harvard essay questions 2022

10 Successful Harvard Application Essays | 2022

With the top applicants from every high school applying to the best schools in the country, it's important to have an edge in your college application. Check out our updated list of 10 Harvard application essays below from students who made it in, and hear from expert college consultants about what made these work.

Sophia's Essay

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Successful Harvard Essay - “Black Eyeliner Does Not Make You a Nonconformist”

Several years ago, my mother told me I listen to “white people music.” And I suppose that’s true—rock 'n' roll tends to spring from the middle-class basements of young, white men. Though I did point out that its origins trace back to jazz musicians of the Harlem Renaissance. Also that one of the greatest guitarists of all time—dear Mr.Hendrix; may he rest in peace—was black.

My devotion to punk rock began in seventh grade, when Green Day’s “Boulevard of Broken Dreams” came up on my iTunes shuffle. I started to look into their other releases, eventually immersing myself into the complete punk discography. My mother, having grown up in a racially segregated New York, was more likely to listen to Stevie Wonder than Stevie Nicks.

But, she must have figured, to each her own. So while my compatriots indulged in the music of Taylor Swift, One Direction, and Lady Gaga, my tacky Hot Topic headphones blasted Green Day, Ramones, and The Clash. My young adolescent ears drank in the raw, chaotic beauty, an echo of the pain of the past. The thrashing, pulsating vitality of the instruments painted a picture, connecting me to the disillusioned kids who launched an epic movement of liberation some 40 years ago.

Punkers question authority. Aggressively contrarian, they advocate for the other side—the side that seemed smothered silent during the post-Vietnam era. They rejected the established norms. They spoke out and weren’t afraid.

I had always felt different from my peers. In my girls’s prep school, the goal was to be blond and good at soccer. I was neither, which automatically deemed me “uncool”. I had a few close friends but never felt like I was part of a whole.

Then came the punk philosophy, for the outliers, for those who were different. That was something I could be part of.

Instead of trying to conform to my peers, I adopted an anti-conformist attitude. Much like the prematurely gray anti-hero of my favorite book, I sneered at all the “phonies” around me. I resented anything popular. Uggs? Wouldn’t buy them. Yoga pants? Never. Starbucks?Well, I could make a few concessions.

But I felt more cynical than liberated. I wasted so much energy on being different than I lost track of what actually made me happy. I insisted I didn’t care what people thought of me, which was true. Yet if I based my actions almost solely on their behavior, how could I deny their influence?

Luckily, as I transitioned from a private school to a brand new public high school, I got to clean the slate. I bought yoga pants and found they were comfortable. I listened to a wide variety of music, even the eh kind that wasn’t 100% hardcore punk. And I was happier.

I revised my punk philosophy: Do as you like—whether it fits into the “system” or not.

The Beatles’s “Revolution” lyrics sum it up well:

You tell me it’s the institution

Well, you know

You’d better free your mind instead

What I think Lennon was getting at is questioning everything does not entail opposing everything.

What I think Lennon was getting at is questioning everything does not entail opposing everything. Defiance for the sake of defiance is unproductive at best, destructive at worst. I believe in life’s greater Truths, like Love and Justice. These Truths are what should govern my actions—not what’s popular and what isn’t. Striving to act on these ideals has helped me stay true to myself, regardless of what’s considered “conformist."

Perhaps I’ve failed the punk movement. We’ll have to wait and see. In the meantime, I’ll do what makes me happy and change what doesn’t. I’ll wear Doc Martens instead of Uggs; I’ll partake in a grande pumpkin spice latte; I’ll watch Gossip Girl; I’ll blare my favorite guitar solo over the speakers in my room.

And that’s as punk as it gets.

Professional Review by The Art of Applying

From the snarky title and fiery opening, I was immediately drawn in. I and many people on our team at The Art of Applying® grew up as one of the few students of color in our honors classes, being told we liked “white people things.”

When you write about very specific personal experiences you’ve had, you can strike an emotional chord and connection with people who have similar experiences, and you can simultaneously intrigue people who have had vastly different experiences.

The student’s response to her mother’s assertion and the level of knowledge the student demonstrates about punk rock’s origins and political context show that she doesn’t just enjoy punk music passively as a fan; she was curious enough to research and learn about its historical roots, and confident enough to offer a contradictory viewpoint about what punk music is and who it is and isn’t for.

I enjoyed reading the journey of how the student’s interest in punk rock blossomed from an interest into a passion and eventually an identity. Don’t just tell us the beginning and the end of a personal growth journey; show us the messy middle too.

The student concisely depicts a vivid image of her outsider status in her private school without villainizing the other students. She also uses humor and wordplay well when she makes a concession for enjoying Starbucks.

A turning point in the essay comes when the student starts questioning whether her staunchly nonconformist identity is serving her. This shows an even deeper level of self reflection and personal growth.

While including quotes and lyrics in your essay can divert attention from your own words to a famous person’s, the student effectively uses the lyrics as a launching point for further reflection.

It ends in the same confident, energetic voice I grew to love throughout the piece, and the final sentences read like a glorious mic drop.

The conclusion is strong in that we see a person who has embraced all sides of herself rather than stubbornly clinging to a rigid image of nonconformity.

This essay is an excellent example to learn from if you want to write about how one of your passions spurred personal growth, struggles with fitting in, changing your mind about who you are, and/or getting clear on your values.

Taras' Essay

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Successful Harvard Essay: More Boluses to Dissect

Finally, I had found a volunteer opportunity at the Long Marine Lab, a marine biology research facility at UC Santa Cruz! I envisioned swimming with dolphins, or perhaps studying behavioral patterns of decorator crabs. But when I discovered the nature of my work on the first day of volunteering, my excitement turned to disappointment: I’d be picking through albatross boluses, the indigestible materials they cough up before going to sea. Sure enough, after three hours of separating fishing line from brown muck, I began to dread what I was in for. At that point, I had no clue of just how interesting the opportunity would turn out to be, and it would remind me of how easily I become engrossed and fascinated by all sorts of random stuff.

It didn't take long for my boredom with the boluses to shift toward curiosity.

It didn’t take long for my boredom with the boluses to shift toward curiosity. In the first place, the project itself was fascinating. The idea was to research the behavior and diet of albatrosses at sea. These birds can fly for months without touching land! When the birds have chicks, they cough up whatever they’ve eaten at sea to feed their young. When the chicks become old enough to fly, they cough up the hard, indigestible materials left in their stomachs. These boluses contain squid beaks that can reveal the types of squid eaten and the area where the squid were caught. We volunteers would pick through the boluses, separating out anything that looked interesting.

As I got better at dissecting these blobs, I started finding crazy stuff, and my colleagues and I would often discuss important findings. There was, of course, the search for the biggest squid beak, and the fish eyes were always interesting. But most shocking was the plastic. Beyond the normal Styrofoam and fishing line were plastic bottle caps, lighters, even toothbrushes. Occasionally, Asian writing revealed distant origins. Once, I picked through a bolus permeated with orange goo, eventually to discover the round mouthpiece of a balloon. The origins of these artifacts were sad, but also fascinating. I learned of the Texas-sized trash heap in the middle of the Pacific, the effects of which I was witnessing firsthand. I gained a heightened awareness of the damage inflicted on the oceans by humans, and their far-reaching impacts. Perhaps most importantly, I realized that even the most tedious things can blow my mind.

If dissecting boluses can be so interesting, imagine the things I’ve yet to discover! I play piano and can see myself dedicating my life to the instrument, but I can’t bear to think of everything else I’d have to miss. I’d love to study albatrosses, but also particle physics or history, and preferably all three. At this point in my life, I can’t imagine picking just one area. At the same time, though, I love studying subjects in depth. I tend to get overwhelmed by my options, since I can’t possibly choose them all. But at least I know I’ll never be bored in life: there are just too many subjects to learn about, books to read, pieces to play, albatrosses to save, and boluses to dissect.

Professional Review by Prep Expert (Akbar Rahel)

While many applicants write essays full of detail and superlatives, emotional honesty is a critical component of a great essay.

What immediately distinguishes the first paragraph of the essay is the emotional honesty: Taras admits how “excitement turned to disappointment” and how he “had no clue” about how the opportunity would turn out. Too often, applicants fail to recognize that admissions officers are just normal people reading essays—people who also experience a range of emotions such as disappointment and confusion. While many applicants write essays full of detail and superlatives, emotional honesty is a critical component of a great essay.

Moreover, on a simple, albeit important level, he situates readers in the very first sentence by mentioning that his research was a volunteer opportunity at Long Marine Lab. Too many applicants attempt to keep a reader in suspense when, in fact, it is always better to provide context for an experience. Admissions officers don’t want to feel like they are deciphering the seemingly mundane who, what, when, and where. Nobody has time to untangle an essay.

Moving on, Taras succeeds in clearly demonstrating a sincere passion for his research by sharing interesting details of his work, such as understanding boluses. Whether writing about birds, Model UN, or any other possible topic, details are what help applicants show the admissions committees a level of intellectual vitality.

While an overall vibrant essay that captures a reader’s attention because of the unique topic, some aspects could have been improved. For example, exclamation points may come across as contrived enthusiasm to many readers—and strip away some of the decorum of an essay. Moreover, in the last paragraph, Taras mentions particle physics and history as possible interests, which did not align with the essay (and could have hurt chances for admissions in the final “shaping” of an incoming class).

Yukta's Essay

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Successful Harvard Essay: Yukta

Garishly lined with a pearlescent lavender, my eyes idly scanned the haphazard desk in front of me, settling on a small kohl. I packed the ebony powder into my waterline with a shaky hand, wincing at the fine specks making their way into my eyes.

The palette's colors bore in, the breadth of my imagination interwoven into now-brittle brushes.

The girl in the mirror seemed sharper, older, somehow. At only 12, I was relatively new to the powders and blushes that lined my birthday makeup kit, but I was determined to decipher the deep splashes of color that had for so long been an enigma to me.

After school involved self-inflicted solitary confinement, as I shut myself in my bedroom to hone my skills. The palette’s colors bore in, the breadth of my imagination interwoven into now-brittle brushes. Much to my chagrin, my mom walked in one day, amused at my smudged lipstick, which congealed on the wispy hairs that lined my upper lip.

“Halloween already?” she asked playfully.

I flushed in embarrassment as she got to work, smoothing my skin with a brush and filling the gaps in my squiggly liner. Becoming a makeup aficionado was going to take some help.

“What’s this even made of?” I asked, transfixed by the bright powder she was smattering on my cheeks.

“You know, I’m not sure,” she murmured. “Maybe you should find out.”

Hours down the internet rabbit hole, I learned that the shimmery powder was made of mica, a mineral commonly used in cosmetics. While the substance was dazzling, its production process was steeped in humanitarian violations and environmental damage. Determined to reconcile my burgeoning love for makeup with my core values, I flung the kit into the corner of my drawer, vowing to find a more sustainable alternative. Yes, I was every bit as dramatic as you imagine it.

Now 17, I approach ethical makeup with assured deliberation. As I glance at my dusty kit, which still sits where I left it, I harken back on the journey it has taken me on. Without the reckoning that it spurred, makeup would still simply be a tool of physical transformation, rather than a catalyst of personal growth.

Now, each swipe of eyeliner is a stroke of my pen across paper as I write a children’s book about conscious consumerism. My flitting fingers programmatically place sparkles, mattes, and tints across my face in the same way that they feverishly move across a keyboard, watching algorithms and graphs integrate into models of supply chain transparency. Makeup has taught me to be unflinching, both in self expression and my expectations for the future. I coat my lips with a bold sheen, preparing them to form words of unequivocal urgency at global conferences and casual discussions. I see my passion take flight, emboldening others to approach their own reckonings, uncomfortable as they may be. I embark on a two-year journey of not buying new clothes in a statement against mass consumption and rally youth into a unified organization. We stand together, picking at the gritty knots of makeup, corporate accountability, and sustainability as they slowly unravel.

Deep rooted journeys of triumph and tribulation are plastered across the surface of my skin — this paradox excites me.

I’m not sure why makeup transfixes me. Perhaps it’s because I enjoy seeing my reveries take shape. Yukta, the wannabe Wicked Witch of the West, has lids coated with emerald luster and lips of coal. Yukta, the Indian classical dancer, wields thick eyeliner and bright crimson lipstick that allow her expressions to be amplified across a stage. Deep rooted journeys of triumph and tribulation are plastered across the surface of my skin — this paradox excites me.

Perhaps I am also drawn to makeup because as I peel back the layers, I am still wholly me. I am still the young girl staring wide-eyed at her reflection, earnestly questioning in an attempt to learn more about the world. Most importantly, I still carry an unflagging vigor to coalesce creativity and activism into palpable change, one brushstroke at a time.

Professional Review by Prepory

This student takes a household item as common as makeup to build a narrative that is as universally accessible as it is unique. This object is inflected with facets of both her personal and cultural identity that give the reader immediate contact with the student’s personality. She takes us on a sweeping journey through her investigation of the world around her, and embarks on a coming-of-age story without losing sight of the essay’s main topic. This student strikes a balance between the narrative and creative writing elements that are integral to successful personal statements. The writer gives us glimpses of insight into her personal development across multiple years, using makeup as a medium for self-reflection and discovery. She masterfully leverages the colors and elements of her makeup collection to craft vivid descriptions, situating imagery as the cornerstone of this essay’s approach and success. She takes up an object so easily tied to consumerism and superficiality and uses it to champion the societal and ethical battles for which she advocates.

We also see that the writer of this essay has a clearly defined voice. While many students struggle with the temptation to elevate their writing through ornamentation, this writer is able to maneuver a vibrant writing style that remains engaging, rhythmic and measured. Through each moment of this essay, we learn what the author cares about: conscious consumerism, creativity, and activism; we also learn how she thinks: curiosily, selflessly, and with feminist undertones. The opening sentences of this essay employ a successful strategy for personal statement writing, rich with adjectives detailing a small scene, that is expanded upon to make a larger commentary about the author and where she stands in society. Last, the student’s essay compliments her larger admissions profile in which the reader learns about years of advocacy, sustainable practices, and intentions to positively impact her community.

Eda's Essay

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Successful Harvard Essay: Homeless for Thirteen Years

I sat on my parents’ bed weeping with my head resting on my knees. “Why did you have to do that to me? Why did you have to show me the house and then take it away from me?” Hopelessly, I found myself praying to God realizing it was my last resort.

For years, my family and I found ourselves moving from country to country in hopes of a better future. Factors, such as war and lack of academic opportunities, led my parents to pack their bags and embark on a new journey for our family around the world. Our arduous journey first began in Kuçovë, Albania, then Athens, Greece, and then eventually, Boston, Massachusetts. Throughout those years, although my family always had a roof over our heads, I never had a place I could call “home.”

Instantly, I knew that it was fate that was bringing this house to me.

That night that I prayed to God, my mind raced back to the night I was clicking the delete button on my e-mails, but suddenly stopped when I came upon a listing of the house. It was September 22, 2007 —eight years exactly to the day that my family and I had moved to the United States. Instantly, I knew that it was fate that was bringing this house to me. I remembered visiting that yellow house the next day with my parents and falling in love with it. However, I also remembered the heartbreaking phone call I received later on that week saying that the owners had chosen another family’s offer.

A week after I had prayed to God, I had given up any hopes of my family buying the house. One day after school, I unlocked the door to our one-bedroom apartment and walked over to the telephone only to see it flashing a red light. I clicked PLAY and unexpectedly heard the voice of our real estate agent. “Eda!” she said joyfully. “The deal fell through with the other family—the house is yours! Call me back immediately to get started on the papers.” For a moment, I stood agape and kept replaying the words in my head. Was this really happening to me? Was my dream of owning a home finally coming true?

Over the month of November, I spent my days going to school and immediately rushing home to make phone calls. Although my parents were not fluent enough in English to communicate with the bank and real estate agent, I knew that I was not going to allow this obstacle to hinder my dream of helping to purchase a home for my family. Thus, unlike a typical thirteen-year-old girl’s conversations, my phone calls did not involve the mention of makeup, shoes, or boys. Instead, my conversations were composed of terms, such as “fixed-rate mortgages,” “preapprovals,” and “down payments.” Nevertheless, I was determined to help purchase this home after thirteen years of feeling embarrassed from living in a one-bedroom apartment. No longer was I going to experience feelings of humiliation from not being able to host sleepovers with my friends or from not being able to gossip with girls in school about who had the prettiest room color.

I had been homeless for the first thirteen years of my life. Although I will never be able to fully repay my parents for all of their sacrifices, the least I could do was to help find them a home that they could call their own—and that year, I did. To me, a home means more than the general conception of “four walls and a roof.” A home is a place filled with memories and laughter from my family. No matter where my future may lead me, I know that if at times I feel alone, I will always have a yellow home with my family inside waiting for me.

Professional Review by Potomac Admissions

Honest. Heartbreaking. Powerful.

Those were the first three words that came to mind after reading Eda’s essay.

By being so honest, Eda showcases her genuine growth and maturity over time.

What we love about Eda’s essay is its refreshing vulnerability. Too many college essays are “too” picture-perfect. Eda doesn’t censor the truth, even if admitting her inner thoughts may potentially paint her in a negative light. For example, she starts the entire essay with a scene of her weeping on her parents’ bed, blaming them for her misfortune. By being so honest, Eda showcases her genuine growth and maturity over time.

Her personal voice is also strong throughout the essay. When she talks about falling in love with “that yellow house,” an image of said house is automatically conjured up in our minds. When she speaks of the heartbreak she experienced upon learning “that yellow house” was sold to another family, we felt pain in our hearts too. Her deliberate choice to “PLAY” the voicemail she received for us and include her subsequent internal thoughts further pulls us into reliving her journey with her.

Yet, she goes beyond merely telling us of her journey. She highlights just how atypical her journey has been. Instead of enjoying phone conversations about makeup or shoes, she is talking to agents about fix-rate mortgages and down payments… all at the age of 13. Though she does not explicitly state this (she doesn’t need to): it is clear that Eda has had to grow up fast, becoming a stronger individual as a result.

Her understanding of the word “home” evolves from a physical roof over her head to a more abstract one. Home is wherever her “memories and laughter” exist. In the end, she comes to terms with the sacrifices her parents have made. Learning to be proud of her upbringing showcases Eda’s evolution.

Eda is someone who will overcome whatever challenges thrown her way, making her a strong college applicant.

Lisa's Essay

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Successful Harvard Essay: Playing it Dangerous

In hazy stillness, a sudden flurry of colored skirts, whispers of “Merde!” Sternly, my fingers smooth back my hair, although they know no loose strands will be found. My skin absorbs heat from stage lights above—if only that heat would seep into my brain, denature some proteins, and deactivate the neurons stressing me out. A warm hand, accompanied by an even warmer smile, interrupts my frenzied solitude. I glance up. My lovely teacher nods, coaxing my frozen lips into a thawed smile. A complex figure, filled in with doubt, yet finished with shades of confidence: My body takes its place and waits.

One, two, three, four; two, two, three, four. On stage, the lights and music wash over me. Never having had a true ballet solo before, my lungs are one breath away from hyperventilating. Trying to achieve a Zen-like state, I imagine a field of daisies, yet my palms continue sweating disobediently. It’s not that I’ve never been on stage alone before; I’ve had plenty of piano recitals and competitions. Yet, while both performances consume my mind and soul, ballet demands complete commitment of my body.

I've had plenty of piano recitals and competitions. Yet, while both performances consume my mind and soul, ballet demands complete commitment of my body.

Gently slide into arabesque and lean downward; try not to fall flat on face—Mom’s videotaping. In terms of mentality, I would hardly be described as an introvert; yet, a fear of failure has still kept me from taking risks. Maybe I was scared of leaping too high, falling too far, and hitting the hard floor. As I moved up in the cutthroat world of dance, this fear only increased; the pressure of greater expectations and the specter of greater embarrassment had held me contained. Now, every single eyeball is on me.

Lean extra in this pirouette; it’s more aesthetic. But is it always better to be safe than sorry? Glancing toward the wings, I see my teacher’s wild gesticulations: Stretch your arms out, she seems to mime, More! A genuine smile replaces one of forced enthusiasm; alone on the stage, this is my chance to shine. I breathe in the movements, forget each individual step. More than just imagining, but finally experiencing the jubilation of the music, I allow my splits to stretch across the stage and my steps to extend longer and longer, until I’m no longer safe and my heart is racing. Exhilarated and scared in the best way, I throw myself into my jumps. I no longer need to imagine scenes to get in the mood; the emotions are twirling and leaping within me.

Reaching, stretching, grabbing, flinging ... My fear no longer shields me. I find my old passion for ballet, and remember the grace and poise that can nevertheless convey every color of emotion. Playing it safe will leave me part of the backdrop; only by taking risks can I step into the limelight. Maybe I’ll fall, but the rush is worth it. I’ll captain an all-male science bowl team, run a marathon, audition for a musical, and embrace the physical and intellectual elation of taking risks.

Professional Review by MR. MBA®, Val Misra

Lisa creates a winning essay by successfully invoking real emotions in the reader through her creative, descriptive prose that conveys vivid imagery, heartfelt feelings, and wholesome introspection. I instantly likened Lisa’s allegory to a bird trapped in a closed cage; the cage serves as a metaphor for what we all face in our lives, our fears. Lisa’s first ballet solo is brilliantly illustrated as her ‘Aha! moment’ where she sheds her fears (opens her cage) and, with careful self-reflection, chooses to embrace future risks (flies only forward).

In paragraphs 1-3, Lisa captivates us instantly through her beautiful, rich language and imagery, as she portrays herself immobilized by stress and a fear of failure and family/public opinion. I empathize and want to learn more! Her warm humor shines perfectly: wanting to deactivate her brain neurons and reminding herself not to fall face-first lest she gets scolded by her mother/family - wonderfully done! Lisa uses her “lovely teacher” as her grounding, comfort zone and supporter, a theme many can share. Her anxiety is relatable, and she uses this to explicate her general risk averse nature.

In paragraphs 4-5, Lisa’s solo is radiantly depicted as her defining moment where she dances and realizes her transformation- fears turn to passion and excitement. She is poetry in motion in the moment, smiling, shedding her fears, and embracing risk like a warm glass of milk. A poignant question is posed, “But is it always better to be safe than sorry?” Through introspection, Lisa expresses her desire to pursue risks that will advance her personally. Acknowledging she may not always succeed, “the rush is worth it”. Lisa ends with concrete examples of leadership roles and activities that she will pursue at college- admissions officers favorably view students eager to step outside their comfort zones and embark on new adventures/challenges at college. To make this essay stronger, Lisa could have highlighted precisely how she will tackle any fears that may crop up during new obstacles at college, tying to lessons learned through her ballet.

Superbly written in a distinct narrative form, this essay crafts an experience that is vibrant, funny, deep, and relatable.

Superbly written in a distinct narrative form, this essay crafts an experience that is vibrant, funny, deep, and relatable. Lisa’s brand values seamlessly flow throughout the essay: creativity, determination, overcoming obstacles, self-reflection, growth through risk and, of course, passion! We are left with a glowing lesson in motivation in the hope of ridding oneself of such negative feelings to go on and achieve greater things - ‘playing it dangerous’.

Michelle C.'s Essay

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Successful Harvard Essay

“You should scrub off the top layer of your skin whenever you lose a round,” my debate teammate once advised me.

“That’s not practical,” I replied.

“Neither is your refusal to wear clothes you’ve lost important debate rounds in. Your wardrobe has very little to do with your success.”

Half of me disagrees with him. I still bring three BIC Round Stic pencils with 0.7 lead to every test because my gut tells me this fastidious procedure raises my scores. I’m still convinced that labs receive better grades if written in Calibri. And I still won’t rewear clothes in which I’ve lost crucial rounds.

Yet the other half of me is equally dismissive of my own superstitions. I love logic, never failing to check that steps in a proof lead to a precise conclusion without gaps in reasoning.

Fortunately, I often abandon my penchant for pragmatism to accommodate for my unwarranted superstitions. And since I only feel the need to act logicalcally in selective situations, I am perfectly content with the illogical nature of my other habits:

Raised with my great-grandmother, grandparents, and parents all under one roof, I never lacked a consultant to help me transcribe Korean holiday dates from the lunar calendar onto my schedule. Yet whenever all four generations of my family celebrates with a traditional meal of bulgogi, my untraceable and admittedly nonexistent Italian blood flares in protest; I rebelliously cook myself linguine con le vongole that clashes terribly with my mom’s pungent kimchi.

If I plot a graph of “hours I spend in physical activity” versus “week of the year,” the result looks like an irregular cardiac cycle. The upsurges symbolize my battles with colossal walls of water in hopes of catching a smooth surf back to Mission Bay shore. The ensuing period of rest mirrors the hours I spend researching in that one spot in my debate team’s war room that isn’t covered in papers (yet), or at the piano sight-reading the newest Adele song. Then the diastolic tranquility is interrupted by the weekends when I’m sprinting through trenches to avoid paintballs swarming above my favorite arena at Paintball USA.

I find comfort in the familiar. I treasure the regular midnight chats with my brother as we indulge in batter while baking cupcakes for a friend's birthday, keeping our voices hushed

I find comfort in the familiar. I treasure the regular midnight chats with my brother as we indulge in batter while baking cupcakes for a friend’s birthday, keeping our voices hushed to avoid waking our mom and facing her “salmonella is in your near future” lecture. Yet, some of my fondest memories involve talking to people with whom I share nothing in common. Whether my conversations are about the Qatari coach’s research on Kuwait’s female voting patterns, or about the infinite differences between the “common app” and the Oxford interviewing process, or even about my friend’s Swedish school’s peculiar policy of mandating uniforms only on Wednesdays, I love comparing cultures with debaters from different countries.

My behavior is unpredictable. Yet it’s predictably unpredictable. Sure, I’ll never eat a Korean dinner like one might expect. But I’ll always be cooking linguine the moment I catch a whiff of kimchi.

Professional Review by Key Education (Bryan)

Most often, it is the down-to-earth topics that make for the most successful Common App essays. My students have written on subjects as mundane as cleaning, loading the dishwasher, eraser shavings, finding a piece of driftwood, or looking after not one, but two Shiba Inus. And so, it was a delight to read Michelle Choi’s essay. Choi took an idea that the rest of us probably give very little thought to – superstitions – and effectively used it as a focusing lens to explore different parts of her life.

By drawing these connections between seemingly unrelated and different aspects of her life, Choi demonstrated her ability to introspect while giving the reader a richer picture of who she is. Choi is not just another high achiever. Her superstitions – and that ever-present struggle between being logical and superstitious – is what makes her appealing. One can’t help but to like her. As I often remind my students, quirky is cool.

These various connections give the reader insight into what drives Choi as someone who is profoundly curious and quirky, someone who takes a different approach to things.

With Choi’s hook, the reader’s attention is immediately captured. One could be forgiven for probably cringing a little at the thought of scrubbing off a layer of one’s own skin. And besides that, what was Choi even going on about? Her opening compels the reader to want to keep on reading. Very early on in her essay, we know that debating is a core part of her identity. As she guides the reader through the rest of her essay, she skillfully connects her superstitions to other important aspects of her life, including her cultural heritage, family, surfing, music, paintball, baking, conversations with random strangers, and examinations of different cultures around the world. These various connections give the reader insight into what drives Choi as someone who is profoundly curious and quirky, someone who takes a different approach to things, whether it be intentionally combining Korean and Italian cuisine (I picture the likes of Gordon Ramsay already shuddering at the clash of flavors) to playing pop on the piano (perhaps a refreshingly different take than Mozart or Beethoven).

If I could offer one suggestion, it would be that after reading Choi’s essay, I was craving a little more. Perhaps she could have expanded slightly: what did she learn from this process of being unconventional? How did it influence the way she saw the world and influenced her actions? And in what ways did she apply this learning? That said, even with her essay, Choi does what many other students don’t with their Common App essay; she takes that a unique approach using a down-to-earth topic as a focusing lens to draw connections to various parts of her life.

Tony's Essay

As an admission essay specialist , Dan Lichterman has been empowering students to find their voice since 2004. He helps students stand out on paper, eliminating the unnecessary so the necessary may speak. Drawing upon his storytelling background, Dan guides applicants to craft authentic essays that leap off the page. He is available for online writing support within the US and internationally. To learn more and schedule a brief complimentary consultation visit danlichterman.com.

Successful Harvard Essay: Beauty in Complexity

Gazing up at the starry sky, I see Cygnus, Hercules, and Pisces, remnants of past cultures. I listen to waves crash on the beach, the forces of nature at work. Isn’t it odd how stars are flaming spheres and electrical impulses make beings sentient? The very existence of our world is a wonder; what are the odds that this particular planet developed all the necessary components, parts that all work in unison, to support life? How do they interact? How did they come to be? I thought back to how my previously simplistic mind-set evolved this past year.

The very existence of our world is a wonder; what are the odds that this particular planet developed all the necessary components, parts that all work in unison, to support life?

At Balboa, juniors and seniors join one of five small learning communities, which are integrated into the curriculum. Near the end of sophomore year, I ranked my choices: Law Academy first—it seemed the most prestigious—and WALC, the Wilderness Arts and Literacy Collaborative, fourth. So when I was sorted into WALC, I felt disappointed at the inflexibility of my schedule and bitter toward my classes. However, since students are required to wait at least a semester before switching pathways, I stayed in WALC. My experiences that semester began shifting my ambition-oriented paradigm to an interest-oriented one. I didn’t switch out.

Beyond its integrated classes, WALC takes its students on trips to natural areas not only to build community among its students, but also to explore complex natural processes and humanity’s role in them. Piecing these lessons together, I create an image of our universe. I can visualize the carving of glacial valleys, the creation and gradation of mountains by uplift and weathering, and the transportation of nutrients to and from ecosystems by rivers and salmon. I see these forces on the surface of a tiny planet rotating on its axis and orbiting the sun, a gem in this vast universe. Through WALC, I have gained an intimate understanding of natural systems and an addiction to understanding the deep interconnections embedded in our cosmos.

Understanding a system’s complex mechanics not only satisfies my curiosity, but also adds beauty to my world; my understanding of tectonic and gradational forces allows me to appreciate mountains and coastlines beyond aesthetics. By physically going to the place described in WALC’s lessons, I have not only gained the tools to admire these systems, but have also learned to actually appreciate them. This creates a thirst to see more beauty in a world that’s filled with poverty and violence, and a hunger for knowledge to satisfy that thirst. There are so many different systems to examine and dissect—science alone has universal, planetary, molecular, atomic, and subatomic scales to investigate. I hope to be able to find my interests by taking a variety of courses in college, and further humanity’s understanding through research, so that all can derive a deeper appreciation for the complex systems that govern this universe.

Professional Review by Dan Lichterman

Tony’s essay opens with stargazing at the ocean’s edge where we experience his boundless curiosity towards the natural world, sentience, and life itself. This wide-eyed wonderment is rendered artfully, yet what actually enables this essay to succeed is its ability to ponder deep concepts without getting lost in the clouds.

The story itself revolves around an event that seems far removed from the incomprehensibility of the universe: a randomized selection has assigned Tony to study wilderness arts when he preferred the path of law. He is bitter that a decision impacting his studies has been determined by chance. We see vulnerability in his admission that he was beholden to an “ambition oriented paradigm,” rather than studying what interested him most. However, what we discover through the rest of the essay is that Tony’s decision to remain in wilderness arts is one that has transformed him completely, changing his perspective from a “simplistic mindset” to one that is addicted to “understanding the deep interconnections embedded in our cosmos.”

The strength of Tony's language helps us appreciate the breadth and excitement of his unforseen awakening.

The strength of Tony’s language helps us appreciate the breadth and excitement of his unforseen awakening. From visualizing the “carving of glacial valleys” to reveling in the complex mechanics of natural systems, the essay showcases how much more Tony appreciates our world thanks to an event that had once seemed unfairly arbitrary. Observing Tony’s thirst for life’s interconnectedness, we grow confident that his evolving perspective will guide his studies into exciting unexpected realms.

Yueming's Essay

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My Ye-Ye always wears a red baseball cap. I think he likes the vivid color—bright and sanguine, like himself. When Ye-Ye came from China to visit us seven years ago, he brought his red cap with him and every night for six months, it sat on the stairway railing post of my house, waiting to be loyally placed back on Ye-Ye’s head the next morning. He wore the cap everywhere: around the house, where he performed magic tricks with it to make my little brother laugh; to the corner store, where he bought me popsicles before using his hat to wipe the beads of summer sweat off my neck. Today whenever I see a red hat, I think of my Ye-Ye and his baseball cap, and I smile.

Ye-Ye is the Mandarin word for “grandfather.” My Ye-Ye is a simple, ordinary person—not rich, not “successful”—but he is my greatest source of inspiration and I idolize him. Of all the people I know, Ye-Ye has encountered the most hardship and of all the people I know, Ye-Ye is the most joyful. That these two aspects can coexist in one individual is, in my mind, truly remarkable.

Ye-Ye was an orphan. Both his parents died before he was six years old, leaving him and his older brother with no home and no family. When other children gathered to read around stoves at school, Ye-Ye and his brother walked in the bitter cold along railroad tracks, looking for used coal to sell. When other children ran home to loving parents, Ye-Ye and his brother walked along the streets looking for somewhere to sleep. Eight years later, Ye-Ye walked alone—his brother was dead.

Ye-Ye managed to survive, and in the meanwhile taught himself to read, write, and do arithmetic. Life was a blessing, he told those around him with a smile.

Years later, Ye-Ye’s job sent him to the Gobi Desert, where he and his fellow workers labored for twelve hours a day. The desert wind was merciless; it would snatch their tent in the middle of the night and leave them without supply the next morning. Every year, harsh weather took the lives of some fellow workers.

After eight years, Ye-Ye was transferred back to the city where his wife lay sick in bed. At the end of a twelve-hour workday, Ye-Ye took care of his sick wife and three young children. He sat with the children and told them about the wide, starry desert sky and mysterious desert lives. Life was a blessing, he told them with a smile.

But life was not easy; there was barely enough money to keep the family from starving. Yet, my dad and his sisters loved going with Ye-Ye to the market. He would buy them little luxuries that their mother would never indulge them in: a small bag of sunflower seeds for two cents, a candy each for three cents. Luxuries as they were, Ye-Ye bought them without hesitation. Anything that could put a smile on the children’s faces and a skip in their steps was priceless.

He would buy them little luxuries that their mother would never indulge them in: a small bag of sunflower seeds for two cents, a candy each for three cents.

Ye-Ye still goes to the market today. At the age of seventy-eight, he bikes several kilometers each week to buy bags of fresh fruits and vegetables, and then bikes home to share them with his neighbors. He keeps a small patch of strawberries and an apricot tree. When the fruit is ripe, he opens his gate and invites all the children in to pick and eat. He is Ye-Ye to every child in the neighborhood.

I had always thought that I was sensible and self-aware. But nothing has made me stare as hard in the mirror as I did after learning about the cruel past that Ye-Ye had suffered and the cheerful attitude he had kept throughout those years. I thought back to all the times when I had gotten upset. My mom forgot to pick me up from the bus station. My computer crashed the day before an assignment was due. They seemed so trivial and childish, and I felt deeply ashamed of myself.

Now, whenever I encounter an obstacle that seems overwhelming, I think of Ye-Ye; I see him in his red baseball cap, smiling at me. Like a splash of cool water, his smile rouses me from grief, and reminds me how trivial my worries are and how generous life has been. Today I keep a red baseball cap at the railing post at home where Ye-Ye used to put his every night. Whenever I see the cap, I think of my Ye-Ye, smiling in his red baseball cap, and I smile. Yes, Ye-Ye. Life is a blessing.

Professional Review by Crimson Education

Yueming’s essay is the perfect example of an application essay that does exactly what it’s supposed to do: it fills out the picture of who Yueming is and allows the admissions committee to learn things about him that are not contained in the rest of his application. Yueming uses the story of his Ye-Ye’s baseball cap to show the reader what is important to him and to demonstrate key personality traits that he’d contribute to life on campus.

Yueming uses the story of his Ye-Ye's baseball cap to show the reader what is important to him and to demonstrate key personality traits

Even though most of the text is devoted to Ye-Ye’s biography, the essay is not just about him. Ye-Ye’s whole story is a prelude to the final paragraphs, which reveal the most important aspects of Yueming’s personality. Just like in life, our ancestors’ past is a prelude to a future generation’s history, which is still emerging. This subtle parallel, unnoticeable at first glance, allows the reader to understand the profound development of Yueming’s personality and his talent for looking deeper into the essence of things.

Yueming shows his ability to learn from the experience of others, and he highlights his own resilience and the positive mindset he gained from Ye-Ye. These qualities are undoubtedly essential for a future Harvard student and demonstrate his ability to embody “life is a blessing” on campus and beyond.

Charles' Essay

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James was not fitting in with everyone else. During lunch, he sat alone, playing with his own toys. During group activities, the other campers always complained when paired with him. What was wrong? As camp counselor, I quietly observed his behavior—nothing out of the ordinary. I just couldn’t fathom why the other campers treated him like a pariah.

After three days of ostracism, James broke down during a game of soccer. Tears streaming down his cheeks, he slumped off the field, head in his hands. I jogged toward him, my forehead creased with concern. Some campers loudly remarked, “Why is that creep crying?” Furious indignation leaped into my heart. They were the ones who “accidentally” bumped into him and called him “James the Freak.” It was their cruelty that caused his meltdown, and now they were mocking him for it. I sharply told them to keep their thoughts to themselves. I squatted beside James and asked him what was wrong. Grunting, he turned his back to me. I had to stop his tears, and I had to make him feel comfortable. So for the next hour, I talked about everything a seven-year-old boy might find interesting, from sports to Transformers.

I had to stop his tears, and I had to make him feel comfortable. So for the next hour, I talked about everything a seven-year-old boy might find interesting, from sports to Transformers.

“I have a question,” I asked as James began to warm to me. I took a deep breath and dove right into the problem. “Why do the other campers exclude you?” Hesitantly, he took off his shoes and socks, and pointed at his left foot. One, two, three … four. He had four toes. We had gone swimming two days before: All the campers must have noticed. I remembered my childhood, when even the smallest abnormality—a bad haircut, a missing tooth—could cause others, including myself, to shrink away. I finally understood.

But what could I do to help? I scoured my mind for the words to settle his demons. But nothing came to me. Impulsively, I hugged him—a gesture of intimacy we camp leaders were encouraged not to initiate, and an act I later discovered no friend had ever offered James before. Then, I put my hand on his shoulder and looked him straight in the eyes. I assured him that external features didn’t matter, and that as long as he was friendly, people would eventually come around. I listed successful individuals who had not been hindered by their abnormalities. And finally, I told him he would always be my favorite camper, regardless of whether he had two, five, or a hundred toes.

On the last day of camp, I was jubilant—James was starting to fit in. Although the teasing had not completely disappeared, James was speaking up and making friends. And when, as we were saying our good-byes, James gave me one last hug and proclaimed that I was his “bestest friend in the whole wide world,” my heart swelled up. From my campers, I learned that working with children is simply awesome. And from James, I learned that a little love truly goes a long way.

Professional Review by College Confidential

Charles Wong takes the all too common experience of watching someone be excluded and explains how he combats it. In his personal account of being a camp counselor, Charles not only communicates that he cares deeply for others, but also displays his thought process for how he solves problems in general. Instead of just declaring these personal characteristics, he shows them through a personal account. The pointed decision to “show” not “tell” is an excellent essay tactic.

Charles not only communicates that he cares deeply for others, but also displays his thought process for how he solves problems in general.

First, Charles begins with his description of the situation. His tone is casual and straightforward. He incorporates crucial details, but his writing is not superfluous. His essay is concise and easy to follow. While this approach may seem to lack sophistication, it reflects Charle’s raw, real thoughts. The reader can feel his concern; Charles walks us through his genuine dilemma. Additionally, the acts of kindness he describes—the pep talks, the hugs—offer insight into his character. The decision to include these details paint Charles as a kind and bright personality, something of value on any college campus.

Moreover, Charles does more than just describe how he solved this particular problem, but expands it to life in general. He grasps meaning from a seemingly mundane experience and explains how it changed his entire mindset. This ability to consciously grow suggests Charles’s drive to to learn from all life has to offer; he is a student in more than just the classroom.

Sean's Essay

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I have always envied the butterfly.

Its graceful poise as it glides through the air; the blissful flutter of its wings as it courageously embarks upon life’s journeys. Its ambitious and adaptive nature — a change-maker and discoverer, a trendsetter in the animal world, a leader amongst other species. Charles Darwin said, “it is not the strongest of species that survives, nor the most intelligent. It is the one most adaptable to change.” I envy the butterfly’s adaptive approach to change, making them the silent leaders of the animal kingdom.

It was at age nine, on a family trip to the Boston Museum of Science, that I was first drawn to the breathtaking butterfly. As I stepped into the butterfly’s endless capsule of nature, the flamboyant and audacious nature of the butterfly was captivating — their vibrant colors flaunted proud and shame-free, central to their persona but not defining of their personality. Their extraordinary courage in self-expression brought a little boy great inspiration. As someone who has questioned and struggled with my identity and accepting my queerness throughout life, the butterfly exemplified what it meant to be bold, courageous, and proud to a young boy who was lacking in all of those.

The butterfly exemplified what it meant to be bold, courageous, and proud to a young boy who was lacking in all of those.

I vividly recall one butterfly standing out among its comrades. Being an uncreative third-grader, I named my new friend Bloo due to his radiant cerulean shades descending from darkness to light as they progressed from the wing’s base. I watched Bloo soar, using his wings to glide far above the dainty and fragile stereotypes placed on him by society. I admire the profound growth Bloo must have achieved to get here, at one point a timid and powerless inchworm evolved into a carefully-crafted canvas of power. Bloo exemplified the strength and pride that I needed to begin accepting my identity. Looking back on this brief encounter with Bloo, I recall how he taught an insecure child self-acceptance. From here, I began to internalize the butterfly’s power. I began to molt into a new skin with fledgling wings.

As I progressed through life with these newly-discovered wings, I became increasingly drawn to observing butterflies in nature. They have proven much more than just precious gems found amongst clouds or prize trophies for kindergarteners to catch in their nets. The butterfly has shown itself as the hidden alpha of the animal kingdom — a leader and trendsetter amongst organisms both small and large, a fearless change-maker enabling them to outsurvive the rest for the past fifty-six million years.

With the wings and strength of the butterfly latched to my shoulders, I proudly embraced the challenge posed by this delicate yet powerful creature — to be a leader and a change-maker. Recognizing many social injustices in my community, I was inspired by the butterfly to become a voice of change. Driven by the butterfly’s creativity, I developed a social justice discussion program to take place at my high school, and became a local leader and fighter against corrupt politics in the 2020 election cycle. Bloo reminds me that time moves quickly and I must never settle nor lose focus in the crusade for justice. I hope to use this fragile time to advocate for equality in medicine, combining my passion for science with advocacy to leave a lasting legacy.

Today, the lessons taught by the butterfly are never far from my mind, whether I'm sitting in my English classroom discussing Beowulf, dreading the prospect of my upcoming integral exam, or even studying Darwin in Biology.

All these years later, as I ponder my defining characteristics and core values, I recognize that it is my time to become the butterfly — to embody Darwin’s words and face life with the courage to create change as I break free from my cocoon and enter the long-awaited adult world.

Professional Review by HS2 Academy

This piece is quite touching, as it deftly crafts a delicate and nuanced picture of Sean’s lifelong connection with the butterfly. It is playful (“my new friend Bloo”) while also profoundly introspective. It starts out effectively with a thought-provoking hook. After all, how many people would think to envy a butterfly? But the essay quickly picks up pace and shows how the butterfly truly is a perfect symbol for Sean’s own metamorphosis into a true leader and agent of change.

The essay works on so many levels because it utilizes an extended metaphor that aptly describes many parallels with Sean's life.

The essay works on so many levels because it utilizes an extended metaphor that aptly describes many parallels with Sean’s life. Oftentimes, many college essays utilize figurative language, but the connection with the narrative of that student’s life tends to be rather superficial. The idea of a butterfly emerging from a cocoon may seem a bit cliche as an image of a student’s transformation, but Sean’s essay goes deeper, in part because of a parallel with Sean’s own struggles with their queer identity. Phrases like using his wings to “glide far above the dainty and fragile stereotypes placed on him by society” powerfully capture Sean’s own journey from an insecure child to an advocate for social justice and equality in medicine.

We learn that Sean has truly found inspiration in the butterfly, rising above struggles with self-identity to become a principled leader with a genuine desire to fight injustice. The qualities Sean demonstrates—determination over adversity, passion for equality and justice—would be a welcome addition to any college community.

Harvard University

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Harvard University’s 2023-24 Essay Prompts

Diversity short response.

Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?

Intellectual Experience Short Response

Briefly describe an intellectual experience that was important to you.

Extracurricular Short Response

Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.

Future Goals Short Response

How do you hope to use your Harvard education in the future?

Roommate Short Response

Top 3 things your roommates might like to know about you.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

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.

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?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

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?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

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?

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.

What will first-time readers think of your college essay?

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the Harvard University Essays 2023-2024

Harvard University, perhaps the most prestigious and well-known institution in the world, is the nation’s oldest higher learning establishment with a founding date of 1636. Boasting an impressive alumni network from Sheryl Sandberg to Al Gore, it’s no surprise that Harvard recruits some of the top talents in the world.

It’s no wonder that students are often intimidated by Harvard’s extremely open-ended supplemental essays. However, CollegeVine is here to help and offer our guide on how to tackle Harvard’s supplemental essays. 

Read this Harvard essay example to inspire your own writing.

How to Write the Harvard University Supplemental Essays

Prompt 1: Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard? (200 words)

Prompt 2: Briefly describe an intellectual experience that was important to you. (200 words)

Prompt 3: Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are. (200 words)

Prompt 4: How do you hope to use your Harvard education in the future? (200 words)

Prompt 5: Top 3 things your roommates might like to know about you. (200 words)

Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard? (200 words)

Brainstorming Your Topic

This prompt is a great example of the classic diversity supplemental essay . That means that, as you prepare to write your response, the first thing you need to do is focus in on some aspect of your identity, upbringing, or personality that makes you different from other people.

As you start brainstorming, do remember that the way colleges factor race into their admissions processes will be different this year, after the Supreme Court struck down affirmative action in June. Colleges can still consider race on an individual level, however, so if you would like to write your response about how your racial identity has impacted you, you are welcome to do so.

If race doesn’t seem like the right topic for you, however, keep in mind that there are many other things that can make us different, not just race, gender, sexuality, ethnicity, and the other aspects of our identities that people normally think of when they hear the word “diversity.” That’s not to say that you can’t write about those things, of course. But don’t worry if you don’t feel like those things have played a significant role in shaping your worldview. Here are some examples of other topics that could support a strong essay:

• Moving to several different cities because of your parents’ jobs
• An usual hobby, like playing the accordion or making your own jewelry
• Knowing a lot about a niche topic, like Scottish castles

The only questions you really need to ask yourself when picking a topic are “Does this thing set me apart from other people?” and “Will knowing this thing about me give someone a better sense of who I am overall?” As long as you can answer “yes” to both of those questions, you’ve found your topic!

Tips for Writing Your Essay

Once you’ve selected a topic, the question becomes how you’re going to write about that topic in a way that helps Harvard admissions officers better understand how you’re going to contribute to their campus community. To do that, you want to connect your topic to some broader feature of your personality, or to a meaningful lesson you learned, that speaks to your potential as a Harvard student.

For example, perhaps your interest in Scottish castles has given you an appreciation for the strength of the human spirit, as the Scots were able to persevere and build these structures even in incredibly remote, cold parts of the country. Alternatively, maybe being half Puerto Rican, but not speaking Spanish, has taught you about the power of family, as you have strong relationships even with relatives you can’t communicate with verbally. 

Remember that, like with any college essay, you want to rely on specific anecdotes and experiences to illustrate the points you’re making. To understand why, compare the following two excerpts from hypothetical essays.

Example 1: “Even though I can’t speak Spanish, and some of my relatives can’t speak English, whenever I visit my family in Puerto Rico I know it’s a place where I belong. The island is beautiful, and I especially love going to the annual party at my uncle’s house.”

Example 2: “The smell of the ‘lechón,’ or suckling pig greets me as soon as I enter my uncle’s home, even before everyone rushes in from the porch to welcome me in rapid-fire Spanish. At best, I understand one in every ten words, but my aunt’s hot pink glasses, the Caribbean Sea visible through the living room window, and of course, the smell of roasting pork, tell me, wordlessly yet undeniably, that I’m home.”

Think about how much better we understand this student after Example 2. If a few words were swapped out, Example 1 could’ve been written by anyone, whereas Example 2 paints us a clear picture of how this student’s Puerto Rican heritage has tangibly impacted their life.

Mistakes to Avoid

The biggest challenge with this particular “Diversity” essay is the word count. Because you only have 200 words to work with, you don’t have space to include more than one broader takeaway you’ve learned from this aspect of your identity. 

Of course, people are complicated, and you’ve likely learned many things from being Puerto Rican, or from being interested in Scottish castles. But for the sake of cohesion, focus on just one lesson. Otherwise your essay may end up feeling like a bullet-point list of Hallmark card messages, rather than a thoughtful, personal, reflective piece of writing.

The other thing you want to avoid is writing an essay that’s just about your topic. Particularly since you’re going to be writing about an aspect of your identity that’s important to you, you’ll likely have a lot to say just about that. If you aren’t careful, you may burn through all 200 words without getting to the broader significance of what this piece of your personality says about who you are as a whole. 

That component, however, is really the key to a strong response. Harvard receives over 40,000 applications a year, which means that, whether you write about being Puerto Rican or Scottish castles, it’s likely someone else is writing about something similar. 

That doesn’t mean you need to agonize over picking something absolutely nobody else is writing about, as that’s practically impossible. All it means is that you need to be clear about how this aspect of your identity has shaped you as a whole, as that is how your essay will stand out from others with similar topics.

Briefly describe an intellectual experience that was important to you. (200 words)

Harvard admissions officers are being considerate here, as they’re telling you explicitly what they would like you to write about. Of course, there are still nuances to the prompt, but in terms of brainstorming, just ask yourself: What is an intellectual experience that’s been important to me?

Keep in mind that “intellectual” doesn’t necessarily mean “academic.” You absolutely can write a great response about a paper, project, or some other experience you had through school. But you could also write about attending a performance by the Berlin Philharmonic, or about a book you read for fun that made a big impact on you. So long as the experience was intellectually stimulating, you can write a strong essay about it.

Once you’ve picked an experience, the key is to describe it in a way that shows Harvard admissions officers how this experience has prepared you to contribute to their classrooms, and campus community as a whole. In other words, don’t just tell them what you did, but also what you learned and why that matters for understanding what kind of college student you’ll be.

For example, say you choose to write about a debate project you did in your American history class, where you had to prepare for both sides and only learned which one you would actually be defending on the day of the debate. You could describe how, although you came into the project with pre-existing opinions about the topic, the preparation process taught you that, if you’re thoughtful and open-minded, you can usually find merit and logic even in the polar opposite position from your own.

Alternatively, you could write about a book you read that had been translated from Danish, and how reading it got you interested in learning more about how to translate a text as faithfully as possible. After watching many interviews with translators and reading a book about translation, you have learned that sometimes, the most literal translation doesn’t capture the spirit from the original language, which to you is proof that, in any piece of writing, the human element is at least as important as the words on the page.

Notice that both of these examples include broader reflections that zoom out from the particular experiences, to show what you took away from them: increased open-mindedness to different perspectives, for the first, and a more nuanced understanding of what makes art, art, in the case of the second. 

A strong response must include this kind of big-picture takeaway, as it shows readers two things. First, that you can reflect thoughtfully on your experiences and learn from them. And second, it shows them a skill or perspective you’d be bringing with you to Harvard, which gives them a better sense of how you’d fit into their campus community.

The only real thing you need to watch out for is accidentally selecting an experience that, for whatever reason, doesn’t allow you to incorporate the kind of bigger-picture takeaway described above. Maybe the experience just happened, so you’re still in the process of learning from it. Or maybe the lessons you learned are too nuanced to describe in 200 words. 

Whatever this reason, if you find yourself unable to articulate the broader significance of this experience, head back to the drawing board, to select one that works better for this prompt. What you don’t want to do is try to force in a takeaway that doesn’t really fit, as that will make your essay feel generic or disjointed, since the “moral of the story” won’t clearly connect to the story itself.

Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are. (200 words)

This is a textbook example of the “Extracurricular” essay . As such, what you need to do is well-defined, although it’s easier said than done: select an extracurricular activity that has, as Harvard says, “shaped who you are,” and make sure you’re able to articulate how it’s been formative for you.

As you brainstorm which extracurricular you want to write about, note that the language of the prompt is pretty open-ended. You write about “any” activity, not just one you have a lot of accolades in, and you don’t even have to write about an activity—you can also write about a travel experience, or family responsibility. 

If the thing that immediately jumps to mind is a club, sport, volunteer experience, or other “traditional” extracurricular, that’s great! Run with that. But if you’re thinking and nothing in that vein seems quite right, or, alternatively, you’re feeling bold and want to take a creative approach, don’t be afraid to get outside the box. Here are some examples of other topics you could write a strong essay about:

• A more hobby-like extracurricular, like crocheting potholders and selling them on Etsy
• Driving the Pacific Coast Highway on your own
• Caring for your family’s two large, colorful macaws

These more creative topics can do a lot to showcase a different side of you, as college applications have, by their nature, a pretty restricted scope, and telling admissions officers about something that would never appear on your resume or transcript can teach them a lot about who you are. That being said, the most important thing is that the topic you pick has genuinely been formative for you. Whether it’s a conventional topic or not, as long as that personal connection is there, you’ll be able to write a strong essay about it.

The key to writing a strong response is focusing less on the activity itself, and more on what you’ve learned from your involvement in it. If you’re writing about a more conventional topic, remember that admissions officers already have your activities list. You don’t need to say “For the last five years, I’ve been involved in x,” because they already know that, and when you only have 200 words, wasting even 10 of them means you’ve wasted 5% of your space.

If you’re writing about something that doesn’t already show up elsewhere in your application, you want to provide enough details for your reader to understand what you did, but not more than that. For example, if you’re writing about your road trip, you don’t need to list every city you  stopped in. Instead, just mention one or two that were particularly memorable.

Rather than focusing on the facts and figures of what you did, focus on what you learned from your experience. Admissions officers want to know why your involvement in this thing matters to who you’ll be in college. So, think about one or two bigger picture things you learned from it, and center your response around those things.

For example, maybe your Etsy shop taught you how easy it is to bring some positivity into someone else’s life, as crocheting is something you would do anyways, and the shop just allows you to share your creations with other people. Showcasing this uplifting, altruistic side of yourself will help admissions officers better envision what kind of Harvard student you’d be.

As always, you want to use specific examples to support your points, at least as much as you can in 200 words. Because you’re dealing with a low word count, you probably won’t have space to flex your creative writing muscles with vivid, immersive descriptions. 

You can still incorporate anecdotes in a more economical way, however. For example, you could say “Every morning, our scarlet macaw ruffles her feathers and greets me with a prehistoric chirp.” You’re not going into detail about what her feathers look like, or where this scene is happening, but it’s still much more engaging than something like “My bird always says hello to me in her own way.”

The most common pitfall with an “Extracurricular” essay is describing your topic the way you would on your resume. Don’t worry about showing off some “marketable skill” you think admissions officers want to see, and instead highlight whatever it is you actually took away from this experience, whether it’s a skill, a realization, or a personality trait. The best college essays are genuine, as admissions officers feel that honesty, and know they’re truly getting to know the applicant as they are, rather than some polished-up version.

Additionally, keep in mind that, like with anything in your application, you want admissions officers to learn something new about you when reading this essay. So, if you’ve already written your common app essay about volunteering at your local animal shelter, you shouldn’t also write this essay about that experience. Your space in your application is already extremely limited, so don’t voluntarily limit yourself even further by repeating yourself when you’re given an opportunity to say something new.

How do you hope to use your Harvard education in the future? (200 words)

Although the packaging is a little different, this prompt has similarities to the classic “Why This College?” prompt . That means there are two main things you want to do while brainstorming. 

First, identify one or two goals you have for the future—with just 200 words, you won’t have space to elaborate on any more than that. Ideally, these should be relatively concrete. You don’t have to have your whole life mapped out, but you do need to be a lot more specific than “Make a difference in the world.” A more zoomed-in version of that goal would be something like “Contribute to conservation efforts to help save endangered species,” which would work.

Second, hop onto Harvard’s website and do some research on opportunities the school offers that would help you reach your goals. Again, make sure these are specific enough. Rather than a particular major, which is likely offered at plenty of other schools around the country, identify specific courses within that major you would like to take, or a professor in the department you would like to do research with. For example, the student interested in conservation might mention the course “Conservation Biology” at Harvard.

You could also write about a club, or a study abroad program, or really anything that’s unique to Harvard, so long as you’re able to draw a clear connection between the opportunity and your goal. Just make sure that, like with your goals, you don’t get overeager. Since your space is quite limited, you should choose two, or maximum three, opportunities to focus on. Any more than that and your essay will start to feel rushed and bullet point-y.

If you do your brainstorming well, the actual writing process should be pretty straightforward: explain your goals, and how the Harvard-specific opportunities you’ve selected will help you reach them. 

One thing you do want to keep in mind is that your goals should feel personal to you, and the best way to accomplish that is by providing some background context on why you have them. This doesn’t have to be extensive, as, again, your space is limited. But compare the following two examples, written about the hypothetical goal of helping conservation efforts from above, to get an idea of what we’re talking about:

Example 1: “As long as I can remember, I’ve loved all kinds of animals, and have been heartbroken by the fact that human destruction of natural resources could lead to certain species’ extinction.”

Example 2: “As a kid, I would sit in front of the aquarium’s walrus exhibit, admiring the animal’s girth and tusks, and dream about seeing one in the wild. Until my parents regretfully explained to me that, because of climate change, that was unlikely to ever happen.”

The second example is obviously longer, but not egregiously so: 45 words versus 31. And the image we get of this student sitting and fawning over a walrus is worth that extra space, as we feel a stronger personal connection to them, which in turn makes us more vicariously invested in their own goal of environmental advocacy.

As we’ve already described in the brainstorming section, the key to this essay is specificity. Admissions officers want you to paint them a picture of how Harvard fits into your broader life goals. As we noted earlier, that doesn’t mean you have to have everything figured out, but if you’re too vague about your goals, or how you see Harvard helping you reach them, admissions officers won’t see you as someone who’s prepared to contribute to their campus community.

Along similar lines, avoid flattery. Gushy lines like “At Harvard, every day I’ll feel inspired by walking the same halls that countless Nobel laureates, politicians, and CEOs once traversed” won’t get you anywhere, because Harvard admissions officers already know their school is one of the most prestigious and famous universities in the world. What they don’t know is what you are going to bring to Harvard that nobody else has. So, that’s what you want to focus on, not vague, surface-level attributes of Harvard related to its standing in the world of higher education.

Top 3 things your roommates might like to know about you. (200 words)

Like Prompt 2, this prompt tells you exactly what you need to brainstorm: three things a roommate would like to know about you. However, also like Prompt 2, while this prompt is direct, it’s also incredibly open-ended. What really are the top three things you’d like a complete stranger to know about you before you live together for nine months?

Questions this broad can be hard to answer, as you might not know where to start. Sometimes, you can help yourself out by asking yourself adjacent, but slightly more specific questions, like the following:

• Do you have any interests that influence your regular routine? For example, do you always watch the Seahawks on Sunday, or are you going to be playing Taylor Swift’s discography on repeat while you study?
• Look around your room—what items are most important to you? Do you keep your movie ticket stubs? Are you planning on taking your photos of your family cat with you to college?
• Are there any activities you love and already know you’d want to do with your roommate, like weekly face masks or making Christmas cookies?

Hopefully, these narrower questions, and the example responses we’ve included, help get your gears turning. Keep in mind that this prompt is a great opportunity to showcase sides of your personality that don’t come across in your grades, activities list, or even your personal statement. Don’t worry about seeming impressive—admissions officers don’t expect you to read Shakespeare every night for two hours. What they want is an honest, informative picture of what you’re like “behind the scenes,” because college is much more than just academics.

Once you’ve selected three things to write about, the key to the actual essay is presenting them in a logical, cohesive, efficient way. That’s easier said than done, particularly if the three things you’ve picked are quite different from each other. 

To ensure your essay feels like one, complete unit, rather than three smaller ones stuck together, strong transitions will be crucial. Note that “strong” doesn’t mean “lengthy.” Just a few words can go a long way towards helping your essay flow naturally. To see what we mean here, take the following two examples:

Example 1: “Just so you know, every Sunday I will be watching the Seahawks, draped in my dad’s Steve Largent jersey. They can be a frustrating team, but I’ll do my best to keep it down in case you’re studying. I also like to do facemasks, though. You’re always welcome to any of the ones I have in my (pretty extensive) collection.”

Example 2: “Just so you know, every Sunday I will be watching the Seahawks, draped in my dad’s Steve Largent jersey. But if football’s not your thing, don’t worry—once the game’s over, I’ll need to unwind anyways, because win or lose the Hawks always find a way to make things stressful. So always feel free to join me in picking out a face mask from my (pretty extensive) collection, and we can gear up for the week together.”

The content in both examples is the same, but in the first one, the transition from football to facemasks is very abrupt. On the other hand, in the second example the simple line “But if football’s not your thing, don’t worry” keeps things flowing smoothly. 

There’s no one right way to write a good transition, but as you’re polishing your essay a good way to see if you’re on the right track is by asking someone who hasn’t seen your essay before to read it over and tell you if there are any points that made them pause. If the answer is yes, your transitions probably still need more work.

Finally, you probably noticed that the above examples are both written in a “Dear roomie” style, as if you’re actually speaking directly to your roommate. You don’t have to take this exact approach, but your tone should ideally be light and fun. Living alone for the first time, with other people your age, is one of the best parts of college! Plus, college applications are, by their nature, pretty dry affairs for the most part. Lightening things up in this essay will give your reader a breath of fresh air, which will help them feel more engaged in your application as a whole.

Harvard is doing you a favor here by keeping the scope of the essay narrow—they ask for three things, not more. As we’ve noted many times with the other supplements, 200 words will be gone in a flash, so don’t try to cram in extra things. It’s not necessary to do that, because admissions officers have only asked for three, and trying to stuff more in will turn your essay into a list of bullet points, rather than an informative piece of writing about your personality.

Finally, as we’ve hinted at a few times above, the other thing you want to avoid is using this essay as another opportunity to impress admissions officers with your intellect and accomplishments. Remember, they have your grades, and your activities list, and all your other essays. Plus, they can ask you whatever questions they want—if they wanted to know about the most difficult book you’ve ever read, they would. So, loosen up, let your hair down, and show them you know how to have fun too!

Where to Get Your Harvard Essays Edited

Do you want feedback on your Harvard essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools.  Find the right advisor for you  to improve your chances of getting into your dream school!

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Harvard Supplemental Essays 2023-24 – Prompts and Advice

August 17, 2023

A 3.4% acceptance for the Class of 2027 gives you a pretty informative introduction to the ultra-competitive admissions process at Harvard University. To dive deeper, Harvard rejects the majority of valedictorians who apply each year as well as a sizable chunk of those who bring 1600 SAT/36 ACT scores to the table. Further, more than one-third of current Crimson undergrads are legacy students (their parents and/or other close relatives are alumni) and recruited athletes make up around 20% of each incoming freshman class. Therefore, it is reasonable to assume that, if you fall outside of those categories, your chances of getting into Harvard are less than 3%. This brings us to the topic of this blog – the Harvard supplemental essays.

 Want to learn more about How to Get Into Harvard University? Visit our blog entitled:  How to Get Into Harvard University: Admissions Data and Strategies  for all of the most recent admissions data as well as tips for gaining acceptance.

Yet, this sobering and realistic assessment of the facts on the ground should not discourage those with an extremely strong record of accomplishment—both inside and outside of the classroom—from applying.  Rather, we present this information to highlight one glaring truth: the essays are  one of the best opportunities  you will have to make your Harvard application shine brighter than your competition.

For the 2023-24 admissions cycle, there are five Harvard supplemental essays. Unlike previous years, all essays are required.

2023-24 Harvard Supplemental Essays 

Harvard has long recognized the importance of enrolling a diverse student body. how will the life experiences that shape who you are today enable you to contribute to harvard (200 words).

This prompt asks you to not only share a particular life experience but also describe why that experience will enable you to contribute to Harvard in general. Essentially, it’s asking you to take your essay’s reflection one step further—you’ll need to share why the experience you’ve chosen has impacted you as well as why/how you believe it will allow you to positively impact the Harvard community.

First, choose a key aspect of your experiences or background that reveals something deep and meaningful about you. (Although you could choose more than one, we’d advise against it, given that you only have 200 words in which to respond.) As you brainstorm, consider the following avenues:

• Your role in your family.
• Your role in your social group.
• A challenge you’ve faced.
• A formative experience or realization.
• Core values and beliefs.
• Important aspects of your upbringing.
• Cultural, religious, community influence.

Harvard supplemental essays Continued)

Second, you’ll need to describe both personal and future impact. Make sure that your answer reveals something about how you will live out Harvard’s values or contribute to an academic/social community. For the latter angle, you could name a specific  course ,  research opportunity , or extracurricular club , to name a few—perhaps living in a beach town has heavily contributed to your passion for the world’s oceans, and you seek to bring that perspective to the biology department’s research opportunities. Alternatively, you could discuss something more intangible—perhaps Harvard’s mission to encourage intellectual transformation resonates with you, and you hope to bring your experience of moving frequently for your dad’s job—and the open-mindedness and resilience you cultivated as a result—to classroom discussions about sensitive topics.

Briefly describe an intellectual experience that was important to you. (200 words)

In short, admissions officers want to see evidence of your drive, passion, and intellectual ambition. You may have taken over a dozen AP courses, but so did most of your competition. Did you pursue independent research or a more formalized research experience at a university? Did you spend your summer pursuing your academic interests to the best extent that was financially feasible (e.g., expensive summer programs are not accessible to everyone)? What were the fruits of your labor? Does your name appear on published research? Did you present at a conference? Did you independently pursue CS certifications, mastering multiple programming languages? Or did you learn a foreign language outside of school hours? Translate a work of literature into another language? In addition to describing the experience, you’ll also need to share why it was important to you.

Ideally, whatever example you cite will be closely aligned with your future academic area of interest.

Harvard supplemental essays (Continued)

Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are..

Harvard is not necessarily asking you to write about the activity where you earned the most prestigious awards. Nor does it have to be the one where you held the highest position of leadership. The university is going to see all of your activities in that section of the Common App. As such, you want to ask yourself—which of your entries is crying out for more explanation and detail? Which one is closest to your heart and most representative of your unique passions?

For example, you may be a volunteer EMT and have compelling experiences to share that have significantly impacted your perspective, or contributed to your desire to be a physician, or developed your empathy (or perhaps all of the above). Alternatively, you may have worked in a local restaurant and learned more about the lives of your undocumented coworkers, which shaped and contributed to your advocacy work in that area.

An activity or experience that “shaped who you are” is a big ask, but as long as you can demonstrate how it impacted and influenced you in a significant way, the activity you choose can be something you’ve been doing for ten years or two months.

How do you hope to use your Harvard education in the future? (200 words)

This prompt differs from your quintessential “Why Us?” essay in a small but important way—Harvard isn’t asking why you want to attend but how you hope to utilize the education you receive. This might seem like a rather nebulous proposition—you are seventeen years old, after all—but think about what your goals, passions, and aspirations are right now . You’ll then need to do some projecting, even if generalized. For example, some students can feel in their bones that they’re bound for the law school track while others only have a vague sense of what the future might hold for them but know that—right now—they’re most drawn to psychology. That’s where your research will come into play—spend some time investigating:

• Specific courses  offered in your current discipline(s) of interest at Harvard.
• Harvard professors whose work/research/writings you find fascinating.
• Academically-focused  student organizations  at Harvard.
• Undergraduate research opportunities  in the summer or during the school year as well as independent research you would like to conduct under faculty supervision.

Now, merge the two—based on your current goals and what Harvard has to offer, how can you see yourself putting your education to good future use? In short, how will Harvard’s resources prepare you for the real world?

Top 3 things your roommates might like to know about you. (200 words)

Applicants can utilize this response to give greater insight into the little details about themselves that may not appear elsewhere in the application. Keep the old adage “you don’t truly know a person until you live with them” in mind. Think about what your future roommate will learn about your daily habits, hobbies, quirks, passions, and preferences. What music do you like to listen to? What activities do you like to do (that, ideally, have not yet been communicated elsewhere)? Talk about your typical routine.

Once you make a list of potential inclusions, think about what each item communicates about you as a person. For example, if you can seldom be found without a novel in hand or spend an hour every morning practicing yoga, why is that important for us to know? That said, at least one detail could be comical or light-hearted (perhaps you can’t survive without a large supply of lime seltzer or always eat salt & vinegar chips when you’re up late studying). In the grand scheme of things, this is a genuine chance to reveal more about your character, unique personality, and also—sometimes— how to get along with others.

How important are the Harvard supplemental essays?

The Harvard supplemental essays are in the “considered” bucket. They are placed in the same category as factors such as test scores, GPA, and recommendations.

Want personalized essay assistance with your Harvard supplemental essays?

If you are interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your Harvard supplemental essays, we encourage you to  get a quote  today.

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Harvard University Supplemental Essays Guide: 2021-2022

Not sure how to approach the Harvard essay prompts? With tips from a Harvard graduate, CollegeAdvisor.com’s guide to the Harvard supplemental essays will show you exactly how to write engaging Harvard essays and maximize your chances of admission.

If you need help crafting your Harvard supplemental essays,  create your free account  or  schedule a no-cost advising consultation  by calling (844) 505-4682.

Harvard  Essay Guide Quick Facts:

• Harvard has an acceptance rate of 4.6%— U.S. News ranks Harvard as a  highly competitive  school .
• We recommend answering all Harvard supplemental essays—optional Harvard essay prompts included—comprehensively and thoughtfully.

Does Harvard have supplemental essays?

Yes. In addition to the main essay prompt that you’ll encounter in the  Common App  or  Coalition App , you’ll also have to answer shorter Harvard essays as well as longer Harvard essay prompts.

Need some help writing your Common App essay? Get great tips from our  Common App essay guide .

What are Harvard’s supplemental essays?

The Harvard supplemental essay prompts for 2021-2022 are on the  Common App site . You can also visit the  main Harvard site  for a full list of application requirements.

How many essays does Harvard require?

Harvard has  three  school-specific essays in the 2021-2022 Common App. As you look at each Harvard application essay, you’ll notice that several are listed as optional. While you aren’t required to complete the optional Harvard essays, if you’re hoping to be admitted, you should complete every essay to make your application as cohesive and engaging as possible.

Harvard essay prompts and how to write them:

We have provided the prompts for the 2021-2022 Harvard supplemental essays below. You’ll find a breakdown of how to approach each Harvard application essay as well as tips for creating an application narrative that will stand out in admissions.

Harvard Supplemental Essays – Question 1 (Optional):

Your intellectual life may extend beyond the academic requirements of your particular school. Please use the space below to list additional intellectual activities that you have not mentioned or detailed elsewhere in your application. These could include, but are not limited to, supervised or self-directed projects not done as school work, training experiences, online courses not run by your school, or summer academic or research programs not described elsewhere. (150 words max.)

Harvard supplemental essays are crafted to help identify students who are academically driven, intellectually engaged, and highly self-motivated. This prompt allows you to express your intellectual engagements as they manifest outside of your academic work. These engagements do not need to fit into any structure—whether you’ve taken online courses, taught yourself Portuguese, taken up studio art, or anything in between, this prompt should allow you to talk about your “intellectual life” in the broadest terms.

This Harvard essay asks you to think about how your intellectual engagements inform your daily life. How do you spend your free time? How might these additional activities supplement your application narrative?

Since you only have 150 words, you’ll want to be concise. Don’t just write a list of things that you like to do and leave it at that. Instead, you’ll want to add a few descriptive words to each intellectual activity. Be specific about what you’ve accomplished, providing details about what you did, when and where you did it, why you chose to do it, and what it meant to you. After you’ve described your list, look at it critically to see if it reflects your sense of identity and relationship with the world around you.

Remember, you’re also being asked to discuss activities not detailed elsewhere in your application. It’s helpful to write a list of the topics, activities, and projects that you plan to cover in other Harvard essays to make sure that there’s no overlap between those essay prompts and this Harvard application essay.

Another keyword to pay attention to is “detailed.” While you may have mentioned an activity or interest in passing elsewhere in your application, you can still expound on that particular intellectual pursuit here.

In the shorter Harvard supplemental essays, it’s important not to get lost in the descriptive language of your activity. Don’t spend so much time describing the classroom where you took Portuguese language classes that you don’t give yourself the space necessary to talk about what the activity meant to you. Beautiful language is just the icing on the cake in Harvard essays.

Harvard Essay Draft Key Questions:

• Does your draft clearly communicate what you accomplished?
• Is it clear that the activity you describe is intellectual in nature?
• Does your supplement provide information not present in the rest of your application?
• Do you articulate why your chosen activity matters to you and how it has influenced your broader identity?

Harvard Supplemental Essays – Question 2 (Required):

Please briefly elaborate on one of your extracurricular activities or work experiences.   (150 words max.)

Harvard supplemental essays should provide insight into your identity in a way that is not represented in the rest of your application. In this essay prompt, as you choose which activity to discuss, consider the story that your application tells. Which extracurricular experience contributes most effectively to this story?

Use your 150-word limit on this Harvard application essay wisely. Once you’ve chosen an activity, start with the specifics. What did you do? Why did you do it? How did this experience contribute to your sense of yourself and the world around you? What are the connections between this activity and your overall application narrative? While your response may not answer all these questions, it’s important to keep them in mind to ensure that your supplement accurately and effectively represents your interests and accomplishments.

As you write, be careful to talk about yourself as much as about the work you’ve done. This isn’t your resume—instead, it’s your time to discuss who you are in the context of your activities and interests.

• Does your response add nuance, meaning, or additional interest to the other components of your application?
• Do you reference concrete details about what you accomplished and why it mattered?
• Does your response teach the reader something new about you?

Harvard Supplemental Essays – Question 3 (optional):

Harvard supplemental essays are numerous, but their goal is to give you ample opportunities to show Admissions Officers what makes you special. The final Harvard essay is long-form. You’ll be able to choose one of the following topics:

Unusual circumstances in your life

Travel, living, or working experiences in your own or other communities

What you would want your future college roommate to know about you

An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you

How you hope to use your college education

A list of books you have read during the past twelve months

The Harvard College Honor code declares that we “hold honesty as the foundation of our community.” As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty.

The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission?

Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do?

Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates. (2000 words max.)

Having trouble deciding which of these Harvard essays to write? Start with a  writing exercise . Pick 3-4 of the Harvard essay prompts that you most connect with and set a timer. Then, write about each topic for no more than 10 minutes. Were there any topics that you couldn’t stop writing about? Make that your essay topic.

When structuring your Harvard application essay, make sure that it’s clear to your reader which prompt you’ve chosen early on. Maybe you’re a voracious reader who finishes over 100 books each year. You might choose to submit a list of books you’ve read in the last 12 months, allowing your self-directed intellectual engagements to speak for themselves. Remember to weave the books together into a larger reflection of how you see the world, and/or how the books you’ve read have changed your worldview. Or maybe you’re interested in taking a gap year to explore the globe — you might choose to answer that prompt and tell Harvard what travel means to your identity as a student and world citizen. Whatever you choose, it should help you stand out and add nuance to your application narrative.

• Does your response reveal what makes you unique?
• Will your response make the reader want to learn more about you?
• Does your response supplement and/or complicate the other aspects of your application?

How much does Harvard care about essays?

Short answer: a lot. Last year,  over 50,000 students applied to Harvard . Most applicants have impressive GPAs, test scores, and extracurricular profiles. Admissions officers look to the Harvard essay prompts to help them identify students who “…will be the best educators of one another and their professors — individuals who will inspire those around them during College years and beyond.” In other words, your Harvard application essays should tell a story of your growth as a person up until this point. Each essay should play a part in showing that you are curious about the world, a reflective person of character, and an individual who brings something unique to each community they inhabit. For a deep dive into what this looks like, visit Harvard’s  “What We Look For” page .

Additional tips for writing your Harvard Supplemental Essays

• Start early: Harvard has a  few admission options . Your application may be due in  November  or  January . Begin gathering application materials early—at least 5 or 6 months in advance. You should write your first Harvard essay drafts the summer before you apply.
• Essay checklist: create an essay checklist for each Harvard essay prompt. Check your initial draft against the checklist: are you answering every part of the prompt? Are your answers unique, but authentic to who you are? Do your prompts tell a story?
• Edits: It’s always good to have a second (and sometimes a third) set of eyes on your Harvard essays. An outside reader can scan for grammatical errors as well as clarity and tone. Remember: a good editor is going to push you towards YOUR best writing, not towards their own.

To see examples of essays written by our advisors who were admitted to Harvard,  check out this article .

Harvard Supplemental Essays: Final Thoughts

Completing the Harvard supplemental essays can seem daunting, but don’t let them discourage you from applying. Instead, view these Harvard essays as an opportunity to introduce yourself to the admissions team. Maybe you’re applying with a  lower than average SAT score . A well-written set of Harvard essay prompts can work in your favor. Use this Harvard supplemental essays 2021 guide to help you approach each Harvard application essay with a solid strategy and a clear timeline. Good luck!

This 2021-2022 essay guide for Harvard University was written by Abbie Sage, Harvard ‘21. For more CollegeAdvisor.com resources on Harvard,  click here . Want help crafting your Harvard supplemental essays?  Create your free account  or  schedule a no-cost advising consultation  by calling (844) 505-4682.

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August 10, 2022

Tips for Answering the Harvard Supplemental Essay Prompts [2022 – 2023]

It comes as no surprise that Harvard consistently ranks among the top universities in the world. Its highly regarded reputation and academic chops attract the best and brightest. The alluring Harvard brand coupled with its extraordinary education cannot be ignored. 

It is important to keep in mind throughout the application process that your focus should be on finding the school that will allow you to explore and grow to your full potential while delivering what is most important to you. Identifying the best fit requires you to be thorough in your research and to consider a myriad of factors as you assess the best path to achieve your goals.

Harvard accepts the Common Application , the Universal College Application, and the Coalition Application (with no preference). All of these applications require an essay response.

Although Harvard does not require supplemental essays, you have the option of including an additional essay if you feel your application does not adequately represent you or your accomplishments. If you decide to include an additional essay, make sure to use it to tell the admissions committee something significant about yourself that is not addressed sufficiently in another portion of your application materials. The admissions committee wants a holistic picture of you as a potential student. They want to be able to identify your voice and personality in your writing. This is an opportunity to convey meaningful aspects of your character , discuss unique interests, demonstrate how you inspire those around you, and address how Harvard will help you to thrive. How will you take advantage of the opportunities offered at Harvard? How will you contribute to the Harvard educational experience?

Get a free consultation: Click here to schedule a call to find out how our admissions experts can help YOU get accepted to Harvard!

If Harvard is your first choice, you have the option to apply through one of its early decision programs (November 1st deadline). For details about these two programs and the exact rules governing both, please see the Harvard website .

As you consider a supplemental essay, remember that your content must be compelling . Think about Harvard’s approach to academic excellence and what that means to you. It recognizes the value of students who are not only academically exceptional but also meaningfully engaged in their world and open to new experiences. Additionally, Harvard’s collegiate atmosphere flourishes based on a dynamic synergy among and between students and faculty. It is looking for “students who will be the best educators of one another and their professors– individuals who will inspire those around them during their College years and beyond.” Harvard prides itself on its close-knit undergraduate community. This emphasis is apparent in the Harvard Houses, where teaching, learning and living go hand-in-hand. How might you contribute to this environment? Perhaps you’d like to sing in a choir? Run a certain club? Is there a research program working alongside professors that is of interest to you? The key is to demonstrate how you will live in community with others in a positive way.

Harvard University supplemental essay prompts (optional)

You may wish to include an additional essay if you feel that the college application forms do not provide sufficient opportunity to convey important information about yourself or your accomplishments. You may write on a topic of your choice, or you may choose from one of the following topics:

• Unusual circumstances in your life Your goal is to discuss unusual circumstances that provide a better context to your life experience. This may be something you did not choose to share in your Common Application (or Universal College Application) Essay response but feel is essential to a deeper understanding of you. Consider what this experience(s) reflects about your personal qualities, personality, and character. How do these circumstances influence your perspective and aspirations? How might your background make Harvard a particularly good fit for you?
• Travel, living, or working experiences in your own or other communities Have you traveled or lived in a place or places that made a significant impact on you? Keep in mind this includes your local community or anywhere else in the world! Here, again, is an opportunity to provide further context for your life-experience. Discuss interesting extracurricular, cultural or intellectual experiences and how they have impacted your perspectives about the world. What did you learn from these experiences and what do they reveal about you? Think about how you engage with both familiar and new environments, cultures, and activities. How will your past experiences enrich the Harvard educational environment?
• What you would want your future college roommate to know about you This question asks you to share something significant about your day-to-day way of being. You can discuss just about anything here! Although you could approach this essay in a somewhat playful manner, do not be tempted to address a topic for its shock value. It’s important that your response is genuine and conveys your personality in an appropriate tone. Remember: Harvard is looking for students who will be excellent educators; think about how that might relate to the things you’d choose to tell a future roommate situation in particular and the Harvard community in general.
• An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science, or other modes of inquiry) that has meant the most to you This response allows you to discuss something that is important to you and to demonstrate how you think about intellectual problems. This is an exercise in creative and critical thinking. It also provides a platform for you to convey your enthusiasm for learning. What excited you about this intellectual experience? How did the experience challenge your preconceptions? How did it impact your way of thinking? What was your reaction? How did it change your perspective? This response offers insight into your potential to thrive in the demanding academic environment at Harvard.
• How you hope to use your college education With a look toward the future, this is an opportunity to discuss why Harvard is the ideal place for you to achieve your goals. It also allows you to discuss your motivations, passions , values, and perspectives on learning. Discuss what excites you about the overall experience at Harvard. Look toward the future and how the Harvard educational experience will support you. Can you articulate the value of a Harvard education? Your response will convey your aspirations, temperament, leadership, and potential to succeed at Harvard.
• A list of books you have read during the past twelve months As you compile your list, think about the breadth and depth of content. You do not need to include every book you read in the last year. Select the ones that best demonstrate your interests/passions or allowed you to explore something novel. This list should include the books you are most excited about but also the ones that challenged your way of thinking. Each title is a means of interacting with the world of ideas and communicates something significant about you.

• The Harvard College Honor code declares that we “hold honesty as the foundation of our community.” As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty. This prompt is not only asking you to detail your thought process but also to consider your values and how you or others impact the world around you/them through actions. The focus here is on the fact that there is a “choice” to be made after weighing the options. What do “honesty,” “integrity” and “community” mean to you? Clearly Harvard holds honesty as the essential building block of community. Why do you believe honesty is essential to community? How important are shared values in a community? If you are writing about your own actions, think about what prompted you to act or prevented you from acting: What did you do? What was its result? If you are writing about someone you observed, discuss his or her choice. Why was it significant and what did you think about the behavior? In either case, what was at stake based on the decision and what was the impact of the choice that was made?
• The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? The heart of this prompt gets at your impact on those around you. Remember, Harvard is looking for “students who will be the best educators of one another and their professors— individuals who will inspire those around them during their College years and beyond.” This also asks you to articulate your ideas about the characteristics of a good citizen and leader. This is an opportunity to discuss your imagined role within your peer group at Harvard as well as in a broader sense as you look toward the future. You must also demonstrate your ability to reflect on society from different perspectives. Think about what you can do to contribute to the world in a meaningful way—from a school club to a larger cultural or religious community to the global society. What might you do to inspire, support, or educate others ?
• Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? This is a good prompt to address if you are considering a gap year or if you have plans to take time off while at college to pursue a particular interest. This could be career related, a personal improvement quest, or something else. Explain what you plan to do during this time away from Harvard, your rationale, and what you hope to gain from the experience. How would you embrace this opportunity to gain some skill or explore something meaningfully? How might this experience help you achieve future goals and enhance the community at Harvard upon your return. Tip: You will want to be sure to create a realistic plan for your deferred admission year; saying you will start a business, without naming the business, any kind of business plan, and any reasonable evidence for the business’s projected success will therefore not make for a compelling essay. However, perhaps you would like a year to pursue an internship with an agency whose cause you support; work on a political campaign with which you already have a relationship; volunteer for Habitat for Humanity, etc. Be specific and make sure your plans are plausible,   motivated by your values, and supported by past experiences.
• Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates. How might your particular life experience add value to the diverse student body at Harvard? How might you enrich discussions or provide different perspectives? This is primarily about what unique insights and perspectives you bring to the table; consider how you might engage with your classmates differently based on your personal experiences. Think about your culture, significant experiences that shaped you, your passions, or issues of concern to your unique intellectual pursuits. Some examples might be: discussing your upbringing as a Catholic in an Evangelical area; how your particular background as an international student will diversify the Harvard class; how being a Democrat or a Republican has impacted your thinking; and countless other examples. In short, what makes YOU stand out?

Final thoughts on applying to Harvard

The Harvard admissions committee seeks not only well-rounded individuals; it also covets students who are intensely creative in some discipline or activity, reflective, passionate, artistic, compassionate, talented, and brilliant. Do not be intimidated by these characteristics. Instead, strive to convey your unique self, life experiences, aspirations, motivations, interests and perspectives in a compelling way.

Not surprisingly, the applicant pool at Harvard is extremely competitive. It received 57,786 undergraduate applications for the class of 2025. Only 2,320 were offered admission. What is the best way to standout in this outstanding applicant pool? Be you, convey your strengths, and express unique identity through your application and essay responses!

Take solace in the fact that Harvard is assessing your overall application in an effort to provide the best fit for you as a student. Stay focused and try not to get overwhelmed. Make sure to adhere to deadlines as you dedicate yourself to this process. Plan appropriately to give yourself the time you need to put forth your best self. And remember, this is a two-way street; you need to do your part to convince the admissions committee that you are the best match for Harvard, while also considering what appeals to YOU about the “big H.”

If you’re applying to Harvard University, you already know you’re up against tight competition. Don’t be overwhelmed. Get the guidance of an experienced admissions specialist who will help you stand out from the highly competitive applicant pool so you can apply with confidence and get accepted! Click here to get started!

Related Resources:

• 5 Fatal Flaws to Avoid in Your College Application Essays , a free guide
• School-Specific Supplemental Application Essay Tips
• How Should I Choose Which Essay Questions to Answer When I Have Choices?

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How to Write the Harvard Supplemental Essays for 2023-2024

Harvard College needs no introduction—its name is synonymous with prestige in higher education. This alone can account for the extremely low acceptance rate, which was just 5.2% (out of 39,000 applicants) for the Class of 2021. But there is a way that applicants can improve their chances of getting into Harvard, and that is to write a stellar personal essay.

What are the Harvard Supplemental Essays?

When applying to Harvard, you are given the opportunity to include supplemental essays to showcase anything you feel was not adequately conveyed through your Common Application Essay . While Harvard’s admissions website indicates that including this essay is “optional,” almost all advisors will strongly encourage you to submit as much information about yourself as you can. Perhaps the fact that over 85% of the Harvard Class of 2019 wrote a supplemental essay might convince you just how important it can be.

Harvard Supplemental Essay Prompts for the 2023-2024 School Year

Each year, applicants find themselves struggling with exactly what they should put in their essays to impress the admissions committee. The Harvard supplemental essay prompts for 2023-2024 are no different. But because Harvard seeks students who are independent, creative, and self-motivated, this open-ended quality makes perfect sense. This essay is essentially a blank canvas on which you can paint some fascinating aspects about yourself in vivid color.

Here are the Prompts for the Harvard Supplemental Essays 2023-2024

Please briefly elaborate on one of your extracurricular activities or work experiences. (50-150 words)

Activity essays like this one allow you to say everything you couldn’t fit on your Common App activity list. Make sure to pick an activity that has meaning and one which you haven’t already written about. It’s usually a good strategy to pick something that you’ve been doing for a long time, where you can showcase key qualities like commitment, perseverance, and leadership. If you prefer to write about a job or hobby you just got started on, however, you can still write a compelling essay about why you started, what made you interested in it, and what you have learned in your journal thus far. You should contribute additional context to what the Harvard admissions officers know about you, and you only have a small space to do it in, so use it wisely.

Your intellectual life may extend beyond the academic requirements of your particular school. Please use the space below to list additional intellectual activities that you have not mentioned or detailed elsewhere in your application. These could include, but are not limited to, supervised or self-directed projects not done as school work, training experiences, online courses not run by your school, or summer academic or research programs not described elsewhere. (150 words)

This prompt is pretty easy to understand. Harvard is asking you to list any of your intellectual activities that you have not already included in your application materials. Did you try to build a computer game or app in the last few months? Maybe you interned somewhere that made you interested in a certain industry or line of work. Or perhaps you took an online Chinese course to get ready for an extended trip to China over the summer. Harvard wants to understand what you are getting up to, so let them know and don’t spare any important and exciting details!

You may wish to include an additional essay if you feel that the college application forms do not provide sufficient opportunity to convey important information about yourself or your accomplishments. You may write on a topic of your choice, or you may choose from one of the following topics (No word limit; max file size is 2000 KB) .

• An unusual circumstance in your life
• Travel, living, or working experiences in your own or other communities
• What you would want your future college roommate to know about you?
• An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science, or other modes of inquiry) that has meant the most to you
• How you hope to use your college education
• A list of books you have read during the past twelve months
• The Harvard College Honor code declares that we “hold honesty as the foundation of our community.” As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty. 
• The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? 
• Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? 
• Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development, or the intellectual interests you might bring to your Harvard classmates. 

As you can see, applicants have a LOT of choices in terms of the direction they take when writing their Harvard supplemental essay. Read on for tips on how to approach ANY of these prompts in a meaningful and productive way to get the most out of this important essay and impress the admissions officers.

How Long Should the Harvard Supplemental Essays Be?

Although Harvard gives no explicit word or character limit for the supplemental essay, most accepted students will write between 500 and 700 words (or about a page when written in Times New Roman 12-point font). This doesn’t provide you a lot of room to ruminate at length on your experiences or to write about multiple topics. Therefore, you need to focus on one aspect of yourself (or what the prompt is asking you to write about) and drive it home. But don’t worry about getting it right on your first draft—write as freely as you can and work on re-drafting and revising your essay once all of the important elements have come to the surface. The more time you spend on the essay, the more polished and powerful it will be. Visit Harvard’s admissions website for comprehensive guidelines on writing this essay.

Paint a Picture of Yourself as a Unique Student and Graduate Candidate

When looking over the prompts, consider which one will allow you to write about an aspect of yourself that you didn’t portray in other essays you have submitted. Do not choose the same event, experience, passion, ability, interest, or talent that you used for the Common Application. For instance, if in the Common App Essay you wrote about your love of reading and described some of the books you have read, do NOT choose the Harvard essay about “A List Of Books You Have Read During The Past Twelve Months.” Similarly, if you already wrote about your experience backpacking around Asia last year, choose a different Harvard prompt than “Traveling Or Living Experiences In Other Countries.” No matter how profound or life-changing your experience was, writing about the exact same topic or experience is redundant and will not add to the depth of character you need to convey.

Zooming out, not only should you choose a separate  topic  for your supplemental essay, you should consider choosing an entirely different  perspective  as well. If your Common App Essay is about a past experience, choose the Harvard essay that asks about your future plans. If the first essay is about your impressive abilities, focus the second on how you overcame a challenge or deficit. If in the Common App Essay you have discussed your love of organic chemistry, write in the Harvard essay about your weekly volunteering at the local homeless shelter. In other words, deepen the picture you present of yourself.  Show how you live (and flourish) in many dimensions!

When writing a Harvard essay, applicants must also  stand out from the crowd . Do not think of it as a chance to merely remind the admissions committee about what you have accomplished, to list more details about your stellar academic record, or to brag about some outstanding marker on your resume. You have to dig deeper and WOW them in order for you to stand out in their minds.

Present Yourself Sincerely to Harvard Admissions Officials

Remember to always SHOW your sincerity, your attitude, and your excellence in your admissions essays—do not merely TELL about it. You can achieve this by focusing on actions, using lots of verbs, and by including a great number of  details  and examples as you describe your experiences. If playing the piano profoundly affected your sense of what “work” means to you, do not merely write, “Practicing all the time made me realize how working hard pays off.” Show this correlation between effort and understanding of work via anecdotes and details.

Here is what  showing  looks like (versus telling ):

“Three hours of straight practice a day in our windowless basement, six days a week perched upon a hard wooden bench, aching fingers on the keys, nothing between myself and Chopin but willpower and concentration, the haunting sounds of the hammer on the strings my instant reward for uncountable days and years of effort—all of this flashed through my mind on Jun 19, 2019, as I took the stage for my first Tanglewood recital.”

A detailed anecdote full of action makes it much easier for a reader to accept your assertion that playing piano profoundly affected your life. Readers can trust the feelings and positions you explicitly state only once you have proved them with examples and details.

Show How You Fit Into Harvard’s Unique Culture and Mission

When approaching this essay, it is important to understand that Harvard places special importance on the development of passions and community involvement over pure academic excellence. They also are deeply committed to diversity of experiences and views, and this means that they value curiosity in their students: intellectual, philosophical, social, etc. These values are included in their mission statement, which is “to educate the citizens and citizen-leaders for our society” via “exposure to new ideas, new ways of understanding, and new ways of knowing,” which is designed to set students on a “journey of intellectual transformation.”

With these institutional objectives in mind, you should focus on how you can best illustrate your curiosity, and your potential for growth and greatness, in your essay. Do this by conveying your passion and showing how your passion drives your potential to contribute to worthwhile advances in society. One way to accomplish this in the essay is to choose a prompt that emphasizes your ambitions or even your plans to use your education. Consider responding to a prompt that explicitly mentions Harvard, or to one that asks “how you hope to use your college education” and become a “citizen-leader.” These provide a great opportunity to showcase those personal attributes that fit the mold of the desired Harvard student.

Explain Why You Deserve to Attend Harvard College

Another aspect to keep in mind is that Harvard is interested in enrolling people who are genuinely  good , in addition to being intelligent, talented, or ambitious. The final line of their mission statement reads: “From this we hope that students will begin to fashion their lives by gaining a sense of what they want to do with their gifts and talents, assessing their values and interests, and learning how they can best serve the world.” The last phrase indicates a person who demonstrates true concern about the world in which they live.

Thus showing strong regard for other people or animals or expressing a sense of duty and honor is a definite plus for the Harvard admissions committee. This is another perspective from which you might portray yourself in your essay—the hardworking, dutiful, kind, compassionate citizen-leader that they want and  deserve  to have, and the one that wants to be part of a like-minded community. But only focus on this aspect of yourself if you can do so authentically and honestly. The worst thing possible would be to lie or come off as disingenuous to the admissions committee. So just be yourself, your whole self, and nothing but yourself.

And before submitting your essay, be sure to get English editing and proofreading services from Wordvice–the best admissions editing service in the business. We offer supplemental essay editing services , as well as a host of revision services for admissions documents, including cover letter editing , personal statement editing , CV editing , and recommendation letter editing .

And try the new free AI Text Editor at Wordvice AI, which features a suite of revision tools including an AI Proofreading Tool and AI Paraphrasing Tool , among others. Best of luck writing this important admissions essay!

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How to Write the Harvard Supplemental Essays (2021-2022)

Adrianne is a college admissions consultant and TV/film director, producer, writer, and actress currently based in LA. She uses her experience in multiple disciplines to help students achieve their personal and academic goals.

Welcome to the Harvard supplemental essay prompts for the 2021-2022 college application cycle! Here’s everything you need to know to write the best supplemental essays possible.

Harvard College, founded in 1636, is one of the most difficult institutions to gain acceptance to in the country — the acceptance rate was just 3.43% last year because of a 30% surge in the number of applications. That’s why it’s incredibly important to pay attention to all aspects of your Harvard application to maximize your chances, including the supplemental essays.

And you better buckle up — there are a ton of questions. The good news is you don’t have to write about them all: question three gives you a zillion prompts to choose from. Question three is also optional. In fact, Harvard only has one obligatory prompt, which is very straightforward. But before you breathe a sigh of relief, you should know that when Harvard calls their prompts “optional,” this is a trap. Think about it: why are they asking these questions if they don’t really care whether or not you respond? Harvard is one of those schools where no one is a shoo-in (unless you’re Malia Obama or something). Take every opportunity you can to make an impression. In other words, you’re going to want to take Harvard up on the chance to write “optional” essays.

Please briefly elaborate on one of your extracurricular activities or work experiences. (150 words)

Get straight to the point with this one, since you need to be brief. Pick your most meaningful activity — the one you’ve dedicated serious time and energy to, and the one that’s allowed you to demonstrate significant leadership. Go beyond the simple facts of your accomplishments and the basics that are already there on your activities list. Tell us why this endeavor was important to you and why it was personal. Remember that the idea here isn’t to exaggerate or brag.

Also, avoid false modesty i.e. “I have helped dozens of people, but in the end, they did more for me than I did for them.” If you achieved something, talk about it, maybe with a focus on what it taught you about working with others or about yourself. Be straightforward and matter-of-fact while still offering a unique insight into your activity of choice.

Your intellectual life may extend beyond the academic requirements of your particular school. Please use the space below to list additional intellectual activities that you have not mentioned or detailed elsewhere in your application. These could include, but are not limited to, supervised or self-directed projects not done as school work, training experiences, online courses not run by your school, or summer academic or research programs not described elsewhere. (150 words)

This prompt is new on the application and allows students who have pursued academic endeavors outside of school to really shine, such as the examples they offered. It’s important that you don’t just take the opportunity to list more extracurricular activities in general. Instead, if you can, choose things you may have pursued outside of school — maybe you studied abroad in the summer or taught yourself how to code. Since the essay is short and they ask you to simply list these activities, you don’t have to craft an entire narrative around one activity. Include any opportunities

The fact that Harvard (and other incredibly selective schools like Stanford and Princeton) includes this question to give you a hint as to what they’re looking for in applicants: intellectual curiosity and the ability to take initiative.

Additional essay. You may wish to include an additional essay if you feel the college application forms do not provide sufficient opportunity to convey important information about yourself or your accomplishments. You may write on a topic of your choice, or you may choose from one of the following topics. (Optional)

Before I go through all the topics that Harvard proposes, I’ll tell you what we tell all our students when it comes to choosing a topic for the Common Application essay. The last choice on the Common App is always “any topic of your choice.” Harvard is doing the same thing here: “You may write on a topic of your choice.” Choosing to write about anything you want is just fine — this isn’t a trick option they’re giving you. Think of the choices here as a number of possible topics among infinite others. You should not let yourself feel constrained by these questions.

You can write about anything you like. In fact, in most cases, this is what I’d recommend. Still, maybe one of these prompts is perfectly suited for your life story (that you didn’t already tell in your main Common App essay).

On that note, think of it as a second Common App essay and, as with the Common App, I would recommend aiming for no more than 650 words. Tell a compelling story with a beginning, middle, and end. Tell us something about you we don’t already know.

Unusual circumstances in your life

The most obvious candidates to choose this response are students who have lived in six different cities in the past six years, students who worked every day after school and during the weekends on the family farm, students who had enormous family responsibilities, such as taking care of a sibling or parent, and so on. Not only do stories like these show something unique about who you are, they also provide perspective on your activities list, which, if you’re one of these students, may not be that long. As always, the idea is not to come across as a victim of your circumstances. Tell a story, rather than “explaining” your unusual circumstances: if, for example, you struggled with a serious illness during your sophomore year, tell a specific story about a moment during that time. Show us (rather than tell us) what that was like through an anecdote.

Travel, living, or working experiences in your own or other communities

First off, be careful when talking about travel. While you may have extraordinary stories from the month you spent with your family in Monaco last summer, these kinds of tales will simply make you look like a rich kid — someone admissions officers might have a hard time relating to your experiences. Similarly, it’s best to avoid stories from expensive summer study abroad programs.

You probably also want to avoid talking about service trips. Admissions officers read too many of these kinds of essays, and everyone does community service in high school. Many students are, in fact, required to do a certain number of hours. On a similar note, please don’t write about how twice a week you leave your private school in Manhattan to go and help “the poor and underserved students” at a public high school in the Bronx. You need to be careful about the language you use. Once again, these stories highlight your own privilege, and very few high school students who grew up comfortably have the perspective and maturity to talk about the experiences of others with any real perspective or self-awareness, especially across social class gaps. No offense meant—there are, of course, exceptions to this rule.

On the other hand, if you and your family recently moved from, say, Montana to Chicago, or from Paris to Cleveland, that could be an interesting story.

What you would want your future college roommate to know about you

I’m a big fan of prompts like these since they allow students to show lots of creativity and personality. A serious warning, however: topics like this one are very difficult to pull off. You need exceptional self-awareness and writing abilities to execute this one. Do not use this as a chance to brag, e.g. “I would want my future roommate to know that I logged over 400 community service hours last year.” Would you want to room with that person? Beyond this, you can talk about any of your quirks and eccentricities, provided that you do so in a truly brilliant way (no pressure).

An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science, or other modes of inquiry) that has meant the most to you

You might consider tackling this one if you left the question about “Additional Intellectual Experiences” blank or if you have something you’d like to elaborate on. Maybe you did something really impressive and meaningful that didn’t exactly qualify as an independent project, or that is listed on your transcript. At some high schools, for instance, seniors are required to undertake a senior project. These may be “done as school work,” and so don’t qualify for the “Additional Intellectual Experiences” prompt. But if you’ve done a project like this, and went way beyond the minimum requirements, it might be worth discussing here. Bottom line: go ahead and nerd out.

How you hope to use your college education

I don’t have much to say about this prompt, except that if you choose to answer it, you risk sounding a bit pompous i.e. “With my Harvard Diploma in hand, I will set out to change the world.”

You will be talking about things you haven’t actually done, and anyone can make him- or herself sound great when describing an imaginary future that includes a Harvard degree. It’s always better to discuss what you have done than what you hope to do.

On the other hand, if you will be a first-generation college student and want to use your education to open doors for others, that is a noble answer to this prompt, and likely a compelling one for Harvard admissions officers. Consider your circumstances and where your story fits best.

A list of books you have read during the past twelve months

I’m convinced this question is a trap. They tell you they want an additional essay, and then one of the prompts asks you for a list?

If you’re reading this 12 minutes before your Harvard application is due, and this is the only prompt you have time to respond to, you better hope you have a very long list of very unusual books, some of which you read in the original Sanskrit (half-joking). Don’t bother listing any required reading.

The Harvard College honor Code declares that we “hold honesty as the foundation of our community.” As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty.

Well, for starters, you probably don’t want to write about someone else’s ethical dilemma, especially if you were the one who came to the rescue and provided guidance, setting your poor, confused friend back on the righteous path. You’ll just look sanctimonious. And if you think this goes without saying, you’d be surprised.

If you choose to write about your own experience, you run into a similar problem: do you discuss a time when you made the hard choice to do what was right and risk looking holier than thou? Or do you write about a time when you failed to do what was right and look like a jerk? The second option is probably preferable, frankly, but even talking about a failure usually leads folks to conclude on some predictable moral platitude about what they learned.

But be very careful when selecting the mistake you want to share with Harvard. I wouldn’t recommend this prompt to most students, but there are always exceptions to the rule.

The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission?

See my comments on “How do you hope to use your college education.” It’s very difficult to talk about what you hope to do in the future in a convincing way. Most people would promise to do just about anything in exchange for an acceptance letter from Harvard. Better to focus on what you have done.

Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decide in the future to choose either option, what would you like to do?

Don’t choose this one unless you’ve already thought about it. If this is something you have given serious thought to, as always, you want to focus on what you have done, not what you hope one day to do. I know I’m repeating myself, but anyone can write something like, “After my sophomore year at Harvard, I plan to take a year off and selflessly serve in the Peace Corps.” This is better suited for someone who already has plans in place.

Your response to this prompt will be most effective if you’ve already got something lined up for a gap year after high school. Maybe you’ve already been offered a job by a shipbuilder in Maine, and you plan to take it and work for a year before you start college. That’s very cool.

Whether or not you have something concrete in place, you’ll want to talk about your past experiences and how they inform your decision to take time off. Maybe you’re applying to work as a stage manager at a couple of local theaters so you can continue to pursue a passion you’ve been developing since you were ten. Great — that’s compelling. But avoid the “because-of-COVID” gap year conversation, unless it brings new details about you to light.

You may be wondering if taking a gap year is a bad thing to do in Harvard’s opinion. It definitely isn’t, unless you’re taking time off simply because you’re burned out, and are looking forward to another year living at home with someone cooking for you and doing your laundry. A gap year during which you plan to buy an RV with your friends and drive to Argentina also may not impress Harvard, but if it’s something that is fundamentally important to you and reveals an interest or curiosity you couldn’t mention elsewhere.

Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates.

As always, the point of these essays is to stand out and differentiate yourself. So think about how your background differs from most students at Harvard, and how that background will contribute to Harvard’s community.

There’s an elephant in the room here that should be addressed. Since 2014, Harvard has been embroiled in an affirmative action lawsuit , which has revealed biases against Asian-American applicants on the part of Harvard University in the admissions process. At the end of the linked article, the question of writing about being of East Asian descent on college applications is even addressed explicitly. Harvard is continually increasing the number of Asian American students, with 25.9% of the class of 2025 being Asian American , and is clearly doing its best to show that it is not judging any group unfairly in the admissions process, especially as the appeals process for the lawsuit is underway.

Nevertheless, if you are Asian American and planning on applying to Harvard, this question may not be the best for you. Even if Harvard has changed its ways, and has made the admissions process fairer for Asian Americans, over a quarter of the accepted class last year was made up of Asian Americans. All other ethnic groups (except Caucasians), and also first-generation college students, are far less represented. Especially in a holistic admissions process where the emphasis on standardized testing is declining, more factors that are often out of a student’s control are coming into play. Approach this delicately.

In any event, remember that for your “optional” essay for Harvard, you can always choose to write about whatever you like. In most cases, this is the best approach.

If you’re unsure of what to write about or simply want to be sure your essays are the best they can be, please contact our college admission consultants .

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August 4, 2021

Harvard University 2021-2022 Essay Prompts

Harvard University has released its essay prompts for applicants to the Class of 2026. So what sorts of questions will applicants to the Cambridge, Massachusetts-based institution be asked to complete this year? Well, it’s not so different than in years past and it all starts with the school’s typical activities question. Their prompt reads, “Please briefly elaborate on one of your extracurricular activities or work experiences” Applicants are asked to respond in 150 words. It’s a question some other elite universities happen to ask as well so one can get some mileage out of this essay prompt for multiple schools.

Harvard’s next essay prompt reads, “You may wish to include an additional essay if you feel that the college application forms do not provide sufficient opportunity to convey important information about yourself or your accomplishments. You may write on a topic of your choice, or you may choose from one of the following topics: – Unusual circumstances in your life – Travel, living, or working experiences in your own or other communities – What you would want your future college roommate to know about you – An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you – How you hope to use your college education – A list of books you have read during the past twelve months – The Harvard College Honor code declares that we “hold honesty as the foundation of our community.” As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty. – The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? – Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? – Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates.”

Of course, as our loyal readers know all too well, no essay that is “optional” in elite college admissions should actually be considered optional. Why would an applicant not wish to use all of the real estate the school offers an applicant to make their case? Now, there is one prompt that Harvard asked last year that does not make an appearance on this year’s application — and, frankly, we’re glad to see it gone. It was a list. It read, “Your intellectual life may extend beyond the academic requirements of your particular school. Please use the space below to list additional intellectual activities that you have not mentioned or detailed elsewhere in your application. These could include, but are not limited to, supervised or self-directed projects not done as school work, training experiences, online courses not run by your school, or summer academic or research programs not described elsewhere.” Applicants were asked to answer that prompt in 150 words but not any longer since it’s no longer on the application.

Have a question about the 2021-2022 Harvard University essay prompts? Let us know your question by posting it below. We look forward to hearing from aspiring applicants to the Harvard Class of 2026!

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Aiming for the world-renowned Harvard University? As part of the application to this prestigious Ivy League school, you'll be required to submit responses to five short answer questions.  

This is actually a big change! In years past, Harvard offered an optional supplemental essay opportunity that applicants could write to add extra flair to their application. This year, Harvard has opted to require responses to five short answer prompts and completely omitted the optional, supplemental Harvard essay prompt. 

But what should you write about for your Harvard essay short answers? What are the different Harvard essay prompts to choose from, and how should you answer them so you can give yourself your best shot at getting in?

In this guide, we give you advice for each Harvard essay prompt as well as tips on how to decide what to write. But before we look at the prompts, let's go over what Harvard actually requires in terms of essays.

Feature Image: Gregor Smith /Flickr

What Essays Do You Need to Submit to Harvard?

Those applying for admission to Harvard must submit an application through either the Common Application or the Coalition Application . For your Harvard application, you'll need to write a personal essay in response to one of the prompts provided by the Common App or Coalition App (depending on the system you're applying through).

This essay is required for all applicants and should typically be about 500-550 words long (and must be less than 650 words). To learn more about this essay, check out the current prompts for the Common App and Coalition App on their official websites.

In addition to this required essay, Harvard first-year applicants are required to submit 250 word (max) responses to five short answer questions . 

Here are the prompts for the five required 2023-2024 Harvard short answer questions :

Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?

Briefly describe an intellectual experience that was important to you.

Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.

• How do you hope to use your Harvard education in the future?
• Top 3 things your roommates might like to know about you.

Now, you might be wondering: is Harvard offering an optional supplemental essay opportunity as part of this year’s application process? No. This year, Harvard is not accepting optional supplemental essays as part of the first-year admissions process . The optional supplemental essay has been offered in previous years, but not for the 2023-2024 admissions cycle. 

Now, here’s where things get a little tricky. The five short answer questions listed above are part of what’s called the Harvard first-year application supplement. But they aren’t the same thing as the supplemental essay from years past! And the important thing to remember is this: these short answer questions–and the entire Harvard supplement–are not optional. You’ll have to answer all five questions if you want to be considered as a candidate for admission!

The good news is that each short answer topic is very open ended, and they give you plenty of room to express who you are and how and why you’re the perfect fit for Harvard!

How to Write the Harvard Short Answers: Every Prompt Analyzed

In this section, we go through the five required Harvard supplement essay prompts and offer you tips on how to write effective, powerful short answers…in 200 words or less!

Prompt 1: Diversity

This first Harvard essay prompt is all about what you can bring to campus that will positively contribute to student diversity. Though we tend to think of race/ethnicity when using the word "diversity," you can actually interpret this word in a number of ways.

As a large and prestigious institution, Harvard strongly values students who have different and unique backgrounds and experiences, so it's important for them to admit students who embody these values as well.

This prompt is essentially a version of the diversity essay, which we talk about in more detail in our guide.

Here are some key types of diversity you can discuss (note that this is not an exhaustive list!):

• Your ethnicity or race
• A unique interest, passion, hobby, or skill you have
• Your family or socioeconomic background
• Your religion
• Your cultural group
• Your sex or gender/gender identity
• Your opinions or values
• Your sexual orientation

Tips for Answering This Prompt

• Choose a personal characteristic that's had a large impact on your identity. Don't talk about your family's religion if it's had little or no impact on how you see and define yourself. Instead, concentrate on the most significant experiences or skills in your life. If you play the theremin every day and have a passion for music because of it, this would be a great skill to write about in your essay.
• Be clear about how your unique characteristic has affected your life and growth. You don't just want to introduce the experience/skill and leave it at that. How has it molded you into the person you are today? How has it influenced your ambitions and goals? 
• Be sure to tie this characteristic back to the diversity at Harvard. Basically, how will your experience/skill/trait positively influence the Harvard student body? For example, if you come from a specific cultural group, how do you believe this will positively impact other students?

Prompt 2: Important Intellectual Experience

With this prompt, Harvard wants you to focus on an intellectual or learning experience that's had a big impact on you in terms of your personal growth, your academic/intellectual interests and passions, the field of study you want to pursue, etc.

This intellectual experience could be anything that's intellectually stimulating, such as an essay or book you read, a poem you analyzed, or a research project you conducted.

Note that this experience does not need to be limited to something you did for school —if you've done anything in your spare time or for an extracurricular activity that you think fits this prompt, feel free to write about that.

For example, you could write about how you found an old copy of Charles Darwin's On the Origin of Species at a garage sale, and how reading this prompted you to develop an interest in biology, which you now intend to major in and eventually make a career out of.

This is also an ideal prompt to highlight a particular interest or passion you have that differs from the academic field you want to study in college.

For instance, perhaps you're applying for admission as a computer science major, but you're also a huge fan of poetry and often take part in local poetry readings. Writing about a poem you recently read and analyzed could illuminate to the admissions committees a different, less prominent side of your personality and intellectual interests , ultimately showing that you're open minded and invested in gaining both new skills and experiences.

• Choose an experience that had a significant impact on you . Don't talk about how reading Romeo and Juliet in eighth grade made you realize how much you enjoyed writing plays if you were already writing plays way before then! Pinpoint an intellectual experience that was meaningful to you, and write about it honestly.
• Be specific about the intellectual experience you had and clearly relate it back to your strengths and interests . In other words, what kind of impact did this experience have on you? Your academic goals? Your future plans? For example, instead of writing about how a scientific paper on climate change made you think more deeply about the environment, you could talk about how this paper prompted you to form a recycling program at your school, take a class on marine biology, and so forth.

Prompt 3: Non-Academic Defining Experiences

This prompt is asking you to discuss experiences you've had that involved traveling, living, learning, and/or working in some capacity outside of the formal classroom. Most importantly, you’ll need to explain what kind of effect that experience has had on you.

Here are examples of experiences you could talk about for this essay:

• Any extracurricular activity you engage in, particularly a spike approach, if you’ve got one (learn more about creating your spike approach in our complete guide !)
• Living or traveling abroad
• Moving to a new place or living in multiple places
• Working a part-time job
• Working a temporary job or internship somewhere outside your own community
• Helping with finances, caregiving, or maintaining a family business (like a farm or lawn care business, for example)
• Choose a truly significant experience to talk about. Although your experience doesn't need to be life-changing, it should have had a noteworthy impact on you and who you've become. If, for example, you traveled to Mexico with your family but didn't really enjoy or learn much from the trip, it's better to avoid writing about this experience.
• Make sure to talk about how this travel/living/work experience has affected you. For example, say you spent a couple of summers in high school visiting relatives in South Africa. You could write about how these trips helped you develop a stronger sense of independence and self-sufficiency—traits which have made you more assertive, especially when it comes to leading group projects and giving speeches.
• Don't be afraid to get creative with this essay. For instance, if you lived in a country where you at first didn't understand the local language, you could open your Harvard essay with an anecdote, such as a conversation you overheard or a funny miscommunication.

Prompt 4: Harvard and Your Future

This Harvard essay prompt is pretty self-explanatory: it wants you to discuss how you intend to use your education at Harvard after you graduate—so in a future job or career, in grad school, in a particular research field, etc.

Basically, how will your college education help you achieve your future goals (whatever those may be)?

If you’re still undecided about the field(a) you want to study at Harvard, don’t panic! It’s okay to think outside the box for this prompt. 

Maybe you don’t know what you want to major in yet, but you do know that you share Harvard’s values and want to bring those values to the world after you graduate. Whether you’ll do that by joining the Peace Corps or heading back to your hometown to volunteer for a few months before starting your career, just be specific about how Harvard is the right school to put you on the path to your future! 

• Be careful when talking about your future goals. You don't want to come off too idealistic, but you also don't want to sound too broad or you'll come across unfocused and ambivalent. Try to strike a balance in how you discuss your future dreams so that they're both attainable and specific.
• Clearly connect your goals back to your current self and what you've accomplished up until this point. You want to make it clear that your goals are actually attainable, specifically with a Harvard education. If you say you hope to start your own interior design business after graduation but are planning to major in biology, you're only going to confuse the admissions committee!
• Emphasize any ways Harvard specifically will help you attain your academic goals. For example, is there a club you hope to join that could connect you with other students? Or is there a particular professor you want to work with? Don't just throw in names of clubs and people but specifically explain how these resources will help you reach your goals. In short, show Harvard that what they can offer you is exactly what you need to succeed.

Prompt 5: Your Future Goals

How you hope to use your college education

This Harvard essay prompt is pretty self-explanatory: it wants you to discuss how you intend to use your education at Harvard after you graduate —so in a future job or career, in grad school, in a particular research field, etc.

Should You Choose This Prompt?

If you have a pretty clear vision for your future goals during and after college, this is a perfect prompt to choose for your Harvard essay.

If, on the other hand, you're still undecided about the field(s) you want to study or how you intend to use your major, you might want to choose a different prompt that's less focused on your future and more concentrated on how past events and experiences have shaped you as a person.

Prompt 6: List of Books

A list of books you have read during the past twelve months

Of all Harvard essay prompts, this one is by far the most unique.

Here, you're asked to simply list the books you've read in the past year. This essay is more than just a list, though—it's a brief overview of where your intellectual interests lie. These books may include works of fiction or nonfiction, essays, collections of poetry, etc.

Have you read a lot of diverse and interesting books in the past year? Are you an avid reader who loves dissecting books and essays? Do you enjoy a creative approach to college essays? If you answered yes to these questions, then this prompt is a perfect fit for you.

Even if you haven't read a ton of books this past year, if you were especially intrigued by some or all of what you did read, you could certainly use this prompt for your essay.

• Instead of just listing the titles of books you've read, you might want to include a short sentence or two commenting on your reaction to the book, your analysis of it, why you enjoyed or didn't enjoy it, etc., after each title. Be sure to vary up your comments so that you're highlighting different aspects of your personality. Also, don't just regurgitate analyses you've read online or that your teacher has said—try to come up with your own thoughts and interpretations.
• Don't feel the need to stick to only the most "impressive" books you read. The Harvard admissions committee wants to see your personality, not that of a pretentious applicant who claims to have only read Jane Austen and Ernest Hemingway. Be honest: if you read Twilight in a day, why not make a short joke about how addictive it was?
• Go beyond a chronological list of books. It'll be far more interesting if you list the books you read in a more unique way. For example, you could organize titles by theme or in the order of how much you enjoyed them.

Prompt 7: Honesty

The Harvard College Honor code declares that we "hold honesty as the foundation of our community." As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty.

As you can see with this quotation, Harvard strongly values honesty and integrity. Therefore, if you go with this prompt, you're essentially telling Harvard that you, too, embody a powerful sense of morality and honesty.

• Was there a specific time in your life when you had to make a difficult choice to be honest about something with someone?
• Could this incident be considered morally ambiguous? In other words, was the "right thing to do" somewhat of a gray area?
• If you didn't make the "right" choice at the time, how did you come to terms with or learn from this decision? What were the consequences, and what did this experience teach you about your own morals and how you value honesty?
• Be wary of the topic you choose to write about. Don't discuss a situation in which you did something obviously unethical or, worse, illegal. These types of situations are very black and white and therefore don't pose much of a moral dilemma. Additionally, talking about such an experience might make you seem dishonest and immoral, which you absolutely do not want Harvard to think about you!
• Try to find a topic that isn't black and white. Choosing "gray" incidents will help emphasize why the choice was so difficult for you and also why it's affected you in this way. For example, say your friend calls you crying right before you have to leave to take the SAT. Do you skip the test to comfort your friend, or do you hang up and leave? This kind of situation does not have an evident "right" answer, making it an ideal one to use for this essay.
• You could also discuss a time when you did not make the "right" choice—and what you learned from that mistake. As long as you look closely at why you made the "wrong" choice and what this incident taught you about integrity, your essay will be interesting and relevant.

Prompt 8: Citizens and Citizen-Leaders

The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission?

This prompt might sound a little vague, but all it wants to know is how you'll have a positive impact on both your classmates and on other people after graduation. Put simply, what kind of leader/citizen will you be at Harvard? After you graduate from college and enter the real world?

This prompt is similar to Prompt 5 in that it wants to know what kind of person you'll become after you leave college and how you'll positively influence society.

If you're a natural-born leader and have had at least a few significant experiences with leading or facilitating things such as club activities, field trips, volunteer efforts, and so on, then this Harvard essay prompt would be a great fit for you.

• Focus on a time when you led others and it resulted in a positive outcome. For instance, you could write about your position as team captain on your school's soccer team and how you would gather your teammates before each game to offer words of encouragement and advice on how to improve. You could then describe how your team began to perform better in games due to clearer communication and a stronger sense of sportsmanship. Make sure to answer the critical question: how did you lead and what ultimately made your leadership style successful?
• Discuss what kind of role your leadership skills will have at both Harvard and after you graduate. The prompt is asking about your classmates, so you must specifically address how your leadership skills will contribute to the lives of your peers. How will your past experiences with leading help you approach group projects, for example? Or clubs you join?
• Make sure to mention how you'll be a good citizen, too. By "citizen," Harvard essentially means a productive member of both the school and society in general. Basically, how have you contributed to the betterment of society? This is a good place to talk about experiences in which you played a crucial supporting role; for instance, maybe you helped out with a local volunteer initiative to feed the homeless, or maybe you joined a community project to build a new park in your town.

Prompt 9: Taking Time Off

Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do?

Here, you're being asked what you plan to do with your time if you decide to defer your admission to Harvard or take time off during college. For example, will you travel the world? Work a full-time job? Do an internship? Take care of a sick relative?

Obviously, Harvard doesn't want to read that all you're going to do is relax and play video games all day, so make sure to think carefully about what your actual plans are and, more importantly, how these plans will benefit you as a person and as a student.

Only choose this Harvard essay prompt if you're pretty certain you'll be taking time off from college at some point (either before or during) and you have a relatively concrete idea of what you want to do during that time.

• Be specific and honest about your plans. While many students like to take time off to travel the world, you don't just want to write, "I plan to backpack Europe and learn about cultures." Think critically about your desires: why do you want to do this and how will this experience help you grow as a person? Don't just reiterate what you think Harvard wants to hear—be transparent about why you feel you need this time off from school to accomplish this goal.
• Be clear about why you must do this at this particular time. In other words, why do you think this (i.e., before or during college) is the right time to do whatever it is you plan to do? Is it something you can (or must) do at this exact time, such as a one-time internship that won't be offered again?

Prompt 10: Diversity

Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates.

This final Harvard essay prompt is all about what you can bring to campus that will positively contribute to student diversity. Though we tend to think of race/ethnicity when using the word "diversity," you can actually interpret this word in a number of ways.

This prompt is essentially a version of the diversity essay , which we talk about in more detail in our guide.

The main question to ask yourself before choosing this prompt is this: do you have a unique background or interest you can write about?

If any of these topics stand out to you and you can easily come up with a specific characteristic or experience to discuss for your essay, then this is a solid prompt to consider answering.

• Be clear about how your unique characteristic has affected your life and growth. You don't just want to introduce the experience/skill and leave it at that. How has it molded you into the person you are today? How has it influenced your ambitions and goals?

A Real Harvard Essay Example

Our resident full SAT / ACT scorer and co-founder of PrepScholar, Allen Cheng , applied to, got into, and attended Harvard—and he's posted his own Harvard supplement essay for you to look at. You can read all about Allen's essay in his analysis of his successful Harvard application .

Allen describes his essay as "probably neutral to [his Harvard] application, not a strong net positive or net negative," so it's important to note that this Harvard essay example is not representative of exactly what you should do in your own Harvard supplement essay. Rather, we're showing it to you to give you a taste of how you could approach the Harvard essay and to demonstrate the kinds of simple mistakes you should avoid.

Writing a Memorable Harvard Essay: 3 Tips

To wrap up, here are three tips to keep in mind as you write your Harvard supplement essay.

#1: Use an Authentic Voice

Having a clear, unique, and authentic voice is the key to making yourself stand apart from other applicants in your Harvard application—and to ensuring you're leaving a long-lasting impression on the admissions committee.

Therefore, write your essay in the way that comes most naturally to you, and talk about the things that actually matter to you. For example, if you love puns, throwing one or two puns into your essay will emphasize your goofier, non-academic side.

Using your voice here is important because it humanizes your application. The essay is the only chance you get to show the admissions committee who you are and what you actually sound like, so don't pretend to be someone you're not!

The only thing to look out for is using too much slang or sounding too casual. In the end, this is still a college essay, so you don't want to come off sounding rude, disrespectful, or immature.

In addition, don't exaggerate any experiences or emotions. The Harvard admissions committee is pretty good at their job—they read thousands of applications each year!—so they'll definitely be able to tell if you're making a bigger deal out of something than you should be. Skip the hyperbole and stick to what you know.

Ultimately, your goal should be to strike a balance so that you're being true to yourself while also showcasing your intelligence and talents.

#2: Get Creative

Harvard is one of the most difficult schools to get into (it only has about a 4% acceptance rate! ), so you'll need to make sure your essay is really, really attention-grabbing. In short, get creative with it!

As you write your personal essay, recall the classic saying: show, don't tell. This means that you should rely more on description and imagery than on explanation.

For example, instead of writing, "I became more confident after participating in the debate club," you might write, "The next time I went onstage for a debate, my shoulders didn't shake as much; my lips didn't quiver; and my heart only beat 100 times instead of 120 times per minute."

Remember that your essay is a story about yourself, so make sure it's interesting to read and will ultimately be memorable to your readers.

#3: Edit and Proofread a Lot

My final tip is to polish your essay by editing and proofreading it a lot. This means you should look it over not once, not twice, but several times.

Here's the trick to editing it: once you've got a rough draft of your essay finished, put it away for a few days or a week or two. Don't look at it all during this time —you want to give yourself some distance so that you can look at your essay later with a fresh perspective.

After you've waited, read over your essay again, noting any mistakes in spelling, grammar, and/or punctuation. Take care to also note any awkward wording, unclear areas, or irrelevant ideas. Ask yourself: is there anything you should add? Delete? Expand?

Once you've done this step several times and have a (nearly) final draft ready to turn in, give your essay to someone you can trust, such as a teacher, parent, or mentor. Have them look it over and offer feedback on tone, voice, theme, style, etc. In addition, make sure that they check for any glaring grammatical or technical errors.

Once all of this is done, you'll have a well-written, polished Harvard essay ready to go— one that'll hopefully get you accepted!

What's Next?

If you've got questions about other parts of the Harvard application, check out our top guide to learn what you'll need to submit to get into the prestigious Ivy League school .

How tough is it to get into Harvard? To other selective universities ? For answers, read our expert guide on how to get into Harvard and the Ivy League , written by an actual Harvard alum!

What's the average SAT score of admitted Harvard applicants? The average ACT score? The average GPA? Learn all this and more by visiting our Harvard admissions requirements page .

Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.

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How To Answer Harvard's 2023/24 Supplemental Essays: Tips & Insights

What's New in 2023/24

What are Harvard's Essay Prompts?

How to Answer Harvard's Essay Prompts

General Guidelines

Explore the changes in Harvard's supplemental essay prompts for 2023/24, understand the nuances of each question, and gain insights on crafting compelling responses with our detailed guide, complete with expert tips and links to successful Harvard essay examples.

Harvard's 2023/24 Supplemental Essay Updates: What's Changed?

Gaining admission to Harvard is no small feat, with acceptance rates sometimes plummeting as low as 3% . In such a competitive environment, every component of your application, especially your essay, becomes a crucial tool to stand out to admissions officers.

Every year, top-tier universities like Harvard fine-tune their application process to get a deeper understanding of their applicants. For the 2023/24 admissions cycle, Harvard University has made notable modifications to its supplemental essay questions .

Last year, applicants had a mix of required and optional prompts, with varying word limits, ranging from 50 to 150 words. These prompts touched on extracurricular activities, intellectual experiences, personal backgrounds, and more.

This year, Harvard has streamlined the process, requiring all applicants to answer five questions, each with a strict 200-word limit . The questions emphasize the importance of diversity, intellectual experiences, extracurricular activities, the utilization of a Harvard education, and personal insights for potential roommates.

This shift indicates a desire for more concise, focused responses from applicants, allowing the admissions committee to gain a clearer, more uniform understanding of each student's background, aspirations, and personality.

What Are Harvard’s Supplemental Essay Prompts for 2023/24?

For the 2023/24 application cycle, Harvard University has outlined specific supplemental essay prompts to understand applicants better in addition to the Common App or Coalition App questions. These questions delve into your experiences, intellectual pursuits, and personal insights. Students are required to answer each Harvard-specific question in under 200 words. Here's a breakdown of the prompts:

• Diversity and Contribution : Harvard values a diverse student body. Reflect on your life experiences and explain how they have shaped you and how you plan to contribute to Harvard. (200 words)
• Intellectual Experience : Discuss an intellectual experience that has had a significant impact on you. (200 words)
• Personal Shaping Experiences : Elaborate on extracurricular activities, employment, travel, or family responsibilities that have played a pivotal role in defining who you are. (200 words)
• Future Aspirations : Describe how you envision utilizing your Harvard education in the future. (200 words)
• Getting to Know You : List three things your future roommates should know about you. (200 words)

These prompts offer applicants a chance to showcase their personalities, aspirations, and experiences, providing a holistic view of their candidacy.

Looking for inspiration? Dive into these Harvard essay examples to see what successful applications look like!

How to Answer Harvard’s Supplemental Essay Questions?

This guide aims to help you craft a compelling response that showcases your unique journey and potential contributions to Harvard's diverse community.

As you begin planning responses to each individual prompt, be sure to consider what experiences, reflections, and qualities you want to showcase once you’ve responded to all the prompts:

• Ensure you won’t leave out any important experiences, reflections, and qualities you want Harvard to know about.
• Be sure you’ll avoid repeating the same experiences, reflections, or qualities in the other prompts.

Answering Prompt 1

Harvard values a diverse student body. reflect on your life experiences and explain how they have shaped you and how you plan to contribute to harvard., - 200 words or fewer, 1. understand the question.

Harvard is not merely asking for a list of experiences. They want to understand the depth of your experiences , how they've molded your character, and how you'll use that growth to contribute to the Harvard community.

Since Harvard is telling you they value diversity, consider emphasizing unique experiences or circumstances that highlight the most personal and profound aspects of your personality, values, and perspectives.

2. Reflect on Your Unique Experiences

Consider moments in your life that have had a significant impact on your worldview:

• Have you lived in multiple countries, exposing you to various cultures?
• Did you overcome challenges that forced you to view the world differently?
• Were there pivotal moments in your upbringing that shaped your identity?
• How did interactions with diverse individuals or groups influence your perspectives?

3. Dive Deep into Personal Growth

Discuss the evolution of your perspectives, values, or aspirations.

• How did these experiences challenge your beliefs or expand your understanding?
• What lessons did you derive, and how have they influenced your subsequent actions or decisions?
• What experiences or reflections shape your deepest beliefs and values? — or, shape some deep questions or doubts you wrestle with?

4. Connect to Harvard

Consider how your unique perspective will enrich Harvard's community .

• Will you introduce new viewpoints in classroom discussions or help teams work together more successfully?
• Will you contribute to or initiate student organizations or community projects?
• Will you exemplify certain traits that enhance a vibrant, curious, and inclusive learning environment?

5. Be Concise and Authentic

With a 200-word limit, precision is key. Ensure your narrative is genuine, making your essay resonate with the reader. Avoid generic statements; instead, provide specific examples that showcase your journey.

Harvard's first supplemental essay is an opportunity to showcase the depth of your experiences and how they've shaped you . Reflecting on significant moments, emphasizing personal growth, and connecting your unique perspective to how you'll contribute to Harvard is essential. Remember to be concise, authentic, and ensure your essay is polished to perfection.

Answering Prompt 2

Discuss an intellectual experience that has had a significant impact on you..

This question aims to help you articulate the depth and significance of an intellectual experience and its profound impact on your academic and personal journey.

1. Define "Intellectual Experience"

Before diving in, understand that an intellectual experience isn't limited to classroom learning . It could be:

• A book that changed your perspective
• A conversation that challenged your beliefs
• An experience that triggered a profound insight or understanding
• Or even a personal project or research endeavor

2. Choose a Meaningful Experience

Reflect on experiences that genuinely transformed your thinking:

• Was there a particular course or project that ignited a passion?
• Did a specific book, article, or documentary challenge your pre-existing beliefs?
• Have you attended seminars, workshops, or lectures that introduced you to new ideas?

3. Delve into the "Why"

Discuss why this experience was transformative:

• What preconceptions or beliefs did it challenge?
• How did it expand or deepen your understanding of a particular subject or idea?
• Did it inspire further exploration or study into the topic?

4. Highlight Personal Growth

Describe how this intellectual experience influenced your academic and personal journey:

• Did it guide your academic pursuits or career aspirations?
• How did it shape your values, beliefs, or worldview?

5. Be Authentic and Reflective

Your genuine curiosity and passion should shine through. Avoid using jargon or overly complex language. Instead, focus on genuine reflection and personal growth .

Harvard's second supplemental essay seeks to understand your intellectual journey . It's an opportunity to showcase your curiosity, passion, and the transformative power of learning. By reflecting on a significant intellectual experience and its impact on you, you can demonstrate your academic depth, your own intellectual processes and aptitudes, and intellectual growth.

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Answering Prompt 3

Elaborate on extracurricular activities, employment, travel, or family responsibilities that have played a pivotal role in defining who you are..

This question is designed to help you articulate the significance of experiences outside the classroom and their profound impact on your personal journey.

1. Prioritize Depth Over Quantity

While you might have multiple experiences, focus on one or two that have had the most profound impact on you . This allows you to delve deeper and provide a more insightful reflection.

2. Choose a Defining Experience

Reflect on moments that genuinely shaped your character:

• Was there an extracurricular activity that taught you leadership, teamwork, or dedication?
• Did a job teach you responsibility, time management, or the value of hard work?
• Has travel exposed you to diverse cultures, broadening your perspectives?
• Were there family responsibilities that instilled in you a sense of maturity, empathy, or resilience?

3. Describe the Experience

Briefly set the scene. Whether it's the bustling environment of a part-time job, the challenges of a leadership role in a club, or the nuances of a family responsibility, paint a picture for the reader.

4. Reflect on the Impact

Discuss how this experience influenced your personal growth:

• What challenges did you face, and how did you overcome them?
• What skills or values did you acquire or strengthen?
• How did this experience shape your aspirations, perspectives, or values?

5. Connect to the Present

Highlight how this experience continues to influence you:

• How do the lessons you learned guide your current decisions or actions?
• How has it influenced your academic interests or future aspirations?

Harvard's third supplemental essay is an opportunity to showcase experiences outside the classroom that have significantly influenced your personal growth . Reflecting on these pivotal moments and their lasting impact can provide a holistic picture of your character, values, and aspirations.

Answering Prompt 4

Describe how you envision utilizing your harvard education in the future..

This question aims to help you articulate how a Harvard education aligns with your future goals and the impact you aim to make in your chosen field or community.

1. Reflect on Your Goals

Begin by identifying your long-term aspirations . Have a clear vision in mind, whether it's a specific career, a desire to address a global challenge, or a passion you wish to pursue further.

2. Highlight Harvard's Unique Offerings

Research specific programs, courses, or opportunities at Harvard that align with your goals. This could be a particular academic program, research opportunities, or extracurricular activities.

3. Draw a Connection

Discuss how these unique offerings will equip you with the skills, knowledge, or experiences needed to achieve your future aspirations . Make it evident that Harvard is the ideal place for you to realize these goals.

4. Go Beyond the Obvious

While Harvard's academic excellence is a given, delve into the broader Harvard experience. Consider the influence of its diverse community, its culture of innovation, or its commitment to leadership and service.

5. Discuss the Broader Impact

Expand on how you plan to use your Harvard education to make a difference . Whether it's in your community, in a particular field, or on a global scale, showcase your commitment to creating positive change.

6. Stay Authentic

Ensure your response is genuine and reflects your true aspirations. Admissions officers can discern genuine passion and commitment from generic responses.

Harvard's fourth supplemental essay is an opportunity to showcase your forward-thinking approach and how you plan to leverage Harvard's resources to achieve your future goals. By drawing a clear connection between what Harvard offers and your aspirations, you demonstrate a purposeful approach to your education.

Answering Prompt 5

List three things your future roommates should know about you..

This question aims to help you present a genuine and well-rounded picture of yourself, offering insights into your personality, habits, and values.

1. Reflect on Your Personality

This prompt is an invitation to share more about your personal side. Think about the quirks, habits, or values that define you. What are the things that make you, well, you?

2. Balance Seriousness with Lightness

While one point could be a deep reflection of your values or beliefs, another could be a fun fact or a unique hobby. This mix gives a rounded picture of who you are.

3. Be Genuine

Avoid coming up with things you believe the admissions committee wants to hear. This is your chance to let your true self shine through.

4. Consider Your Daily Life

Think about your habits or routines, the music you listen to, or the books you read. These can offer insights into your personality and preferences.

5. Reflect on Past Living Experiences

Have you shared a space with someone before — roommate, sibling, family members, fellow campers?… Think about what made the experience harmonious. Were there particular habits, routines, or guiding principles you followed that were appreciated by those you were sharing space with?

Harvard's fifth supplemental essay is a chance to showcase your personality beyond academics and extracurriculars . By sharing genuine aspects of yourself related to day-to-day living and the many small ways you interact with those around you in more personal spaces, you give a glimpse into your life outside the classroom and what it might be like to share a living space with you.

5 Tips for the "Why This School?" Essay

General Guidelines for Crafting Stellar Harvard Supplemental Essays

1. Understand the Question: Before you start writing, ensure you fully understand what the prompt is asking. Break it down and consider its nuances. This will help you stay on track and address all aspects of the question.

2. Be Authentic: Harvard isn't just looking for high achievers; they're looking for genuine individuals. Your essay should reflect your true self, not what you think the admissions committee wants to hear.

3. Show, Don't Tell: Instead of just stating facts or beliefs, use anecdotes, experiences, or stories to convey your points. This makes your essay more engaging and paints a clearer picture of who you are.

4. Stay Within the Word Limit: While it might be tempting to write more, respect the word limits. It shows that you can convey your thoughts concisely and respect guidelines.

5. Proofread and Edit: Always review your essay multiple times for clarity, coherence, and grammar. Consider also asking a teacher, mentor, or friend to review it.

6. Connect to Harvard: While the prompts might not explicitly ask for it, subtly showing why your experiences, values, or aspirations align with Harvard's culture or offerings can be a plus.

7. Reflect on Growth: Colleges love to see personal growth. Reflect on how experiences have shaped you, lessons learned, and how you've evolved.

8. Avoid Repetition: Ensure that your supplemental essays present new information and don't repeat what's already in your Common App essay or other parts of your application.

9. Be Forward-Looking: While it's essential to reflect on past experiences, also touch on how these experiences prepare you for future endeavors, especially at Harvard.

10. Start Early: Give yourself ample time to brainstorm, draft, and revise. Starting early reduces stress and allows you to approach the essay with a clear mind.

Remember, the supplemental essays are an opportunity to showcase aspects of yourself that aren't evident in other parts of your application . Use them wisely to provide a holistic picture of yourself and why you'd be a great fit for Harvard.

Final Thoughts

The journey to Harvard is more than just academic prowess; it's about crafting a narrative that resonates deeply with the admissions committee. Your supplemental essays provide a unique window into your personality, aspirations, and the distinct perspectives you'll bring to the Harvard community.

Every Harvard aspirant has a story waiting to be told. This is your moment to share yours. Approach your essays with authenticity, introspection, and a genuine passion for your narrative.

If you're wondering whether your essay truly captures your essence or if it stands out from the multitude of applications, our essay review service is here to help. Our team of experts will meticulously review and provide feedback to refine your essay, ensuring it resonates with admissions officers. For further inspiration, delve into our ebook , which showcases essays from students who clinched spots at top universities. And if Harvard is your dream, these successful Harvard essay examples will provide invaluable insights.

For those just starting their college application journey, consider booking a free consultation with our seasoned college counselors. We're dedicated to guiding you in creating an application that significantly enhances your chances of donning the Crimson colors. Harvard is within reach, and we're here to help you every step of the way.

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Key Resources & Further Reading

• Everything you need to know about US Application Supplemental Essays
• Acing your College Application Essay: 5 Expert Tips to Make it Stand Out from the Rest
• How to Tackle Every Type of Supplemental Essay
• 2023-24 Common App Essay Prompts
• What are the Most Unusual US College Supplemental Essay Prompts?

More Articles

10 great common app essay examples from accepted students.

How to Answer the 2024-25 Common App Essay Prompts

What Would Megan Fox's (Hypothetical) Harvard Essay Look Like?

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How to Respond to the 2023/2024 Harvard Supplemental Essay Prompts

Cece Gilmore is a Content Writer at Scholarships360. Cece earned her undergraduate degree in Journalism and Mass Communications from Arizona State University. While at ASU, she was the education editor as well as a published staff reporter at Downtown Devil. Cece was also the co-host of her own radio show on Blaze Radio ASU.

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Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Chances are, you have heard of Harvard University, a private Ivy League research university located in Cambridge, Massachusetts. Known as the oldest university in the United States, Harvard attracts students from all over the world. With an acceptance rate of around 4% , your application needs to stand out. One of the best ways to show who you are is through your very own writing. Keep reading our guide for how to ace the Harvard supplemental essay questions! 

Before answering the essay questions 

All Harvard University applicants are required to respond to five 200 word supplemental Harvard essay questions. 

All of the Harvard supplemental essay questions have a 200 word limit. Remember, 200 words is not a lot of words to express yourself. Therefore, you will need to be short, sweet, and direct with your answers. The goal is to share your unique personality on the page–do not drag on or use filler words! Just remember to be yourself in your response. 

Essay question #1

“Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?” (200 words max) 

Ultimately, this question wants to hear about what makes you unique and diverse. Try to brainstorm main aspects of your identity that you want to be highlighted to Harvard. Some examples could include your ethnicity, your hometown, a club you are a part of and more. Most importantly, you should be thinking about life experiences you have had that have shaped you. 

For example, if your Asian heritage is an important part of your identity you should detail a time in which you attended an Asian festival as a child and realized how proud you are to be Asian. Telling a narrative and life experience you have had rather than just stating a piece of your identity will give you a leg up on the competition. 

Once you have told a story about the life experience you have chosen to talk about, now you have to detail how you will contribute to Harvard. Remember, Harvard prides itself on having a diverse student body, so use this to your advantage! Discuss how this important part of your identity and life experience can be brought to the Harvard community. Perhaps you want to join or even start a club on campus or you hope to do something in your dorm related to your identity. Whatever you hope to bring to the Harvard community, make sure you are discussing it in this response! Make sure that it connects back to the life experience you wrote about earlier in the essay. 

Questions to consider

• What is an important part of your identity? 
• What experiences have you had that have shaped you? 
• How will you help contribute to the Harvard community? What hopes do you have for attending Harvard? 

Essay question #2

“Briefly describe an intellectual experience that was important to you.” (200 words max) 

Harvard wants to admit applicants that are intellectually curious and driven. These engagements do not need to fit into any structure. For example, you can write about an online French class you took, an art camp you attended, or a research project you worked on. All are relevant as long as you write about what has special meaning to you.

Ultimately, in your response you should be revealing to the Harvard admissions officers how you critically think. Begin by detailing a narrative about this intellectual experience, make sure you are describing rather than just simply stating. Next, you should reflect on this experience. What did you learn from this experience? Would you do anything differently next time? Then, you should connect back to Harvard. Discuss what characteristics you now possess from this experience that would make you a great addition to the Harvard community. 

• What is an intellectual experience you have had? 
• How does this experience make you prepared for Harvard? 
• What reflections do you have regarding this intellectual experience? 

Essay question #3 

“Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.” (200 words max) 

This is such a great place to expand on the activities you described on your Common App activity list. Once you’ve picked an extracurricular activity or a few that you are heavily involved in, be sure to then mention specifics.

Be sure to provide context and valuable information regarding your extracurricular activities/work experience. Whoever is reading your response should gain a better understanding of the activities and work experience you have. 

Lastly, connect to how these experiences have shaped who you are today. Think about any life lessons or characteristics you have gained from these activities. 

Questions to consider:  

• What do you do during your involvement? 
• What is your role in this activity or place of work?
• Why did you choose to participate in this activity or work? 

Essay question #4

“How do you hope to use your Harvard education in the future?” (200 words max)

This is your opportunity to describe your long-term goals! Make sure you are not only describing your future goals but also how Harvard will help you reach them. 

To begin, describe any future aspirations you may have. This could include your intended major, career and life goals. In fact, both small and large goals can be described in this response. However, you should be extremely specific about these goals as something like “I want world peace” may cause your Harvard essay to become muddied. 

Then, connect back to Harvard! What specific student organizations, classes, professors and extracurricular activities that Harvard offers will help you achieve your goals? You need to be emphasizing how Harvard will be able to help you better reach your goals than any other education offered. 

Questions to consider: 

• What life goals do you have for yourself? 
• How will Harvard help you achieve your goals? 
• Why do you want a degree from Harvard? 

Essay question #5

“Top 3 things your roommates might like to know about you.” (200 words max) 

This last prompt is a lighter response! It’s a chance for you to take a more casual approach on a Harvard essay. 

To begin you should brainstorm some ideas! Try to think about hobbies, music taste, extracurriculars, siblings or any fun facts you may have! You can also discuss your living habits and maybe some unique things about your bedtime routine. 

Whatever three things you choose, make sure your list has some variety to it! It should not be 3 things you do every morning after you wake up but rather an assortment of fun facts about yourself. 

Additionally, you can play around with the formatting of this essay! Since it is asking you to list the top three things your roommates might like to know about you, you can make a bulleted list. Or, you can even format it as a text or letter to your future roommate. Whatever format you choose, just be creative and authentic! 

• What are some unique fun facts about yourself? 
• How are you as a roommate? 
• What activities would you like to do with your roommate? 

Next steps after applying to Harvard University

Congratulations! It is time to submit your perfect application to Harvard. Take a breather and acknowledge all the hard work you just completed!  Continue to show interest in Harvard so they know you are committed and prioritizing their school. 

This can be done by:

• following their social media accounts
• reaching out to admissions officers
• scheduling an in-person or virtual tour
• reading up on what you want to get involved in on campus 

Additional resources

For students applying to colleges, there are an abundance of things to consider during the process. The most important thing is understanding what colleges to apply for to ensure you have good options to choose from. Check out our guides on how to find safety, reach, and match schools .

In addition, check out our guide on whether to send test scores to test-optional schools . Make sure that you are putting your best “you” on the page! 

Lastly, funding college can be a challenge. So, check out our t o help fund your education! 

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Harvard University 2023-24 Supplemental Essay Prompt Guide

Early Action: Nov 1

Regular Decision Deadline: Jan 1

You Have: 

Harvard University 2023-24 Application Essay Question Explanations

The Requirements: Five essays of 200 words or fewer

Supplemental Essay Type(s): Diversity , Activity , Oddball

Harvard is asking 2023-24 applicants to pen five short essays in response to the following prompts:

Harvard has long recognized the importance of enrolling a diverse student body. how will the life experiences that shape who you are today enable you to contribute to harvard* (200 words).

Admissions wants to know what has made you into the person you are today and how those experiences will affect the way you engage with and contribute to the Harvard community. So, tell a story about an experience that has shaped you and connect the lessons you learned to the ways in which you will contribute to diversity on campus next fall. Start by thinking about the kinds of experiences you’ve had in the communities you’ve been a part of thus far. Then, once you’ve identified the life experience(s) that have shaped you, think ahead to how those will impact your time at Harvard. Admissions wants to know what your area of influence will look like on campus—whether that be applying the leadership skills you developed in your community theater troupe to the drama productions at Farkas Hall, celebrating intersectional identities with other members of the queer Jewish community with BAGELS , or connecting and networking with your peers through Harvard Black Students Association . Whatever you write about, make sure your response to this prompt shows that you have put some serious thought into the things that have shaped you and how you will apply those lessons and experiences to your time at Harvard next fall. 

Briefly describe an intellectual experience that was important to you.* (200 words)

It’s no surprise that Harvard is hoping to invite students to campus who are excited about learning, so take this opportunity to geek out about an awesome learning experience you had recently. Maybe you find marine life to be absolutely fascinating, so you’ve been reading up on the most dangerous creatures in the deep dark sea (and their preferred prey, of course). Perhaps you had the opportunity to take a class or seminar with a thought leader you really admire or you went on a reading retreat that expanded your horizons. Whatever it may be, this is the perfect opportunity to show admissions your passion for pursuing knowledge and reflect on the impact it had on you.

Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.* (200 words)

Next up is a fun twist on the classic activity essay, which asks you to expand on an extracurricular endeavor that has shaped who you are. Our advice is to focus on one or two activities that have made the biggest impact on you. Although we usually urge students to write about items that haven’t appeared elsewhere on their application, the activity essay is an exception since it specifically asks you to address an item on your resume. The trick here is to  pick something with meat! Maybe your trip to visit your extended family members in Thailand opened your eyes to how limited your world had been in your small Midwestern town. Perhaps four years of debate club have nurtured your communication skills and ability to speak up for yourself. Whatever activity you choose to write about, be sure to pick one that has been fundamental to your understanding of who you are.

How do you hope to use your Harvard education in the future?* (200 words)

Admissions already knows a bit about what makes you you; now they want to know why Harvard is the obvious next step in the trajectory of your life. Take some time to meditate on what you hope your life will look like after Harvard—we’re talking ten, twenty years in the future. Once you have an idea of what you hope for that person to be like or do on an average day, invite admissions into your vision and show them how a Harvard education is a pivotal step (or three) on the ladder of success to get there. Regardless of your vision, your response should cite programs, activities, and organizations that Harvard offers. Anyone can say they hope to become a renowned doctor or an attorney for the people, but not everyone is going to do their homework to show admissions that they’ve thought through exactly how they want to get there. Of course, admissions isn’t going to hold you to your blueprint, but they do want to see that you’ve given not only your decision to apply to Harvard some serious thought, but your life post-graduation as well.

Top 3 things your roommates might like to know about you.* (200 words)

With this prompt, admissions is hoping to see a different side of you, perhaps one that is less intellectual (unless that’s just who you are, in which case, rock on with your nerdy self) and a little more casual. Start by making a list. Write down everything that comes to mind. You can edit and revise later—no idea is too silly to jot down! Maybe you think your roommates should know that you just can’t not sing while in the shower (we’re talking Celine Dion, Adele, Whitney Houston) or that you make the meanest plate of rice and beans in your pressure cooker (and you love to share). Once you’ve narrowed your list down to three (3) things, see if you can weave together a narrative that gives admissions a little taste of what it would be like to hang out in the dorms with you. How do you connect with your peers? What most excites you about residential life? What are the quirks that make you you ? By the time admissions puts down your application, they should feel like your personality is jumping off the page.

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How to Write the Harvard Supplemental Essays 2021-2022

Padya Paramita

August 24, 2021

Harvard University is without a doubt one of the most well-known schools anywhere in the world. To nobody’s surprise, it’s also one of the most selective. With an acceptance rate of less than 5%, the competition to receive an acceptance letter from this college is naturally very high. So if you’ve got your eyes set on one sitting in the Radcliffe Quad in a crimson sweatshirt, use the Harvard supplemental essays 2021-2022 to show admissions officers that you’re not just in it for the pop culture references or bragging rights over your friends . 

The strong alumni network could be one of your reasons for applying to this prestigious institution. Or you might be excited to start your building journey at Harvard Innovation Labs. Choose a supplemental essay topic that allows you to best discuss your interests and goals by showing admissions officers how you think and act. To guide you through the prompts for this year, I’ve outlined each question, elaborated on the approaches you should take, and further tips to help you make the most out of your Harvard supplemental essays 2021-2022 .

Prompts for the Harvard Supplemental Essays 2021-2022

You may wish to include an additional essay if you feel that the college application forms do not provide sufficient opportunity to convey important information about yourself or your accomplishments. You may write on a topic of your choice, or you may choose from one of the following topics (No word limit; max file size is 2000 KB):

Even though there’s no restricted word limit for the essays, your response shouldn’t be longer than 500 words. Admissions officers have a lot of writing to read through, and if you can’t get your point across in more than a couple of pages, they’re not going to appreciate going through thousands of words. This is not the place to write a research paper, so keep that in mind when thinking about how you will frame your answers to the prompt of your choice. 

The Harvard supplemental essays 2021-2022 might be optional, but you should fight all temptations to finish your application faster and skip writing this essay. As you already know, Harvard does not run short on applicants. Missing out on a chance to further distinguish yourself from the rest of the application pool is not a risk you want to take. Choose the prompt that calls out to you over others and can bring out the most powerful story out of you. Here are some ways you can approach the different prompts:

Unusual circumstances in your life

The word “unusual” is a relative term here. You might want to write about adversity you’ve faced or your ethnic background. But remember, these might not be as unique when it comes to the wide variety of students that Harvard attracts. Chances are, someone has faced a similar circumstance. So when brainstorming your focal point, ask yourself whether your peers might have been in similar situations. Ask your friends or teachers whether the situation is completely unique in case you’re confused.

If you have a niche interest or activity that you haven’t written about, or others might not be able to easily guess about you, that could be a good strategy in answering this prompt. In your essay, talk about how the situation began, how it’s developed, and if it’s something that is more of a challenge than a blessing. Remember, this is your college application. Don’t write about something your brother is involved in or you’ve only heard about in the local news. Since you have nine other topics to choose from, don’t take this route if you’re unsure about whether your situation is truly unusual when compared to other applicants. 

Travel, living, or working experiences in your own or other communities

In preparing your application, one of the questions Harvard asks you to consider is, “What choices have you made for yourself? Why?” This prompt among the Harvard supplemental essays 2021-2022 might be a good place to explore how you’ve chosen to interact with different communities around you. Carefully think about whether you want to write about the “travel,” “living” or “working” aspect. Or, you could have done all three during a study abroad experience that fits right into the theme as well. 

Be very careful however if you want to write about a community service experience or service trip abroad. This is an activity many students participate in, and will not reflect very uniquely on your part. In fact, it could actually end up seeming more like a display of your privilege if your essay solely talks about how you might have helped people in a third-world country. Instead, focus either on your own community, or a work experience that might have been more humbling. If you had a travel experience that helped solidify your interest in a culture or selecting your college major, that could also be a good angle.

Regardless of your topic, make sure you connect the experience back to yourself. Just citing what you did and where you were isn’t enough. How did the travel or work shape you? How has the event influenced your perspective? Are there lessons or values it taught you that you’ll carry with you throughout college?

DOWNLOAD ALL SUPPLEMENTAL ESSAY PROMPTS HERE

What you would want your future college roommate to know about you.

Even though you could take a more straightforward “I would like my roommate to know XYZ” approach with this essay, it might be better if you frame your response in the form of a letter to your future roommate. Even though they actually won’t be reading it, this could be a more creative way of letting Harvard admissions officers know facts about yourself that don’t come up anywhere else in your application. 

Think about the impression you want to make on the reader. You might want to come across as someone who would be an accommodating roommate. Or you might want them to learn more about your goals, or how you spend your free time. Use your essay accordingly to talk about your hobbies, living habits, and plans for both your freshman year of college and life in general. Since there is no direct “Why Harvard” essay, you could also include what you’re most excited about the opportunity to attend the university. You could talk about a course you can’t wait to take or a club you’re planning to join to show that you’re aware of the unique opportunities Harvard offers. 

This prompt is a chance for you to show admissions officers how you function in your everyday life, so it could be one of the safer options to pick if you’re afraid that writing about bigger issues could put you in more of a controversial spot.

An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you

The keyword here is “the most.” You might have many different books that you’ve enjoyed, courses that you’d take again, or discussions that you’ve participated in that you always play over in your head. But which of these have been the most meaningful and of course, why? Since you have space, guide the reader through your journey of discovery of the material, any anecdotes associated with the impact it has had on you, or how it might have influenced what you’re passionate about. Name the experience, but mainly dedicate your essay to the “why.”

On another note, the topic doesn’t have to relate directly to your primary academic interest and can instead show that you are multifaceted. If there’s a deeper connection between your interests, that would also be interesting to write about here. Avoid common answers—dedicating your Harvard supplemental essays 2021-2022 to common books like A Brief History of Time or the topic of Einstein’s theory will not help you stand out. When editing this essay, think about whether admissions officers will be convinced why the paper or book means more to you than any other. 

How you hope to use your college education

This is another prompt where you can casually insert your knowledge of Harvard University. Although it specifically doesn’t ask about what you hope to gain from a Harvard education, you could still connect your answer to a certain major or course that can prepare you to take on greater challenges. Think about what your academic passions, where you ideally see yourself in ten years, and how specific Harvard concentrations such as “Folklore and Mythology” or “Developmental and Regenerative Biology” can help you reach those levels. 

Clichéd answers to avoid for this question would be issues that are widely talked about such as finding the cure to cancer or ridding the world of poverty. While these are definitely worth the concern, you must think about issues on a more attainable scale that you hope to address in the near future. How can you use your Harvard education to make a significant impact? Your answer can be used to depict your dedication to your community, how you operate as a leader, and how you can take advantage of the resources and facilities of the prestigious Cambridge institution.

Remember, this question strictly asks about academics. Keep your focus narrowed. In order to impress the admissions officers, your strategy should lie in outlining a strong connection between your intended academic and extracurricular endeavors in college with the role they can play in your goals in the future. 

A list of books you have read during the past twelve months

Be honest in your answer to this prompt. If you haven’t read more than one or two books, or beyond books that were required reading at school, pick another option. But if you’re an avid reader, and your reading list for the year consisted of a wide variety of genres—or even a comprehensive list of books from your area of interest—admissions officers will appreciate knowing that you’re well-read and knowledgeable about certain subjects.

Since you aren’t limited to a very tight word limit, you could go ahead and add a line about your thoughts on the book—what you enjoyed (or didn’t), how you came across it or if it deepened your curiosity about the subject. Don’t go overboard with the reflection or plot—the Harvard supplemental essays 2021-2022 don’t ask for a book review. But it’s not a bad idea at all to take the reader deeper into your thought process about each book that you’ve mentioned.

The Harvard College Honor code declares that we "hold honesty as the foundation of our community." As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty. 

This is a prompt that could leave you treading on dangerous waters if not answered with severe caution. Looking at this question, consider whether the topic you might be thinking of would shed a negative light on you. Colleges—especially ones like Harvard—want nothing to do with students who’ve been involved in illegal activities or immoral actions (as proven by the recent application rescission case). Think about how the incident would reflect on your character and whether you’d want such a person at your school if you were in the admissions officers’ shoes.

But you can definitely try your hand at this essay if there was a situation where you acted with integrity and it might be a good chance to showcase your qualifications as a leader and desirable candidate. Or if you didn’t act honestly—yet the situation respects boundaries and won’t portray you too negatively—and you have since learned from the incident, you could also try that angle. Admissions officers don’t want you to draw conclusions such as “honesty is the best policy”—they already know that! They want to know how you act when faced with a tough situation and whether you’re someone who is either reliable under pressure or someone who has grown from their mistakes.

The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? 

This question follows the standard “how would you contribute to our campus community?” template that many schools use in their supplemental essays. Some factors Harvard considers when evaluating your application are whether “other students want to room with you, share a meal, be in a seminar together, be teammates, or collaborate in a closely-knit extracurricular group.” While this question asks more about the intellectual impact you might have on your peers, the two could blend as any initiatives you might take or plans you have can easily flow into dinner table conversations or student organization meetings.

To answer this prompt, think about what your biggest strengths are. Which is the area where you’ve been the most successful in establishing yourself as a leader? What issues are you passionate about where your knowledge surpasses that of your peers? Think about the topics that light the biggest fire in you or inspire you to work harder. Your answer doesn’t have to be limited to academics. You can talk about social issues or local issues. Show admissions officers that you aren’t afraid to actively engage with your community members and include them in your interests.

Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? 

You can attempt this essay especially if you’re hoping to take a gap year to show that you’ve put active thought into plans for the upcoming twelve months. This prompt could be used to talk about what you’re passionate about outside academics, and if you’re planning to check things off your bucket list during your gap year. You could include places you might want to travel, projects you want to embark on, or new hobbies that you want to try (Netflix doesn’t count). If you want to get a job, would it be something related to your academic field or something completely different? Whatever you write about, make sure the reader understands why the activity is important to you and why you want to take time off from college to pursue it. 

If you don’t have a definite plan, don’t answer this question. It’s pretty difficult to write a complete essay on the importance of being spontaneous. It’s not always a bad idea to go with the flow, but colleges like Harvard appreciate students who have put thought into their gap year plans. You might come across as disorganized or uncertain if you haven’t planned as much as other students writing this essay.

Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates. 

This is one of the most open-ended prompts among the Harvard supplemental essays 2021-2022 . There can be many different parts of your identity to choose from—your cultural background, your gender identity or sexual orientation, your socioeconomic class, or even an activity that you participate in that is unusual. Whether it’s learning languages or playing a little-known instrument, your essay should focus on one or two things that make you different so that you can dedicate more words to each of these qualities. 

Remember, don’t repeat anything you’ve already mentioned in your personal statement. Each component of your application is meant to add an extra layer to your profile. Tell admissions officers about an aspect(s) of your identity that you find valuable and can add to the diversity of the Harvard campus. Do you feel like you’re a part of a bigger community? How has your perspective been shaped by these components of yourself? Have you faced any challenges because of them?

Don’t forget that your supplemental essays should distinguish you from other applicants. If you believe there will be many students with similar backgrounds applying, don’t highlight it in your essay. Admissions officers have seen plenty of students whose main extracurricular activity has been debate club. It won’t help you stand out!

Topic of choice

You can also write your essay on any topic of your choice but given the abundance of options and different aspects of your profile they cover, I’d recommend thinking hard about each question before you decide to take this final route. All of the pre-assigned prompts in the Harvard supplemental essays 2021-2022 ask you to reflect on a different side of yourself—from your academic interests to what kind of roommate you’re likely to be. Only take this route if you’re 100% sure your topic can’t be covered using any of the other prompts. 

Required Questions

Your intellectual life may extend beyond the academic requirements of your particular school. Please use the space below to list additional intellectual activities that you have not mentioned or detailed elsewhere in your application. These could include, but are not limited to, supervised or self-directed projects not done as school work, training experiences, online courses not run by your school, or summer academic or research programs not described elsewhere. (150 words)

Hidden in the Academics section under Harvard’s Common Application tab, this prompt speaks for itself. Since the school can already see your courses and grades, it wants to know whether you’ve expanded beyond just your regular required schoolwork. Harvard appreciates students who have taken the initiative to strive for academic growth, so don’t miss out on the chance to talk about your intellectual pursuits. 

Even though the prompt says to “list,” if you have space, mention one or two facts about the courses or projects such as your motivations behind pursuing them, whether they have impacted your goals, and your biggest takeaways from the experiences. While your entries could definitely all be related to your academic interest, adding in a couple that you might have tried in order to pick up a new skill could also serve positively. Since admissions officers want to see whether you’re an individual who isn’t shy about pursuing new opportunities, don’t be afraid to take advantage of this prompt to provide them with new information about yourself they might not have initially guessed from your application. 

Please briefly elaborate on one of your extracurricular activities or work experiences. (150 words)

When Harvard admissions officers read your answers to the Harvard supplemental essays 2021-2022 , they want to know whether you’ve fully taken advantage of your extracurricular opportunities. They’ll also use this mini-essay—tucked in under the Activities section—to gauge how you might contribute to the Harvard community, so it would also be wise to choose an activity that you’re genuinely passionate about and can see yourself continuing after high school.

In order to make the most out of this essay, write about an activity that you haven’t mentioned in your personal statement, preferably one where you’ve demonstrated leadership and can highlight tangible achievements and quantitative progress. Talk about why the activity appeals to you, what it has taught you or if it has inspired growth in you in some way. Since you don’t have a lot of space, make sure to use your words carefully and elaborate on your commitment as much as you possibly can. 

Further Tips for Writing the Harvard Supplemental Essays 2021-2022

• Be as specific as possible - Not only are the H arvard supplemental essays 2021-2022 quite open-ended, there’s no strict word limit enforced either. It can be very easy for you to want to fit in as much information as you can in order to maximize your chances of admission. However, admissions officers don’t want to know every single thing about you. They’ve only got a limited amount of time to look through your essays so make sure your responses cover only what is necessary and keep the focus on yourself and how you would benefit from a Harvard education. This is not a place where you want to go off on tangents. Avoid general statements and stick to characteristics and experiences that make you unique.
• Demonstrate the characteristics that Harvard is looking for - Harvard looks for students who demonstrate “maturity, character, leadership, self-confidence, sense of humor, energy, concern for others, and grace under pressure.” When choosing a topic, think about how you can bring these qualities forward in your essays. During your brainstorming process, ask yourself whether your topic depicts you as a mature individual, whether you’ve shown that you work well under pressure, and if there are any places you can sprinkle your sense of humor in without it sounding forced. Since a lot of students who apply to Harvard have strong numbers and extracurriculars, you need to further establish yourself as the perfect fit for the school when writing your supplemental essays.
• Your choice of topic could make a difference - Let’s face it—you have no shortage of options when it comes to picking your topic for the Harvard supplemental essays 2021-2022 . If you have a vague idea about what to answer for how you would use your gap year but feel much more comfortable talking about the books you’ve read in the past year, you should obviously choose the latter topic. If you feel like the essay you’ve written fits a prompt differently than the one you initially tackled, go ahead and select that prompt on the Common App. Don’t forget to adjust accordingly to specific requirements asked by the new question!

Your Harvard supplemental essays 2021-2022 should complement your personal statement in discussing experiences that are unique to you. While it’s hard to stand out among over 44,000 applicants, if you carefully read through the prompts, avoid common answers, and show admissions officers that you possess the values that Harvard looks for, you’ll set yourself up for a chance at admission. Show admissions officers how you think and guide them through your passions and aspirations and who knows, maybe this is the component that helps you get one step closer to that crimson sweatshirt. Best of luck!

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Dissertation Title: Essays in Environmental Economics Advisor: David Cutler Job Placement: Economist, U.S. Treasury

dayea oh (economics track)

Dissertation Title: Essays on Applied Microeconomics Advisor: Will Dobbie Job Placement: Assistant Professor, School of Public Policy, Pepperdine University

lauren russell (economics track)

Dissertation Title: Essays on the U.S. Criminal Legal System and Black-White Inequality Advisor: David Deming Job Placement: Economist, Labor Markets Section, Federal Reserve Board

Samuel stemper (economics track)

Dissertation Title: Essays on the Economics of Education Advisor:  Christopher Avery Job Placement: Assistant Professor, Department of Economics, University of Auckland

Amy wickett (economics track)

Dissertation Title: Essays on Diversity Advisor:  Desmond Ang Job Placement: to be confirmed

Shweta Bhogale

Dissertation Title: Essays on Agriculture and Rural Development in Developing Countries Advisor:  Rema Hanna Job Placement: Post-Doctoral Fellow, King Climate Action Initiative, J-PAL

Kevin Carney

Dissertation Title: Essays in Development and Behavioral Economics Advisor:  Gautam Rao Job Placement:

• Post-Doctoral Fellow (one year), Department of Economics, University of Chicago
• Assistant Professor, Department of Economics, University of Michigan

Dissertation Title: Two Essays on Legal Entanglements and One Essay on Worker Voice Advisor: Will Dobbie Job Placement: Research Director, People Lab, University of California, Berkeley

Stuart Iler

Dissertation Title: Essays on Shock Propagation in Economic Production Networks: Applications to U.S. Oil Price Episodes and Green Jobs Advisor: Joseph Aldy Job Placement: Consultant, Resources for the Future

frina Lin (economics track)

Dissertation Title: Essays on Health Care and Inequality Advisor: Marcella Alsan Job Placement: to be confirmed

Grace McCormack

Dissertation Title: Three Essays in Applied Microeconomics Advisor: David Cutler Job Placement: Post-Doctoral Researcher, University of Southern California

José Morales-Arilla

Dissertation Title: Essays on the Political Economy of Development Advisor:  Edward Glaeser Job Placement: Assistant Professor, Bush School of Government and Public Service, Texas A&M University

Felix Owusu (Economics track)

Dissertation Title: Policy and Inequality in the Criminal Legal System Advisor: David Deming Job Placement: Assistant Professor of Public Policy, Goldman School of Public Policy, University of California, Berkeley

James Reisinger

Dissertation Title: Social Spillovers in Beliefs, Preferences, and Well-being Advisor:  Michela Carlana Job Placement: Post-Doctoral Fellowship, Furman Center, New York University

Elizabeth Spink (economics track)

Dissertation Title: Essays on Water Utility Quality and Access Advisor: Rema Hanna Job Placement: Economist, Environmental Protection Agency

Yazan Al-Karablieh

Dissertation Title: Essays on Corporate Taxation Advisor:  Stefanie Stantcheva Job Placement: Economist, Economist Program, International Monetary Fund

Sebastián Bustos

Dissertation Title: Essays in International Economics, Development, and Globalization Advisor: Ricardo Hausmann Job Placement: Senior Fellow, Growth Lab , Center for International Development , Harvard Kennedy School

Holly Dykstra

Dissertation Title: Essays in Behavioral Economics Advisor:  Brigitte C. Madrian Job Placement: Junior Professor, Department of Economics, University of Konstanz

Marie-Pascale Grimon

Dissertation Title: Essays in Labor Economics and Child Welfare Advisor:  Amanda Pallais Job Placement: Assistant Professor, Swedish Institute for Social Research, Stockholm University

Blake Heller

Dissertation Title: Essays on Late Investment in Human Capital Advisor: Joshua Goodman Job Placement:

• Assistant Professor, Hobby School of Public Affairs, University of Houston
• Post-Doctoral Fellow 2021-2022, Peabody College of Education and Human Development, Vanderbilt University

Shefali Khanna

Dissertation Title: Essays in Energy and Development Economics Advisor: Rema Hanna Job Placement: Post-Doctoral Fellow, Economics and Public Policy Department, Imperial College London

Kunal Mangal

Dissertation Title: Essays on the Economics of Public Sector Recruitment in India Advisor: Asim Khwaja Job Placement: Visiting Fellow, Azim Premji University

Niharika Singh

Dissertation Title: Essays in Development Economics Advisor:  Asim Khwaja Job Placement: Assistant Professor, Department of Economics, University of Notre Dame

Daniel Stuart

Dissertation Title: Essays in Energy and Environmental Economics Advisor: Joseph Aldy Job Placement: Associate, Analysis Group

Andrew Bacher-HicKs

Dissertation Title:  Essays on the Economics of Education Advisor: Christopher Avery Job Placement: Assistant Professor of Education Policy, Boston University

Megan Bailey

Dissertation Title:  Essays in Climate Policy and Innovation Advisor: Joseph Aldy Job Placement: Assistant Professor, University of Calgary

Patrick Behrer

Dissertation Title:  Three Essays in Environmental and Development Economics Advisor: Rema Hanna Job Placement: Post-Doctoral Fellow, Center on Food Security and the Environment, Stanford University

Elijah de la Campa

Dissertation Title:  Three Essays on the Provision of Local Public Goods Advisor:  Jeffrey Liebman Job Placement: Senior Research Associate in Economics and Urban Analytics, Bloomberg Harvard City Leadership Initiative

Charlie Dorison

Dissertation Title:  Essays on Emotion and Decision Making Advisor: Jennifer Lerner Job Placement: Post-Doctoral Fellow, Dispute Resolution Research Center, Management and Operations Department, Northwestern University

Madeleine Gelblum

Dissertation Title:  Essays on Labor and Personnel Economics Advisor: David Deming Job Placement: Labor Market Analyst, Facebook

Guthrie Gray-Lobe

Dissertation Title:  Essays in Development Economics Advisor: Michael Kremer Job Placement: Post-Doctoral Fellow, Harvard University

Asad Liaqat

Dissertation Title:  Essays in Development Economics and Political Economy Advisor: Asim Khwaja Job Placement: Research Scientist, Novi Economics team, Facebook

Heidi Liu 

Dissertation Title:  Essays in Behavioral Economics, Gender and Employment Advisor: Iris Bohnet Job Placement: Sharswood Fellow, University of Pennsylvania School of Law

Sharan Mamidipudi

Dissertation Title:  Essays in Development Economics and Political Economy Advisor: Gautam Rao Job Placement: Assistant Professor, Department of Agricultural and Resource Economics, University of Maryland

Aroop Mukharji

Dissertation Title:  Sea Change: McKinley, Roosevelt, and the Expansion of U.S. Foreign Policy 1897-1909 Advisor:  Fredrik Logevall  Job Placement: Post-Doctoral Fellow, The Fletcher School of Law and Diplomacy, Tufts University

Christine Mulhern

Dissertation Title:  Personalized Information and College Choices: The Role of School Counselors, Technology, and Siblings Advisor: Christopher Avery Job Placement: Associate Policy Research, RAND

Dissertation Title: Essays in Energy and Development Economics Advisor: Rohini Pande Job Placement: Applied Scientist, Uber

Rebecca Sachs

Dissertation Title:  Essays on Health Care Markets and the Safety Net Advisor: David Cutler Job Placement: Analyst, Health Studies Unit, Congressional Budget Office

Chris Umphres

Dissertation Title:  Essays on Judgement and Decision Making Advisor: Jennifer Lerner Job Placement: United States Air Force

Bradley DeWees

Dissertation Title:  Essays on Judgment and Decision Making Advisors:  Jennifer Lerner , Julia Minson Job Placement: Assistant Director of Operations, United States Air Force

Abraham Holland

Dissertation Title:  Essays in Development Economics Advisors: Edward Glaeser ,  Rohini Pande Job Placement: Research Staff Member, Institute for Defense Analyses

Ariella Kahn-Lang

Dissertation Title:  Essays in Labor Market Inequality Advisors:  Christopher Avery ,  Lawrence Katz Job Placement: Researcher, Human Services, Mathematica

Jennifer Kao

Dissertation Title:  Essays in the Economics of Health and Innovation Advisors:  Pierre Azoulay ,  Amitabh Chandra ,  David Cutler Job Placement: Assistant Professor, Strategy Unit, UCLA Anderson School of Management

Stephanie Majerowicz

Dissertation Title:  Essays in Education and Development Economics Advisors:  Asim Khwaja ,  Michael Kremer Job Placement: Assistant Professor of Government, Universidad de los Andes, Colombia (Post-Doctoral Research Fellow, briq Institute on Behavior & Inequality)

Emily Mower

Dissertation Title:  Algorithms and Applied Econometrics in the Digital Economy Advisors: Kris Johnson Ferreira ,  Joshua Goodman , Shane Greenstein Job Placement: Senior Data Scientist, edX

Gabriel Tourek

Dissertation Title:  Essays in Development and Public Economics Advisors:  Nathaniel Hendren ,  Asim Khwaja Job Placement: Post-Doctoral Associate, Abdul Latif Jameel Poverty Action Lab (J-PAL)

Daniel Velez-Lopez

Dissertation Title:  Essays in Environmental Economics Advisor:  Joseph Aldy Job Placement: Lead Analyst, Venture Fellowship Program, National Grid Partners

Rohit Chandra

Dissertation Title:  Adaptive State Capitalism in the Indian Coal Industry Advisor: José A. Gómez-Ibáñez

Juan Pablo Chauvin

Dissertation Title:  Essays in Urban Economics and Development Advisor:  Edward Glaeser Job Placement: Research Economist, Inter-American Development Bank

Cuicui Chen

Dissertation Title:  Essays on Environmental Economics and Industrial Organization Advisors: Joseph Aldy , Ariél Pakes Job Placement: Assistant Professor, Department of Economics, State University of New York at Albany

Stephen Coussens

Dissertation Title:  Essays in Health and Behavioral Economics Advisors:  David Cutler , Brigitte Madrian Job Placement: Assistant Professor of Health Policy and Management, Mailman School of Public Health, Columbia University

Raissa Fabregas

Dissertation Title:  Essays in Development Economics and Education Advisors: Michael Kremer , Rohini Pande Job Placement: Assistant Professor, Lyndon B. Johnson School of Public Affairs, University of Texas at Austin

Todd Gerarden

Dissertation Title:  Essays in Environmental Economics and Industrial Organization Advisors: Ariél Pakes ,  Robert Stavins Job Placement: Assistant Professor, Charles H. Dyson School of Applied Economics and Management, Cornell University

Sarika Gupta

Dissertation Title:  Essays in Development Economics and Governance Advisor:  Rohini Pande Job Placement: Young Professionals Program, The World Bank

Alicia Harley

Dissertation Title:  Why Does Technology Fail to Benefit the Poorest Farmers? A Sociotechnical Approach to the Study of Innovation and Poverty Advisor: William Clark Job Placement: Post-Doctoral Research Fellow, Sustainability Science Program, Harvard Kennedy School

Janhavi Nilekani

Dissertation Title:  Essays at the Intersection of Environmental and Development Economics Advisors: Rema Hanna ,  Rohini Pande Job Placement: Founder, Aastar

Dissertation Title:  Essays on Structural Transformation and Trade Advisors:  Melissa Dell ,  Martin Rotemberg Job Placement: Harvard Graduate Students Union, United Auto Workers

Martin Abel

Dissertation Title:  Essays on Labor Markets in Developing Countries Advisors: Rema Hanna , Lawrence Katz Job Placement: Assistant Professor, Department of Economics, Middlebury College

Jonathan Baker

Dissertation Title:  Essays in Water Conservation and Water Quality Programs Advisor: Robert Stavins Job Placement: Economist, Analysis Group

Tomoko Harigaya

Dissertation Title:  Delivering Financial Services to the Poor: Constraints on Access, Take-up, and Usage Advisor:  Rohini Pande Job Placement: Research Associate, Precision Agriculture for Development

Laura Quinby

Dissertation Title:  Compensation and Employment Policies in the U.S. Public Sector Advisor:  Lawrence Katz Job Placement: Research Economist, Center for Retirement Research, Boston College

Dissertation Title:  State Strategies Under Global Rules: Chinese Industrial Policy in the WTO Era Advisor: Peter A. Hall Job Placement: Assistant Professor, Department of Political Science, University of Oregon

Samura Atallah

Dissertation Title:  Studies in Labor Economics, Organizational Economics, and Development Advisor: Ellen J. Langer Job Placement: Associate, McKinsey & Company

Tara Grillos

Dissertation Title:  Participation, Power, and Preferences in International Development Advisor:  William Clark Job Placement: Assistant Professor, Department of Political Science, Purdue University

Nils Hägerdal

Dissertation Title:  Ethnic Cleansing as Military Strategy: Lessons From Lebanon, 1975-1990 Advisor: Robert H. Bates Job Placement: Junior Research Fellow, Brandeis University

Elizabeth Linos

Dissertation Title:  Three Essays on Human Capital in the Public Sector Advisor:  Jeffrey Liebman Job Placement: Assistant Professor, Goldman School of Public Policy, University of California, Berkeley

Dissertation Title:  Essays in Optimizing Social Policy for Different Populations: Education, Targeting, and Impact Evaluation Advisor:  Lant Pritchett Job Placement: Founder and CEO, StellarEmploy

Yusuf Neggers

Dissertation Title:  Essays in Economic Development and Political Economy Advisor:  Rohini Pande Job Placement: Watson Post-Doctoral Fellow, Brown University

Oyebola Okunogbe

Dissertation Title:  Essays in Political Economy and Development Advisor:  Asim Khwaja Job Placement: Economist, Development Research Group, The World Bank

Trisha Shrum

Dissertation Title:  Behavioral and Experimental Insights on Consumer Decisions and the Environment Advisors: Joseph Aldy ,  David Laibson Job Placement: Post-Doctoral Fellow, Earth Lab, University of Colorado

Samuel Stolper

Dissertation Title:  Oil and Water: Essays on the Economics of Natural Resource Usage Advisors:  Joseph Aldy , Robert Stavins Job Placement:

• Fall 2016 > Post-Doctoral Fellow, Energy Initiative, Center for Energy and Environmental Policy Research, Department of Economics, Massachusetts Institute of Technology
• Fall 2017 > Assistant Professor, School of Natural Resources and Environment, University of Michigan 

Maria Cecilia Acevedo

Dissertation Title:  Essays in the Political Economy of Conflict and Development Advisors: Rohini Pande , James Robinson Job Placement: Consultant, Poverty Global Practice Division, The World Bank

Natalie Bau

Dissertation Title:  Essays at the Intersection of Development and Education Advisors:  Asim Khwaja ,  Nathan Nunn Job Placement: Assistant Professor, Department of Economics, University of Toronto

Syon Bhanot

Dissertation Title:  Field Experiments in Behavioral and Public Economics Advisors:  Brigitte Madrian ,  Richard Zeckhauser Job Placement: Assistant Professor, Department of Economics, Swarthmore College

Gabriel Chan

Dissertation Title:  Essays on Energy Technology Innovation Policy Advisors:  William Clark ,  Laura Díaz Anadón Job Placement: Assistant Professor, Department of Science, Technology and Policy, Humphrey School of Public Affairs, University of Minnesota

Sarah Cohodes

Dissertation Title:  Essays on the Economics of Education Advisor:  Christopher Avery Job Placement: Assistant Professor, Department of Education Policy and Social Analysis, Teachers College, Columbia University

A. Nilesh Fernando

Dissertation Title:  Land, Labor and Technology: Essays in Development Economics Advisors:  Lawrence Katz ,  Asim Khwaja Job Placement: Assistant Professor, Department of Economics, University of Notre Dame (Post-Doc at Harvard University)

Daniel Honig

Dissertation Title:  Navigating by Judgment: Organizational Structure, Autonomy, and Country Context in Delivering Foreign Aid Advisor:  Peter A. Hall Job Placement: Assistant Professor, School of Advanced International Studies, Johns Hopkins University

Mahnaz Islam

Dissertation Title:  Essays on Development Economics Advisors: Rema Hanna , Rohini Pande Job Placement: Economist, Amazon

joo Julia A. lee

Dissertation Title: Essays in Organizational Behavior Advisor:  Francesca Gino Job Placement: Post-Doctoral Fellow, Institutional Corruption Program, Edmond J. Safra Center for Ethics, Harvard University

Andry Liscovich

Dissertation Title: Essays in Experimental and Labor Economics Advisor:  Nicholas A. Christakis Job Placement: Director of Technology, RA Capital Management

Richard Sweeney

Dissertation Title:  Essays on Industry Response to Energy and Environmental Policy Advisors: Ariél Pakes ,  Robert Stavins Job Placement: Assistant Professor, Department of Economics, Boston College

Elizabeth Walker

Dissertation Title:  Essays at the Intersection of Environment and Development Economics Advisor:  Rema Hanna Job Placement: Consultant, Energy, Environment, and Network Industries Practice, NERA Economic Consulting

Dissertation Title: Essays on the Transmission and Diffusion of Productive Knowledge in International Economics Advisor:  Elhanan Helpman Job Placement: Senior Associate Economist, Inter-American Development Bank

Ariel Dora Stern

Dissertation Title: Essays in the Economics of Health Care and the Regulation of Medical Technology Advisor:  Amitabh Chandra Job Placement: Assistant Professor, Technology and Operations Management Unit, Harvard Business School

Alexandra van Geen

Dissertation Title: Essays in Experimental Economics and the Improvement of Judgment and Decision Making Advisor: Iris Bohnet Job Placement: Assistant Professor, Department of Finance, Erasmus School of Economics

Clara Monika Zverina

Dissertation Title: Essays in Public and Labor Economics Advisor: Jeffrey Liebman Job Placement: Post-Doctoral Fellow in Disability Research, National Bureau of Economic Research (NBER)

Will Dobbie

Dissertation Title: Essays in Labor Economics Advisor: Roland G. Fryer, Jr. Job Placement: Assistant Professor of Economics and Public Affairs, Department of Economics, Woodrow Wilson School, Princeton University

Jeffrey Friedman

Dissertation Title: Cumulative Dynamics and Strategic Assessment: U.S. Military Decision Making in Iraq, Vietnam, and the American Indian Wars Advisor: Stephen Walt Job Placement: Post-Doctoral Fellow in International Security and U.S. Foreign Policy, John Sloan Dickey Center for International Understanding, Dartmouth College

Marie E. Newhouse

Dissertation Title: Kant's Typo, and the Limits of Law Advisor: Arthur Applbaum Job Placement: Residential Lab Fellow, Edmond J. Safra Center for Ethics, Harvard Law School

Olga Rostapshova

Dissertation Title: Pushing a Troika of Development: Promoting Investment, Curbing Corruption, and Enhancing Public Good Provision Advisor: Richard Zeckhauser Job Placement: Post-Doctoral Fellow, Specialist, Social Impact, Social Science Genetics Association Consortium, National Bureau of  Economic Research (NBER) and Senior Evaluations

Laurence Tai

Dissertation Title: Hierarchical Game-Theoretic Models of Transparency in the Administrative State Advisor: Daniel Carpenter   Job Placement: Residential Lab Fellow, Edmond J. Safra Center for Ethics, Harvard Law School

Christopher Carrigan

Dissertation Title: Structured to Fail? Explaining Regulatory Performance Under Completing Mandates Advisor:  Daniel Carpenter Job Placement: Assistant Professor, Trachtenberg School of Public Policy and Public Administration, George Washington University

Souman Hong

Dissertation Title: Online Institutions, Markets, and Democracy Advisor: Matthew Baum Job Placement: Assistant Professor, Yonsei University

Avinash Kishore

Dissertation Title: Essays on Economics of Indoor and Outdoor Air Pollution in India Advisor: Dale Jorgenson Job Placement: Post-Doctoral Fellow, International Food Policy Research Institute (IFPRI), New Delhi, India

Robyn Meeks

Dissertation Title: Essays on the Economics of Household Water Access in Developing Countries Advisor: Rohini Pande Job Placement: Assistant Professor in Environmental Economics, School of Natural Resources and Environment, University of Michigan 

Karl Neumar

Dissertation Title: Essays on Optimal Management of Portfolios Advisor:  Richard Zeckhauser Job Placement:, Founding Partner, HNC Advisors

Philip Osafo-Kwaako

Dissertation Title: Essays in Economic History and Development Advisor: James Robinson Job Placement: Post-Doctoral Fellow, Institute for Quantitative Social Sciences at Harvard

Matthew Ransom

Dissertation Title: Essays on the Economics of Climate Change Advisor:  Richard Zeckhauser Job Placement: Senior Analyst, Health and Environment Division, Abt Associates

Christopher Robert

Dissertation Title: Wealth, Welfare, and Well-being: Essays in Indebtedness and Normative Analysis Advisor:  Richard Zeckhauser Job Placement: President and CEO, Dobility; Adjunct Lecturer, Harvard Kennedy School

William Skimmyhorn

Dissertation Title: Essays in Behavioral Household Finance Advisor:  Brigitte Madrian Job Placement: Assistant Professor, United States Military Academy (West Point)

Maoliang Ye

Dissertation Title: Gradualism in Coordination and Trust Building Advisors: Raj Chetty ,  Brigitte Madrian Job Placement: Assistant Professor, Remin University of China

Tristan Zajonc

Dissertation Title: Essays on Causal Inference for Public Policy Advisor: Guido Imbens Job Placement: Visiting Fellow, Institute for Quantitative Social Science at Harvard; Co-founder and CEO, Sense, Inc.

Ina Ganguli

Dissertation Title: Labor Markets in Transition: Science and Migration After the Collapse of the Soviet Union Advisor: Richard B. Freeman Job Placement:

• 2011–2012 > Post-Doctoral Fellow, Harvard Business School, Harvard Medical School
• 2012 > Assistant Professor, Stockholm School of Economics

John Horton

Dissertation Title: Online Labor Markets Advisor:  Richard Zeckhauser Job Placement: Economist, Odesk

Victoria Levin

Dissertation Title: Choices and Consequences: Decisions on Health, Wealth, and Employment Advisor:  Brigitte Madrian Job Placement: Economist, The World Bank

Suerie Moon

Dissertation Title: Embedding Neoliberalism: Global Health and the Evolution of the Global Intellectual Property Regime (1995-2009) Advisor: John Ruggie Job Placement: Non-academic offers—undecided

Gary Reinbold

Dissertation Title: Essays on Child Mortality and Growth Faltering in Bangladesh and Kenya Advisor: Mary Jo Bane Job Placement: Assistant Professor, Department of Public Administration, University of Illinois Springfield

Abigail Fisher Williamson

Dissertation Title: Beyond the Passage of Time: Local Government Response in New Immigrant Destinations Advisor: Robert D. Putnam Job Placement: Preceptor, Harvard College Writing Program

Andrés Zahler

Dissertation Title: Essays on Export Dynamics Advisor: Ricardo Hausmann Job Placement: Assistant Professor, Department of Economics, Public Policy Institute, Diego Portales University

Mohamad Al-Ississ

Dissertation Title: The Role of Beliefs in Financial Markets: Three Essays on Violence, Trust and Religion Advisor: Iris Bohnet Job Placement: Assistant Professor, University of Cairo, Joint appointment with Business School and School of Global Affairs

Sharon Barnhardt

Dissertation Title: Essays on the Impact of Residential Location on Networks, Attitudes and Cooperation: Experimental Evidence from India Advisor:  Rohini Pande Job Placement: Institute for Financial Management and Research, Chennai, India

David Deming

Dissertation Title: Long-Term Impacts of Educational Interventions Advisor: Lawrence Katz Job Placement: Assistant Professor, Heinz School of Public Health, Carnegie Mellon University

Brooke Kelsey Jack

Dissertation Title: Essays on Developing Country Markets in Environment and Health Advisor: Christopher Avery Job Placement:

• 2010–2011 > Post-Doctoral Fellow, Department of Economics, Massachusetts Institute of Technology
• 2011 > Assistant Professor, Department of Economics, Tufts University

David J. Lynch

Dissertation Title: Does Analogical Reasoning Affect Political Attitudes? Evidence from Survey Experiments Advisor: Gary King Job Placement: Consultant, RWS Advisory

Santitarn Sathirathai

Dissertation Title: Loyal Friends and Fickle Lenders: The Behavior of Financial Institutions During Financial Crises Advisor: Asim Khwaja Job Placement: Credit Suisse, Singapore

Dissertation Title: Essays on the Economics of Education Advisor:  Lawrence Katz Job Placement: Institute of Education Sciences, (National Center for Education Evaluation), U.S. Department of Education

Hunt Allcott

Dissertation Title: Consumer Behavior and Firm Strategy in Energy Markets Advisor: Robert Stavins Job Placement:

• 2009–2011 > Post-Doctoral Fellow, Department of Economics, Massachusetts Institute of Technology
• 2011 > Assistant Professor of Economics, New York University

Jeffrey Bielicki

Dissertation Title: Integrated Systems Analysis and Technological Findings for Carbon Capture and Storage Deployment Advisor: John Holdren Job Placement: Weinberg Fellow, Research Scientist, Oak Ridge National Laboratory

Jonathan Borck

Dissertation Title: Beyond Compliance: Three Essays on Voluntary Corporate Environmentalism Advisor:  Richard Zeckhauser Job Placement: Economist, Analysis Group, Boston

Warigia Bowman

Dissertation Title: Digital Development: Technology, Governance, and the Quest for Modernity in East Africa Advisor: Sheila Jasanoff Job Placement: Assistant Professor, Department of Public Policy Leadership, University of Mississippi

Jennifer Bulkeley

Dissertation Title: Perspectives on Power: Chinese Strategies to Measure and Manage China’s Rise Advisor: Ashton Carter Job Placement: Special Assistant for Asian and Pacific Security Affairs, Office of the Secretary of Defense

Oeindrila Dube

Dissertation Title: Essays in the Political Economy of Conflict and Development Advisor:  Sendhil Mullainathan Job Placement: 2009–2010 > Post-Doctoral Fellow, Assistant Professor of Political Science, Center for Global Development, New York University

Allan Friedman

Dissertation Title: Privacy, Security, and the Dynamics of Networked Information Sharing Advisor: David Lazer Job Placement:

• 2009–2010 > Post-Doctoral Fellowship, School of Engineering and Applied Sciences, Center for Research on Computation and Society, Harvard University
• 2010 > Brookings Institution

Felipe Kast

Dissertation Title: Essays on Poverty Dynamics and Social Policy Advisor: Alberto Abadie Job Placement: Abdul Latif Jameel Poverty Action Lab (J-PAL), Pontificia Universidad Católica de Chile

Dissertation Title: Green Chemistry: A Study of Innovation for Sustainable Development Advisor: William Clark Job Placement: Senior Policy Analyst, Center for Green Chemistry and Green Engineering, Yale University

Holly Ho Ming

Dissertation Title: Growing Up in the Urban Shadow: Realities and Dreams of Migrant Workers’ Children in Beijing and Shanghai Advisor: Anthony Saich Job Placement: Breakthrough, Ltd, Hong Kong, Youth Foundation, Beijing and Shanghai

Tatsuya Nishida

Dissertation Title: Incomplete Alliances: A Comparative Analysis of the Hub-and Spoke System in the Asia-Pacific Advisor: Stephen Walt Job Placement: Post-Doc at a Japanese university

Jason Richwine

Dissertation Title: IQ and Immigration Policy Advisor: George Borjas Job Placement: Research Fellow, American Enterprise Institute

Juan Saavedra

Dissertation Title: The Role of Resources and Incentives in Education Production Advisor:  Lawrence Katz Job Placement: Assistant Professor of Public Policy, School of Government, Universidad de los Andes, Colombia

Judith Scott-Clayton

Dissertation Title: Understanding America's Unfinished Transformation: Three Essays on the Economics of Higher Education Advisor: Christopher Jencks Job Placement: Assistant Professor of Economics and Education, Teachers College, Columbia University

Sandra Sequeira

Dissertation Title: On the Waterfront: An Empirical Study of Corruption in Ports Advisor:  Sendhil Mullainathan Job Placement:

• 2009 > Post-Doctoral Fellow, New York Law School
• 2010 > Lecturer in Development Economics, London School of Economics and Political Science

Yuhki Tajima

Dissertation Title: Order and Violence in Authoritarian Breakdowns: How Institutions Explain Communal Violence in Indonesia Advisor: Robert H. Bates Job Placement: Assistant Professor of Political Science, University of California, Riverside

Ngoc Anh Tran

Dissertation Title: Corruption, Ranking and Competition Advisor:  Richard Zeckhauser Job Placement: Assistant Professor of Public Policy, University of Indiana

Dissertation Title: Three Essays in Environmental Economics Advisor: Robert Stavins Job Placement: Assistant Professor of Economics, Mount Holyoke College

Fotini Christia

Dissertation Title: The Closest of Enemies: Alliance Formation in the Afghan and Bosnian Civil Wars Advisor: Robert H. Bates   Job Placement: Assistant Professor, Department of Political Science, Massachusetts Institute of Technology

Kessely Corea Hong

Dissertation Title: Group Differences in Preferences, Beliefs, and Perceptions? Advisor: Iris Bohnet On family leave

Sebastian S. James

Dissertation Title: Essays on Tax Policy and Tax Compliance Advisor: Caroline M. Hoxby Job Placement: Senior Economist on Tax Policy, The World Bank

Bailey W. Klinger

Dissertation Title: Discovering New Export Activities in Developing Countries: Uncertainty, Linkages, and the Product Space Advisor: Ricardo Hausmann Job Placement: Director, Center for International Development (CID) Research Lab, Harvard Kennedy School

Carolyn M. Kousky

Dissertation Title: Responding to Risk: Information and Decision Making in the Floodplains of St. Louis County, Missouri Advisor:  Richard Zeckhauser Job Placement: Fellow, Resources for the Future

Elta C. Smith

Dissertation Title: Governing Rice: The Politics of Experimentation in Global Agriculture Advisor: Sheila Jasanoff Job Placement: Post-Doctoral Fellow, Department of Environment and Political Economy, University of California, Berkeley

Nicole A. Szlezak

Dissertation Title: Global Health in the Making: China, HIV/AIDS and the Global Fund to Fight AIDS, Tuberculosis and Malaria Advisor:  Sheila Jasanoff Job Placement: Consultant, McKinsey & Company

Adam T. Thomas

Dissertation Title: Forgotten Fathers: A Collection of Essays on Low-Skilled Men and Marriage Advisor: William Julius Wilson Job Placement: Research Director, Economic Studies, Brookings Institution

Dissertation Title: Nonparametric Methods for Inference After Variable Selection, Comparisons of Survival Distributions, and Random Effects Meta-Analysis, and Reporting of Subgroup Analyses (Department of Biostatistics) Advisor: Stephen Lagakos Job Placement: Assistant Professor, Department of Urban Planning, University of California, Los Angeles

Blair s. Williams

Dissertation Title: Essays in Legislative Behavior Advisor: David King Job Placement: Assistant Professor, Department of Social Sciences, United States Military Academy (West Point)

Naomi Calvo

Dissertation Title: How Parents Choose Schools: A Mixed-Methods Study of Public School Choice in Seattle Advisor: Christopher Jencks Job Placement: Principal Associate, Education Resource Strategies

Dissertation Title: Essays on Environmental Tax Policy Analysis: Dynamic Computable General Equilibrium Approaches Applied to China Advisor: Dale Jorgenson Job Placement: Assistant Professor, Department of Economics, School of Economics and Management, Tsinghua University

Andrew Feldman

Dissertation Title: What Works in Work-First Welfare? Advisor: Jeffrey Liebman Job Placement: Post-Doctoral Fellow, Harvard Kennedy School

Fiona Greig

Dissertation Title: Barriers to Advancement: Perspectives from Behavioral Economics, Negotiation and Gender Analysis Advisor: Iris Bohnet Job Placement: Consultant, McKinsey & Company

Dissertation Title: Essays on Education Production in China and the U.S. Advisor: Anthony Saich Job Placement: Policy Specialist, Human Development Report Office, UN Development Programme

Beau Kilmer

Dissertation Title: Essays on the Consequences of Drug Use and Drug Testing Advisor: Mark Moore Job Placement: Associate Policy Researcher, RAND

Indhira Santos

Dissertation Title: Essays on Natural Disasters and Household Income Advisor:  Jeffrey Liebman Job Placement: Research Fellow, Bruegel

Dissertation Title: Essays on Environmental, Energy, and Natural Resource Economics Advisor: William Hogan Job Placement: Assistant Professor in Energy Economics and Policy, Department of Energy and Geo-Environmental Engineering, Penn State University

Pelin Berkmen

Dissertation Title: Essays on Monetary Policy and Debt Accumulation Advisor: Andrés Velasco Job Placement: Research Economist, International Monetary Fund

Eduardo Cavallo

Dissertation Title: Living as a Debtor in a World of Sudden Stops: The Roles of Exposure to Trade and Commitment Advisor: Jeffrey Frankel Job Placement: Research Economist, Inter-American Development Bank

Dissertation Title: Household Behavior and Energy Demand: Evidence from Peru Advisor: Mark Rosenzweig Job Placement: Post-Doctoral Fellow, The Earth Institute, Columbia University

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Sheryl Winston Smith

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The University of Chicago The Law School

College essays and diversity in the post-affirmative action era, sonja starr’s latest research adds data, legal analysis to discussion about race in college admissions essays.

Editor’s Note: This story is part of an occasional series on research projects currently in the works at the Law School.

The Supreme Court’s decision in June 2023 to bar the use of affirmative action in college admissions raised many questions. One of the most significant is whether universities should consider applicants’ discussion of race in essays. The Court’s decision in Students for Fair Admissions (SFFA) v. Harvard did not require entirely race-blind admissions. Rather, the Court explicitly stated that admissions offices may weigh what students say about how race affected their lives. Yet the Court also warned that this practice may not be used to circumvent the bar on affirmative action.

Many university leaders made statements after SFFA suggesting that they take this passage seriously, and that it potentially points to a strategy for preserving diversity. But it’s not obvious how lower courts will distinguish between consideration of “race-related experience” and consideration of “race qua race.” Sonja Starr, Julius Kreeger Professor of Law & Criminology at the Law School, was intrigued by the implication of that question, calling the key passage of the Court’s opinion the “essay carveout.”

“Where is the line?” she wrote in a forthcoming article, the first of its kind to discuss this issue in depth in the post- SFFA era. “And what other potential legal pitfalls could universities encounter in evaluating essays about race?”

To inform her paper’s legal analysis, Starr conducted empirical analyses of how universities and students have included race in essays, both before and after the Court’s decision. She concluded that large numbers of applicants wrote about race, and that college essay prompts encouraged them to do so, even before SFFA .

Some thought the essay carveout made no sense. Justice Sonia Sotomayor called it “an attempt to put lipstick on a pig” in her dissent. Starr, however, disagrees. She argues that universities are on sound legal footing relying on the essay carveout, so long as they consider race-related experience in an individualized way. In her article, Starr points out reasons the essay carveout makes sense in the context of the Court’s other arguments. However, she points to the potential for future challenges—on both equal protection and First Amendment grounds—and discusses how colleges can survive them.

What the Empirical Research Showed

After SFFA , media outlets suggested that universities would add questions about race or identity in their admissions essays and that students would increasingly focus on that topic. Starr decided to investigate this speculation. She commissioned a professional survey group to recruit a nationally representative sample of recent college applicants. The firm queried 881 people about their essay content, about half of whom applied in 2022-23, before SFFA , and half of whom submitted in 2023-24.

The survey found that more than 60 percent of students in non-white groups wrote about race in at least some of their essays, as did about half of white applicants. But contrary to what the media suggested, there were no substantial changes between the pre-and post- SFFA application cycles.

Starr also reviewed essay prompts that 65 top schools have used over the last four years. She found that diversity and identity questions—as well as questions about overcoming adversity, which, for example, provide opportunities for students to discuss discrimination that they have faced—are common and have increased in frequency both before and after SFFA.

A Personally Inspired Interest

Although Starr has long written about equal protection issues, until about two years ago, she would have characterized educational admissions as a bit outside her wheelhouse. Her research has mostly focused on the criminal justice system, though race is often at the heart of it. In the past, for example, she has assessed the role of race in sentencing, the constitutionality of algorithmic risk assessment instruments in criminal justice, as well as policies to expand employment options for people with criminal records.

But a legal battle around admissions policies at Fairfax County’s Thomas Jefferson High School for Science and Technology—the high school that Starr attended—caught her attention. Starr followed the case closely and predicted that “litigation may soon be an ever-present threat for race-conscious policymaking” in a 2024 Stanford Law Review article on that and other magnet school cases.

“I got really interested in that case partly because of the personal connection,” she said. “But I ended up writing about it as an academic matter, and that got me entrenched in this world of educational admissions questions and their related implications for other areas of equal protection law.”

Implications in Education and Beyond

Starr’s forthcoming paper argues that the essay carveout provides a way for colleges to maintain diversity and stay on the right side of the Court’s decision.

“I believe there’s quite a bit of space that’s open for colleges to pursue in this area without crossing that line,” she said. “I lay out the arguments that colleges can put forth.”

Nevertheless, Starr expects future litigation targeting the essay carveout.

“I think we could see cases filed as soon as this year when the admissions numbers come out,” she said, pointing out that conservative legal organizations, such as the Pacific Legal Foundation, have warned that they’re going to be keeping a close eye on admissions numbers and looking for ways that schools are circumventing SFFA .

Starr envisions her paper being used as a resource for schools that want to obey the law while also maintaining diversity. “The preservation of diversity is not a red flag that something unconstitutional is happening,” she said. “There are lots of perfectly permissible ways that we can expect diversity to be maintained in this post- affirmative action era.”

Starr’s article, “Admissions Essays after SFFA ,” is slated to be published in Indiana Law Journal in early 2025.

Peer Reviewed

The spread of synthetic media on X

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Generative artificial intelligence (AI) models have introduced new complexities and risks to information environments, as synthetic media may facilitate the spread of misinformation and erode public trust. This study examines the prevalence and characteristics of synthetic media on social media platform X from December 2022 to September 2023. Leveraging crowdsourced annotations identifying synthetic content, our analysis reveals an increase in AI-generated media over time, with an initial spike in March 2023, following the release of Midjourney V5. While most synthetic media identified is non-political and non-malicious, concerning deepfakes targeting political figures persist, raising questions on the potential for misuse of AI technologies.

Institute for Technology and Humanity, University of Cambridge, UK

Department of Computer Science and Technology, University of Cambridge, UK

Lee Kuan Yew School of Public Policy, National University of Singapore, Singapore

Research Questions

• What is the prevalence of AI-generated media in tweets obtained from X’s Community Notes programme, as observed from the date of its global rollout in December 2022 to September 2023?
• What is the media-type distribution in the identified AI-generated content? Specifically, what percentage of this content is video-based as opposed to image-based?
• What fraction of the AI-generated content under analysis can be categorised as political?
• How has X’s paid verification feature, known for enabling the purchase of a “blue tick,” influenced the dissemination of AI-generated media content on the platform?

Essay Summary

• The goal of this study is to assess the extent to which synthetic media may pose threats to information ecosystems. For this purpose, we analysed the prevalence and key characteristics of AI-generated synthetic media content on the social media platform X from December 2022 through September 2023.
• Leveraging crowdsourced annotations from X’s Community Notes programme, we identified 556 unique tweets containing synthetic images or videos. These tweets were viewed over 1.5 billion times in the period under analysis.
• The prevalence of synthetic tweets rose over time, peaking in March 2023 following the release of Midjourney V5. After a subsequent decline, the rate stabilised at around 0.2% of all community notes.
• The majority of synthetic tweets contained non-political, harmless content. More often, this was image rather than video content. While less likely to go viral, synthetic videos were more often political propaganda or concerning deepfakes.
• While less likely to go viral, synthetic videos were more often political propaganda or concerning deepfakes.
• Over half of synthetic tweet posters had verified status. Normalising for followers, verification corresponds to only a minor visibility boost over non-verified users.
• The findings reveal an increase in the prevalence of synthetic media, though current usage leans toward non-deceptive ends. Still, the potential for political weaponisation warrants ongoing monitoring, especially as generative AI continues advancing.

Implications

In a time of rapid advancement of AI technologies, we are witnessing an increased prevalence of sophisticated generative AI models that can produce synthetic media indistinguishable from human content. This transformation in the dynamics of content generation, propelled by widely accessible models such as Stable Diffusion and Midjourney (Borji, 2022), could disrupt conventional processes of knowledge acquisition (Weikmann & Lecheler, 2022), introducing new complexities and challenges to the integrity of information environments. While the risks associated with the spread of synthetic media—broadly defined as artificially generated or manipulated photos, audios, and videos (Whittaker et al., 2020) —have been previously acknowledged in the academic literature as potential but largely unrealised dangers (Brundage et al., 2018; Kalpokas, 2021; Littman et al., 2022), recent breakthroughs in generative AI threaten to make these risks more immediate. In particular, the growing capabilities and availability of cutting-edge AI models capable of creating synthetic media may further accelerate this transition from a hypothetical threat to a tangible concern with broad societal implications (Epstein et al., 2023; Huang & Siddarth, 2023).

The potential proliferation of synthetic-media-driven false information within peer-to-peer social media platforms with low barriers to publication could pose a significant challenge to the safety of public epistemic processes, as users can find themselves increasingly exposed to media that is both misleading and highly realistic (Kerner and Risse, 2021). This pattern was evidenced several times in recent months. For example, in March 2023, an AI-generated image of Pope Francis garbed in a puffer jacket went viral on social media, fooling thousands of users, and igniting a discussion on the credibility of this image (Tolentino, 2023). Similarly, in October 2023, an AI-generated audio portraying UK Labour Party leader Kier Starmer being abusive towards his staff emerged and was viewed 1.5 million times, raising doubts on the resilience of political systems to the rise of synthetic media (Bristow, 2023; “Deepfake audio of Sir Keir Starmer released on first day of Labour conference,” 2023). Ultimately, growing exposure to realistic synthetic media can be hypothesised to have at least two types of impacts on the public. On the one hand, this phenomenon may cause an increase in levels of public deception (Zagni & Canetta, 2023), where users are led to suboptimal decision-making rooted in the acquisition of false information. On the other hand, this development may lead to a decrease in public trust in the reliability of visual information (Europol, 2024; Fallis, 2021; Manohar, 2020), where individuals may be led to adopt a sceptical stance towards visual media. This type of shift in public epistemics may be easily weaponised to manipulate public opinion, particularly in a scenario such as the current one where highly effective approaches to detect AI-generated content are lacking (Baraheem & Nguyen, 2023; Leibowicz et al., 2021; Sabel & Stiff, 2023).

Given these dual risks of increased public deception and a concurrent erosion of trust in media content, it is increasingly important to closely monitor and understand the dynamics of synthetic media proliferation. To this end, our analysis reveals how synthetic media became markedly more prevalent on X in the period between December 2022 and October 2023, with our limited data sample obtaining over 1.5 billion views in the period under analysis, with a clear spike in March 2023 following the release of Midjourney V5, a model that has been the source of many popular pieces of synthetic media. However, our results also indicate that the majority of the identified synthetic content (77%) remains largely non-political. While we do not use any explicit measures of harm, we also see that the majority of these media appear harmless in nature, mostly comprising humorous or satirical images. This indicates that, at an aggregate level, synthetic media’s principal goal is not malicious deception. However, the landscape of synthetic media is not uniformly benign, as we also identify a limited, yet concerning,  quantity of malicious synthetic media, particularly in the form of deepfake videos and audio clips portraying high-profile political figures. Though these instances are less frequent (14% of our data), their potential impact is significant, particularly as these often emerge as believable tools of political propaganda. This aspect warrants a greater focus in future research and monitoring efforts. Furthermore, our study also addresses the implications of recent changes to X’s verification system, which now permits users to purchase verification badges. This development has been a subject of debate, with concerns raised about its potential to enable spreaders of misinformation to enhance their influence and visibility (Biddlestone et al., 2023). Our analysis delivered mixed results, where verified users generally receive more views than their non-verified counterparts, but a closer examination based on normalised view counts presents a different scenario, where the actual amplification effect attributable to verification status appears to be more limited than initially presumed.

Ultimately, our findings underscore the growing presence of synthetic media on X, which, given the current observed trajectory in the popularity of AI models, is likely to represent a broader societal trend and to replicate in similar social media settings. While the current usage predominantly leans towards non-deceptive ends, the significance of this shift in prevalence of synthetic media should not be underestimated. The increasing exposure to synthetic media, even in its less harmful forms, poses a clear risk of eroding public trust in media-based information, a trend which could have far-reaching implications, potentially leading to a wider breakdown in the credibility of online content.

Based on these findings, several policy responses are recommended. First, it is imperative for researchers to continuously monitor and critically evaluate the evolving landscape of synthetic media, especially in light of its added potential to influence public perception and discourse. Second, it is increasingly crucial for the research community to work across the academic and industry divide in developing open, reliable, and transparent methods to identify AI-generated media, providing the public with the necessary tools to grapple with the emergence of this new phenomenon. Lastly, policymakers should accelerate the formulation and adoption of policies that advance those goals, as well as proactively mitigate the social and political risks of malicious synthetic media, all while being thoughtful about some of the observations of this study. For example, the empirical data suggesting that a significant portion of AI-generated content on social media serves satirical purposes implies that outright bans on AI-generated content may be excessive (Fuentes, 2024; LA Times 2023; Stosz, 2019). By contrast, policy measures that mandate the disclosure of content origins, use machine-readable markers, or promote the deployment of detection technologies—without broadly suppressing content circulation—may offer a more balanced approach (Exec. Order No. 14110, 2023; Council of the European Union, 2024; Government of Canada, 2023). Furthermore, targeted restrictions could be considered for high-risk subject matters, such as those involving political manipulation (Stosz, 2019) or sexually explicit material (Defiance Act of 2024, 2024), and in further cases of malicious intent (Deepfakes Accountability Act, 2023). Lastly, the propensity of the latest AI models to evade detection (Jacobsen, 2024; Le et al., 2023; Lu et al., 2023; Lyu, 2020) points to the need for human discretion (like that provided by Community Notes) to assess the origins and risks of a piece of synthetic media. Policymakers should consider monitoring the evolving spread of synthetic media online by leveraging collective intelligence (Groh et al., 2021; Tursman, 2020). Examples of crowdsourcing initiatives include establishing user-feedback portals in addition to refutation mechanisms, which may be an especially critical addition to any policies that propose mandatory filtering or disclosure of AI-generated imagery online (Fox-Sowell, 2024; U.S. Representative Ritchie Torres, 2023). Finally, before outlining our findings in greater detail, it is important to clarify that we do not posit the existence of a linear relationship between the rise in quality and scale of diffusion of AI-generated media and a corresponding “misinformation nightmare” (Gold & Fisher, 2023), as we recognise that the epistemic threats connected to false information do not happen in a vacuum. Rather, several factors—such as the demand and supply for misinformation (Gravino et al., 2021), the level of public resilience to false content (Humprecht et al., 2023), as well as the behaviour of existing information diffusion infrastructures (Vosoughi et al., 2018)—influence the threat level posed by any rises in the prevalence of synthetic misinformation. Instead, in this work, we view the use of AI for the generation of synthetic content as a threat multiplier, where existing information threats—particularly within highly susceptible issue domains, such as international conflicts and political elections—may be significantly worsened by the growing availability of powerful media generation technologies, and we interpret our findings through this lens.

Finding 1: The prevalence of AI-generated media on X has increased significantly in the period under analysis, with the largest share of this increase seen in March 2023, shortly after the release of Midjourney V5.

The first objective of this study is to quantify changes in the prevalence of AI-generated media on X over the designated time frame. To achieve this, we scrutinise two specific temporal metrics: (1) the percentage of all tweets contained in the Community Notes data marked by crowdsourced judgements and human evaluation as containing AI-generated content and (2) the monthly views obtained by these tweets. 

Data on the first temporal metric—the monthly percentage of tweets in our data marked as containing AI-generated media—is visualised in the top panel of Figure 1. Here, results show a sharp rise in the frequency of mentions of AI-generated media in March 2023 (+393% from February 2023), with a peak of over 0.6% of monthly tweets matching our query. After this initial surge, the temporal distribution shows a decline, to then stabilise, between June and September 2023, around a value of 0.2% of monthly tweets, suggesting a moderate yet sustained presence of mentions of AI-generated media within Community Notes. Turning our attention to the second temporal metric—the monthly views obtained by tweets containing AI-generated media, shown in the bottom panel of Figure 1—we observe a contrasting trend. Here, similarly to what was highlighted above, results also show a visible peak in March 2023, with over 300 million monthly views. However, we also observe—after a decline in April 2023—a gradual month-on-month increase of tweet views, indicating a growing aggregate visibility of tweets containing synthetic media. Further analysing the data, this peak is explained by a higher raw number of tweets containing synthetic media, despite a lower percentage of the total, which is the consequence of a general increase in the popularity and use of Community Notes.   

Furthermore, the synchronous peak observed in both metrics during March 2023 is worth additional investigation, as the alignment of these trends suggests an external event that influenced the sudden rise in prevalence of tweets containing AI-generated media. Qualitatively analysing the data, it appears that this initial surge can be largely attributed to the release of Midjourney V5 on March 15, 2023, which was used in the following week to produce several highly viral AI-generated images, including a widely circulated image of Pope Francis wearing a puffer jacket and false images of Donald Trump being arrested (see Appendix A). Figure 2 shows the weekly cumulative distribution function of the views of tweets containing AI-generated media, portraying the initial rise following the release of Midjourney V5, corresponding to the yellow dotted line.

Finding 2: The majority of synthetic media in the data are non-political images, often of satirical and harmless nature. While non-political content and images have a higher probability of reaching virality, political AI-generated media and videos have higher median views.

Building upon our previous analysis, the second objective of the study is to assess the most common characteristics of AI-generated media, particularly in terms of the nature of content (political vs. non-political) and the media contained in the tweet (images vs. videos). Here, results reveal that the majority of tweets containing AI-generated media are non-political, with a ratio of 59.3% to 40.7%, and are largely images, with a ratio of 76.4% to 23.6%. Tweets with non-political images are often of harmless and satirical nature—for example, the most viewed images in the data include a Midjourney-generated image of Elon Musk with 77m views, the rendering of an imaginary Netflix-themed restaurant with 69m views, and an AI-generated image of cats containing a hidden message with 61.7m views.  These images can be seen in Appendix A. 

Results also show that while videos and media of a political nature have higher median views than their counterparts, non-political tweets and tweets with images are significantly more likely to achieve virality, which we define as a condition where a tweet obtains at least ten times the median impressions to followers ratio observed across the dataset. This approach to measuring variety is partially based on the idea of structural virality from Goel et al. (2015) and focuses on how far outside a poster’s network a tweet travelled. Here, we see that 64% of viral tweets are non-political and 77% contain images rather than videos. The most viral tweets in our data include several harmless images such a rendering of Super Mario character Princess Peach playing golf with 9.1m views (and a ratio of 5,687 times the dataset median), an image of Stitch from Lilo and Stitch , and an image of Manchester City supporters parading. 

Finally, it is worth noting that while tweets containing AI-generated videos are less common than those containing images, the majority of videos (58.2%) were classified as political, indicating that video content is more likely to be weaponised for political purposes. These videos are often deepfakes used to smear or support high-profile-political figures. For example, the most viewed tweets in this category include a montage of Donald Trump firing the former Director of the U.S. National Institute of Allergy and Infectious Diseases, Anthony Fauci, a deepfake of Joe Biden announcing a national draft to deploy the U.S. Army in Ukraine and Taiwan, and a deepfake of a conversation between Joe Biden and U.S. Representatives Nancy Pelosi and Alexandria Ocasio-Cortez. These are also available in Appendix A.

Finding 3: The majority of users sharing AI-generated media have verified status on X and these users get significantly more views than users without a verified status. However, normalising tweet-views by follower counts, this difference is reduced significantly, suggesting that the verified status only has a marginal impact on visibility.

Finally, the last step of this research involves an analysis of the presence of verification ticks in the users sharing tweets containing synthetic media. This analysis provides valuable insights into the impact of X’s recent changes enabling users to purchase a verification tick, a key reputational signal on the platform. Here, results reveal that the majority (57%) of users sharing synthetic content possess a verification tick and that in terms of raw views, this majority of verified users obtain substantially more views than unverified users, as shown in the top panel of Figure 4. However, normalising views by follower count delivered significantly different results, with the gap in median views between verified and unverified users narrowing significantly (from +744% to +20%), as shown in the bottom panel of Figure 4. This finding is noteworthy, as it suggests that users with high follower counts may be more likely to purchase a verification tick and that the amplification warranted by the new blue tick may be contained, particularly considering the size of the difference in the raw data. 

This study seeks to empirically measure and analyse any changes in the prevalence and key characteristics of synthetic content appearing on the social media platform X (formerly Twitter) since December 2022. This starting date was specifically chosen for this analysis not only because it marks the global rollout of the Community Notes programme, but also because it coincides with the initial stage of the proliferation of first-generation image models such as Stable Diffusion V1 and Midjourney V3, with more powerful models to be released shortly thereafter. Faced with the complex task of identifying tweets containing AI-generated media, an area where a clear methodological consensus is still lacking (Sabel & Stiff, 2023), we propose an empirical approach to identify and study synthetic media circulating on the social media platform X, which relies on the analysis of crowdsourced judgements written by the platform users through the Community Notes programme. This programme acts as both a de facto system of crowdsourced moderation and contextualisation and a system of information quality-signals (Allen et al., 2022; Pröllochs, 2022).

To answer our research questions, we collected data on Community Notes contributions made publicly available by X through regular data releases. The data provided by X is quite granular and contains information on several variables of interest, such as the text of each Community Note, their reference tweet, the note’s author, and the rating difficulty experienced by the author. After acquiring this dataset, the first step of our analysis involved applying a first layer of data selection through a keywords-based filtering process. For this purpose, we used a query aimed at identifying all Community Notes mentioning instances of synthetic content that could be potentially considered misleading, such as “deepfake,” “synthetic image,” and “AI-generated media.” Notably, our query deliberately excluded strings related to clearly marked AI-generated content, such as tweets containing the hashtag “#aiart,” as the focus was on capturing only cases where the audience may be misled due to the absence of clear labelling. The full query can be found in the code supporting this work. 

After obtaining a dataset of Community Notes mentioning AI-generated media in different forms, we extracted the IDs of all reference tweets mentioned in our Community Notes, and we built an ad hoc crawler to extract data of interest. For this purpose, in Python, we leveraged Selenium’s headless browser capabilities to systematically navigate to each tweet and obtain a wide range of metrics including usernames, follower count, tweet impressions, retweets, likes, bookmarks, as well as the content of the tweet itself. This process returned 682 unique tweets posted on the platform since December 2022. This is indeed likely to only represent a small subset of all tweets containing synthetic content appearing on the platform in this timeframe, but in this case, in absence of valid approaches to detect synthetic content at scale within social media platforms, we give up gains in dataset size in favour of greater accuracy by using this approach reliant on the use of Community Notes data. 

At this stage, the authors proceeded to manually annotate the data, validating whether the source tweets confirmed the Community Notes’ assessment of containing synthetic media and labelling whether a tweet’s poster was verified on the platform, what type of media a tweet contained, and whether a tweet could be classified as political or non-political. For this purpose, we developed an annotation codebook  (see Appendix B). Through this process, we identified 9 tweets where notes mentioned AI-generated media but no such media were present, 89 removed tweets, 13 tweets with media that was non-synthetic, and 7 tweets with missing data, for a final dataset of 566 tweets containing synthetic media. 

Finally, as the data validation and labelling process was shared among the three authors, we computed Krippendorff’s alpha on a sample of the data to determine raters’ coefficient of agreement.  Krippendorff’s alpha is a statistical measure of inter-rater reliability used to evaluate the agreement between multiple coders on how they apply codes to content, and it is considered one of the most robust and flexible statistical measures of inter-rater reliability (Krippendorff, 2011). To compute Krippendorff’s alpha on our annotated tweet dataset, we first had all three coders independently code a random sample of 30 tweets, and we then calculated observed agreement and expected agreement between raters on each variable. In our sample, Krippendorff’s alphas were 0.79 for type of media, 0.89 for political content, and 0.80 for verified accounts. This indicates a high level of inter-rater reliability, giving us confidence to proceed with analysis on the fully coded dataset. We can conclude our coders had a common understanding of constructs and could reliably identify key characteristics of interest in the tweets.

• Artificial Intelligence
• / Twitter/X

Cite this Essay

Corsi, G., Marino, B., & Wong, W. (2024). The spread of synthetic media on X. Harvard Kennedy School (HKS) Misinformation Review . https://doi.org/10.37016/mr-2020-140

• / Appendix B

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No funding has been received to conduct this research.

Competing Interests

The authors declare no competing interests.

This research made use of publicly available data provided by X and of data openly published on the platform. Replication materials produced as part of this research do not disclose identifying information. No ethical review was required.

This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided that the original author and source are properly credited.

Data Availability

All materials needed to replicate this study are available via the Harvard Dataverse: https://doi.org/10.7910/DVN/QYS1VH

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Video: Religion in Times of Earth Crisis: Apocalyptic Grief: Reckoning with Loss, Wrestling with Hope

This was the fourth event in the six-part Religion in Times of Earth Crisis Series.

Human-caused climate change already contributes to manifold global disasters. As the planet inevitably continues to warm, these disasters will be routine and unrelenting. Addressing the reality of loss must become a basic spiritual task of our climate present and future, along with summoning the resolve to respond to all our losses. In this session, Matthew Ichihashi Potts considered the apocalyptic roots of the Christian tradition in order to diagnose how Christianity has contributed to the present crisis and suggest possibilities for a different way forward. Through particular attention to grief and hope as religious categories and with specific reference to various moments and movements from within the Christian tradition, Potts reflected upon the spiritual crisis at the heart of climate catastrophe and suggests the potential for a religious response.

Speaker: Matthew Ichihashi Potts, Plummer Professor of Christian Morals and Pusey Minister in the Memorial Church

Moderator: Diane L. Moore, Diane L. Moore, Associate Dean of Religion and Public Life

Matthew Ichihashi Potts, MDiv '08, PhD '13, was appointed the Pusey Minister in the Memorial Church and the Plummer Professor of Christian Morals in 2021. Potts has served on the faculty at Harvard Divinity School since 2013 and has focused his teaching on sacramental and moral theology, ministry and pastoral theology, religion and literature, and preaching. He is the author of two books, Cormac McCarthy and the Signs of Sacrament: Literature, Theology, and the Moral of Stories (Bloomsbury, 2015) and Forgiveness: An Alternative Account (Yale University Press, 2022). He sits on the editorial board of the journal Literature and Theology. He is also co-host of the podcast Harry Potter and the Sacred Text. Potts served as both an officer in the United States Navy and as a college administrator before being ordained a priest in the Episcopal Church.

For more information on this series, visit https://hds.harvard.edu/news/religion-times-earth-crisis

This event took place on February 26, 2024.

[MUSIC PLAYING]

SPEAKER 1: Harvard Divinity School.

SPEAKER 2: Apocalyptic Grief, Reckoning with Loss, Wrestling with Hope. February 26, 2024.

DIANE L. MOORE: And welcome to all of you who are joining us live for this live web seminar. And welcome also to those who will be viewing this event in a recording of this tonight's session. I'm Diane Moore, and I'm the Associate Dean of Religion and Public Life here at Harvard Divinity School. And on behalf of myself and our Dean, Marla Frederick, we are delighted to welcome all of you to the fourth in a six part series entitled religion in times of Earth crisis.

This series features faculty from Harvard Divinity School, and is intended for a larger public audience of which you all are representative of and we are delighted to be in conversation with you about this critical issue in this critical time. This series is sponsored by Religion and Public Life, and we are in partnership, in co-sponsoring with our colleagues at the Salata Institute for Climate and Sustainability at Harvard University. Our dear friends and colleagues at the Center for the Study of World Religion at Harvard Divinity School, the Constellation Project, and Harvard X.

Please join me as we pause now to offer the Harvard land acknowledgment of land and people. Harvard University is located on the traditional and ancestral land of the Massachusett, the original inhabitants of what is now known as Boston and Cambridge. We pay tribute to the people of the Massachusett tribe, past and present, and honor the land itself, which remains sacred to the Massachusett people.

These events, of course, don't happen in a vacuum. And I am eager to offer appreciation and thanks to our colleagues at Religion and Public Life, who behind the scenes have made all of this happen. Rochelle Siu, Romatzyh, Tammy Liao, and Natalie Campbell. I also want to thank our wonderful colleagues in our communications department, particularly Kristi Welch for the beautiful posters that animate this series in such a powerful way.

And our dear friend and colleague, Kamal Lord, in our IT department who helps make sure that this series runs with as few glitches as possible. The entire series has really been inspired by our colleague, Professor Mayra Rivera, who was the president of the American Academy of Religion, which is the professional associations of scholars of religion.

She was the president in 2022, and gave a powerful address for her presidential address. And I want to read an excerpt from that presentation. And then also another scholar and colleague who has inspired us with his writings, but first from Mayra. We need a more capacious sense of collectivity that can only emerge when we are willing to honor our stories and tell the truth about injustices that are shaped both environmental devastation and responses to it. We need a world of our many worlds, and that's from Mayra Rivera.

And the second quote is from Amitav Ghosh in his remarkable publication called The Nutmegs Curse. This is from Ghosh. This is the great burden that now rests upon writers, artists, filmmakers, and everyone else who is involved in telling stories. To us falls the task of imaginatively restoring agency and voice to non-humans. As with all the most important artistic endeavors in human history, this is a task that is once aesthetic and political. And because of the magnitude of the crisis that besets the planet, it is now freighted with the most pressing moral urgency. Again, Amitav Ghosh, The Nutmeg's Curse.

We're so excited to share the work of our colleagues at HDS because like colleagues in religious studies and all of the humanities, so much of the conversation about climate, and climate catastrophe, and the Earth crisis is about the science and the challenges that beset us in public policy. These are very critical questions and issues.

But what is often overlooked is the contribution that the humanities can offer. And what the humanities invite us to consider is, what are the ways that we are even thinking about these challenges? And particularly relevant to Ghosh's quote, what are the stories that shape both the current way that we think about crises across a variety of genres, but also what other stories can invite us to think imaginatively in fresh ways about what we think we already know?

And that is what we hope that this series of conversations will spark both for us as we engage with each other, and also with you, our audience. So before I turn to introduce our speaker for the evening, I just want to remind you of a few things. This event is being recorded.

It will be-- a recording of the event will be available on our website at Harvard Divinity School Religion and Public Life in a few days time once the transcripts are provided for that sharing. I also want to say that Professor Potts will be speaking for about 50 minutes, and then we will have time for question and answers for another 40 or 45 minutes, depending on the timing, and we will end promptly at 7:30.

So please, as you're hearing him and listening to him, please be thinking about questions that we hope you will put into the Q&A function at the bottom of the web screen, and trust that we're all quite familiar now with Zoom and webinars. But there is a Q&A function at the bottom, and you can ask your question either with your name or you can ask it anonymously, but we hope to have a rich flow of many questions, so thank you for that.

So it is now my incredible pleasure to introduce a beloved colleague and friend, Professor Matthew Ichihashi Potts. Matt is the-- was appointed the PUC Minister in the Memorial Church, and the Plummer Professor of Christian Morals in 2021, but he has been a member of the faculty at Harvard Divinity School since 2013. He's focused his teaching on sacramental and moral theology, ministry and pastoral theology, religion and literature, and preaching.

He's the author of two books, Cormac McCarthy and the Signs of Sacrament Literature, Theology, and the Moral of Stories, published by Bloomsbury in 2015. And most recently his very highly acclaimed and incredibly creative and critical text entitled, Forgiveness: an Alternative Account, published by Yale University Press in 2022.

Matt's presentation tonight is entitled, Apocalyptic Grief, Reckoning with Loss and Wrestling with Hope, and it is a part of his current book project, next book project, which is also tentatively titled, Apocalyptic Grief. So Matt, we'll turn it over to you, and thank you so very much for being part of this critical conversation.

MATTHEW ICHIHASHI POTTS: Thank you, Diane. I hope everybody can hear me OK. And thanks to the Religion and Public Life, and to everyone at the [INAUDIBLE] who has done so much to make this happen. To Marie Michelle Tammy, Naomi, I'm grateful to be with you tonight and to talk about this stuff. I'm going to share my screen now, so everyone can see what we're talking about. So Apocalyptic Grief: Reckoning with Loss, Wrestling with Hope.

Just from the introduction that Diane just gave, in many ways this conversation, this series of slides I'm going to talk through with you tonight is about stories. The stories that form the way we relate to the world around us. And one of the things I'm going to try to do is think about how some of the stories that at least have formed the Christian tradition, how they have led us to the predicament we're in. I mean predicaments kind of a euphemism or an understatement, but I want to talk about how maybe one interpretation of the stories that we read together and have passed down have led us to this situation we're in.

But I also want to lift up some possibilities from within tradition for thinking through these stories in a different way. And the two main themes I want to focus on in the next 45 or so minutes are the themes of loss or grief and hope so. Those are going to be the main categories of thought, or affect, or whatever I want to explore together.

So I'm going to start with a little bit of a story. Actually, which is that I've been worried about climate change for a long time like any, I think-- like a lot of people, like most people, I think, who are paying attention to the world around us, and trusting the evaluations of those who the science. I think, I've been worried about climate change for a while. But the idea behind this thing about apocalyptic grief began when I attended a session down in Falmouth, Massachusetts, I guess it was six or seven years ago now, maybe more, seven or eight years ago.

I used to live in Falmouth, so I used to Pastor a church down there and I commuted up here to teach. And Falmouth is home to the Woods Hole Oceanographic Institute which is one of the great scientific centers in this country, and they have a lot of scientists working on climate change, and a lot of people in the community who are concerned about climate change. And I went to an event in one of the churches in town that was about Christianity and the climate crisis.

And they invited some folks who were fairly well known in Christian circles as eco theologians or people thinking about how Christians should respond to the climate crisis. And there were some scientists there, but there were also these theologians. And I sat through this presentation, and it really kind of bothered me because the especially the Christian theologians who were presenting the-- who were presenting their work, said things that I couldn't really agree with. They said things like, if we make the right choices now, if we do the right things, if we turn and repent from our ways, then we can avoid the catastrophes which are coming.

And it seemed to me that the scientific evidence said that there's already some catastrophe baked into the system. And in fact, if we look around the world today, we know that these things are already happening. Climate change is not something that's going to happen in the future if we do not repent in the present. Climate change is something that is happening and has been happening.

And I'm worried about this formulation, a Christian triumphalist formulation which is, if we repent, if we turn around, then God will come in and undo all the bad effects that we might have set ourselves up for. And it seemed to me an inadequate way to respond to the reality of the task at hand, which is one where there is some calamity baked into the system. And that what we really need is to think about what it means to live into and through calamity with some courage, with some justice.

And that's where I thought the Christian tradition is, could be useful to us. Not in telling us a story about how we might avoid it. Although, I think we should try to mitigate as many effects as possible, but I thought that was a little bit of a magical thinking or something, which Christianity could be rightly accused of at times. So that got me thinking about things. And it was also informed by this article that came out in New York Magazine in July of 2017 called the Uninhabitable Earth, where this author named David Wallace-Wells wrote a really harrowing account of what the future will look like if we are not able to remain I can't remember exactly the degrees. I think it was 3 or 3.5 degrees Celsius.

If we were not able to contain climate change, warming to within that range. And it was truly horrifying. I mean, there was that article, and I remember there were follow on articles saying about how bothered they were by this article. Interestingly enough, in the last year or so, I think, David wallace-wells has written again and said that even some of those predictions have gotten less severe. But still, I mean, this article really affected me, like it affected a lot of people.

But one of the things that Wallace-Wells said in that article is he said, scientists are in a bind because they don't know how to talk to the general public about dangers this grave and horrifying. He said, they feel like if they tell the truth people will despair, and do nothing, and if they lie people will not recognize the urgency and do nothing, and so their only option is people doing nothing, so what do they do?

And what I was thinking is, I think, that we have access to more realism or we can accommodate more realism than that, most humans. I think that we have access to some resolve. We don't always, but I think that we do, and I actually think that if we read the Christian tradition in the right way, we might be able to orient ourselves towards that courage, towards that resolve, without compromising any of the realism that's required. But that means that we need to wrestle with a couple of things that have been part of the Christian tradition in inconsistent and problematic ways since the beginning, which is how we deal with loss, and what we mean by hope.

And so I really want to engage ideas of grief and hope in this talk. And as Diane said, this is the beginning of a book project. What I'm going to be talking to you about tonight is like me kind of working out, working through some of the early theology. I'm actually really grateful for this talk because I forced me to get a little bit deeper into some of the questions of hope than I had been before.

But like a lot of my scholarship, my focus is going to be very much on literary work. So I'm going to talk to you about the ideas behind how I want to talk about grief and hope in this talk tonight. But if folks want to talk about literature or film, the kinds of things, the texts that I'm going to take up in the book when I eventually write it, I'd be happy to talk about that during the Q&A. OK, so apocalypse, this is the Michelangelo's Last Judgment, it's the Sistine Chapel.

I think Mayra said this in the first talk of this series, but it's important to note that what we tend to think of as apocalypse is not what the word actually means. I think right now, if you Google apocalypse or image search apocalypse, you'll see end of the world type scenarios, maybe even see this Last Judgment from Michelangelo. But end of the world is what we think apocalypse means, but that's not actually what it means. As I said, I think Mayra already covered this so I won't belabor it.

But the word apocalypse is just the Greek word for revelation or unveiling. The reason why the last book of the Bible is called the Revelations of John or Revelations is because it's-- and it's also considered an apocalypse is because it's the same word. Now, apocalypse is not only like the word for revelation, it also became a dominant literary genre from-- I'm not an early Christian, or historian, or scholar of the ancient Mediterranean, but from about 200 BCE to about 1 to 200 CE apocalypse or the apocalyptic was a dominant literary genre.

And what apocalypse does or what the apocalyptic genre does, is it reveals the meaning behind things. So especially in a situation where there is great suffering or where the world does not seem to be going according to God's plan, apocalypse was supposed to be the revelation of God's plan. Here's the meaning behind all this stuff that's going on. It looks like there's no plan here, actually, there is a plan it's just hidden, and we'll unveil it, and you will see it.

Now, often that unveiling comes at the end of time, at the end of history. And so apocalypse came to be associated with the kind of end of history narrative, but it just means unveiling, it just means the revelation of the meaning of something. And in particular, I think the reason it becomes popular in that kind of 300 to 400 year window is because there was great suffering among Jewish peoples. And this is the kind of genre that arose, how do we make sense of this catastrophe that's going on around us?

And these genres would emerge, which we're trying to make sense, trying to reveal what the meaning behind these things were. So there are many Christian apocalypses. Some would say that the whole New Testament is apocalyptic, there are lots of apocalyptic literary works or whatever. You could consider each of the Gospels, at least, the three synoptics, but maybe each of the four Gospels on apocalypse in one sense.

At the very least, each of the synoptics, Matthew, Mark, and Luke have a chapter or two just before Jesus is killed where Jesus talks about the ends, and what's going to happen in the future, and what will be revealed, and those are often called the little apocalypses. But in a broader sense, you could also see each of the Gospels as an apocalypse. Now, to develop this kind of conversation that I want to have tonight about grief and hope, I'm going to focus on two. The first is the Gospel of Mark, and the second is what's called the Showings of Julian of Norwich.

The Gospel of Mark. So this is an image-- it's I mean, it's a cramped image, you're not seeing the whole painting. This is Tintoretto, Jacopo Tintoretto, who is a great artist of Venice, and it's a painting of the body of Saint Mark, his remains being translated to Saint Mark's Cathedral in Rome. And his body is supposed to be a thing about 600 years old by then, so he's looking pretty good. So the Gospel of Mark, I want to give you some history for the composition of the Gospel of Mark.

So the Gospel of Mark, scholars believe it was written in probably the year like early '70s AD. And that's important because it means it was written after the destruction of the temple in Jerusalem. And I think it's especially for Christians who don't know this history, who aren't reminded of this history consistently, it's kind of hard for us Christians, and I'm speaking as a Christian and as a Christian theologian now. I think, it's hard for us to really get our heads around how catastrophic and how apocalyptic the destruction of the temple and the destruction of Jerusalem was in the year 70 AD.

So there had been an insurrection and then Rome had decided to come down very hard. And they sieged Jerusalem for several years, and then burned Jerusalem to the ground. It was truly, I mean, truly apocalyptic. If apocalypse means end of the world, the world ended for people who lived in and around the capital of Judea at that time. Josephus, who is a reliable historian in other cases, we're not sure how reliable his figures are now, but we have no reason to believe that he was exaggerating tremendously. Probably exaggerating a little, but he said, hundreds of thousands of people were killed, hundreds of thousands were enslaved and taken to Rome.

He said, as many as 500 people a day were crucified in and around the city walls during the siege of Jerusalem. I think we have to really think through what this means. The streets in and around Jerusalem just lined with naked, tortured bodies, and crucifixes everywhere.

And then, the whole city burned to the ground and made a minor encampment for the Roman military after that. The temple and Jerusalem were the cultural and religious center of the Jewish diaspora, and that destruction was cataclysmic, it was apocalyptic, it meant the end of the world for these people. And the Gospel of Mark arises right in the wake of that, while people are still suffering. Their families still killed, their relatives, and loved ones, and friends enslaved, all of this going on.

And then the other Gospels follow. Mark was probably the first gospel of Matthew, Luke, John, they follow. So this is the apocalyptic situation in which the Gospel of Mark is written. And I think it's important for understanding what the gospel says. So two things I want to focus on about the story it tells. So the Gospel of Mark you can read in halves, there are other ways to break it up. But the first half is sort of, Jesus and his ministry in Galilee.

And then the first half of the gospel, I mean, He's working miracles left and right. He's healing everybody, and He's taking care of everybody, and He's doing magical things, He's walking on water, He's calming storms, He's feeding 4,000, He's feeding 5,000, He's raising the dead, He is exhibiting signs of immense, immense power. And as in this kind of remote backwater of Galilee, and as He exhibits these signs of immense, immense power people start following him, of course, they do.

Here's this powerful, charismatic leader who can raise the dead, who can calm storms, who can take a loaf and feed 5,000 people, they're starting to follow him and they're talking. And they're talking to each other and Jesus hears them talking, this is in Mark 8. Jesus hears them talking and says to his disciples, well, what are they saying about me? And they're saying, oh, there's some saying you're a prophet, some say this, some say that. And then Jesus says to them, what do you say about me? And this is a very famous line, and it's one that the Christian tradition does a lot of-- puts a lot of weight behind, but Peter says, you're the Messiah, you're the anointed one of God, and Jesus says, you're right.

And this is like this big turning point in the gospel. Halfway through, about halfway through Peter makes this declaration. He finally recognizes based upon all these acts of power that this is who Jesus is. And Jesus says, you're right. And then Jesus says, and I'm going to go to Jerusalem, and I'm going to suffer and die. And then Peter-- I preached about this yesterday at church, and then Peter says, by no means, that can't happen to you because what's at stake for Peter is Peter is thinking like everybody else, you are powerful, you can do the most phenomenal feats of power, you can calm storms, you can feed thousands, you can raise the dead, you are the person to lead us to this triumph.

You are the one who has the power to help us overthrow the boot of Roman oppression, which is on our necks. And Jesus says, no, that's actually not what all these miracles are about. What's actually happening is, during what Jesus is doing is Jesus is reaching out to the poor, and to outcasts, and people outside the community, to Gentiles, and this is what he holds on to.

And what He's saying in Mark 8 and my reading is, when He says we are going to Jerusalem, and He says that he must suffer and die, that must is really important. That He must suffer and die. It doesn't mean that suffering is like this necessary, redemptive thing. I think what Jesus is saying in that moment is, no, I am not going to turn away from what my true calling, my true mission is, which is not deeds of power, but serving the lost, and reaching out in mercy and goodness.

And I will go to Jerusalem and reach out in mercy and goodness. And even there, if it costs me my life, I will not turn away from mercy and goodness. That's not what they want to hear. And what happens in the second half of Gospel Mark is he stops with the miracles. He does almost no miracles in the whole second half of the gospel. He curses one fig tree, which is a weird thing. He curses one fig tree, and it withers and dies. But apart from that, He does almost no miraculous stuff. And He goes into the city on Palm Sunday, and they think that He's a new kind of warrior, general king, and they're cheering him as if He is one. And then they find out He's not, and they're upset with Him.

And when he is brought before Pilate, He goes to the death that he predicted. it's this incredibly ignominious and gruesome end to this story, precisely because He wasn't the person that Peter had first thought that He would be. But there's something really important about how it ends, when it ends. So this is the last-- I'll qualify this in a second, but this is chapter 16. The first eight verses of chapter 16 from the Gospel of Mark.

And this is actually the original ending of the Gospel of Mark, the oldest versions of the Gospel of Mark that we have. And at the end of verse 8, and this is what it says. "When the Sabbath was over, Mary Magdalene, and Mary the mother of James, and Salome bought spices, so that they might go and anoint him. And very early on the first day of the week, when the sun had risen, they went to the tomb. They had been saying to one another, who will roll away the stone for us from the entrance to the tomb?

When they looked up, they saw that the stone, which was very large, had already been rolled back. As they entered the tomb, they saw a young man, dressed in a white robe, sitting on the right side, and they were alarmed. But he said to them, 'Do not be alarmed, you are looking for Jesus of Nazareth, who was crucified. He has been raised, He is not here. Look, there is the place they laid him. But go, tell his disciples and Peter that he is going ahead of you to Galilee, there you will see him just as he told you.' And then this last line. So they went out and fled from the tomb for terror and amazement had seized them, and they said nothing to anyone, for they were afraid."

So this is the first testimony of Jesus. The first line of the Gospel of Mark is, this is the good news of the Gospel of Mark. And the last word, the last line of the Gospel of Mark is, for they were afraid. And afraid maybe undersells it here. It says something more like, in Greek it says, for they were terrified. So this gospel, which is supposed to be the good news, it ends in terror. It ends in these women going to the tomb, seeing the tomb empty, and being terrified.

It seems to me that what the gospel is doing is different than what we think the gospel is doing when we talk about resurrection. It's suggesting something else. Now, what we know is, maybe 5 or 10 years later, they added some more to the end of the gospel, and Jesus shows up in a more overt and obvious way, and talks to them. And a few years later, they added even more to the gospel or Jesus shows up more times, and gives them more assurances. But in the first version of this, which is written when Jerusalem is still smoldering, and the bodies are still on the crosses all around, they end in terror and fear.

And it seems to me posturally, theologically, what this first version of the earliest gospel was inviting its readers to do was to think about what it means to live with and through terror and fear. What it means to look to stare into emptiness, to look into the tomb and see emptiness, and to turn, and live with that fear. And what we see looking retrospectively is that, what Jesus had done throughout, which is reaching out to the outcast, reaching out to the poor, reaching out to the marginalized, this is what it is recommending as the way we should live when we have fear, when we face emptiness.

We turn to each other because this is what it says that the women said nothing to anyone. We know that's not true because I'm talking about it right now. They said something to someone. And what happened is in the wake of this utter destruction, a community of people, who started caring for each other in the way that Jesus taught them to care for each other, rose up.

It was not one built around kind of his fabulous deeds of power, not only because they couldn't do them, but also because that's not what they had available to them. What they had were these more mundane, but also revolutionary practices of care and community. And I think this, before the more obvious physical Resurrection appearances are appended to the end of this first version of the first gospel, that is what people were suggesting this is what we do, this is how we live in this moment of emptiness, and fear, and terror.

And so this thing about resurrection and Christian triumphalism. I think, that's a hard thing to do. I think, the reason the gospel is written is because the author is looking around at the ruin and destruction around him, and is saying, we need a way to live in the midst of ruin and destruction, and here is our model. Jesus gives us our model on how we can support each other, how we can live with each other. But that's a hard thing to do because what you want instead is for everything to get better, is to not have to stare into the empty tomb, to not have to end in fear, and not have to face terror.

And so what we have are different versions of the resurrection story appearing, and being appended, and being discussed in different ways. Now, this is something we can talk about in the Q&A. I actually think that there are very viable ways to read the Gospels of Mark. And excuse me, of Matthew, and Luke, and John, which are consistent with this reading, which also want to, I think, maybe contemporary Christian readings of the Resurrection over read those ancient stories. Those ancient stories too are inviting us into this productive relationship with emptiness, with loss, with fear rather than trying to kind of shunt or push those feelings of fear and terror away.

But there's a version of Christian triumphalism that emerges which says, if we are willing to endure suffering, then there will be some resolution at the end where it will all go away. I'll say more about that in a second, but I to look at some other sources first. So this is the other apocalypse I want to discuss tonight. As far as I know, I'm not sure anyone has called this an apocalypse, but I think it must count by any broad definition of what an apocalypse is.

So I want to talk to you about the Showings of Julian of Norwich. Julian of Norwich is a Saint, well, I guess, she's not officially a saint in the Roman Catholic Church, she is in my tradition. Julian of Norwich is a woman from the 14th century, mid-14th century in East Anglia, England. She lived as an anchoress, which means that we can talk about this during the Q&A as well, but that means that she was walled in to the side of a church, to Saint Julian's Church in Norwich, a church you can still visit if you go to Norwich, and she lived there.

Now, the 14th century, if 70 AD in ancient Judea was a time of literal apocalypse for the Jewish people, then 14th century England was also a time of apocalypse in ways that will probably sound familiar to many of us. There was climate change, there was a little Ice Age in the early 14th century, which because it was an agricultural society in Europe, it led to widespread famine.

And the average lifespan drop down into the low 20s or early teens, just from the famine but there was more to come. The bubonic plague also came in the 14th century. And the bubonic plague ended up killing, depending upon your various historians estimates, anywhere from a fifth to a half of the European population.

All this death and destruction led to an incredible amount of unrest and disease among the people. Institutions that they had trusted like the church, like governments, began to be distrusted, so there were all kinds of religious rebellions, all kinds of political rebellions. There was a war between England and France that killed many people. That in England they were prosecutions of immigrants, there was an insurrection in London. I think they beheaded the Lord high treasurer, and imprisoned the Archbishop of Canterbury. All this stuff going on in the 14th century.

And at this time, this woman whose name we don't know, we call her Julian of Norwich because she was attached to the Church of Saint, Julian she had some kind of grave illness. Maybe it was plague, maybe it wasn't, but she had some kind of grave illness. And while in her grave illness, she had a vision of Jesus coming to her. And what the message Jesus brought her in her illness was one of love. And so what's called the showings of divine-- of the showings of Julian of Norwich is also known as the revelations of divine love.

Now, there's so much in this text, it's incredibly rich, and we can talk about it during the Q&A if you like. But I just want to focus on two parts of it, which I think are really instrumental. At least, the way I want to put it in conversation with the Gospel of Mark, and also the way I want to think about things like grief and hope. So those you are heaven and you are my crown, and I'll talk about those next. So this is a moment in the revelations.

Early on in the revelations, Julian is recounting this experience we had, she had the Jesus. And Jesus comes to her in a vision while she is in her sick bed. And the vision she has of Jesus in a way that is very consistent with many medieval visions of this sort, is incredibly gruesome. There are sheets of blood coming down his face, and his body is desiccated and dry, and the blood cakes and dries, and then more blood comes, and she's-- it's incredibly gruesome, and she loves Jesus dearly, and she's having a hard time looking at him.

And this is when this moment comes. And then I thought my reasons suggested to me as if there had been said to me in a friendly way, look up to heaven to his father. And then I saw clearly with the faith that I felt that there was nothing between the cross and heaven, which could have distressed me. Either I must look up or else reply. I answered inwardly with all my soul's strength and said, no, I cannot for you are my heaven. Now, what's really fascinating about this is that, Jesus, excuse me, Julian has this vision of Jesus in this immense pain. This person she loves in this immense pain.

And then her reason says to her, and she sees clearly that she could be carried up to the Father, she could be carried up to heaven. All she has to do is look away from the cross and look up to heaven. There is nothing between the cross and heaven which could distress her. If she looks away and looks up, she will be carried away to paradise. And she has to make a decision, and the decision she makes inwardly with all her soul strength is to say, no, I cannot for you or my heaven.

She looks at Jesus and says, you are the one I love, so you are the one I want to be with, and I'm not going to turn away from you even though I'm afraid, even though this is gruesome. Heaven is not out there someplace for me to escape the suffering or the difficulty of the present because I love you. I will remain in the difficulty of the present because you are my heaven I mean this is interesting in its own right but it's also interesting in the way it's mirrored by the language of Jesus so she has this conversation with Jesus.

And this is actually not-- this is not in his own words, but he had asked in the moment the quote I'm going to give you right now, Jesus has just said to her, are you satisfied with how much I suffered for you? And she's kind of like, what do you mean satisfied? What are you talking about? And then while they're talking about whether or not she's satisfied, whether she's pleased at what he did for her, she has another vision of these three levels of heaven, and then the first heaven is what she describes here. This is the action of the Father that he rewards His son, Jesus Christ.

This gift and this reward causes Jesus such joy that His father could have given Him no reward that could have pleased Him better. So this is what she's saying, she's saying, I had this vision, and I had this vision that Jesus had to suffer for us. And I learned that God gave Jesus this wonderful reward and I started wondering, but what could be this wonderful reward that God gave Jesus for suffering for us? The first heaven was full of bliss for the father is highly pleased with all deeds Jesus has done with regard to our salvation.

And therefore, we are not only His through His redemption of us, but also through His father's courteous gift. We are His bliss, we are His reward, we are His glory, we are His crown. So Julian comes to Jesus and says, boy, you suffered so much for us, God must have given you something really great. There must been some great reward that God gave you for doing what you did for us, for me, right? And what Jesus says to her is, you are the reward, you are the gift. There is no thing beyond you that you are the way that I get to.

There is not some greater good that I'm going to arrive at if I go through you, you are the one I love. It's a mirror of what she says to Jesus too when she sees Jesus suffering. I'm not trying to get to some other heaven, you are the heaven, love itself is the reward. And this is what Jesus says to Julian as well. I wasn't trying to suffer so I could get to some greater good beyond you, you are the greatest good because love is its own reward. And this really becomes, I think, the argument of the revelations.

Now, I don't want to overstate this, Julian has a vision of paradise of bliss beyond all this, but she also insists that love is the whole meaning of everything. And when we exist in love, we have already arrived at whatever our reward will be, even in spite of whatever sufferings we are enduring. There's a strong sense, in a way I think that echoes, obviously very differently, but in a way that I think that echoes the Gospel of Mark, which is saying that love is its own reward.

That facing terror, and pain, and loss is where-- in love is what we are meant to do, it's not some conduit or escape hatch by which we arrive at some kind of greater security or salvation. And this is where we can start talking about grief and hope in a less theological, maybe more theoretical event. So a lot of the way I'm thinking about grief comes from the writings of a really important theorist that many of you, I'm sure, have heard of named Judith Butler.

This book Precarious Life came out in the mid aughts or early aughts, I think, 2003 or four, or something. And I'm focusing on the first essay of this book, which is called Violence Mourning and Politics. And in that work she talks about grief, and grief ability, and about grief as the ground for ethics, so these are just a few quotes from her writings there. Right at the beginning of the essay, she writes, she asks these questions, who counts as human? Whose lives count as lives?

She's thinking about the US involvement in Iraq at the time, and the way that we were grieving both Iraqis who were killed in the war, and American soldiers were killed in the war, but she's also talking about the AIDS pandemic in the United States when she's talking about who counts as human, whose lives count as lives. And finally, what makes for a grievable life? Despite our differences in location and history, all of us have a notion of what it is to have lost somebody. Loss has made a tenuous we of us all.

And if we have lost, then it follows that we have had, that we have desired and loved, that we have struggled to find the conditions of our desire. Butler, she's a critical-- they are a critical theorist and they often use language as is kind of difficult and in the tradition of critical theory. But part of what is going on in this quote here is that, what they are suggesting is that, what makes a life grievable is that we love it. And we love those lives, which we are afraid of losing, and which are also precarious, which could be lost.

Our urge to protect, our urge to love, our impulse to grieve after we lose that which we love is a sign that we love. She's there diagnosing this idea that grief and love go together. We love that which we would grieve losing, and we grieve that which we love. Loss is the thing that ties love and grief together. And if that is true, Butler suggests that grief can become something of foundation for our politics, but maybe not in the ways that it often is.

So here, later on in the essay, when grieving is something to be feared, if we don't think of grieving as a line with love, but think of grieving as something we have to suppress or something that we can't face, if we look away from the empty tomb and don't want to face emptiness and fear or terror like the end of the Gospel of Mark does, when grieving is something to be feared, our fears can give rise to the impulse to resolve it quickly, to banish it in the name of an action invested with the power to restore the loss of return the world to a former order, or to reinvigorate a fantasy that the world formerly was orderly.

So when we fear grief, when we can't look in that empty tomb, then we start to take actions that restore the loss or return the world to order. We either tell stories that help us to look away from the empty tomb, or we do other similar things, or we reinvigorate a fantasy that the world formerly was orderly. This inability to grieve becomes problematic because we start taking actions that don't reckon with the world as it actually is. And therefore, become inclined towards forms of injustice that we're going to in a minute.

To grieve, they say later on, and to make grief itself a resource for politics, is not to be resigned to inaction because they're concerned that, maybe if we're thinking about grief, we're just thinking about wallowing in sackcloth and ashes. They say it's not that. It's not to be resigned to inaction, but it may be understood as a slow process by which we develop a point of identification with suffering itself.

To grieve, to recognize what is precarious, which lives are precarious, which lives are at risk, which is all of them. Is to start to understand that these lives are precious. They're precious because they are at risk, and therefore we have an obligation to protect them. We start to pay attention to their suffering. If we refuse to grieve, if we refuse to acknowledge that things are at risk, then why would we be inclined to protect them?

It's only by acknowledging grief, sort of anticipatory grief. Only by acknowledging that which we might lose, that's the only kind of-- that's the only way we progress to a real, fulsome love. Knowing that a thing is at risk, knowing that we might lose it, knowing that we will lose it, is exactly the thing that encourages us to try to protect it, and to care for it. So failure to grieve becomes a failure to love. This becomes very ironic, or very paradoxical, or very critical if we look at something like the later versions of the ending of the Gospel of Mark.

The first version of the Gospel of Mark is fully willing to grieve. There's fear, terror, and emptiness, but it's still called the Good news of God in Jesus Christ. And all we have left are all Jesus's actions on behalf of those who are suffering and poor. That is all that's left, and that's the good news, and it looks right at that emptiness and terror. And then you have versions added on which become gradually more triumphal, gradually more unwilling to grieve in that particular way.

And it raises the question if it also becomes less willing. To love pays less attention to all those precarious lies because it becomes completely fixated, excuse me, less available to all those precarious lives because its vision becomes completely fixated upon that one life which is no longer at any risk, the life of this risen Jesus. So this failure to grieve could be read as a failure to love in the way that the first version of the gospel is maybe calling us to.

So let me talk about hope for a minute. As I said, I've been working through some stuff on hope, so there's more bullet points here, but I promise we won't go too deep into the weeds on some of the theology. Now, hope is one of the three theological virtues that Paul outlines faith, hope, and love. Those of you who are familiar with the Christian tradition might be familiar with the way Paul talks about this. But it doesn't really talk in any kind of exhaustive or systematic way about what these virtues are. He gives a little bit of description of them, and I want to look at the way that Paul describes them a little bit. This is a depiction of Paul here.

So this is in Romans 5. And not only that, but we also boast in our sufferings knowing that suffering produces endurance, and endurance produces character, and character produces hope, and hope does not disappoint us because God's love has been poured into our hearts through the Holy Spirit that has been given to us. What's interesting here is that hope is very closely tied to God's love being poured into our hearts.

I want to talk about that again. I mean, there's also all this stuff about suffering, and I think probably our Q&A we're going to have to reckon with the Christian the harmful and problematic Christian tradition of valorizing suffering. And I think, Paul's up to a little bit of that here. But the main thing I want to point to and call back to later is this idea that hope and love are closely related. That's not the way he talks about hope necessarily in Romans 8. Paul says, "For in hope we are saved. Now, hope that is seen is not hope. For who hopes for what is seen? But if we hope for what we do not see, we wait for it with patience."

So hope is not the same thing as seeing. If you can see it, it's there. But here, hope is something about a relationship to the future. It's something about anticipating an outcome. Now, these two versions of hope don't have to be in tension. This idea that hope is from God's love being poured into us, that hope is related to love, and that hope is about anticipating an outcome. They don't have to be in tension, but I think they are in tension in some important ways. And I actually want to lift up one and critique the other.

And the way I want to critique the other is starting with this guy here who is Friedrich Nietzsche. Now, Nietzsche in the 19th century, you'll see here the first line. This is from Human, All Too Human which is one of his earlier works. He calls hope the worst of all evils because it prolongs the torments of man. This is a very Nietzsche line. But he's very much concerned with hope like delusion, hope is a delusion.

You have no evidence, Nietzsche would say. You have no evidence that things are going to go the way you want them to go, and yet you hope in something that has no evidence, and all it's doing is prolonging your torments. Your faith in this delusion is just a way that you're torturing yourself. And persisting, it's the worst of all evils because it is a delusion. He says also in Human, All Too Human, we are only reasonably entitled to hope when we believe that we and our equals have more strength in the heart and head than the representatives of the existing state of things.

Now, this is really important here. He says, there is some reason for hope. We can have hope in ourselves. If we are sure or believe that we are stronger than our opponents, or at least that we are stronger than the inept people who are running things, then we can hope because that's a hope where we can have some confidence. But what he's really worried about is what he's calling here extraterrestrial hopes.

Nietzsche was just kind of anathema to any kind of hope in anything beyond this world, any kind of supernatural anything, any kind of supernatural hope, or religious hope, or theological hope he would call it, he saw as poisonous. He said because what that does is-- he said it was a kind of nihilism. He's often accused of being a nihilist, but it's actually the opposite. He thought that if you had placed all your hopes in some great beyond or in some other world, that naturally would stop paying attention to this world. That you would believe in something which doesn't exist out there that other world, that supernatural world, which he did not believe in.

And displacing all your cares and concerns to that world would make you ignore what is right here in front of you, which is where you should be focusing actually, all your energy. So it was in particular extraterrestrial hopes or supernatural hopes that he hated. But he also had other ways of speaking about hope, when hope was placed in the here and now. In particular around ethics, that mankind be redeemed from revenge, that to me is the bridge to the highest hope and a rainbow after long thunderstorms. He had this recurring image of hope as a rainbow, hope is the rainbow over the cascading stream of life.

And I think that's it's an ambivalent image because the rainbow is kind of an optical illusion. But it also is a beautiful thing that is part of the world around us, part of this world where we are living. So he hated hope in the one sense, but he hated it for the way it's confidence in an outcome it could not prove could lead to delusion. Now, that's not the way more contemporary folks are talking about hope. This is Vaclav Havel, who was President of Czechoslovakia and the Czech Republic, also a literary writer.

And in one of his books he has this short passage on hope, where he says, hope in this deep and powerful sense is not the same as joy, that things are going well. It's not the same as willingness to invest in enterprises that are obviously headed for early success. But rather hope is a willingness to work for something because it is good, not just because it stands a chance to succeed.

Hope is the willingness to work for something because it is good in itself, not because of what it is going to become or succeed. Think of Julian looking at Jesus's face and saying, no, you are my heaven. I don't love you so I can get to someplace else, I love you because I love you. Or Jesus in turn saying to Julian, you are my reward. I didn't love you so I could get something better from God for the sake of you, I love you for you. Hope is a willingness to work for something because it is good, not just because it stands a chance to succeed. The more unpropitious the situation in which we demonstrate hope, the deeper that hope is.

Hope is definitely not the same thing as optimism. It's not the first version of Nietzsche's critique, which is that things are going to turn out well for no reason. You have no evidence to believe it will. It is not the conviction that things will turn out well, but the certainty that something makes sense regardless of how it turns out. Now, I don't know if the translation from Czech makes sense is, to me, makes sense seems not really to carry the full weight of what he's trying to say, but the certainty that what we are doing has meaning whatever the outcome.

That what we are doing has meaning whatever the outcome. That I did this for you, not because you could get me to someplace else in the way that Julian and Jesus say to one another. This is Gustavo Gutierrez, the founder of Latin American Liberation theology, who around the same time that Vaclav Havel was writing what he was writing about hope, he had an interview in which he said this, hope is not the same thing as optimism. Optimism merely reflects the desire that external circumstances may one day approve there's nothing wrong with optimism, but we may not always have reasons for it.

I think the implication there is, if we have no reasons for it, there could be something wrong with it because it makes us believe that things will improve even though they won't, and that makes us complacent in a way that Nietzsche, I think, would find reprehensible. The theological virtue of hope is much more than optimism. Hope is based on the conviction that God is at work in our lives and in the world. So this is Terry Eagleton in a recent book of his, which is called Hope Without Optimism, where he's really playing on and developing these ideas of Havel and Gutierrez, although he doesn't-- I'm not sure he actually directly attributes either of them.

And then when he's talking about hope here, he's quite grave in his description. There are occasions when men and women must die in order to defend a principle that makes life worth living. I mean, this is the description of Jesus in the second half of the Gospel of Mark, powerful enough to rule with power and to lead insurrection, but committed to principles that peace, and mercy, and forgiveness, and goodness are the values by which he is going to live.

And so there are occasions when we live by hope, when men and women must die in order to defend a principle that makes life worth living. There is more at stake in acting than dismal or agreeable outcomes. Hope can acknowledge loss or destruction to be unavoidable, which is where it differs from some currents of optimism, it still refused to capitulate. Hope can acknowledge that a bad outcome is unavoidable, but it acts not because it feels it can guarantee a good outcome, but because the action is worthwhile in itself because the thing for which we were acting is good and deserves our action, even if we can't save it, even if we can't guarantee the outcome.

What this means is that, I think, hope is wrongly been characterized as a form of knowledge. Hope is a way we can have a relationship to what's going to happen in the future, know what's going to happen in the future. And I don't think that's actually what it is. At least in my theology like all things, it actually should be rooted in love.

And if hope is a form of love, it's actually not about knowing what the outcome of the future is going to be, it's actually deciding what is worth acting for in the present regardless of outcome. Even if I cannot save the future, even if I cannot guarantee an outcome, this is worth acting on. This is Julian looking at the face of Jesus and saying, you are my heaven. These are the women going to the tomb at the end of the Gospel of Mark saying, even though we cannot save our beloved friend, Jesus, anymore, we are going to roll back the stone we can't roll and care for this body that we can't raise.

And what I think is really important here is how this confounds the logic of capitalism. And maybe the confounds the logic of extractive capitalism in particular, where the worst-- excuse me, where the Earth exists for us to use it, so that we can ensure our own security. The purpose of the Earth by the logic of extractive capitalism is that the Earth exists so we humans can make ourselves more safe and more secure.

And we use it, and we do things to it, and we master it, and we become lords over it in order to shore us up and make us more secure. It's a tool by which we build ourselves up. That's what capitalism, extractive capitalism in particular would want us to do with carbon resources. But if instead we think about the Earth not as something to be used, but as something to be cared for regardless of the outcome, whether or not we can save it, whether or not it's going to make our lives easier or longer, then we come into a different relationship with this Earth.

And that relationship of love for things acting on behalf of things, merely for the sake that they exist because they are good, rather than what they can do for us, that does confound the logic of capitalism. And I worry that actually, I'm going to skip to the last bullet here as I-- I'll talk about some of these other things, but I'm going to skip to the last bullet for a second.

I worry that the way we read the resurrection story now, actually inclines us more towards the idea of extractive capitalism where other things exist for us to sacrifice them to our sense of security. I mean, you think about the way that this resurrection story is told, the one suffers immensely, but that suffering buys everybody else security. And if the one suffers, everybody else gets to be safe and secure forever, and that's the way we think about. I mean, that kind of utilitarian approach to the body of Jesus, to the life of Jesus, is also this kind of triumphalist resurrection account.

There are lots of ways that the Christian story and Christian stories can be used to show a kind of disordered, and I would say sick relationship that much of the Christian tradition has to the natural world. You can think about the Eden story of where we're banished away and separated from the Earth, and have to toil and struggle against it rather than to live in a more peaceable way, that's certainly one of the stories.

But another story, I think, is this idea that, oh, what it takes for me to be secure is for somebody else to sacrifice. And especially when we think about the way that climate change is not just dangerous for everybody, but how the levels of that danger are unjustly distributed among peoples. And how much people in the North and the First World are very much willing to allow others to suffer first and more for the sake of our security, this it troublingly follows the logic of resurrection.

But I think within the Christian story, there are other ways to think through what it might mean to look at emptiness, to look at fear, to look at outcomes we cannot predict, even outcomes that we worry will end badly and still say, it's worth acting, it's worth loving the world as it is because it is good, because God told us it's good. Not because we can save it, not because if we save that it will save us, but just because it deserves to be loved. We care for it because the beloved deserves our care, not because it will reward us.

I have some examples. I'll just close like talking about one example from pastoral life since that's the first bullet here. But the reason I had this intuition is not because I'm a theologian, it's not because I went to a talk in Falmouth from some scientists and Christian theologians, it really comes from my work as a pastor, which is limited. And I'm sure in this audience, there are people with a lot more pastoral experience than me.

But in that article from New York Magazine that I referenced at the beginning of this talk, when David Wallace-Wells talks about, we present people with a horrible news, and they'll either deny it, and hide their heads and pretend it doesn't exist, or they'll despair and not do anything. And it's a different scale. Climate change is an absolutely unique thing for us. But I've been with several people who have received apocalyptic news, when people-- with people when-- who have received the most awful news they can imagine.

When their loved one or someone they love dearly gets catastrophic apocalyptic cataclysmic news, news of terminal illness or that kind of thing. And in no cases, it's a small sample size, but in no cases among those good people that I've had the honor to sit with in those conversations and to journey with through the course of their illnesses, and as they accompanied their loved ones through illness. In no cases did people throw up their hands and say, well, I deny it, it's not going to happen. Or don't tell me that, or whatever.

Obviously, people are shocked, and people are hurt, and people are sad. But in every case of a person, including very personal ones when people get this kind of news, what I find is that human beings when given-- when told the truth about how much time is left and what they can do, they do everything they can to love one another as much as they can with the time they have left. I think we humans are capable of this. I actually think that Christian tradition gives us all the tools we need to do it if we read the tradition the right way.

The problem now is one of scale. I mean, we're thinking about a habitable planet that is in a similar situation, which is getting pretty grim news. The question is, will we be able to respond the way that I see so many of my parishioners respond on a fairly consistent basis, which is to respond with love. To look to the thing that maybe we can't save and decide to love it not because we think we can save it, or not because we think by saving it, it will save us, but simply because it's good.

DIANE L. MOORE: Matt, thank you on an incredibly powerful, and rich, and illuminative conversation you've sparked for us. The scale and scope of what you're addressing here, I think, just is remarkable both in its depth as well as its breadth because you really give us some language and tools yet again, to think about what we-- to think in fresh ways what we think we know.

And just incredibly grateful for the richness of the resources that you represented here. I'm going to encourage folks to go ahead and start putting questions in the chat. We've already got a few but one of the things I wanted to ask you about is, first of all, I'm sure the connections with other stories and scholars that I'm sure the synapses are just like firing for you throughout this whole journey.

I'm just so struck by your comment about what it means to not just what-- I often quote Donna Haraway in this series because I think she's such a powerful interlocutor around these questions. And of course, her latest work is called Stay With the Trouble. And what I hear you doing here Is the same thing.

It's like we can't be thinking about the consequence of actions, but to stay with the action, to be present. And the question I wanted to raise for you relevant to that, and to Butler's notion of we can't love what we can't grieve. I'm just wondering, what are your reflections on our connections with the non-human world? How do we move into a space of the recognition that is so critical relevant to life, non-human life around these same questions?

MATTHEW ICHIHASHI POTTS: I think, yeah, that's absolutely-- that's the right question. And I think Butler is a really great tool for us to do that because I think what's implied, it's not in this essay, but in other of their work what's implied is, when we ask what lives are grievable, they're also talking about non-human life. And I think what they would say is that, our failure-- something like climate denialism is a failure to grieve.

It's a failure to grieve the world around us, failure to grieve what we're losing natural places, non-human, beyond human creatures. It's our unwillingness to see, to grieve those lives is an inability to love those things as well, which in any reading of-- I mean, even the most conservative readings of the Christian text is a betrayal of humans obligations to the world around us.

The inability to grieve, I think, as a sign of our failure to determine that the world needs love and care, yeah, I think that's absolutely right. And that's what Butler is calling us to. Think about who you're not grieving. We can start with humans like gay men during the AIDS pandemic. And we can-- or we can expand it out to victims of war and violence in various places in the world. But I think they're also saying, what else are we losing? Because we're losing. The ones you're not paying attention, you can know what you love by what you grieve, and that's what they're inviting us to try to grieve as broadly as possible.

And that's not something that's-- I mean, just to name my own community. For all our proclamations, that's not something Christians like to do or humans in general, I think, but it's grief is hard, and it's hard to lose things, and we want to turn away from that. And what Butler suggests is like, no turn toward it because you're not going to know, you're not going to learn how to protect it, you're not going to have the courage to face it, you're not going to do what needs to be done to love it, even bracketing the question is saving it, you're not going to do what needs to be done to love it until you're willing to grieve it. And yeah, and so I think you're right to point it towards the beyond human and non-human. Yeah.

DIANE L. MOORE: Yeah. Thank you. Just one quick other comment, and then want to turn to some of these really great questions. I'm so moved by your experience. And think which everyone in this talk can relate to about what does it mean to hear a terrible news about people we love, and what do we do with that news? And I just find that simple but very relatable experience so powerful that we don't run, we don't say, well, I give up, we stay, we stay in the pain, and because that is our expression of love. So I just want to say, simple but very powerful connection, so thank you for that.

MATTHEW ICHIHASHI POTTS: I mean, the analogy would be like, I will care for you these next three months as long as you get better.

DIANE L. MOORE: Right.

MATTHEW ICHIHASHI POTTS: None of us would ever say that. On the contrary we say, if it's two months, whatever I will do whatever I can for as long as I have just because the act itself is the gift. You are my heaven, that's the--

DIANE L. MOORE: Yeah. Really beautiful. Thank you. Thank you for that. One of our beloved students, Rebecca, who's in your forgiveness class says that she's seeing real deep parallels here. And so her question for you is, how do you see the relationship between hope and forgiveness?

MATTHEW ICHIHASHI POTTS: Yeah. That's a great question. I think, as I've gotten deeper-- and I'm not very deep in this writing project, I've had the idea and I kind of the books I want to write about and I'm developing ideas of hope is the thing that-- I'm a sports fan, it's the hope that kills you they say in sports, right? And so like the hope has been the thing I've been avoiding just because there's-- yeah, the sources are difficult, and it's a complicated topic.

I think maybe what you see the way I'm-- the more I'm-- let me start over. The more I'm thinking about hope, the more this looks like an analogous problem to the one I found with forgiveness. And not to derail this conversation, but that it can be used and it has been used by the Christian tradition towards the ends opposite of what it's intended for, I think. This kind of, I think, the idea of hope as a kind of religious form of optimism as a way of saying, oh, everything will be all right, it can lead to some complacency. It can lead us to not care. It can lead us not to grieve.

If my hope is just mere optimism. If my hope means that, oh, actually the icebergs won't melt, then I'm not greeting them, and then I'm not-- and if I'm not grieving, and then I'm not caring for them. But a different kind of hope would be one that says, oh, the icebergs might melt, but they are these non-human beyond human parts of creation are worthy of my care just on their own for no other reason. That's a different kind of thing, and it depends upon us being willing to look into this empty tomb, be willing to wait-- be willing to face grief, which is the way I also want to think about forgiveness.

Forgiveness isn't this magical way for us to undo the past, it's actually a way for us to live with a broken past. And maybe hope is the flip side. Is not a way for us to magically fix the future, it's the way to live into what might be a broken future.

DIANE L. MOORE: Wonderful. Thank you. Great question. Thank you, Rebecca. There's wonderful questions here. Just I'm going to turn to Sarah Brownsberger. Thank you, Sarah. She says, thank you for a beautiful talk. Isn't there a parallel here for refounding medical ethics. Care for the patient as a mortal self, not as an autonomous mind seeking to optimize the criteria of health, but as the doomed frail body each individual life is doomed and that's interesting and powerful language. Please.

MATTHEW ICHIHASHI POTTS: I mean, I think one of the places-- this is a question that Christians have to grapple with. This I think, not just what it means to have bodily life and to be mortal, but also our relationship to whatever immortality is. I think that's a problematic thing for Christians, and I think that we have not handled it well traditionally, that's also not what this talk is about. However, I do that-- I think you're right, Sarah, that part of what Butler is pointing us is to just come to the to be frank about the fact that all is vulnerable to loss, that all everything around us is potentially grievable.

And the degree to which we grieve it is the degree to which we love it. Yeah. And I see this from the kind of chaplain side. I worked very briefly at CPE as a chaplain, but also as a priest working in a pastoral situation, and also with loved ones of my own who have had terminal illnesses and died from terminal illnesses. There's a point in every illness where the conversation shifts from, how do we get more days, to how do we-- or at least not in every illness, but in some of these experiences I'm talking about.

Where the conversation ought to shift, sometimes it shifts later than it should from, how do we get one more day because one more day means that we don't have to face the end, to how do we live this day with as much caring and love as possible? And not to make it too personal, but my mom died last year. I think, if we could go back now, she would probably say, she waited a couple of weeks too long.

And I think thats to alot of folks because I think the medical establishment with its great skill at prolonging life is inclined towards doing this and has trouble having that conversation. I'm grateful for really wonderful chaplains, many of whom are trained by this school, and by the CPE programs in Boston for helping us, people who have loved ones going through that, and helping medical clinicians and so forth. Make that turn, have that conversation as early and as thoughtfully as possible. So I think you're right.

I mean, I can't-- I'm not an expert in medical ethics, so I can't speak broadly as to how it might reorient Christian medical ethics. But I do think there is a difference between approaching a human body as a body available for saving as opposed to approaching a human body as one which is mortal and finite always and already.

DIANE L. MOORE: Right. I'm so stuck to buy that. Deeply understandable in my own experience too of the desire to have one more day, which that doesn't also address that. That's about me wanting more time for my beloved.

MATTHEW ICHIHASHI POTTS: That's right.

DIANE L. MOORE: It's not about the well-being of and the confrontation of the frailty and our finitude. So thank you. Beautiful. Thanks for the wonderful question. I'm just skipping around. These are wonderful questions. But this is from an anonymous attendee. You talked about anticipatory grief and this makes me think of solostalgia, or the grief one feels from the loss of place due to environmental change.

I think, you can also-- I just want to say, I think, that can also be not just about environmental change, but loss of place around refugees, loss of place around a host of things, that's my addition. Back to the question. I'm curious how you think we can work with anticipatory grief that you identified in a way that feels fruitful and not paralyzing.

MATTHEW ICHIHASHI POTTS: Yeah. I mean, I think that-- I think grief-- I think, I oversimplify that pastoral example, a little bit because I think for the first day or two, sometimes people are paralyzed. And there often is denial for-- there often is denial for a period of time. I just, I think we have to look lean into that, look into it because in my limited experience, people move through that stage towards other stages of grief.

And so it may be that really turning towards grief in a self conscious and deliberate way will feel paralyzing, and will fill us with despair. For a period of time, I think, the women going to the tomb or running away in terror, that is something we move through as we do that. One of the things that I taught a class with Terry Tempest Williams, who's going to be talking later on in this series that was also titled Apocalyptic Grief, I've been using this title for a while now.

But she had us do an exercise at the beginning of the class, which was incredibly memorable, and affecting, and effective. That she didn't give anything away maybe the way I'm talking already did. But it was the first day of class, and she invited everyone to take out their journals, and write for 10 minutes about a place they love. Just the place you love most in the world. And everyone has that place.

And people were writing, and you could see that they were taking themselves to that place with their writing. And then after 10 minutes, she told us to break. And she said, OK, now, imagine that place will be gone in five years. I mean, kind of enforced solostolgia. Imagine that place will be gone in four years, five years, whatever it is, now right how you will spend that five years. Write what you will do with the next five years.

Well, how would you relate to that place knowing that it's finite, knowing that it's frail, knowing that you can't save it? And I know no one's writing, turn away, find a new favorite place. And this is I think these sorts of exercises can be useful. That really-- I mean that I said sticks with me, I still remember the place I wrote about, I still remember she didn't tell me she was going to do this, I still remember kind of the shock of that prompt, the second prompt. And then trying to think about what would I do.

And then she did because she's a skilled writer and caring teacher, she just kind of used that as a way to broaden out the scope of what that grief could look like. Because we had a room of 20 people and they all had a different place, and now all of these places are all at risk, and all of us are in relationship with one another. She was, I think, there are ways that we can invite people to turn towards grief that can-- will feel shocking and may feel even like fill us with despair or something like an emotional paralysis or something.

But that's something we can't be afraid of because it maybe we can-- maybe what's needed is to face that, and then endure that so we can move through it towards the care that these places deserve.

DIANE L. MOORE: Yeah. Wonderful. We have a-- I almost didn't want to ask a question because it's, I think you partly answered it, but I think Jacob Walker has another slight twist.

MATTHEW ICHIHASHI POTTS: Jacob.

DIANE L. MOORE: So thank you, Jacob, for this question. There's so much in your talk. Thank you for your talk. Something that seems particularly hard about galvanizing action around climate catastrophe is how removed specifically and temporarily the negative effects are from those who cause it. I can imagine those same difficulties arising in the context of failing what you call anticipatory grief.

So his question, how do we feel grief in a non-manufactured way about something that has largely not yet happened? And even when it does happen, will likely not affect us in Cambridge as gravely as it does others i.e. how do we feel genuine grief for something that is not immediately confronting us?

MATTHEW ICHIHASHI POTTS: Yeah. I think, that's the other part of the Christian prophetic message is it's partly sort of this imaginative work. One of the things I want to think about in my book is, in my head I have broken up chapters, I want to think about imagination, imaginative work as a way of-- and in a way that these questions are really helping me maybe anticipation or anticipatory grief is related to imagination somehow.

Imagination is one of the tools, like this thing that I think that Terry did for us and for our class was to help us use our imaginations so we could actually access our grief better, access some of those places that we were not yet grieving, or that we were not recognizing as fragile, and frail, and subject to passing. But I think the other thing that Christianity has or ought to have is its prophetic voice for justice.

I think part of what's going on in that first half of the Gospel of Mark, all the people, the crowds around him think it's about the power, and for Jesus it's about the people. It's about the man in the tombs who spends all night crying, and cutting himself with stones, and that his friends chain him up. It's Jesus going to him and saying, I'm going to care for you.

And everyone sees the power that he uses to banish the demons, but for Jesus it's about the person. For Christians, I think our job, our pathetic job is to try to get as many of ourselves and others as possible, grieving lives that are being lost right now and yesterday, even especially when very privileged. And I mean, I'm talking to you from the basement of the Memorial Church in the middle of Harvard yard there is not another more privileged Christian church perhaps in the world.

But from this vantage, our responsibility is to try to grieve as much as possible, to call us to grieve, to recognize those who are suffering because as you say, Jacob, it's already happening. And it's easy for us to pretend it's-- I'll speak for myself, it's easy for me to pretend it's not, and I could very well pretend it's not for the rest-- for much of my life. But I think we have an obligation, a moral obligation to grieve as publicly as possible and to call attention to where that suffering is.

DIANE L. MOORE: Wonderful. I'm going to-- I have a thought, a brief thought that, I think, links the previous question and one that I'm about ready to share from Dan McCannon, who's another speaker in this series. But again, apologies for my returning to Haraway again. But her call around this question of staying with the trouble. Is it one of the things she asks of us to do rather than kind of avoid the grief or address stay with the trouble of whatever the times are?

And with that attentiveness to the presence, be attentive to the multiple relationships that we actually do have that sustain us, that be more attentive to the non-human kin that our lives are dependent upon. And she calls us to consciousness about that as a way to be responsible, to be able to respond because if we are not aware or attentive, we can't.

And I just-- it's that same recognition of the profound interdependency rather than autonomy of human being that, I think, is also what we have to fight against relevant to a larger framework of how we even think about the human. It goes into neoliberalism and a whole host of things, extractive capitalism. But so I just think that a paradigm shift into what it means to be human is to not be autonomous.

MATTHEW ICHIHASHI POTTS: Yeah. That's right.

DIANE L. MOORE: So Dan's question though, is also a really rich one. And thanks Dan for it. I'm entirely convinced that the inability or reluctance to grieve is a huge part of the current predicament, but I wonder if grieve ability is the only path forward toward love? Especially, love for our more than human kin.

Every day species are going extinct, but every day species are also evolving in creative new ways. Most likely species will continue to evolve thousands of years from now. If we celebrate a story of evolutionary creativity that seems likely to outlast humanity, is that Resurrection triumphalism or is that an additional path to love?

MATTHEW ICHIHASHI POTTS: Yeah. That's a-- I think, yes. I think you're describing something like-- this is not one of the classical three theological virtues, but I think you're describing something like wonder. Having a relationship of wonder towards the natural world. I think that that's love also is that, it's not just grieving that which is precarious, it's also being filled with wonder in spite of its precarity the beauty, and ingenuity, and creativity of the world around us.

And the fact that the human habitable world is a very short period in the history of life on this planet. And that what we are in-- I think what we-- the relationship of grief that we have to be in is within a particular kind of habitable world. One of the things that frustrates me is when-- it's kind of when kind of folks talk about saving the Earth or saving the Earth. And just kind of placing the value of the Earth or the Earth itself in a very narrow human scale.

I think what we're talking about is an unnecessary extinctions of lots of species and ourself in the present. And thinking about grief in that sense while also remaining in relationship of wonder that far outstrips and exceeds the human, the scope and span of the human. And that also can be a-- yeah, that also can be a way.

But as I think about it though, I know grief is one of those slippery words where I can get away with a lot just because it covers so many things, kind of love, or hope, or forgiveness, which is that, again, just analogizing from the most narrow personal or pastoral examples. The experience of grieving with someone even in a stage of extreme disease or something, end of life as I was talking about, will include sadness. Affective states like sadness, and anger, and despair. It also includes joy and wonder, and in ways that are not contrary necessarily to grief.

So I take your point, Dan, I think you're right. I think it can make it one telling of the story and maybe the telling the story I gave can make it too grim or only grim, whereas reckoning with loss, if that's what grief is. If reckoning with loss is what grief is, it will include many human affective states and wonder, and kind of joy the creativity of life even as it passes. You can be part of it, I think.

DIANE L. MOORE: Wonderful. Wonderful. Thank you. Back to grief. Janet Keating. Thank you, Janet, for this wonderful question. She's basically asking, is our collective turning away from grief the major driver of climate change? And the sense she also-- she goes on to say, we also when we turn away from grief, we obsess with other forms like screens, and distractions, and a whole host of things. So we occupy our time and world.

MATTHEW ICHIHASHI POTTS: I don't feel qualified to answer the question, that's a cop out I guess. I think because there are so many things, especially huge institutions and economic forces that drive climate change. But I think that there's something in the Christian West and something in the Christian capitalistic system that does look at the-- that look at the world around us as something to be sacrificed for our own security.

And maybe to prop up an illusion that we don't need-- that we aren't frail and aren't fragile. And that sometimes we do that to other people in other religions. We sacrifice them to-- I mean, Baldwin has this wonderful critique in The Fire Next Time about how racism is a symptom of this. That we are willing. We cannot accept that we are mortal, and so we project our mortality on others so we can live with the illusion that we don't have to die.

And the logic of unending growth that extractive capitalism in particular tells us is certainty, is the only narrative that's possible. We must keep growing. We cannot keep-- we cannot stop growing. This is endlessly sustainable is just that's an illusion and a lie. And this is a stretch, but I think in a way that is turning away from just like a reckoning with limits, a reckoning with finitude, which is related to something like grief.

So again, like I think the-- I'm not an economist. The economic forces and all those things are not ones that I could understand or claim to. But as a theologian, boy, it looks a lot like some of these problems I see in the theological tradition about the way we think about our own fallibility infinitude.

DIANE L. MOORE: Yeah. I think, I'm really grateful to the question, I'm grateful for you tackling it with the caveat because I do feel like what's the major cause of climate change? I mean, I don't think anyone can answer that. But I do think, based on my opening remarks that we have very many instrumental answers to that question. But I think the psychological, emotional answers are what will also be required for us to be able to tackle these times in a responsible way. So thank you. Thank you for that. For both of you, for asking and answering that challenging question.

Margaret Bullard Jones, asks about-- she speaks out of her own also Christian heritage, but I think it has broad representations for others as well. I wonder how our Christian witness could be transformed if we reclaim the power of lament. So I think, I'm just going to shift that and say, have you given any thought to the relationship between grief, and lament, and love, and what that human emotion might incite in us?

MATTHEW ICHIHASHI POTTS: Yeah. I mean, not in any sophisticated, theoretical way. I think that's right. I think Margaret's question is right. And I think that it's more than intuition. I think, that recognition that there's a long standing scriptural and theological tradition of us turning towards grief. It doesn't start with the empty tomb in Mark, it goes all-- it's shot through the Hebrew Bible.

Turning in lament to one another and to God is something that has just always been part of the scriptural tradition that Christians inherit, and that obviously precedes us. I think that's right. And maybe this is because I'm here in the undercroft of Memorial Church, I think, that the form of grief that I-- and also because I think I have standing preoccupations with forgiveness as a topic.

The way I'm thinking about forgiveness-- I mean, excuse me, the way I think about repentance, excuse me, the way I think about grief is around repentance. It's about, oh, what have we done that we can't undo? How do we actually-- I think the failure to repent is also a failure of grief. It's saying, oh, I didn't. The thing is not broken, I can fix it. Oh, it's not that bad.

To actually turn to something and say, nope, we did this, and this is-- and we must take responsibility for it. Taking responsibility for it, I think, repentance becomes a form of lament, look what we've done. Have mercy upon us God for what we've done. Have mercy upon us all you other creatures in the world, human, and non or beyond human. Look what we've done. Being as honest with that as possible, I think, a really honest expression of repentance would be one of lament because it would be honest about what's been lost, and what can't be brought back.

But I think only when we become honest about what's been lost and can't be brought back, do we actually learn what we can do. Then you start to say, OK, then what can we do? And what must we do with the time we have?

DIANE L. MOORE: With the time we have, yeah, in the midst of it. Thank you, Matt. What a powerful, profound, illuminating presentation. And then the-- and thank you all in the room for the wonderful and generative questions. We're sadly right up against the hour of the end of our conversation for tonight. But I hope that you will join us next week for the last in the single presentation series when, Terry Tempest Williams, our beloved writer in residence next week on March 4 at six o'clock, Eastern time, she will be here presenting the practice of wild mercy, something deeper than hope.

So we're going to stay on the question of hope. So I hope you all will join us for that. And again, I just want to say thank you, Matt, for a wonderful and very thought-provoking, and generative conversation. So thank you so much, and thank you all.

MATTHEW ICHIHASHI POTTS: Thank you Diane, and thanks everyone.

SPEAKER 2: Sponsors: Religion and Public Life at Harvard Divinity School, the Salata Institute for Climate and Sustainability at Harvard University, The Center for the Study of World Religions, the Constellation Project, and Harvard X.

SPEAKER 1: Copyright 2024, the President and Fellows of Harvard College.

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