successful and influential individuals in history have faced numerous failures before achieving greatness. Thomas Edison, the inventor of the light bulb, famously said, “I have not failed. I’ve just found 10,000 ways that won’t work.” This mindset is crucial when it comes to dealing with failure – seeing it as a stepping stone rather than an obstacle.

>>>>  Related Post: “ Essay on Every Cloud has a Silver Lining “

In conclusion, failure should not be feared or avoided. It is a natural part of life that allows us to learn, grow and ultimately succeed. So instead of viewing failure as a negative outcome, we should embrace it and use it as motivation to keep moving forward towards our goals.

What is failure in an essay?

In an essay, failure is a topic or theme that explores personal experiences, setbacks, or challenges and their impact on learning, growth, or resilience.

What is failure in life?

In life, failure refers to instances where one falls short of achieving a desired goal or faces setbacks, disappointments, or adversity. It is a natural part of the human experience.

How do you start a failure essay?

You can start a failure essay with an engaging introduction that might involve a personal anecdote, a relevant quote, or a thought-provoking question to draw the reader’s attention and set the tone for your exploration of the topic.

Why is failure important in life?

Failure is important in life because it provides valuable lessons, fosters personal growth, and builds resilience. It can lead to self-discovery, adaptation, and ultimately, success in future endeavors.

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The Fringe Benefits of Failure, and the Importance of Imagination

Harry potter author j.k. rowling's delivers harvard's 2008 commencement address.

J.K. Rowling , author of the best-selling Harry Potter book series, delivers her Commencement Address, “The Fringe Benefits of Failure, and the Importance of Imagination,” at the Annual Meeting of the Harvard Alumni Association. For more on the 2008 Commencement Exercises, read  "University Magic."

Text as delivered follows.  Copyright of JK Rowling, June 2008

President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, proud parents, and, above all, graduates. The first thing I would like to say is 'thank you.' Not only has Harvard given me an extraordinary honour, but the weeks of fear and nausea I have endured at the thought of giving this commencement address have made me lose weight. A win-win situation! Now all I have to do is take deep breaths, squint at the red banners and convince myself that I am at the world's largest Gryffindor reunion. Delivering a commencement address is a great responsibility; or so I thought until I cast my mind back to my own graduation. The commencement speaker that day was the distinguished British philosopher Baroness Mary Warnock. Reflecting on her speech has helped me enormously in writing this one, because it turns out that I can't remember a single word she said. This liberating discovery enables me to proceed without any fear that I might inadvertently influence you to abandon promising careers in business, the law or politics for the giddy delights of becoming a gay wizard. You see? If all you remember in years to come is the 'gay wizard' joke, I've come out ahead of Baroness Mary Warnock. Achievable goals: the first step to self improvement. Actually, I have wracked my mind and heart for what I ought to say to you today. I have asked myself what I wish I had known at my own graduation, and what important lessons I have learned in the 21 years that have expired between that day and this. I have come up with two answers. On this wonderful day when we are gathered together to celebrate your academic success, I have decided to talk to you about the benefits of failure. And as you stand on the threshold of what is sometimes called 'real life', I want to extol the crucial importance of imagination. These may seem quixotic or paradoxical choices, but please bear with me. Looking back at the 21-year-old that I was at graduation, is a slightly uncomfortable experience for the 42-year-old that she has become. Half my lifetime ago, I was striking an uneasy balance between the ambition I had for myself, and what those closest to me expected of me. I was convinced that the only thing I wanted to do, ever, was to write novels. However, my parents, both of whom came from impoverished backgrounds and neither of whom had been to college, took the view that my overactive imagination was an amusing personal quirk that would never pay a mortgage, or secure a pension. I know that the irony strikes with the force of a cartoon anvil, now. So they hoped that I would take a vocational degree; I wanted to study English Literature. A compromise was reached that in retrospect satisfied nobody, and I went up to study Modern Languages. Hardly had my parents' car rounded the corner at the end of the road than I ditched German and scuttled off down the Classics corridor. I cannot remember telling my parents that I was studying Classics; they might well have found out for the first time on graduation day. Of all the subjects on this planet, I think they would have been hard put to name one less useful than Greek mythology when it came to securing the keys to an executive bathroom. I would like to make it clear, in parenthesis, that I do not blame my parents for their point of view. There is an expiry date on blaming your parents for steering you in the wrong direction; the moment you are old enough to take the wheel, responsibility lies with you. What is more, I cannot criticise my parents for hoping that I would never experience poverty. They had been poor themselves, and I have since been poor, and I quite agree with them that it is not an ennobling experience. Poverty entails fear, and stress, and sometimes depression; it means a thousand petty humiliations and hardships. Climbing out of poverty by your own efforts, that is indeed something on which to pride yourself, but poverty itself is romanticised only by fools. What I feared most for myself at your age was not poverty, but failure. At your age, in spite of a distinct lack of motivation at university, where I had spent far too long in the coffee bar writing stories, and far too little time at lectures, I had a knack for passing examinations, and that, for years, had been the measure of success in my life and that of my peers. I am not dull enough to suppose that because you are young, gifted and well-educated, you have never known hardship or heartbreak. Talent and intelligence never yet inoculated anyone against the caprice of the Fates, and I do not for a moment suppose that everyone here has enjoyed an existence of unruffled privilege and contentment. However, the fact that you are graduating from Harvard suggests that you are not very well-acquainted with failure. You might be driven by a fear of failure quite as much as a desire for success. Indeed, your conception of failure might not be too far from the average person's idea of success, so high have you already flown. Ultimately, we all have to decide for ourselves what constitutes failure, but the world is quite eager to give you a set of criteria if you let it. So I think it fair to say that by any conventional measure, a mere seven years after my graduation day, I had failed on an epic scale. An exceptionally short-lived marriage had imploded, and I was jobless, a lone parent, and as poor as it is possible to be in modern Britain, without being homeless. The fears that my parents had had for me, and that I had had for myself, had both come to pass, and by every usual standard, I was the biggest failure I knew. Now, I am not going to stand here and tell you that failure is fun. That period of my life was a dark one, and I had no idea that there was going to be what the press has since represented as a kind of fairy tale resolution. I had no idea then how far the tunnel extended, and for a long time, any light at the end of it was a hope rather than a reality. So why do I talk about the benefits of failure? Simply because failure meant a stripping away of the inessential. I stopped pretending to myself that I was anything other than what I was, and began to direct all my energy into finishing the only work that mattered to me. Had I really succeeded at anything else, I might never have found the determination to succeed in the one arena I believed I truly belonged. I was set free, because my greatest fear had been realised, and I was still alive, and I still had a daughter whom I adored, and I had an old typewriter and a big idea. And so rock bottom became the solid foundation on which I rebuilt my life. You might never fail on the scale I did, but some failure in life is inevitable. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default. Failure gave me an inner security that I had never attained by passing examinations. Failure taught me things about myself that I could have learned no other way. I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies. The knowledge that you have emerged wiser and stronger from setbacks means that you are, ever after, secure in your ability to survive. You will never truly know yourself, or the strength of your relationships, until both have been tested by adversity. Such knowledge is a true gift, for all that it is painfully won, and it has been worth more than any qualification I ever earned. So given a Time Turner, I would tell my 21-year-old self that personal happiness lies in knowing that life is not a check-list of acquisition or achievement. Your qualifications, your CV, are not your life, though you will meet many people of my age and older who confuse the two. Life is difficult, and complicated, and beyond anyone's total control, and the humility to know that will enable you to survive its vicissitudes. Now you might think that I chose my second theme, the importance of imagination, because of the part it played in rebuilding my life, but that is not wholly so. Though I personally will defend the value of bedtime stories to my last gasp, I have learned to value imagination in a much broader sense. Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all invention and innovation. In its arguably most transformative and revelatory capacity, it is the power that enables us to empathise with humans whose experiences we have never shared. One of the greatest formative experiences of my life preceded Harry Potter, though it informed much of what I subsequently wrote in those books. This revelation came in the form of one of my earliest day jobs. Though I was sloping off to write stories during my lunch hours, I paid the rent in my early 20s by working at the African research department at Amnesty International's headquarters in London. There in my little office I read hastily scribbled letters smuggled out of totalitarian regimes by men and women who were risking imprisonment to inform the outside world of what was happening to them. I saw photographs of those who had disappeared without trace, sent to Amnesty by their desperate families and friends. I read the testimony of torture victims and saw pictures of their injuries. I opened handwritten, eye-witness accounts of summary trials and executions, of kidnappings and rapes. Many of my co-workers were ex-political prisoners, people who had been displaced from their homes, or fled into exile, because they had the temerity to speak against their governments. Visitors to our offices included those who had come to give information, or to try and find out what had happened to those they had left behind. I shall never forget the African torture victim, a young man no older than I was at the time, who had become mentally ill after all he had endured in his homeland. He trembled uncontrollably as he spoke into a video camera about the brutality inflicted upon him. He was a foot taller than I was, and seemed as fragile as a child. I was given the job of escorting him back to the Underground Station afterwards, and this man whose life had been shattered by cruelty took my hand with exquisite courtesy, and wished me future happiness. And as long as I live I shall remember walking along an empty corridor and suddenly hearing, from behind a closed door, a scream of pain and horror such as I have never heard since. The door opened, and the researcher poked out her head and told me to run and make a hot drink for the young man sitting with her. She had just had to give him the news that in retaliation for his own outspokenness against his country's regime, his mother had been seized and executed. Every day of my working week in my early 20s I was reminded how incredibly fortunate I was, to live in a country with a democratically elected government, where legal representation and a public trial were the rights of everyone. Every day, I saw more evidence about the evils humankind will inflict on their fellow humans, to gain or maintain power. I began to have nightmares, literal nightmares, about some of the things I saw, heard, and read. And yet I also learned more about human goodness at Amnesty International than I had ever known before. Amnesty mobilises thousands of people who have never been tortured or imprisoned for their beliefs to act on behalf of those who have. The power of human empathy, leading to collective action, saves lives, and frees prisoners. Ordinary people, whose personal well-being and security are assured, join together in huge numbers to save people they do not know, and will never meet. My small participation in that process was one of the most humbling and inspiring experiences of my life. Unlike any other creature on this planet, humans can learn and understand, without having experienced. They can think themselves into other people's places. Of course, this is a power, like my brand of fictional magic, that is morally neutral. One might use such an ability to manipulate, or control, just as much as to understand or sympathise. And many prefer not to exercise their imaginations at all. They choose to remain comfortably within the bounds of their own experience, never troubling to wonder how it would feel to have been born other than they are. They can refuse to hear screams or to peer inside cages; they can close their minds and hearts to any suffering that does not touch them personally; they can refuse to know. I might be tempted to envy people who can live that way, except that I do not think they have any fewer nightmares than I do. Choosing to live in narrow spaces leads to a form of mental agoraphobia, and that brings its own terrors. I think the wilfully unimaginative see more monsters. They are often more afraid. What is more, those who choose not to empathise enable real monsters. For without ever committing an act of outright evil ourselves, we collude with it, through our own apathy. One of the many things I learned at the end of that Classics corridor down which I ventured at the age of 18, in search of something I could not then define, was this, written by the Greek author Plutarch: What we achieve inwardly will change outer reality. That is an astonishing statement and yet proven a thousand times every day of our lives. It expresses, in part, our inescapable connection with the outside world, the fact that we touch other people's lives simply by existing. But how much more are you, Harvard graduates of 2008, likely to touch other people's lives? Your intelligence, your capacity for hard work, the education you have earned and received, give you unique status, and unique responsibilities. Even your nationality sets you apart. The great majority of you belong to the world's only remaining superpower. The way you vote, the way you live, the way you protest, the pressure you bring to bear on your government, has an impact way beyond your borders. That is your privilege, and your burden. If you choose to use your status and influence to raise your voice on behalf of those who have no voice; if you choose to identify not only with the powerful, but with the powerless; if you retain the ability to imagine yourself into the lives of those who do not have your advantages, then it will not only be your proud families who celebrate your existence, but thousands and millions of people whose reality you have helped change. We do not need magic to change the world, we carry all the power we need inside ourselves already: we have the power to imagine better. I am nearly finished. I have one last hope for you, which is something that I already had at 21. The friends with whom I sat on graduation day have been my friends for life. They are my children's godparents, the people to whom I've been able to turn in times of trouble, people who have been kind enough not to sue me when I took their names for Death Eaters. At our graduation we were bound by enormous affection, by our shared experience of a time that could never come again, and, of course, by the knowledge that we held certain photographic evidence that would be exceptionally valuable if any of us ran for Prime Minister. So today, I wish you nothing better than similar friendships. And tomorrow, I hope that even if you remember not a single word of mine, you remember those of Seneca, another of those old Romans I met when I fled down the Classics corridor, in retreat from career ladders, in search of ancient wisdom: As is a tale, so is life: not how long it is, but how good it is, is what matters. I wish you all very good lives. Thank you very much.

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A Writer’s Lament: The Better You Write, the More You Will Fail

The public sees writers mainly in their victories, but their lives are spent mostly in defeat.

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By Stephen Marche

“Is it ever easier?” a young writer asked me recently. “Do you ever grow a thicker skin?” She was suffering because an essay she’d written about the death of her mother had been rejected by every outlet that conceivably might publish it. I had no answer, so I told her a story. Just before the outbreak of Covid, the novelist and short story writer Nathan Englander had moved into my neighborhood in Toronto, and we would sometimes sit around my backyard firepit, drinking and complaining. “Is it ever easier?” I asked him one night. “Do you ever grow a thicker skin?” Englander had no answer, so he told me a story. He had once been at dinner with Philip Roth. “Is it ever easier?” he asked Roth. “My skin will get thicker with each book, right?” Roth didn’t need a story. He had an answer. “It’ll get thinner and thinner until they can hold you up to the light and see through,” Roth said.

A paradox defines writing: The public sees writers mainly in their victories but their lives are spent mostly in defeat. I suppose that’s why, in the rare moments of triumph, writers always look a little out of place — posing in magazine profiles in their half-considered outfits with their last-minute hair; desperately re-upping their most positive reviews on Instagram; or, at the ceremonies for writing prizes — the Oscars for lumpy people — grinning like recently released prisoners readjusting to society.

The dominant narrative at the moment is that failure leads to success. The internet loves this arc: low then high; first perseverance, then making it; all struggle redeemed; the more struggle the more redemption. I hate those stories. Don’t tell me about how it’s all going to work out. Don’t show me J.K. Rowling scribbling her first Harry Potter book in cafes, a jobless single parent dependent on welfare. Stories like this are about as useful as lottery ads are to retirement planning. Personally, I’ve always felt comforted by the realization that failure is the body of a writer’s life, and success only ever a temporary attire. But I do ask myself a question that I know a lot of writers, in many different periods, have asked: Is now a particularly lousy time to be a writer, or does it just feel that way?

Part of the problem, for writers of my generation anyway, is that we’re living in an aftermath. The relative peace and prosperity of the postwar era gave birth to an array of literary institutions that have been in managed decline ever since. Failure is spreading because of technological and social changes that are beyond anyone’s control. The writing of our time is in constant, unrelenting transition. One mode of writing (print) is dying and another mode (digital) is being born. And in digital writing, whole schemes of meaning arise and then dissolve or rot or flame out, leaving only ashes and uncertain memories of a bright flash. Each transition requires starting over, re-evaluating, submitting and, above all, failing. Just to survive, young writers today will have to live through multiple revisions of who they are and what they do. Within a few years, the modes of expression they’re learning now, the writerly identities they hunger to inhabit, won’t exist or won’t be recognizable.

The boomers’ writing lives were exceptions. With the extreme turbulence and decaying institutions of our moment, we are returning to the historical standard. The next time you’re rejected from some grant or some job, remember James Joyce in 1912. He had just turned 30. He was living in self-imposed exile in Italy, with his future wife, Nora Barnacle, and a couple of kids. His landlord was threatening to evict him for rent arrears. In desperation, he applied for a job teaching English at a local technical college, but he didn’t have the necessary qualifications and sat for an examination in Padua for a teaching diploma — three days of written work, followed by an oral exam. Literary history presents us with the scene of Joyce, who had, by this point, already written “Dubliners” and much of “A Portrait of the Artist as a Young Man,” attempting to prove to administrators at an Italian technical college that he knew how English worked.

Writers’ abilities and their careers simply do not correlate; they never have. A particularly vicious species of irony drove the working life of Herman Melville. His first book was “Typee: A Peep at Polynesian Life” — pure crap and a significant best seller. His final book was “Billy Budd,” a masterpiece that he couldn’t even manage to self-publish. His fate was like the sick joke of some cruel god. The better he wrote, the more he failed. “Though I wrote the Gospels in this century, I should die in the gutter,” he complained to his mentor Nathaniel Hawthorne. After his death, the manuscript of “Billy Budd” sat in a breadbox, known only to his family. It was published posthumously, 33 years later. Melville died like a kid cranking out an irregular poetry zine with a novel in his drawer.

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Teaching to Fail

By  Edward Burger

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What can we conclude when undergraduates bemoan, "How did anyone ever come up with this stuff?" Although the students might feel confused or bedazzled, there’s one thing for certain: the instructor jumped over the requisite missteps that originally led to the discovery at hand. This type of intellectual revisionism often depicts weighty concepts and conclusions as slick and sanitized, and, as a result, foreign and intangible. In reality, every idea from every discipline is a human idea that comes from a natural, thoughtful, and (ideally) unending journey in which thinkers deeply understand the current state of knowledge, take a tiny step in a new direction, almost immediately hit a dead end, learn from that misstep, and, through iteration, inevitably move forward. That recipe for success is not just the secret formula for original scholarly discovery, but also for wise, everyday thinking for the entire population. Hence, it is important to explicitly highlight how essential those dead ends and mistakes are — that is, to teach students the power of failure and how to fail effectively. Individuals need to embrace the realization that taking risks and failing are often the essential moves necessary to bring clarity, understanding, and innovation. By making a mistake, we are led to the pivotal question: "Why was that wrong?" By answering this question, we are intentionally placing ourselves in a position to develop a new insight and to eventually succeed. But how do we foster such a critical habit of mind in our students — students who are hardwired to avoid failure at all costs? Answer: Just assess it. For the last decade or so, I’ve put my students’ grades where my mouth is. Instead of just touting the importance of failing, I now tell students that if they want to earn an A, they must fail regularly throughout the course of the semester — because 5 percent of their final grade is based on their "quality of failure." Would such a scheme provoke a change in attitude? Absolutely — with this grading practice in place, students gleefully take more risks and energetically engage in discussions. And when a student (say, Aaron) makes a mistake in class, he exclaims, "Oh well, my quality of failure grade today is really high." The class laughs and then quickly moves to the serious next step — answering: Why was that wrong? It’s not enough to console an incorrect response with a nurturing, "Oh, Aaron, that’s not quite right, but we still think you’re the best! Now, does anyone else have another guess?" Instead, a mistake solicits either the enthusiastic yet honest response, "Congratulations, Aaron — that’s wrong! Now what lesson or insight is Aaron offering us?" or the class question, "What do you think? Is Aaron correct?" Either way, the students have to actively listen and then react, while Aaron sees his comment as an important element that allows the discussion to move forward. I often refer back again and again to someone’s previous mistake to celebrate just how significant it was. If we foster an environment in our classrooms in which failing is a natural and necessary component in making progress, then we allow our students to release their own genius and share their authentic ideas — even if (or especially when) those ideas aren’t quite polished or perfectly formed. After returning a graded assignment and reviewing the more challenging questions, I ask students to share their errors — and the class immediately comes to life: everyone wants to show off their mistakes as they now know they are offering valuable learning moments. What’s more, in this receptive atmosphere, it’s actually fun to reveal those promising gems of an idea that turned out to be counterfeit. More recently, I’ve asked my students to intentionally fail — in the spirit of an industrial stress test. I now require my students to write a first draft of an essay very quickly and poorly — long before its due date — and then have the students use that lousy draft as a starting point for the (hopefully lengthy) iterative process of revising and editing. When the work is due, they must submit not only their final version, but also append their penultimate draft all marked up with their own red ink. This strategy assures that they will produce at least one intermediate draft before the final version. Not surprisingly, the quality of their work improved dramatically. When I consult with or lead workshops for faculty and administrators, they are drawn to this principle of intentionally promoting failure, which inevitably leads to the question: How do you assess it? The first time I tried my 5 percent "quality of failure," I had no idea how to grade it. But I practiced what I preached — taking a risk and being willing to fail in the noble cause of teaching students to think more effectively. I passionately believe that assessment concerns should never squelch any creative pedagogical experiment. Try it today, and figure out how to measure it tomorrow. In the case of assessing "quality of failure," at the end of the semester I ask my students to write a one-page reflective essay describing their productive failure in the course and how they have grown from those episodes (which might have occurred outside of class — including false starts and fruitful iterations). They conclude their essay by providing their own grade on how they have evolved through failure and mistakes (from 0 – meaning "I never failed" or "I learned nothing from failing" to 10 – meaning "I created and understood in profound, new ways from my failed attempts"). I read their narratives, reflect on their class participation and willingness to take risks, and then usually award them the surprisingly honest and restrained grades they gave themselves. To date, I’ve never had a student complain about their "quality of failure" grade. To my skeptical colleagues who wonder if this grading scheme can be exploited as a loophole to reward unprepared students, I remind them that we should not create policies in the academy that police students, instead we should create policies that add pedagogical value and create educational opportunity. And with respect to my grading failure practice, I found no such abuse at the three institutions in which I have employed it (Williams College, the University of Colorado at Boulder and Baylor University). On the contrary, if implemented correctly, you will see your students more engaged, more prepared, and more thoughtful in class discussions and in life. Beyond the subject matter contained in the 32 to 48 courses that typical undergraduates fleetingly encounter, our students’ education centers about the most important creative feat of their lives — the creation of themselves: Creating a mind enlivened by curiosity and the intellectual audacity to take risks and create new ideas, a mind that sees a world of unlimited possibilities. So we as educators and scholars should constantly be asking ourselves: Have I taught my students how to successfully fail? And if not, then: What am I waiting for?

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Academic writing is a formal style of writing used in universities and scholarly publications. It is characterised by a clear focus on argumentation, the presentation of evidence, and a logical structure. This type of writing is essential for communicating complex ideas and research findings in a coherent and credible manner.

What is Academic Writing?

Academic writing is a structured and evidence-based form of writing that is used to convey scholarly information. It includes essays, research papers, dissertations, and reports. This writing style emphasises clarity, precision, and a logical flow of ideas, often incorporating a formal tone and style. The main goal is to inform, argue, or analyse a topic based on evidence and sound reasoning.

Types of Academic Writing

There are several types of academic writing, each serving a different purpose:

These are short pieces of writing on a particular subject, presenting the author’s argument or perspective.

Detailed studies presenting original research findings, often published in academic journals.

Extensive research projects submitted as part of a degree program, presenting the author’s research and findings.

Comprehensive surveys of existing research on a particular topic.

Structured documents that describe and analyse specific topics or events.

Why is Academic Writing Important?

Academic writing is crucial for several reasons. Firstly, it contributes to the body of knowledge in various fields, helping to advance understanding and innovation. Secondly, it allows scholars to communicate their findings and ideas clearly and effectively, fostering academic discourse and collaboration. Thirdly, academic writing helps develop critical thinking and analytical skills, as it requires writers to evaluate evidence, construct coherent arguments, and engage with complex ideas. Additionally, mastering academic writing is essential for academic and professional success, as it is a key component of most higher education curricula.

Academic Research Writing

Academic Writing Structure

The structure of academic writing typically follows a standardised format, which helps organise the content logically and coherently. The basic structure includes :

• Introduction : This section introduces the topic, provides background information, and presents the research question or thesis statement.
• Literature Review : A survey of existing research related to the topic, highlighting gaps and justifying the need for the current study.
• Methodology : A detailed description of the research design, data collection, and analysis methods used in the study.
• Results : Presentation of the research findings, often accompanied by tables, figures, and charts.
• Discussion : Interpretation of the results, discussing their implications, limitations, and suggestions for future research.
• Conclusion : A summary of the main findings and their significance, reiterating the importance of the study.

Academic Writing Styles

Academic writing can vary in style depending on the discipline and the type of writing. Common styles include :

• APA Style: Used primarily in the social sciences, focusing on author-date citation and a clear, straightforward presentation.
• MLA Style: Common in the humanities, emphasising author-page citation and often used in literature and language studies.
• Chicago Style: Used in history and some other disciplines, offering flexibility with either author-date or notes and bibliography citation formats.
• Harvard Style: Similar to APA, commonly used in various fields, known for its author-date citation format.

Each style has its own rules for formatting, citations, and references, which writers must adhere to ensure consistency and credibility.

Understanding academic writing is essential for students, researchers, and professionals engaged in scholarly work. It encompasses various types, each with a specific purpose, and follows a structured format to ensure clarity and coherence.

Academic writing is crucial for contributing to knowledge, developing critical skills, and achieving academic success. By mastering different academic writing styles and structures, writers can effectively communicate their ideas and research findings, advancing their field and fostering academic growth.

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Home — Essay Samples — Life — Fear of Failure — The Fear of Failure As My Biggest Failure in Life

Why My Biggest Fear is Failure

• Categories: Failure Fear Fear of Failure

About this sample

Words: 595 |

Published: Sep 1, 2020

Words: 595 | Page: 1 | 3 min read

Works Cited

• Brown, B. (2010). The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are. Hazelden Publishing.
• Duckworth, A. L. (2016). Grit: The Power of Passion and Perseverance. Scribner.
• Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
• Freud, S. (1930). Civilization and its Discontents. Hogarth Press.
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
• Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Applications (2nd ed.). Prentice Hall.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
• Seligman, M. E. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. Atria Books.
• Sweeny, K., & Duckworth, A. L. (2019). Failure as Fuel: A Self-Regulatory Approach. Social and Personality Psychology Compass, 13(11), e12508.
• Tice, D. M., & Bratslavsky, E. (2000). Giving in to feel good: The place of emotion regulation in the context of general self-control. Psychological Inquiry, 11(3), 149-159.

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Reference Examples

More than 100 reference examples and their corresponding in-text citations are presented in the seventh edition Publication Manual . Examples of the most common works that writers cite are provided on this page; additional examples are available in the Publication Manual .

To find the reference example you need, first select a category (e.g., periodicals) and then choose the appropriate type of work (e.g., journal article ) and follow the relevant example.

When selecting a category, use the webpages and websites category only when a work does not fit better within another category. For example, a report from a government website would use the reports category, whereas a page on a government website that is not a report or other work would use the webpages and websites category.

Also note that print and electronic references are largely the same. For example, to cite both print books and ebooks, use the books and reference works category and then choose the appropriate type of work (i.e., book ) and follow the relevant example (e.g., whole authored book ).

Examples on these pages illustrate the details of reference formats. We make every attempt to show examples that are in keeping with APA Style’s guiding principles of inclusivity and bias-free language. These examples are presented out of context only to demonstrate formatting issues (e.g., which elements to italicize, where punctuation is needed, placement of parentheses). References, including these examples, are not inherently endorsements for the ideas or content of the works themselves. An author may cite a work to support a statement or an idea, to critique that work, or for many other reasons. For more examples, see our sample papers .

Reference examples are covered in the seventh edition APA Style manuals in the Publication Manual Chapter 10 and the Concise Guide Chapter 10

Related handouts

• Common Reference Examples Guide (PDF, 147KB)
• Reference Quick Guide (PDF, 225KB)

Textual Works

Textual works are covered in Sections 10.1–10.8 of the Publication Manual . The most common categories and examples are presented here. For the reviews of other works category, see Section 10.7.

• Journal Article References
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Data and Assessments

Data sets are covered in Section 10.9 of the Publication Manual . For the software and tests categories, see Sections 10.10 and 10.11.

• Data Set References
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Audiovisual Media

Audiovisual media are covered in Sections 10.12–10.14 of the Publication Manual . The most common examples are presented together here. In the manual, these examples and more are separated into categories for audiovisual, audio, and visual media.

• Artwork References
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Online Media

Online media are covered in Sections 10.15 and 10.16 of the Publication Manual . Please note that blog posts are part of the periodicals category.

• Facebook References
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• AI firms mustn’t govern themselves, say ex-members of OpenAI’s board

For humanity’s sake, regulation is needed to tame market forces, argue Helen Toner and Tasha McCauley

C AN PRIVATE companies pushing forward the frontier of a revolutionary new technology be expected to operate in the interests of both their shareholders and the wider world? When we were recruited to the board of OpenAI—Tasha in 2018 and Helen in 2021—we were cautiously optimistic that the company’s innovative approach to self-governance could offer a blueprint for responsible AI development. But based on our experience, we believe that self-governance cannot reliably withstand the pressure of profit incentives. With AI ’s enormous potential for both positive and negative impact, it’s not sufficient to assume that such incentives will always be aligned with the public good. For the rise of AI to benefit everyone, governments must begin building effective regulatory frameworks now.

If any company could have successfully governed itself while safely and ethically developing advanced AI systems, it would have been OpenAI . The organisation was originally established as a non-profit with a laudable mission: to ensure that AGI , or artificial general intelligence— AI systems that are generally smarter than humans—would benefit “all of humanity”. Later, a for-profit subsidiary was created to raise the necessary capital, but the non-profit stayed in charge. The stated purpose of this unusual structure was to protect the company’s ability to stick to its original mission, and the board’s mandate was to uphold that mission. It was unprecedented, but it seemed worth trying. Unfortunately it didn’t work.

Last November, in an effort to salvage this self-regulatory structure, the OpenAI board dismissed its CEO , Sam Altman. The board’s ability to uphold the company’s mission had become increasingly constrained due to long-standing patterns of behaviour exhibited by Mr Altman, which, among other things, we believe undermined the board’s oversight of key decisions and internal safety protocols. Multiple senior leaders had privately shared grave concerns with the board, saying they believed that Mr Altman cultivated “a toxic culture of lying” and engaged in “behaviour [that] can be characterised as psychological abuse”. According to OpenAI, an internal investigation found that the board had “acted within its broad discretion” to dismiss Mr Altman, but also concluded that his conduct did not “mandate removal”. OpenAI relayed few specifics justifying this conclusion, and it did not make the investigation report available to employees, the press or the public.

The question of whether such behaviour should generally “mandate removal” of a CEO is a discussion for another time. But in OpenAI’s specific case, given the board’s duty to provide independent oversight and protect the company’s public-interest mission, we stand by the board’s action to dismiss Mr Altman. We also feel that developments since he returned to the company—including his reinstatement to the board and the departure of senior safety-focused talent—bode ill for the OpenAI experiment in self-governance.

Our particular story offers the broader lesson that society must not let the roll-out of AI be controlled solely by private tech companies. Certainly, there are numerous genuine efforts in the private sector to guide the development of this technology responsibly, and we applaud those efforts. But even with the best of intentions, without external oversight, this kind of self-regulation will end up unenforceable, especially under the pressure of immense profit incentives. Governments must play an active role.

And yet, in recent months, a rising chorus of voices—from Washington lawmakers to Silicon Valley investors—has advocated minimal government regulation of AI . Often, they draw parallels with the laissez-faire approach to the internet in the 1990s and the economic growth it spurred. However, this analogy is misleading.

Inside AI companies, and throughout the larger community of researchers and engineers in the field, the high stakes—and large risks—of developing increasingly advanced AI are widely acknowledged. In Mr Altman’s own words, “Successfully transitioning to a world with superintelligence is perhaps the most important—and hopeful, and scary—project in human history.” The level of concern expressed by many top AI scientists about the technology they themselves are building is well documented and very different from the optimistic attitudes of the programmers and network engineers who developed the early internet.

It is also far from clear that light-touch regulation of the internet has been an unalloyed good for society. Certainly, many successful tech businesses—and their investors—have benefited enormously from the lack of constraints on commerce online. It is less obvious that societies have struck the right balance when it comes to regulating to curb misinformation and disinformation on social media, child exploitation and human trafficking, and a growing youth mental-health crisis.

Goods, infrastructure and society are improved by regulation. It’s because of regulation that cars have seat belts and airbags, that we don’t worry about contaminated milk and that buildings are constructed to be accessible to all. Judicious regulation could ensure the benefits of AI are realised responsibly and more broadly. A good place to start would be policies that give governments more visibility into how the cutting edge of AI is progressing, such as transparency requirements and incident-tracking.

Of course, there are pitfalls to regulation, and these must be managed. Poorly designed regulation can place a disproportionate burden on smaller companies, stifling competition and innovation. It is crucial that policymakers act independently of leading AI companies when developing new rules. They must be vigilant against loopholes, regulatory “moats” that shield early movers from competition, and the potential for regulatory capture. Indeed, Mr Altman’s own calls for AI regulation must be understood in the context of these pitfalls as having potentially self-serving ends. An appropriate regulatory framework will require agile adjustments, keeping pace with the world’s expanding grasp of AI ’s capabilities.

Ultimately, we believe in AI ’s potential to boost human productivity and well-being in ways never before seen. But the path to that better future is not without peril. OpenAI was founded as a bold experiment to develop increasingly capable AI while prioritising the public good over profits. Our experience is that even with every advantage, self-governance mechanisms like those employed by OpenAI will not suffice. It is, therefore, essential that the public sector be closely involved in the development of the technology. Now is the time for governmental bodies around the world to assert themselves. Only through a healthy balance of market forces and prudent regulation can we reliably ensure that AI ’s evolution truly benefits all of humanity. ■

Helen Toner and Tasha McCauley were on OpenAI’s board from 2021 to 2023 and from 2018 to 2023, respectively.

Read a response to this article by Bret Taylor, the chair of Open AI’ s board, and Larry Summers, a board member.

Explore more

By invitation june 1st 2024.

• OpenAI board members respond to a warning by former members

From the June 1st 2024 edition

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