my experience essay in english

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My journey of writing – exploring my thoughts, discovering my voice, and reflecting on my experiences.

Throughout the vast tapestry of life, there exist moments of immense clarity, when the melody of purpose resounds within the chambers of one’s soul. For me, one such moment arrived like a gentle gust on a breezy autumn day – an epiphany that set ablaze the embers of my heart and ignited an unquenchable passion for the written word. In this introspective narrative, I invite you to join me as I traverse the labyrinthine corridors of my past, retracing the footsteps that led me to discover the extraordinary joy and fulfillment that comes with the art of writing.

In the memories of my childhood, ink-stained fingertips and dog-eared pages became the guardians of my imagination. At a tender age, I found solace between the lines of countless volumes, embarking on literary adventures that transported me to magical realms and introduced me to heroes and heroines whose triumphs and tragedies resonated deeply within my impressionable mind. Words became my labyrinth, and each sentence, a stepping stone leading to infinite possibilities. With each turn of the page, I discovered the transformative power of the written word – the ability to conjure worlds beyond reality and fashion intricate tapestries of emotion.

As I navigated the uncharted seas of adolescence, the written word evolved from a mere source of wonder to a vessel for self-expression. The allure of poetry, with its rhythmic cadence and lyrical form, beckoned me to illuminate the innermost recesses of my being. In the communion between pen and paper, I discovered a sacred space wherein my thoughts transcended the confines of language, flowing freely like a serene river on a moonlit night. The boundless potential of writing became my sanctuary, a realm where I could forge my identity and give voice to the untold stories that resided within my heart.

My Journey to Discovering My Passion for Writing

Throughout my life, I have embarked on a remarkable expedition towards finding my true calling as a writer. It has been a compelling odyssey filled with self-discovery, creative exploration, and an unwavering pursuit of storytelling.

From a young age, I found solace in the written word. I would often find myself lost in the pages of books, captivated by the vivid imagery and powerful emotions that words could evoke. As I delved deeper into literature, I began to recognize the profound impact that written stories had on people’s lives. They had the ability to transport us to different worlds, ignite our imaginations, and provoke thought. This realization sparked a flame within me, igniting my initial curiosity and setting me on a path of literary exploration.

As I continued my journey, I started to experiment with writing myself. At first, it was just a creative outlet, a way to express myself and capture my thoughts and experiences on paper. But as I honed my skills, I discovered the immense power of storytelling. Through my writing, I could connect with others on a deeper level, sharing my unique perspectives and sparking meaningful conversations. It was in these moments of connection that I truly felt alive, as if I had found my purpose.

Over time, writing became not just a hobby, but an integral part of my identity. It allowed me to explore different genres, styles, and voices, always pushing the boundaries of my creativity. Through the ups and downs, the moments of inspiration and the dreaded writer’s block, I persevered, driven by an insatiable passion to refine my craft and make a meaningful impact through my words.

My journey to discovering my passion for writing has been a winding road, full of twists and turns, surprises and revelations. It has taught me about the power of words and the importance of storytelling in shaping our world. It has shown me that writing is not just a means of communication, but a way to connect with others, to inspire, to challenge, and to leave a lasting legacy. And as I continue on this extraordinary journey, I am excited to see where it will take me and the stories I have yet to tell.

Uncovering my love for storytelling

Exploring the depths of my creativity led me on a quest to uncover my innate love for storytelling. In the depths of my soul, I discovered a burning desire to weave words together to create narratives that captivate and inspire. This newfound passion for storytelling has allowed me to express myself in a unique and profound way.

As I delved into the world of storytelling, I realized that it is so much more than just the act of writing. It is a form of art that combines imagination, emotion, and the power of words. Storytelling has the ability to transport readers to different worlds, evoke deep emotions, and provoke thought. It is a medium through which I can share my perspectives, experiences, and insights with others.

Through storytelling, I have discovered the art of crafting characters that come to life on the page. Each character has their own unique voice, experiences, and desires, allowing them to connect with readers on a personal level. It is through these characters that I can explore different perspectives, challenge societal norms, and delve into the human condition.

Storytelling also allows me to create worlds that exist only in my imagination. These worlds can be fantastical or grounded in reality, but they all serve as a canvas for my creative expression. Through vivid descriptions and rich imagery, I can transport readers to these worlds, allowing them to experience the magic and wonder that I have created.

Furthermore, storytelling has the power to inspire and motivate. By sharing personal experiences and lessons learned, I can offer guidance and support to readers who may be going through similar struggles. Through stories of triumph, resilience, and personal growth, I aspire to make a positive impact on the lives of others.

Overall, uncovering my love for storytelling has been a transformative journey. It has opened up a world of possibilities and allowed me to express my creativity in a way that is both fulfilling and meaningful. Through storytelling, I have found my voice, my passion, and my purpose. It is a constant source of inspiration and a medium through which I can touch the hearts and minds of others.

Exploring different forms of expression

Embarking on the journey of discovering my creative outlet led me to a multitude of diverse forms of expression. Engaging in various modes of communication allowed me to explore different facets of my inner self and unearth hidden talents. Through experimenting with writing, painting, and music, I discovered the power of artistic expression to convey emotions, ideas, and experiences in unique and captivating ways.

Writing became my go-to means of expressing my thoughts, opinions, and personal experiences. The written word allowed me to dive deep into my emotions, crafting a narrative that intertwined my inner world with the outer reality. It offered an outlet for self-reflection, catharsis, and self-discovery. Whether it was penning poems, composing stories, or simply journaling, writing became a medium through which I could capture the essence of my being.

Painting provided me with a visual language to communicate my perceptions and insights. The act of mixing colors, applying brushstrokes, and creating shapes on a canvas allowed me to translate my emotions and thoughts into a tangible form. With every stroke of a brush, I could convey my admiration for nature, depict personal memories, or express my inner turmoil. Painting gave me the freedom to unleash my imagination and explore the limitless possibilities of visual expression.

Music offered a unique avenue for channeling my emotions and connecting with others on a profound level. Whether it was playing an instrument, composing melodies, or immersing myself in the melodies of others, music became a universal language through which I could share my deepest joys and sorrows. The harmonies and rhythms acted as conduits for emotional release and provided solace in times of turmoil. The sheer power of music allowed me to express complex feelings that words often failed to capture.

Exploring these different forms of expression not only enhanced my self-understanding but also awakened a fervent desire to continue seeking and experimenting with new ways of conveying my thoughts and emotions. Each brushstroke, word written, or note played has become an opportunity to delve into the core of my being and communicate with the world around me in meaningful and impactful ways.

Overcoming self-doubt and embracing my voice

As I embarked on my journey of writing, I encountered numerous challenges that tested my confidence and belief in my abilities. Self-doubt became a constant companion, whispering in my ear, questioning my talent and worth as a writer. However, through perseverance, reflection, and the support of others, I was able to overcome these doubts and fully embrace my unique voice.

At the beginning of my writing journey, I often found myself doubting my capabilities. The fear of failure and criticism weighed heavily on my mind, causing me to question whether my words and ideas were worthy of being shared. I constantly compared myself to other writers and wondered if I could ever measure up to their level of skill and success. These doubts threatened to extinguish my passion before it had a chance to flourish.

However, I soon realized that self-doubt is not a sign of weakness, but rather a challenge to be overcome. I began to confront my insecurities head-on, acknowledging that every writer has their own unique journey and that comparison is the thief of joy. I sought solace in the words of renowned authors who had experienced similar doubts and yet achieved greatness despite them. Their stories inspired me to keep pushing forward, to trust in my own voice and vision.

The turning point came when I started to share my work with others and received positive feedback and encouragement. The support of friends, family, and fellow writers became a lifeline, buoying my spirits and reinforcing my belief in myself. They saw value in my words and helped me recognize the strength of my voice. This newfound validation gave me the confidence to continue writing and honing my craft.

I also embarked on a journey of self-discovery, exploring different genres, styles, and themes. I allowed myself to experiment and make mistakes, realizing that growth and improvement come through trial and error. Each piece I wrote became a stepping stone towards finding my unique voice and artistic expression. I learned to embrace vulnerability and authenticity in my writing, understanding that it is through these qualities that connection and resonance are forged.

Today, self-doubt still occasionally creeps in, but I have learned to face it head-on with a renewed sense of confidence and self-belief. I have come to understand that writing is a journey of self-discovery, constantly evolving and unfolding. By overcoming self-doubt and embracing my voice, I have opened up a world of creativity and fulfillment, allowing my passion for writing to truly soar.

Finding solace and therapy through writing

Writing has provided me a sanctuary, a form of escape, and a way to process my thoughts and emotions. In the world of words, I have found solace and therapy, allowing me to express myself in ways that no other medium can.

During times of turmoil and uncertainty, when life seems overwhelming, I turn to writing as a means of catharsis. Through the act of putting pen to paper, or fingers to keyboard, I am able to release pent-up feelings and emotions. It is a therapeutic process that allows me to confront and address my innermost thoughts and fears.

Not only does writing offer emotional relief, but it also provides me with a sense of clarity. Often, when I am mired in confusion or facing a difficult decision, the act of writing helps to organize my thoughts and bring order to chaos. Through the exploration of words and ideas, I am able to gain a deeper understanding of myself and the world around me.

Moreover, writing offers me a sense of accomplishment and fulfillment. When I am able to capture a moment, express an idea, or craft a compelling narrative, I experience a sense of pride and satisfaction. It is a form of self-expression that allows me to share my stories and perspectives with others.

In conclusion, writing has become my solace, my therapy, and my means of artistic expression. Through this medium, I am able to find emotional release, gain clarity, and experience a sense of accomplishment. Writing has truly become a vital part of my life, offering me a sense of comfort and fulfillment that I have not found in any other pursuit.

The power of words: how writing can impact others

Writing has the remarkable ability to shape our thoughts, inspire our emotions, and influence our actions. Words hold the power to connect people from different cultures, beliefs, and experiences. They have the potential to break barriers, challenge norms, and create a lasting impact on individuals. Writing allows us to express ourselves, share our stories, and create a sense of understanding and empathy among readers.

Through the art of writing, we can convey our deepest emotions, dreams, and fears. We can paint vivid pictures with words, transporting readers to far-off lands, or capturing a moment of pure joy. It is through the careful arrangement of words that we can convey the depth of human experience, tapping into universal truths that resonate with readers on a profound level.

Writing has the power to spark change, whether it be on a personal or societal level. Activists use written words to shed light on social injustices, giving a voice to those who are marginalized. Personal stories of triumph and resilience can inspire and motivate others to overcome their own obstacles. Writing, in all its forms, has the ability to challenge our perspectives, provoke thoughtful discussions, and ignite a passion for positive change.

Furthermore, writing allows us to preserve our history and culture. Through the written word, we can document our traditions, beliefs, and values for future generations to discover and appreciate. Stories and narratives passed down through generations can communicate the essence of who we are and where we come from, providing a sense of identity and belonging.

In conclusion, the power of words should not be underestimated. Writing has the potential to touch hearts, open minds, and transform lives. It bridges the gap between individuals, cultures, and experiences, creating connections that can last a lifetime. So let us embrace the power of our words and use them to inspire, inform, and ignite change in the world.

Fueling my creativity and personal growth through writing

Embarking on a journey of self-expression and exploration, I discovered that writing has become a powerful catalyst for my creativity and personal growth. As I delve into the realm of words, I find myself constantly captivated by the endless possibilities and the unique power each sentence holds to ignite my imagination.

Writing serves as a channel for my thoughts and emotions, allowing me to delve deep within myself and dive into the realm of self-reflection. In the process, it opens doors to new perspectives and insights, revealing the intricacies of my own identity and enhancing my understanding of the world around me.

Through writing, I have discovered that my thoughts are not confined to the limitations of my own mind. The act of putting pen to paper (or fingers to keyboard) allows me to transcend the boundaries of my own thinking and explore new horizons. Whether through storytelling, poetry, or personal narratives, I can communicate my ideas and experiences in a way that resonates with others and sparks meaningful connections.

Moreover, writing has become a means of personal growth, as it encourages me to continually challenge myself and seek improvement. Each sentence I write is an opportunity to refine my craft, to experiment with different styles and techniques, and to push the boundaries of my own creativity. In this process of constant learning and growth, writing becomes not only a source of self-expression but also a vehicle for self-discovery.

As I continue to explore the possibilities of writing, I am constantly amazed by its transformative power. It fuels my creativity, allowing me to express myself in unique and profound ways. It nurtures my personal growth, pushing me to challenge my own limitations and evolve into a better version of myself. Through writing, I have found a passion that not only enriches my life but also connects me to others in a profound and meaningful way.

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Writing About Personal Experiences

Table of contents, introduction, what does it mean to write about personal experiences.

It involves not just recounting events but infusing your narrative with the richness of your personal journey, allowing readers to get a glimpse of your life.

What Does It Involve to Write About Your Personal Experiences?

Structure of an essay about your personal experiences, the process of writing about personal experiences, 1. preparation:.

a. Reading a Sample Example:

2. Drafting:

During the drafting stage, concentrate on translating your ideas into coherent words, sentences, and paragraphs while adhering to your initial outline. Avoid becoming overly concerned with precision at this point; instead, prioritize fluency in your writing.

3. Revising, Editing, and Final Draft:

General tips for writing the perfect narrative of your personal experience, topics about personal experience narrative, sample personal experience narrative.

How to Write About Experience: A Step-by-Step Guide

Whether you are writing a college application essay or creative nonfiction, this guide will help you how to write about experience.

There are many theories about how and why humans evolved to have an unparalleled capacity for language. One theory is that two million years ago, early humans developed language to describe their personal experiences with toolmaking to teach those skills to others. 

When you write nonfiction about your own experience, in any format, you are doing something profound. You are creating an opportunity for empathy and learning. 

Writing about your own experience may sound easy (after all, you’re the world’s foremost expert on yourself), but it isn’t always as simple as “Me name Oog. Me make knife by flaking chip from stone, see!” The personal essay writing process is full of risks and potential pitfalls. However, doing it well is within nearly anyone’s grasp if they follow a few basic steps. 

Write About Tension and Conflict

Write about growth, write about something remarkable yet relatable, listing ten ideas, organizational revision, thematic revision, stylistic revision, proofreading, the bottom line on writing about experiences, what are some good topics for a life experience essay, what are examples of personal experiences, step 1: choose a topic.

If you’re old enough to write a personal essay, you’ve lived long enough to have a wealth of experiences to write about. You may think nobody would want to read about your boring life, but you’re wrong. The key is simply choosing the right experiences to write about.

In any piece of writing—a novel, a memoir, or even a college application essay—the number one way to keep a reader’s interest is to focus on two dynamics: tension and conflict. Ideally, this will include both external conflict (you versus an obstacle in the outside world) and an internal conflict (you versus yourself, emotionally speaking).

Conflict is essential for a good essay. Nobody wants to read about the dinner party you hosted where the food turned out great, the guests all got along, and someone helped you do the dishes before they left. Instead, they want to read about the dinner party you hosted where one guest threw a glass of wine in her husband’s face before storming out. Conflict makes every story more interesting. 

Tension is different from conflict, but they are related. One form of tension is that uneasy period of waiting for the obviously inevitable conflict to occur. For example, suppose conflict is a glass of wine to the face.

In that case, tension is the wife slicing her steak viciously as she watches her husband play footsie with another woman, growing red-faced with anger, standing up to leave, realizing she has a glass of wine in her hand, throwing it, and the horrifying slow-motion sequence of red wine flying through the air on the way to her husband’s face.

Tension can take a variety of other forms. Foreshadowing can create tension. If you mention that the party ended with a glass of wine to the face, but you start by describing a party that is going smoothly, the reader’s curiosity about how the party went from A to point Z can create tension. 

The subtext is another good strategy. If you can give the reader the feeling that not all is as it appears or that they know more than the characters do, the reader will wonder if and how the characters will figure it out and what conflict will result.

There are exceptions, but in general, readers find stasis boring and growth interesting. Even in the case of our caveman Oog describing his innovative stone tool construction technique, communicating about how you learned to do something important is intrinsically interesting. That is why 99% of protagonists in fiction (James Bond excluded) experience an arc of personal growth over the course of a story. Nonfiction is no different.

Phillip Lopate, an expert on the art of creative nonfiction, calls it the “double-perspective.” He explains , “In writing memoir, the trick, it seems to me, is to establish a double-perspective, which will allow the reader to participate vicariously in the experience as it was lived (the confusions and misapprehensions of the child one was, say) while conveying the sophisticated wisdom of one’s current self.”

This does not necessarily mean that your writing should contain anything as heavy-handed as an explicit lesson or moral. Instead, your goal should be to balance clarity and subtlety. The key is to show growth rather than merely telling the reader that you grew.

One of my mother’s favorite stories is about a “rubber” chicken. In this story, she, a newlywed, prepared a wonderful dinner to impress her in-laws. As she carried out a platter topped with a golden, steaming, juicy chicken that she had roasted to perfection, she tripped on a rug.

Everyone stared as the chicken launched off the platter, bouncing across the room like a rubber ball. Concealing her panic with an upbeat tone, she said, “Oops! I’ll be right back.” She picked the chicken up from the floor, took it into the kitchen, dusted it off, put it back on the platter, and walked back into the dining room. Beaming, she announced, “Good thing I roasted a backup chicken!” 

It could have happened to anyone. Something like it (embarrassment at the moment you’re trying your hardest to impress someone) has happened to everyone. It is entirely relatable, but it is also remarkable. It is a story with tension and humor baked in (pardon the pun). The visual image of the chicken bouncing across the room is memorable. Listening to the story, I felt her triumph as she overcame her panic and devised a creative solution. 

The point is you don’t need to have worked as a war zone medic or climbed Mt. Everest to write a compelling story about your own experience. You simply need to mine your memories for moments that will surprise your readers, spark an emotional response, and engage their empathy.

Step 2: Brainstorm and Build

Coming up with the base topic that will form the backbone of your essay is the easy part. The next step is to develop the idea into a draft.

If I had in mind that I wanted to write a story about my mother, I might start by thinking about how she is a kind and caring person. She grew up on a farm, and she taught me to read …  BORING! When it comes to writing essays, the first idea is rarely the best idea. 

One great strategy for digging deeper, to find the truly interesting story, is to make a list. Force yourself to make a list of at least ten different things you could write about that fit the subject.

Even if you love the second or third idea, press on and write at least ten bullet points. You may stick with the second idea, but it’s more likely that around idea eight or nine, you’ll start running out of steam, and then BAM! You’ll remember the rubber chicken.

Even if you already have the central spine of your story, you can use this technique to flesh it out. I might try to think of the top ten lessons I learned from hearing my mother’s rubber chicken story (stay calm, think fast, lie when necessary, don’t put throw rugs in the dining room, always cook a backup chicken, etc.). Just remember that your first idea will almost always be the most boring, obvious idea. Dig through the chaff until you get to the wheat.

Mind maps are a great way to brainstorm connections that will give your essay depth. Take your central idea and write it in the center of the page, and then circle it. For example, I might write “Rubber Chicken” in the middle as my starting point.

Then draw lines radiating away from the circle, and at the end of each line, write down an idea related (even if tangentially) to the central topic. For example, my second-level ideas might include connections like “Mom teaching me how to cook,” “Vegetarianism,” “When honest people lie,” “Overcoming humiliation,” and “Disastrous first impressions.” Write as many as you can.

Circle each second-level idea, then repeat the process. Then see if you can find connections between any second and third-level ideas and draw lines connecting them.

In going through this process, I might discover that rather than writing about my mother’s rubber chicken story itself, I really want to write about terrible first date experiences (connecting the humiliation and first impressions topics). I might realize that I can use the rubber chicken story as an anecdote that contrasts how I actually handled a disastrous blind date with how I wish I’d handled it. 

These kinds of unexpected connections often result in the most innovative essays. 

One of my favorite essays that I’ve written appeared in my mind, fully formed, after I read a truly stunning essay (Leslie Jamison’s “The Empathy Exams.”). I set the book down on the couch next to me and grabbed my laptop to start writing. When I finally stood up, five thousand words later, I had a free-write that, with editing, became a pretty strong essay. 

It is rarely the case that a brain dump results in a structurally sound essay in the first draft. But even when the result is a hot mess that will never see the light of day, it is an extremely valuable exercise.

A no-thoughts-censored free-write uses the momentum of your internal, intuitive sense of narrative to help you uncover ideas that you would never have thought of simply by making lists or writing your first draft using a pre-determined structure and outline.

You might only save a sentence or two from your free-write to use in your actual essay. Still, the process of getting into a flow state, writing without constraints, simply letting your brain wander is an invaluable creative process. You might need to repeatedly free-write related themes to find the magical glue that holds your essay together. 

Step 4: Revise, Revise, Revise

This section is not simply called “Revise” because the truth is virtually no great essays about your experience result from one writing session and one revision session. Therefore, revision should be viewed not as a single editing pass but as a series of them, each targeting a specific aspect of the essay. 

It is crucial to find the proper structure for your topic. Once you do, you may need to rewrite substantial sections of your draft or write entirely new sections. Therefore, structural revision should always be the first editing pass you make to save yourself wasted time and effort (for example, time spent proofreading a section you end up cutting). 

You can go with a standard structure, like chronological order, or using a “frame story” (for example, starting with a flash-forward to the ending, then moving back in time to tell the story in a chronological format), or the classic three-act structure (set-up, rising action, and climax/resolution).

You can also try a more creative or innovative structure. The “braided essay,” in which you have several distinct threads/stories that weave together, is a great choice. 

You may need to try fitting your essay into several structures before you find the one that works best for describing your experience. Don’t be afraid to think outside of the box.

At the same time, don’t get so attached to a structural gimmick (reverse-chronological order, or present tense, or anything other than first-person, for example) that it distracts from the substance of your writing.

Once you have the general structure, consider how you’ve integrated your major themes. Do they cohere, or do they send the reader’s mind heading in too many directions? Are they too obvious, or are they too subtle? Can you find ways to represent your theme implicitly, using symbolic images?

For example, is there an anecdote you can swap out for a different one that addresses the theme more meaningfully?

If it turns out all of your content related to one theme is in the last third of your essay, consider how you can sprinkle it into the beginning. Or perhaps you’ll want to do the opposite.

Is your essay structured to build up to a huge and unexpected revelation? Maybe you want to cut out obvious hints about the revelation that slipped into the first half. 

Only after the substance of the essay feels solid should you give serious attention to your sentence quality, but that doesn’t make it any less important. If you have any doubt about the power of style to elevate an essay, read one by David Sedaris, Virginia Woolf, Hunter S. Thompson, or James Baldwin.

When you’re editing for style, one of the best strategies is reading your essay aloud. Consider how your sentence length and structure affect pacing and emphasis. 

Remember that you’re writing about your experience, so the authorial voice should sound like you . You can aim for a slightly elevated version of how you normally speak, but be careful not to elevate it too much. Many otherwise delightful essays have been ruined by overly formal diction or overuse of a thesaurus.

Revision is a great time to inject some humor. You might also do a little research and include a quotation that fits your theme or some factual information that contextualizes the personal experience you’re writing about. 

Try to replace vague, mundane details with unusual, specific information. (My mother’s roasted chicken didn’t just fall to the floor, it bounced across the room like a rubber ball, for example.) Replace the passive voice with action verbs. Find good opportunities for figurative language, but don’t overdo it. 

Only when your essay feels like it’s polished and firing on all cylinders should you bother to look for typos and formatting problems. Unfortunately, by this time, you will likely be unable to actually read your essay. Instead, your eyes will skip over it and read what you expect to see there rather than the words that are actually on the page. 

That makes it extremely important to have a friend proofread your essay rather than doing it all yourself. The good news is, your essay should be so well-written at this point, from your previous rounds of editing, that it will be a pleasure for your friend to read for you.

There are certain essays and essay collections that stick with you. Sometimes it’s because the author had a truly extraordinary experience, but more often is because in reflecting on the subject, the author showed genuine insight into their own life that sparks the reader to have a new understanding of their own life.

With deliberate use of conflict, vivid detail, and the double-perspective, you can elevate your own experience and inspire others with your writing. 

FAQs on How to Write About Experience

You can’t go wrong following the three guidelines described above (write about tension and conflict, write about growth, and write about something remarkable but relatable). However, the specific experiences you write about should be guided by the goal of the writing.

For example, if you’re writing a college application essay, make sure that you directly and specifically answer the prompt. If the application asks, “Describe a person you admire and why,” don’t forget to explain the why (not just what admirable thing the person did, but why that thing mattered to you personally). But even though the prompt doesn’t ask it, remember the overall Why? Why should they want a student like you at their university?

The same principle applies when writing about your work history and other relevant experience for a prospective employer. Perhaps above all, the university or hiring manager you’re writing for wants to see that you have the potential, under their guidance, to grow as an intellectual/professional and as a human being. So show them that you know how to grow.

Even if you’re writing an essay that is more creative, more literary, focusing on the double-perspective is often the easiest way to find an essay topic with enough meaningful substance to mine. Look for a past experience that is vivid in your memory (so that you can accurately and compellingly portray your younger self’s experience) but is also remote enough to show growth (by contrasting the at-the-time experience with a new perspective).

Trauma can be a tempting starting point for an essay, but be cautious. Unless you have sufficient distance and have done the hard work of processing and recovery, trauma can be just as challenging to read as it is to write. A good rule of thumb is that if you can’t write about your trauma without including at least a few moments of levity, you aren’t ready to write about it for others to read.

If you’re trying to write about your experiences and still struggling to come up with a subject, here are five great starting points: 1. Write about a time when you faced significant obstacles and overcame them. 2. Write about the end of a meaningful relationship, for better or worse. 3. Write about the first time you visited a place totally unlike your usual environment and what it showed you about your blind spots. 4. Write about a firmly held belief you used to have and what changed your mind. 5. Write about a habit that is important to you and how you formed it.

The Experience Essay (AKA Personal Essay)

The experience essay – using description and narration.

  Writing an Experience Essay

An experience essay (usually termed a personal essay) is something that may be familiar to you already. Perhaps you might have done one in your prior education or in applying to colleges. There are a myriad of topics you can cover, as pretty much any experience(s) in your life are allowed, but you should make your choice wisely. Try to pick something that stands out above the everyday and/or obvious. For instance, do not pick a morning where you woke up, ate cereal, and went to work. It is technically a personal experience, as it covers some moment in your life, but it does not hold the weight I’m looking for and will fall short once I start asking you to explore the deeper meaning of your experience. That said, you need not pick something that is the worst day in your life, nor moments that were so tragic/overwhelming that you do not want to go back to those times. Should you opt to go that route, you will find that they work nicely toward the ultimate goal of this unit, which is to illustrate some fairly significant moment in your life. Whatever you choose, it’s still unclear as to what makes a robust, well rounded, and well thought out experience essay. The following are writing approaches that will help you create your essay.

Description

• Seek to describe (using the 5 senses)
• Flesh out the paper with details (show your experience)
• Why description?  Gives readers something to relate to…your readers didn’t experience what you did, so put them in your shoes/eyes
• Two types of description – objective and subjective

↓                      ↓

(factual)         (personal)

• Adjectives are used often, but metaphors and similes are also common
• Use vivid language to show rather than tell…let your reader “see” the story
• Make dynamic characters (ones who change from beginning to end)
• Let the details drive the action rather than simply rushing through the experience
• Show rather than tell how and why the experience is important/impactful
• Chopping up time is sometimes more interesting than chronological storytelling
• Ensure the ordering of events is coherent and transitions exist if it’s chopped up
• Consider your audience…what will readers need to understand your experience?
• Consider your purpose…what do you want the reader to understand about you?

For more in-depth notes, sample essays, and helpful videos for both of these rhetorical modes, please click here for description and here for narration .

• The Experience Essay - Using Description and Narration. Authored by : Jason Brown. Provided by : Herkimer College. Project : AtD OER Course. License : CC BY: Attribution

Experience Essay

Experience essay generator.

People love talking about their experiences with their family, friends, and loved ones. You can use your love for that to practice and enhance your essay writing skills. Yes, you have read it right. It is like hitting two birds with one stone. Tell your story by composing an experience essay.

10+ Experience Essay Examples

1. research experience essay.

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2. Formal Experience Essay

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3. Experience of Life Essay

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4. Academic Personal Experience Essay

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5. COVID-19 Experience Essay

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6. Work Experience Essay

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7. Post Graduation Experience Essay

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8. Previous Research Experience Essay

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9. Sample Experience Essay

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10. Coaching Experience Essay

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11. College Experience Essay

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What Is an Experience Essay?

An experience essay is a composition that requires you to narrate an event that you have personally experienced. It is a type of academic essay that most high school, colleges, and post-graduation studies assign their students to write to improve their writing. Most scholarship applications also require you to write this essay. In addition, some people devise this as a part of their resume when applying for work. 

How to Compose a Riveting Experience Essay

Composing various literature essays will also require you to apply different skills. In that sense, this piece of writing will test your storytelling skills. How do you effectively narrate a story on a paper? You can discover that as you go through the process of learning how to devise this document.

1. Choose an Unforgettable Memory

In selecting an experience to tell, you should choose those experiences that considerably impacted your personal life. It can be either be a positive or a negative experience. For example, you can write about your best day or the worst experience you had. Most people would opt for unique topics, but that is not a requirement. The important thing is how to make your unforgettable experience memorable for your readers. 

2. Arrange the Sequence of Events  

Sometimes when people share something, they often tell another story in between and then go back to their original topic. That’s a no-no in writing your experience essay. It needs to be carefully structured. That said, you need to arrange it by properly sequencing the events. There are available blank outline templates online to help you with this task.

3. Devise an Engrossing Introductory Paragraph

An impressive introduction should contain a compelling hook and a powerful thesis statement . The first paragraph of your essay can be a make or break factor for your entire writing. People often start judging the quality of your composition after reading your introductory paragraph. It sets the vibe and gives them the first impression. It is essential to pay a lot of attention to this segment.

4. Craft a Rousing Statement for Your Conclusion

Your conclusion paragraph should provide the gist and the purpose of your experience essay. In this last part, you should restate your thesis statement and summarize the underlying message of your writing. It should include a personal reflection regarding what that particular event made you learn about yourself. A conclusion for an essay should be powerful enough to rouse the emotions of your readers.

How should you describe an experience in your essay?

Writing a personal experience essay does not only require you to provide the order of events that happened in your experience. Instead, you should include describing what you are thinking and feeling at that moment. In addition, you should also mention the activities that are also happening during your experiences. Don’t forget to include the reactions of the people involved in your story.

What are good topics for an experience essay?

One of the most important factors to consider in choosing your topic is the thematic statement it presents. Do you want to write about love, friendship, or family? You can also choose to compose about the defining moments of your life. Such as the time you faced your greatest fears or the day you met your best friend.

What makes an experience essay different from a narrative essay?

An experience essay and a narrative essay are mostly similar. Both of these writings focus on narrating an experience of the writer. Despite that, there is something that sets them apart from each other. An experience essay focuses more on an individual’s discovery about oneself. On the other hand, the latter aims to inform the readers of how the experience made the writer realize things. Particularly the lessons regarding another person or an issue.

The act of composing this type of essay is a formative experience. In the process of writing it, you can learn lessons about yourself as well as on writing essays. Your life experiences are full of lessons. Ensure to capture the message and convey it to your readers. Secure that employment or that award certificate by crafting your experience essay thoroughly.

Text prompt

• Instructive
• Professional

Write an Experience Essay on your first day at school

Discuss a travel experience that changed your perspective in an Experience Essay

Choose Your Test

Sat / act prep online guides and tips, 177 college essay examples for 11 schools + expert analysis.

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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#282: Essential Vocabulary to Talk about Your Experience in English

Jul 19, 2023 | Advanced Vocabulary , Business Professional English , Collocations (Vocabulary)

In a recent lesson, I shared how to use the present perfect tense precisely when talking about your experiences in English – but what about commonly used word combinations? 

Specifically collocations such as

• Valuable experience
• Hands-on experience
• Vast experience

Choosing the right vocabulary to talk about your experience in English is just as important as using accurate grammar structures.

The use of common collocations contributes to accurate sentence structures and it will help you express your thoughts with improved clarity. 

In this Confident English lesson, you’ll learn 17 common collocations to talk about your experience in English — whether you’re focused on your knowledge/skills or an unforgettable life event. 

These are ideal for job interviews as well as sharing stories about your life overall.

17 Collocations to Talk about Your Life Experience in English

If you’re new to my lessons, you may be wondering, ‘What is a collocation?’ So let’s do a quick recap.

Collocations are combinations of 2 or more words that native speakers frequently use together. And they form a natural and cohesive unit of meaning. It’s best to think of collocations as a single unit rather than separate words.

If you want to learn more about collocations, I recommend reviewing my lesson titled, 19 Collocations with the Think where I share more on the topic.

To help organize the collocations you’ll learn today, I’ve focused on 3 broad categories with collocations to

• Talk about Knowledge/Skill Gained Through Experience
• Discuss Insights from Reflection on One’s Life Experience
• Describe a Meaningful Event/Activity from One’s Life Experience

Category 1: Talk about Knowledge/Skill Gained Through Experience

When describing our experience with building, strengthening, or gaining knowledge or skills, we often form collocations with the following words:

• Considerable
• Def : to have a lot of or many years of experience
• Ex . “Jenna has considerable experience in teaching English to young children.”
• Def : a precious, beneficial, or rewarding experience. 
• Ex . “Working at this non-profit has provided me with valuable experience at the start of my career.”
• Def : experience gained through, coming from, or being direct involvement or observation
• Ex . During my studies abroad, I was lucky enough to gain first-hand experience of the local culture.
• Def : direct, practical experience in something
• Ex . “I have 10 years of hands-on experience in treating patients with sleep apnea.”
• Def : relevant or applicable experience that occurred before a specific point in time or before a particular role
• Ex . “Due to my previous experience as a team leader, I was able to delegate tasks with ease in my first week as project manager.”
• Def : a broader range of personal or professional encounters that have taken place at any time in the past
• Ex . “My past experiences with this salon have been great; they know exactly what I want.”
• Def : wide-ranging and in-depth experience
• Ex . “Kelly has vast experience with building websites using Python.”
• Def : prior experience that relates to something in the present, usually in reference to job experience that qualifies you for a targeted position.
• Ex . “Do you have any relevant experience in designing ads that target Gen Z?”

Category 2: Discuss Insights from Reflection on One’s Life Experience

• Draw on one’s experience 
• Def : to use knowledge or lessons learned from the past to help with a current task or problem
• Ex . “When faced with a difficult problem, I have drawn on my experience from previous challenges to find a solution.”
• Learn from one’s experiences
• Def : to gain knowledge, insights, and understanding by going through different situations or events in life.
• Ex . “After nearly starting a fire in my kitchen, I’ve learned from experience to keep an eye on the stove at all times when cooking.”
• Based on experiences
• Def : using knowledge or information gained from previous personal encounters or situations to make judgments, decisions, or predictions.
• Ex . “Based on my experience, it’s better to travel to Iceland in the fall.”
• Def : speaking or acting based on personal knowledge or understanding gained through direct involvement 
• Ex . “From experience, I can confidently say that studying regularly and preparing in advance helps me perform better on exams.”

Category 3: Describe a Meaningful Event/Activity from One’s Life Experience

• Def : an experience in which two or more people go through something together
• Ex . “Going on this two-week camping trip with our dearest friends was a challenging, shared experience that brought us closer together.”
• Unforgettable
• Def : a remarkable and memorable experience; not easily forgotten
• Ex . “I had the most unforgettable experience at the concert last night!”
• Nerve-racking
• Def : an anxiety-inducing and stressful, and/or uncomfortable experience
• Ex . “Giving a speech in front of everyone was a nerve-racking experience .”
• Exhilarating
• Def : a thrilling and exciting experience
• Ex . “Riding a roller coaster for the first time was an exhilarating experience .”
• Def : a freeing, releasing, and/or empowering experience that allows one to break free from limitations
• Ex . “For me, a solo trip to Taiwan was a liberating experience . I learned so much about myself.”

Time to Practice!

Answer the following questions using the collocations from today’s lessons:

• What topic or skill could you present on easily for 15 minutes given your experience?
• What past experiences have shaped your perspective on work/life balance?
• What is the most memorable experience from your childhood?

You can share your answers — as well as your questions — with me in the comments below.

~ Annemarie

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My Experience in Learning English

Practice in Writing

Write my experience in learning english.

English is very important today. It’s like a bridge that connects people, nations and countries. It’s a language of bussines, commerce, politics, sport, fashion, culture and glamour. Without knowledge of English you won’t be able to find a good job and reach success in your future career. I understand it very well, so I study hard to master English .

I’d like to share my experience in learning English. I have been learning English for nine years, and it’s my favourite subject at school. I learned my first English words and expressions at the age of five with the help of colourful books. Now I’m studying in year 8 at school spezialized in learning foreign languages. I have five English classes per week. We read and discuss texts, have practice in listening and writing and do lots of grammar and vocabulary exercises. My favourite activities in English classes are the following: doing computer tests, doing projects and speaking. As for extra-curricular work I like taking part in English contests and act in perfomances.

I’m crazy about rock music and I love songs of English-speaking singers and bands. I often surf the Internet and find interesting websites about them. It’s not a problem for me to read information in English. One of my hobbies is playing the guitar and singing songs in English.

In my free time I enjoy playing computer games online. It’s a great chance for me to communicate with teens from different countries. I always speak to foreigners who visit our school and our town. It’s fun!

I also attend extra English classes which do me a lot of good. I make pressentations and write essays to be published on my teacher’s website, where I have my own page.

To cut a long story short, I use every opportunity to practice English and develop my reading, writing and listening skills. My goal is to become a fluent speaker.

In conclusion, I’d like to recommend everyone to study English hard and not to waste time. Remember the proverb that lost time is never found again. In my opinion, if you know English well, you will climb the ladder of success.

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Thank you very much for this essay this inspired me and gave me some ideas for writing my own essay

It’s great that you found my work useful! It’s cool that English unites people. I’d like to know what country you are from, it would we great to communicate.

Wow it’s very interesting I’m Cambodain but I really like English subject Because I will climb the ladder of success

Woww, bravo, your essay gives me lot of motivation, thank you so much, I try to be better in English language. But it doesn’t happen. Do you have any idea, please!

What just you read? The essay above clearly explain that The more you learn the more you will earn ..

Can you please give me some other material?

it’s a long time that i am trying to become a fluent English speaker; but it’s never happened..

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My Experience In The Examination Hall Essay | Essay on My Experience In The Examination Hall for Students and Children in English

February 7, 2024 by Prasanna

My Experience In The Examination Hall Essay – Given below is a Long and Short Essay on My Experience In The Examination Hall of competitive exams, kids and students belonging to classes 1, 2, 3, 4, 5 6, 7, 8, 9, and 10. The My Experience In The Examination Hall essay 100, 150, 200, 250, 500 words in English helps the students with their class assignments, comprehension tasks, and even for competitive examinations.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

Long Essay on My Experience In The Examination Hall 500 Words for Kids and Students in English

It is interesting to pen a few lines on the experience that I had in the examination hall. I was appearing for the first time for my 10th boards. I read a lot on the night preceding the examination day. I revised my entire course.

Though my father warned me against the consequences of studying late in the night, unfortunately I did not pay any heed to his advice. I reached the examination hall on right time. As I was climbing the stairs, the first bell rang. I rushed to the hall and searched for the seat that was supposed to have my roll number.

Within five minutes, all the examinees took their respective seats. My heart was beating fast. I began to feel nervous. The superintendent of the examination read out instructions aloud to the students. He warned the examinees against keeping any objectionable papers or notebooks in their pockets during the examination hour. However, the examinees were allowed to retain their money, bus passes and admission tickets. The superintendent also warned the candidates against using their mobile phones or any other electronic devices.

He then broke the official seal of the envelope containing the question papers. At this time, there was pin-drop silence in the hall. I became all the more nervous. Then, the supervisors distributed the question papers to the examinees. As I received the question paper, I got confused. I began to read it but could not understand the questions. I made a second attempt at reading the questions.

This time, I understood all the questions and some of them seemed to be easy to me. Other examinees were seen looking hither and thither. Some of them were busy in writing while others were gazing at the ceiling of the examination hall. Some were trying to whisper and talk. An examinee was found copying from another one and the supervisor pointed his accusing finger at them. Both were expelled from the hall. This was a stern warning to others who were trying to copy.

As the first bell rang, I had already started solving the questions. I did the easy questions first and then attempted the difficult ones. After some time, one examinee fell off from his seat, as he was not well. He became unconscious. Attention was diverted towards him. Soon, the doctor came and gave him medical aid. He came to his senses but the doctor advised him not to exert any more. So he left the examination hall without completing his paper.

There was another bell. Now, only half an hour was left. I completed my paper and revised the entire answer sheet. While revising I corrected the mistakes that I had carelessly made. I tied all the extra-sheets to my main answer book. Then there was the last and final bell. The superintendent of the hall announced that no one should write anything from that moment onwards.

Soon the invigilators collected the answer books. I was feeling tired at that time. Finally I came out of the examination hall. This interesting and unique experience shall always be remembered and recollected by me in my life. I learnt a lot about the precautions to be taken and instructions to be followed during the period of examination.

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When Learning Is Easy: My Experience in English

Introduction.

At first it seems obvious that the knowledge of a foreign language, especially English, which is extremely widespread nowadays, is essential for everyone. However, when it came to the actual process of learning, I realized that it took a great effort to study the language. Nevertheless, with the help of efficient studying plan and sufficient experience, I managed to prove that learning English is much easier than one might expect.

One of the issues that made the studying process extremely complicated and bothered me to absorb new knowledge was the fact that English was my second language. Thus, I had no previous experience of learning languages and did not know where or what to start from. In addition, I could not imagine how to switch from my native language to the foreign one. Because of the above-mentioned problem, I could not associate the English words with their meaning, which caused further confusion. In addition, the number of meanings that a single word could have in the English language made me feel quite puzzled, since I could not draw any parallels with the meanings that the given word had in my native language, which also caused quite a problem.

Since at first my success in English was barely noticeable and I made a lot of mistakes, especially when talking in English (for instance, I could easily confuse such words as “affect” and “effect”), I decided to take up a special English class, where I could train my skills in speaking the English language correctly. I must admit that at first I felt quite embarrassed and hesitated to ask questions, but further on, I started making progress.

After several weeks of training, I started realizing that I stopped confusing certain words. Moreover, I figured out the way in which I could learn new words faster and more efficiently. To study the new terms and their meaning in my native language, I put each phrase or word down in my vocabulary list and then tried making at least three sentences with each of the newly learned words.

It is worth mentioning that having an English class was great fun, since all the students were involved in each activity. While some of the tasks were designed for each student specifically, the others demanded the participation of a group of students or even an entire class, which made us learn on each other’s mistakes and remember the material several times faster than we would do in a typical class environment.

Among the rest of the assignments that we were supposed to complete, the one that I remembered best was writing an essay in a group of three. After each of us got a topic to write an essay on, we started figuring out the best way to write the papers to combine them into a single writing. In the end, our team came up with a series of three short essays which combined well and were really fun to write together.

Soon I began to realize that my English skills started to improve even faster, especially the ones concerning the spoken language. I learned a lot of synonyms which helped me to make my speech more eloquent, and a number of standard phrases which people use in certain situations, not to get confused when someone asks what time is it and in the similar situations. Working on my conversational English, I started feeling more certain and stopped fearing to make a mistake. Even though the changes were not instant and it took quite a while for me to learn the basic vocabulary, as well as to understand the spoken language, I realized that I am still able of learning English.

With the help of the classes, I managed to learn a lot about the English grammar and, which is the most important, understand how it actually works. Now that I know the principles of the English grammar, I will be able to deal even with the most complicated assignments and use all kinds of styles, starting with the scholar one and up to the conversational English, which is also quite hard, mostly because of the vocabulary.

However, it is also worth mentioning that the hardest part was the one concerning the stylistic differences. Since English was my second language, it was hard to conceive the difference between seemingly similar words straightaway.

At present, it is obvious that I have not reached my top yet and there is a lot of room for further development. I still have to work hard on my pronunciation, on the grammatical issues and on the vocabulary. In addition, I would like to develop my own writing style. However, with the help of practicing and using various learning methods to train difficult rules, as well as working on the language specifics with the help of various exercises, I hope to speak someday as if English was my naïve tongue.

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Essay About My Experience Learning English

I love English language. It’s one of my favorite things in the world. I think it’s amazing how such a complex and nuanced language can be learned by anyone who is willing to put in the effort.

English has truly opened up opportunities for me both professionally and personally. I’ve been able to travel to many different parts of the world and communicate with people from all walks of life. And I know that my ability to speak English has helped me stand out from the competition in the job market.

To me, learning English is a lifelong journey. There’s always something new to learn about this fascinating language. I hope to continue learning and using English for many years to come.

As someone who has learned English as a second language, I appreciate the nuances and complexity of the English language. It can be challenging to learn, but it is also a very rewarding experience. English is spoken in so many different countries around the world, and it is the language of business and diplomacy. Learning English gives you access to a global community of speakers.

English is such a versatile language. You can use it to communicate with people from all walks of life, in all parts of the world. It is the official language of more than 60 countries, so there are plenty of opportunities to practice your skills! Whether you are traveling or doing business overseas, knowing English will help you get by in any situation.

English can be a difficult language to learn, but it is definitely worth the effort. With so many opportunities to use it, learning English is a great investment in your future. I encourage everyone to give it a try!

I would sit in my crib and look at the pictures in these books. My parents read to me every day, and by the time I was two years old, I could already read a few words. My parents were very proud of this accomplishment. I continued to learn more about the English language at school. In the second grade, I learned about nouns, verbs, adjectives, adverbs, and prepositions.

I also learned about sentence structure and how to write a five-paragraph essay. My teacher also introduced me to great authors such as Mark Twain and Ernest Hemingway. I was very impressed by their writing style, and I wanted to imitate their writing techniques in my own essays. However, I soon realized that their writing style was very difficult to imitate.

I think that being read to as a child helped me develop a love for reading. I also think that it helped me learn English more easily. When I was in high school, I took an English course in order to fulfill my foreign language requirement. Even though I had been speaking English since I was a baby, I still struggled with the grammar and vocabulary concepts that were taught in the class. However, by the end of the semester, I had learned more about English than I ever would have if I had not taken the course.

I believe that learning a second language is important, and that everyone should have the opportunity to learn at least one other language. However, learning a second language is not always easy. It takes time and practice to become proficient in a foreign language. I think that the best way to learn a second language is by using immersion methods. Immersion methods involve learning a language in a setting where only that language is spoken. This can be done by living in a country where the target language is spoken, or by attending a school where the target language is the primary medium of instruction.

I have had the opportunity to use immersion methods to learn Spanish and French. I spent two summers living in Spain, and I currently attend a university where all classes are taught in French. I have found that immersion methods are the best way to learn a foreign language. When you are immersed in a language, you are forced to use it constantly. You can’t rely on your native language to help you communicate with others. This type of exposure to a foreign language helps you learn the grammar and vocabulary more quickly and effectively.

I think that English is an important language to learn, and that everyone should have the opportunity to learn it. I also believe that immersion methods are the best way to learn English. I have seen first-hand how effective immersion methods can be, and I am confident that anyone who uses them will be able to learn English quickly and effectively.

I would also play alphabet games and learn new words every day. I was very excited to be learning a new language, and it showed in my eagerness to participate in class and learn as much as possible.

Now that I am an adult, I still appreciate the English language for its nuances and its ability to communicate complex thoughts and feelings. There are so many words in the English language that have multiple meanings, depending on the context in which they are used. This level of complexity allows for a high degree of expression, which is why I believe that the English language is one of the most beautiful languages in the world.

It is also a very versatile language, which allows for its speakers to communicate with people from all over the globe. I am grateful to have been taught English at a young age, and I continue to learn new aspects of the language every day. I believe that it is never too late to learn and appreciate the English language.

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Deciding Where To Live; My Experience of Living Outside of Central Madrid

June 30, 2024

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While the majority of the friends I made at CIEE were determined to live in the city center and commute to work, I knew very quickly that I did NOT want to wake up earlier and would prefer to live near my school!

My placement was in a large, southern sub-district of Madrid called Getafe, yes like the football team. I really enjoyed living in Getafe as it has everything that you need, and I lived right next to a gorgeous, peaceful park with a picturesque mini lake, surrounded by friendly ducks.

In Getafe, there is also a large shopping district called ‘Parque Sur,’ which I loved to wander through after work sometimes. Best of all, food, clothes, beauty services, and activities were cheaper than in areas such as Sol!

 Expenses

I rented a room in Getafe for 400 euros, with all bills and expenses included. This was below my budget and meant I could spend more on trips and food! However, there were actually many places in Getafe available for around 250-350 euros, though bills weren’t always included.

Getting To School

Going to work was deliciously fast, a 20-minute walk on average, or 15 minutes with my headphones in and the right song. This also meant that during my free periods, I could run back home to rest or get a snack before continuing the workday. My school finished at 2:15 pm, and I was always home by 2:40 pm, meaning I had more of the day to myself! This also meant that while my friends were up early on their respective buses or trains, I was still in bed (though I probably should have made more of an effort to go for runs or to the gym).

 Traveling To The City Centre

Getting into ‘Central’ (well, that’s what I called it… you can take the girl out of London, but you can’t take London out of the girl) took me just under an hour both ways. Although the fast ‘cercanias’ from Getafe Central to Sol was only 20/25 minutes, I didn’t live near Getafe Central and had to walk about 15 minutes to my local train station and hop on that train to get to the Central station. This was a hassle if I wanted to stay out late, as the cercanias only run until midnight, meaning I’d have to get a night bus back to Getafe (which came every 45 minutes to 1 hour from Atocha), crash by a friend, or see the night through until the first 5 am cercanias train ran the following morning. Thank God, I had close friends who lived nearby Sol/Plaza Mayor, so this was not too much of a problem for me! However, there were definitely days/weekends when I just chose to stay in Getafe – luckily, I made friends who lived locally, so I would still get out and about.

**Side note:** As a young woman, I always felt extremely safe on night buses in Madrid and did not experience any issues or feel concerned for my safety! Everyone I encountered was polite, respectful, and the night buses were typically very quiet.

Uhh……what about the students?

Yes, living near my school meant that I would often run into my students outside of work! However, I taught secondary-age students who were moderately unbothered and would simply say hello (or just completely ignore me, which was also fine by me) and be on their way. I personally was not too fussed about the possibility of seeing my students while shopping or during daily life. However, if this is something that would make you feel uncomfortable, then perhaps it may be worth considering alternative options. For me, having to deal with seeing one of my kids every now and then on the street was worth the extra time I got to stay in bed each morning!

 Gallivanting, Activities + Sites

While Getafe had everything that I needed, I appreciated being in central and accidentally coming across quirky restaurants and art galleries. There were a range of gorgeous coffee shops in Malasaña where people would chill, chit-chat, and read a book. There were also several funky vintage shops, but I only knew of these places by walking through the area! 

I particularly loved exploring the African art and shops in the lively neighborhood of Lavapiés, as well as the amazing Senegalese and Dominican food spots that were also there!

Overall Verdict?

Living further out, in the 'community of Madrid' meant that I got the best of both worlds: easy access to Central, and the peace, calm, and tranquillity of my local area. Getafe is very much a quintessentially Spanish area, with siesta hours being a very real thing, plenty of elderly people who loved to shop and chat, and friendly shopkeepers. If I had to redo my year in Spain, I would still choose to live out in Getafe again as it provided me with a unique, authentic experience of Spain, free from tourism and inflated prices. In this sense, I felt like I got a more 'real' experience of living in Spain as a local. However, I would have chosen to live right next to Getafe Central, so that it would take me 30 minutes maximum to get to Central instead of an hour! 😊

Hasta la próxima <3

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• Corpus ID: 270605297

Analysis of Motivation in My English Learning Experience

• Yuting Zhang
• Published in International Journal of… 16 June 2024
• Education, Linguistics

7 References

The comparative analysis of motivation, attitudes and selves: the case of english and german in hungary, motivation in action: towards a process-oriented conceptualisation of student motivation., intrinsic motivation and self-determination in human behavior, the child's understanding of the causes of academic success and failure: a case study of british schoolchildren, individual differences in second language acquisition.

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Democrats are talking about replacing Joe Biden. That wouldn't be so easy.

President Joe Biden's performance in the first debate Thursday has sparked a new round of criticism from Democrats , as well as public and private musing about whether he should remain at the top of the ticket.

In the modern era, a national party has never tried to adversarially replace its nominee, in part, because knows it would most likely fail. The issue came before both parties in 2016, but neither took action.

Party rules make it almost impossible to replace nominees without their consent, let alone smoothly replace them with someone else. And doing so would amount to party insiders’ overturning the results of primaries when Democratic voters overwhelmingly to nominate Biden. He won almost 99% of all delegates.

And at the moment, there’s no known, serious effort to push him off the top of the ticket.

Still, the Democratic National Committee's charter does make some provisions in case the party’s nominee is incapacitated or opts to step aside, and an anti-Biden coup at the convention is theoretically possible, if highly unlikely. So how would it work?

What happens if Biden drops out before the convention?

The only plausible scenario for Democrats to get a new nominee would be for Biden to decide to withdraw, which he has sworn off repeatedly during other bumpy stretches of his campaign.  

He could do so while serving out the rest of his term in the White House, as Lyndon Johnson did in 1968. 

If Biden were to drop out before he is scheduled to be formally nominated in August, it would create a free-for-all among Democrats, because there’s no mechanism for him or anyone else to anoint a chosen successor.

It takes a majority of the roughly 4,000 pledged delegates to win the party’s nomination. Biden’s won 3,900 of them. Under recent reforms, the party’s more than 700 superdelegates — Democratic lawmakers and dignitaries — are allowed to vote only if no one wins a majority of pledged delegates on the first ballot, so their votes could be crucial in a contested convention. 

Because Biden's opponents all won effectively no delegates throughout the Democratic nominating process, there'd be a virtual clean slate heading into the convention, and the decision would most likely come down to the convention delegates who were initially pledged to Biden.

Biden would have some influence over his pledged delegates, but ultimately, they can vote as they please, so candidates would most likely campaign aggressively to win over each individual delegate.

However, there's a potentially important wrinkle: Democrats plan to formally nominate Biden virtually ahead of the late-August convention to sidestep any potential concerns about ballo t access in Ohio, where a technical quirk has complicated things

Democrats decided to plan a virtual nomination for Biden after Ohio Republicans balked at passing pro forma legislation that would allow Biden to be on the ballot, even though the convention falls after a state deadline. But while Republicans passed a law to shift the deadline, Democrats decided to move forward with a virtual nomination nonetheless.

Could Democrats replace Biden against his will?

There’s no evidence the party would entertain a change without Biden’s consent. But even if it did, there’s no mechanism for it to replace a candidate before the convention, and certainly no way for it to anoint a chosen successor.

If large swaths of the Democratic Party lost faith in Biden, delegates to the national convention could theoretically defect en masse. Of course, they were chosen to be delegates because of their loyalty to Biden and have pledged to support him at the convention.

But, unlike many Republican delegates, Democratic delegates aren’t technically bound to their candidate. DNC rules allow delegates to “in all good conscience reflect the sentiments of those who elected them,” providing some wiggle room.

The party’s charter does include provisions to replace the nominee in the event of a vacancy. The measure is intended to be used in case of death, resignation or incapacitation, not to replace someone who has no desire to step down.

That was the measure that Donna Brazile, then the interim DNC chair, considered invoking after Hillary Clinton collapsed two months before the 2016 election, she wrote in her memoir .

In her memoir, released a year later, Brazile wrote that she was worried “not just about Hillary’s health but about her anemic campaign ... so lacking in the spirit of fight.” 

“Perhaps changing the candidate was a chance to win this thing, to change the playing field in a way that would send Donald Trump scrambling and unable to catch up,” she wrote, adding that aides to other would-be candidates contacted her, including then-Vice President Biden’s chief of staff.

But after less than 24 hours of consideration, Brazile realized the idea was untenable without Clinton’s cooperation and likely to only divide her party further. “I could not make good on my threat to replace her," she wrote.

Current DNC Chair Jaime Harrison is a longtime Biden ally who serves, essentially, at the pleasure of the president. And the national party has certainly given no indication it’s anything but fully behind his re-election.  

What happens if Biden withdraws after the convention?

To fill a vacancy on the national ticket, the chair can call a “special meeting” of the full DNC, which includes about 500 members. On paper, at least, all it takes is a majority vote of those present to pick new presidential and vice presidential nominees. But that process would most likely be anything but smooth and be filled with behind-the-scenes jockeying and public pressure campaigns. 

If a vacancy were to occur close to the November election, however, it could raise constitutional, legal and practical concerns. Among other issues, ballots have to be printed well in advance of the election, and it might not be possible to change them in time.

Would Kamala Harris replace Biden?

If Biden were to relinquish the presidency, Vice President Kamala Harris would automatically become president — but not the Democratic Party’s nominee. Nor would she necessarily be the nominee if Biden withdrew from his re-election bid while he remained in the White House.

She might be politically favored, but party rules give the vice president no major mechanical benefit over other candidates. 

Biden’s delegates wouldn’t automatically transfer to Harris, and the convention holds separate votes on nominees for president and vice president. So she would still need to win a majority of delegates at the convention. 

If the top of the ticket were vacated after the convention, she would still need to win a majority of votes at the special meeting of the DNC.

That is all, at least, under current party rules. But a vacancy at the top of the ticket is the kind of dramatic moment that might lead party leaders to revisit them in the name of easing the transition. Harris has some close allies in key places at the DNC, including a co-chair of the party’s Rules and Bylaws Committee. But nothing would be likely to happen without a fight.

Ben Kamisar is a national political reporter for NBC News.

Alex Seitz-Wald is a senior politics reporter for NBC News.

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Dylan Dreyer’s family of 3 boys had their first stitches experience: ‘Boy mom indeed’

One of Dylan Dreyer's kids just got their first set of stitches.

The TODAY host got candid on Instagram June 29 and shared a series of photos that showed a few minor scrapes her youngest son, Rusty, got above his eyebrow as well as a small cut her oldest son, Calvin, got on his chin.

Dylan shared two selfies posing with Rusty in a waiting area at the doctor. The 2-year-old appeared calm as he sat in his pajamas with a peeled banana in his hand. 

In the caption, the mom of three shared that this was the “first set of stitches” for their family.

“Never would have bet on Rusty to be the first!” she said in her caption.

But as many parents know, the show must go on.

Dylan also included a few more snaps, including a photo of her preparing her most recent Cooking with Cal recipe while wearing a “boy mom” shirt that included a stain, courtesy of her oldest son. 

“Then on to making gluten free hamburger rolls after sopping up Calvin’s cut chin with my tshirt,” Dylan said in the caption.

“Boy mom indeed!!” she added.

Dylan ended her photo slideshow with a snap of Calvin smiling wide despite a small cut on the side of his chin.

She also shared a sweet snap of all three of her sons , whom she shares with husband Brian Fichera. The picture showed Calvin, 7, Oliver, 4, and Rusty, 2, all smiling for the camera, stitches and all.

Also on Instagram, Fichera shared another glimpse at some recent family moments, including one with a little more blood.

Dylan’s husband posted an Instagram video on June 29 featuring the family watching “Jaws," the newly crowned winner of TODAY's summer blockbuster bracket.

In the clip, he showed a scene from the classic summer flick before panning over to his two oldest sons as they watched the film. Calvin laid underneath a blanket, while Ollie sat straight up, seemingly entranced.

After the film’s legendary great white shark appeared on screen, Calvin told his dad, “That’s so cool!”

“Today I am a father,” Fichera captioned his post.

Francesca Gariano is a New York City-based freelance journalist reporting on culture, entertainment, beauty, lifestyle and wellness. She is a freelance contributor to TODAY.com, where she covers pop culture and breaking news.

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Home — Essay Samples — Life — Self Reflection — Self-reflection on My Experience as a Writer in My English I Class

Self-reflection on My Experience as a Writer in My English I Class

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I Saw My Anxiety Reflected in ‘Inside Out 2.’ It Floored Me.

In a way that’s both cathartic and devastating, Pixar’s latest portrays how anxiety can take hold, our critic writes.

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By Maya Phillips

At the climax of Pixar’s “Inside Out 2,” Riley, a freshly pubescent teen with a gaggle of new personified emotions, becomes so overwhelmed with anxiety that she has a panic attack.

In the theater, I whispered to my friend that I’d forgotten to bring my panic attack medication. I’d said it as a joke — but at the sight of this anxious animated teenager, my whole body’s choreography changed. My muscles tensed. I pressed my right palm down hard to my chest and took a few deep yoga breaths, trying to cut off the familiar beginnings of an attack.

This depiction of how quickly anxiety can take hold was overwhelming. I saw my own experiences reflected in Riley’s. “Inside Out 2” felt personal to me in a way that was equally cathartic and devastating: It’s a movie that so intimately understands how my anxiety disorder upends my everyday life.

“Inside Out 2” picks up two years after the 2015 film “Inside Out,” as Riley is about to start high school. With puberty comes a group of new emotions, led by Anxiety. A manic orange sprite voiced by Maya Hawke, Anxiety bumps out the old emotions and inadvertently wreaks havoc on Riley’s belief system and self-esteem as she tries to manage the stress of a weekend hockey camp.

When an emotion takes over in the “Inside Out” movies, a control board in Riley’s mind changes to that feeling’s color; Anxiety’s takeover, however, is more absolute. She creates a stronghold in Riley’s imagination, where she forces mind workers to illustrate negative hypothetical scenarios for Riley’s future. Soon, Riley’s chief inner belief is of her inadequacy; the emotions hear “I’m not good enough” as a low, rumbling refrain in her mind.

I’m familiar with anxiety’s hold on the imagination; my mind is always writing the script to the next worst day of my life. It’s already embraced all possibilities of failure. And my anxiety’s ruthless demands for perfection often turn my thoughts into an unrelenting roll-call of self-criticisms and insecurities.

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Spring 2025 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 201.ST2 Composition II: The Mind/Body Connection

Dr. sharon smith.

In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.

English 201 S06 and S11: Composition II with an emphasis in Environmental Writing

S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231

S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45 p.m.

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11 a.m.-12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender and Sexuality Studies

As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

TuTh 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 592.S01: The Vietnam War in Literature and Film

Engl 704.s01 introduction to graduate studies.

Thursdays 3-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.

Kinky Sex No Problem as Taiwan’s Wu Kang-ren Is Willing to Shred His Celebrity and Clothes in Service of ‘The Chronicles of Libidoists’ (EXCLUSIVE)

By Patrick Frater

Patrick Frater

Asia Bureau Chief

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Maximum secrecy – including an omerta about the cast – was observed during the filming of “ The Chronicles of Libidoists ,” a Taiwanese film fable that is pitched as a modern-day retelling of “The Little Mermaid” fairy tale.

A work-in-progress teaser in Cannes , however, disclosed that major Taiwan star Wu Kang-ren was the protagonist of the production which, now completed, seems certain to challenge censors worldwide.

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In the hands of Yang Ya-che (“Blue Gate Crossing,” “Girlfriend, Boyfriend”), “The Chronicles of Libidoists” is an exploration of sex and sexuality pursued by a contemporary coterie of sophisticated urban dwellers. The sumptuously mounted film contains enough high-mindedness and hidden meaning (often conveyed through music and flowers) for art-house audiences to pick over, and enough story contextualize the sex scenes.

But it does so with very few clothes and scarcely an orifice unprobed.

In pursuit of their overlapping goals, Wu’s businessman-author, a transgender woman, an heiress and a motorcycle delivery man (who leads a double life in the neon-lit sex industry) engage in a cycle of full-frontal nudity, group sex, hardcore bondage, homosexuality and the use of objects.

High-profile, sexually-explicit films from Asia have previously courted opprobrium. Chinese actor Tang Wei was famously banned for several years in her native country after starring in Ang Lee’s “Lust, Caution,” though her male co-star Tony Leung Chiu-wai was celebrated for it. The source material for 1999 Korean BDSM film “Lies” landed its author in jail, though 25 years later a restored, remastered and uncut version of Jang Sun Woo’s more nihilist movie is now playing the specialty festival circuit.

What attracted you to the project? What persuaded you to join?

I actually agreed to work on this project without even having read the script. I have known director Yang for a long time and had always wanted to work with him. I knew that he was going to make a new film, but nobody knew what it was about. I simply submitted my CV. Yang was like, “Cool, let’s have a chat” and told me roughly when they were going to shoot. I blocked my time for it, still without knowing the story.

When I got the script, I was surprised, but at the same time not surprised. And I’ve never asked him why he wanted to make this.

What I was being offered was like returning to the time I started my career. It’s very pure. There is no burden. I just needed to invest myself and focus on playing that role to my best.

Did you ask friends, family or your agent for help in weighing the positives and negatives of joining this film?

I don’t have an agent or a manager. And, actually, I didn’t discuss it with anybody.

When I started out, I had a mentor, a very senior director, and worked with him to position myself as an arthouse actor. But because of the environment in Taiwan, I ended up doing more and more commercial projects. I got various different product endorsement contracts. Being a movie star comes with financial and reputational benefits. And through a combination of hard work and luck, I won some awards. So, people probably have an image of me as someone who is very mainstream, healthy and positive.

But there is a difference between movie star and actor. As an actor, I’m very happy that I agreed to this film. It is like the tension accumulated over the past decades has been released.

Other people’s reactions, the external environment is not something I can control. But for myself, it’s all about playing the role and doing my job well.

So, this film’s shock value was neither a negative nor part of its attraction?

The film industry is a business. So, there will be positive and negative things. But I did not invest myself in this kind of role, because I want to create shock value.

Honestly, the kinds of nudity I was willing to be involved in may not be the last time. And I’m not bothered by the moral standards attributed by other people. In the end, the film belongs to the director.

An actor may have a peak period of maybe 20 to 30 years. Well, I’m now 15 years into my career. I have a lot of passion and am still willing to take some risks.

What was the emphasis of your performance? What was the emphasis of the direction?

The main focus of my preparation was trying to understand what was going through the director’s head. The way that Yang wrote the script left huge room for imagination. Once we were on set, Yang gave us a lot of very abstract descriptions of things. Only rarely did he say, Ddo it faster” or “more emotion.”

Have you ever worked with an intimacy coordinator before? How was the experience?

In the Chinese speaking world, this kind of setup is not as common as maybe in the west. But I actually knew the woman [coordinator] from before.

Scenes with a lot of nudity, a lot of sex require a lot of preparation in advance. Everybody was very stressed, especially the crew, who fortunately were very serious about it. Every move, every touch. It was all calculated and communicated.

The coordinator, in the beginning, would demonstrate with a pillow. The pillow would be me and the coordinator would role play the leading actress. Then she’d swap and play the role of the actor, with the pillow. Then it would be me with the coordinator. Then the actress with the coordinator. Finally, the actress and I would do a test shot together. And so, by the time we’re actually filming the scenes, I don’t think there was any remaining awkwardness. Everyone was comfortable, because we all know exactly what is going to happen – cast and crew.

Also, this way there was no need for body doubles for any of the actors at any time.

What is next for you?

Recently, at an awards ceremony, I found myself sitting next to Tony Leung, who is a legend, especially for Chinese speaking actors like me. There, he told me that he was going to Germany to do a new film [Ildiko Enyedi’s ‘Silent Friend’] . He’s like a moving boat, one that you can never catch up with. After all this time, he’s still going off exploring a new continent, looking for new treasure.

Like him, I’m willing to do a lot of exploration. But I don’t think I have finished exploring the Greater China region. There are so many different dialects. So, it’s all Chinese but you can express yourself in different dialects and variants. I would like to keep breaking the mold and work on more. Or maybe take a role in Japanese.

And in terms of changing my physicality, I’ve previously dropped a lot of weight to become skinny in a very short period of time. I don’t see myself doing that again any time soon. That’s really not good for your body.

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