what i believe essay summary

What I Believe : Summary and Questions

What i believe by e. m forster.

Introduction to What I Believe E. M. Forster is an individualist and liberal thinker. He is an artist, finds difficult to adjust with the changing world. He does not believe any organized religion or social or political creed. He is a democrat. He is not a hero – worshipper. He does not believe in Great Men or Gospels. Respect for the individual, love, tolerance and sympathy had been the cherished ideals of democratic principles. He observes that the world is changing from bad to worse. Violence, cruelty plus racial religious persecution dominate the world. This essay is the honest confession of the Personal Faith. It guides his life. In other words, he follows the dictates of his conscience. He is truly a secular democrat. He does not claim to be a member of any religion or sect. This essay throws light on his personality.

Summary E. M. Forster begins ‘What I Believe’ with a note of clean confession. He does not believe in Belief. Most of the creeds are militant. The world is full of religious or racial persecution. He admits that Faith is a mental starch. He differs from the world.

Personal relations are despised today. We are urged to get rid of them. We are told to dedicate ourselves to some movement or cause. He halts the idea of the causes.

Democracy is not a beloved Republic really. It is less hateful than another form of government. The individual is important. All types of individuals make civilization. There is no division of people between bossers and bossed. He is the admirer of ordinary people. They get a chance in democracy. They are creative in their private lives. They are confined to their domestic work. Only democracy allows them to express themselves.

The police and the army represent force. They represent the Government. All society rests upon force. All the great creative actions and decent human relation occur during intervals. We need not get habituated to Force. Force or Violence is the ultimate reality on our earth.

As an Individualist, he fears that the dictator hero can not help the people solve their difficulties. Every human being is born separately and will die separately. Everybody is born naked and will die naked.

1 thought on “What I Believe : Summary and Questions”

Mentioning Leo’s main problem of trying to match Jesus’ 5 tenants would have explained the source of his conundrum better. I like pondering His tenants. I came to this article to remember the 5th.

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Analysis of What I believe by E M Forster summary

What i believe by e m forster.

Ans. What I believe by E M Forster here ‘What I believe’ is an article written by E. M. Forster, a leading essayist, thinker, and scholar during the Modern age in English language and literature.

It Is an article that may be called a testament to his faith. It is a summing up of all that the writer had held dear in life. He had felt that the life in Modern world was oppressed by war and the constant threat of impending war.

He had understood individual creed which was based upon faith in fundamental human values. His view of life was by no means complete.

On the other hand, he had put forward his thought which was related to and based on certain deliberate realized ideas. In a true sense, Forster had his likes and dislikes, passions, and prejudices.

He had rejoiced in the discomfiture of his execrable thought and the triumph of personal understanding. He had attached deep values to honesty, friendliness, and good life.

Analysis of What I believe

He was ideal in his statement of circumstances which had indirectly helped in the formalities of his faith. It was Forster who had found himself in a world with a multiplicity of creeds battling with one another.

It is torn asunder by religious and racial persecution and oppressed by danger, resulting from the nuisance of science. Tolerance, Good temper, and sympathy were strangely absent in the relationship between man and man, nation and nation.

Forester was not a blind believer in religion. In his view, the codes and regulations sound in religious texts might be valuable but not everything.

Forester was not prepared to put belief the doctrines of St. Paul or the codes of Moses. His idea of heaven was that it is such a place where even the immoral are admitted.

He had no belief in the efficacy of Christianity. Forester had little faith in conventional religion but he had great faith in Democracy.

What I believe summary

He realized that in democracy men of genius get a better chance. Forster concedes that force plays a dominant part in this world. He calls civilization as justification for the continuance of human life.

Hero worship acts as a refuge in the views of Forster, the brave deserve the fair.

He believed that the salvation of humanity rests on human understanding. This article is a mirror of tenets of beliefs.

It is compacted with immense thoughts of Forster with resurgent optimism.

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What I believe -- by Einstein (1930)

The following was originally published in October 1930 on FORUM, vol. LXXXIV, No.4. It has been a great inspiration to me, and I hope you enjoy reading it as well.

What I Believe Living Philosophies XIII by Albert Einstein

Strange is our situation here upon earth. Each of us comes for a short visit, not knowing why, yet sometimes seeming to divine a purpose.

From the standpoint of daily life, however, there is one thing we do know: that man is here for the sake of other men – above all for those upon whose smile and well-being our own happiness depends, and also for the countless unknown souls with whose fate we are connected by a bond of sympathy. Many times a day I realize how much my own outer and inner life is built upon the labors of my fellow men, both living and dead, and how earnestly I must exert myself in order to give in return as much as I have received. My peace of mind is often troubled by the depressing sense that I have borrowed too heavily from the work of other men.

I do not believe we can have any freedom at all in the philosophical sense, for we act not only under external compulsion but also by inner necessity. Schopenhauer’s saying – “A man can surely do what he wills to do, but he cannot determine what he wills” – impressed itself upon me in youth and has always consoled me when I have witnessed or suffered life’s hardships. This conviction is a perpetual breeder of tolerance, for it does not allow us to take ourselves or others too seriously; it makes rather for a sense of humor.

To ponder interminably over the reason for one’s own existence or the meaning of life in general seems to me, from an objective point of view, to be sheer folly. And yet everyone holds certain ideals by which he guides his aspiration and his judgment. The ideals which have always shone before me and filled me with the joy of living are goodness, beauty, and truth. To make a goal of comfort or happiness has never appealed to me; a system of ethics built on this basis would be sufficient only for a herd of cattle.

Without the sense of collaborating with like-minded beings in the pursuit of the ever unattainable in art and scientific research, my life would have been empty. Ever since childhood I have scorned the commonplace limits so often set upon human ambition. Possessions, outward success, publicity, luxury – to me these have always been contemptible. I believe that a simple and unassuming manner of life is best for everyone, best both for the body and the mind.

My passionate interest in social justice and social responsibility has always stood in curious contrast to a marked lack of desire for direct association with men and women. I am a horse for single harness, not cut out for tandem or team work. I have never belonged wholeheartedly to country or state, to my circle of friends, or even to my own family. These ties have always been accompanied by a vague aloofness, and the wish to withdraw into myself increases with the years.

Such isolation is sometimes bitter, but I do not regret being cut off from the understanding and sympathy of other men. I lose something by it, to be sure, but I am compensated for it in being rendered independent of the customs, opinions, and prejudices of others, and am not tempted to rest my peace of mind upon such shifting foundations.

My political ideal is democracy. Everyone should be respected as an individual, but no one idolized. It is an irony of fate that I should have been showered with so much uncalled-for and unmerited admiration and esteem. Perhaps this adulation springs from the unfulfilled wish of the multitude to comprehend the few ideas which I, with my weak powers, have advanced.

Full well do I know that in order to attain any definite goal it is imperative that one person should do the thinking and commanding and carry most of the responsibility. But those who are led should not be driven, and they should be allowed to choose their leader. It seems to me that the distinctions separating the social classes are false; in the last analysis they rest on force. I am convinced that degeneracy follows every autocratic system of violence, for violence inevitably attracts moral inferiors. Time has proved that illustrious tyrants are succeeded by scoundrels.

For this reason I have always been passionately opposed to such regimes as exist in Russia and Italy to-day. The thing which has discredited the European forms of democracy is not the basic theory of democracy itself, which some say is at fault, but the instability of our political leadership, as well as the impersonal character of party alignments.

I believe that you in the United States have hit upon the right idea. You choose a President for a reasonable length of time and give him enough power to acquit himself properly of his responsibilities. In the German Government, on the other hand, I like the state’s more extensive care of the individual when he is ill or unemployed. What is truly valuable in our bustle of life is not the nation, I should say, but the creative and impressionable individuality, and the personality – he who produces the noble and sublime while the common herd remains dull in thought and insensible in feeling.

This subject brings me to that vilest offspring of the herd mind – the odious militia. The man who enjoys marching in line and file to the strains of music falls below my contempt; he received his great brain by mistake – the spinal cord would have been amply sufficient. This heroism at command, this senseless violence, this accursed bombast of patriotism – how intensely I despise them! War is low and despicable, and I had rather be smitten to shreds than participate in such doings.

Such a stain on humanity should be erased without delay. I think well enough of human nature to believe that it would have been wiped out long ago had not the common sense of nations been systematically corrupted through school and press for business and political reasons.

The most beautiful thing we can experience is the mysterious. It is the source of all true art and science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: his eyes are closed. This insight into the mystery of life, coupled though it be with fear, has also given rise to religion. To know that what is impenetrable to us really exists, manifesting itself as the highest wisdom and the most radiant beauty which out dull faculties can comprehend only in their most primitive forms – this knowledge, this feeling, is at the center of true religiousness. In this sense, and in this sense only, I belong in the ranks of devoutly religious men.

I cannot imagine a God who rewards and punishes the objects of his creation, whose purposes are modeled after our own – a God, in short, who is but a reflection of human frailty. Neither can I believe that the individual survives the death of his body, although feeble souls harbor such thoughts through fear or ridiculous egotism. It is enough for me to contemplate the mystery of conscious life perpetuating itself through all eternity, to reflect upon the marvelous structure of the universe which we can dimly perceive, and to try humbly to comprehend even an infinitesimal part of the intelligence manifested in nature.

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This I Believe

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Celebrating Four Years Of 'This I Believe'

April 27, 2009 • During its four-year run on NPR, This I Believe engaged listeners in a discussion of the core beliefs that guide their daily lives. We heard from people of all walks of life — the very young and the very old, the famous and the previously unknown.

Saying Thanks To My Ghosts

April 26, 2009 • Novelist Amy Tan hasn't always believed in ghosts, but as a writer she's had too many inspirations that she can't fully explain. Now, Tan embraces her belief in ghosts and the messages of joy, love and peace they bring her.

Life Is An Act Of Literary Creation

April 23, 2009 • Mexican-American novelist Luis Urrea used to think that simply being a good observer would make his writing better. But over time, he's come to believe that being a good writer and a good person comes from paying attention to the world around him.

The Art Of Being A Neighbor

April 12, 2009 • A few years ago, Eve Birch was broke and living alone in a dilapidated mountain shack. But a community of people befriended her, shared what little they had with her and showed Birch the value of neighbors uniting to help one another.

Muhammad Ali John Lair/Muhammad Ali Center hide caption

I Am Still The Greatest

April 6, 2009 • To be the "Greatest of All Time," boxing legend Muhammad Ali says you have to believe in yourself. It's a lesson his parents taught him and it has helped him in fighting Parkinson's disease.

Dancing To Connect To A Global Tribe

March 29, 2009 • Matt Harding has been to 70 countries to dance — badly — in front of a camera, and videos of his travels have become an Internet sensation. Harding believes interacting with so many different people challenges him to understand what unites humanity.

My Father Deserves Spectacular Results

March 26, 2009 • Environmental activist Van Jones is a special adviser to the Obama administration. He says his dad, who died last year, would have gotten a kick out of seeing Obama become president. But his dad had high standards, and there is much more work to be done.

The Beatles Live On

March 15, 2009 • Macklin Levine was born more than 25 years after the Fab Four broke up, but at 12, she has a deep appreciation for Beatles music. "As old as the songs are, you can learn a lot about yourself from the lyrics," she says. And the Beatles help her remember her Dad, too.

Finding Freedom In Forgiveness

March 5, 2009 • Jennifer Thompson-Cannino was certain that Ronald Cotton was the man who raped her in 1984. But she was wrong. After Cotton spent 11 years in jail, DNA evidence proved his innocence. Now, the two have a friendship based on their belief in forgiveness.

Work Is A Blessing

March 1, 2009 • When he was 12, Russel Honore got his first job helping a neighbor milk 65 dairy cows twice a day. Fifty years later, the retired Army lieutenant general believes hard work helps build character, strengthen communities and promote freedom.

Seeing Beyond Our Differences

February 26, 2009 • Scientist Sheri White says that despite differences in size, shape and color, all humans are 99.9 percent biologically identical. White believes we should embrace our similarities and honor the differences that make each of us unique.

Historical Archives

Reflections on race: essays from the archives.

February 23, 2009 • Dan Gediman, executive producer of NPR's This I Believe, explores the archives of the original series hosted by Edward R. Murrow in the 1950s. He says the essays shed light on the realities of segregation at the dawn of the civil rights movement.

Gediman explores the 'This I Believe' archives.

The magic of letters.

February 15, 2009 • Chameli Waiba was raised in a village in Nepal and didn't attend school as a child. When she finally learned to read as an adult, Waiba discovered the power words could have to change her life, as well as the lives of others in her rural community.

How To Survive Life's Tests

February 9, 2009 • Kendra Jones assigned her students to write This I Believe essays and decided that she owed it to them to write one of her own. Jones believes toughness, steeliness and even meanness have helped her throughout her life.

Our Awareness Controls Human Destiny

February 8, 2009 • In an essay from 1951 for the original This I Believe series, Margaret Mead says she can't separate the beliefs she has as a person from the beliefs she has as an anthropologist. She says that humans have a responsibility for the entire planet.

A Hope For Bettering Humanity

February 1, 2009 • In an essay from 1953 for the original This I Believe series, Sir Charles Galton Darwin, the grandson of naturalist Charles Darwin, drew on his study of science to say he believed the future of humanity depended on the practice of eugenics.

Listening Is Powerful Medicine

February 1, 2009 • It took a scolding from an elderly patient to get Dr. Alicia Conill to look up from her charts and stop to listen. Conill came to understand the value of listening in the treatment process — especially when she herself became the patient.

America's Beauty Is In Its Diversity

January 29, 2009 • In sixth grade, Alaa El-Saad decided to start wearing the hijab , a religious head covering for Muslim women. Despite some trepidation, she found her classmates supported her choice. Now El-Saad believes being different is part of being American.

Thirty Things I Believe

January 18, 2009 • When Tarak McLain's kindergarten group celebrated their 100th day of class, some kids brought 100 nuts or cotton balls. Tarak brought a list of 100 things he believes. Now a first-grader, Tarak shares his top beliefs about God, life, nature and war.

Inviting The World To Dinner

January 12, 2009 • Every Sunday for 30 years, Jim Haynes has welcomed complete strangers into his Paris home for dinner. By introducing people to each other and encouraging them to make personal connections, Haynes believes he can foster greater tolerance in the world.

Pathways Of Desire

January 4, 2009 • Gina Parosa believes in letting her kids, pets and livestock make their own paths in life. But she also realizes that as a farmer and parent, she sometimes has to step in and set good boundaries — while still being flexible enough to change them.

This Is Home

January 1, 2009 • Majora Carter believes you don't have to move out of your old neighborhood to live in a better one. Carter was raised in the South Bronx and spent years trying to leave. But when the city proposed a waste facility there, she was inspired to fight for her community.

Health Is A Human Right

December 21, 2008 • As an infectious disease specialist, Dr. Paul Farmer has traveled the planet to organize and provide medical treatment for people living in poverty. He believes good health care is vital but just the first step in creating a world free of all human suffering.

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This I believe : the personal philosophies of remarkable men and women

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32 “This I Believe” Essay

The history of ‘this i believe’.

by Tanya Matthews

This I Believe is an exciting media project that invites individuals from all walks of life to write about and discuss the core beliefs that guide their daily lives. They share these statements in weekly broadcasts on NPR’s Morning Edition and All Things Considered .

The series is based on the 1950’s radio program This I Believe , hosted by acclaimed journalist Edward R. Murrow. Each day, some 39-million Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller and Harry Truman as well as corporate leaders, cab drivers, scientists and secretaries — anyone able to distill into a few minutes the guiding principles by which they lived. Their words brought comfort and inspiration to a country worried about the Cold War, McCarthyism and racial division.

Eventually, the radio series became a cultural phenomenon. Eighty-five leading newspapers printed a weekly column based on This I Believe . A collection of essays published in 1952 sold 300,000 copies — second only to the Bible that year. The series was translated and broadcast around the globe on the Voice of America. A book of essays translated into Arabic sold 30,000 copies in just three days.

[The NPR series This I Believe can be read and heard here . In addition, the website and organization This I Believe houses thousands of essays written by famous people, such as the ones mentioned above, and everyday people like you and me.]

As a college student in 2020, you are faced with turbulent politics, socioeconomic issues, and ethical dilemmas that will challenge you to take a stand and contribute to the local, national, and global conversation around you. The purpose of this writing task is not to persuade you to agree on the same beliefs. Rather, it is to encourage you to begin the much more difficult task of developing respect for beliefs different from your own. Fifty years ago, Edward R. Murrow’s project struck such a chord with millions of Americans. It can do so again today…with you.

Video Resources for Generating Ideas

Dan gediman on writing a “this i believe essay”.

Read Cecelia Munoz’s essay “Getting Angry Can Be a Good Thing” referred to in the previous video here .

“This I Believe” Essay with Animation

“This I Believe” Essay Ideas

Prewriting Activity

1) analyze others’ statements.

Consider the following statements, written in response to the question What Have You Learned About Life? Highlight any sentences that resonate with you. Talk about them with a partner or group, explaining why. 1. I’ve learned that when I wave to people in the country, they stop what they are doing and wave back. – Age 9 2. I’ve learned that if you want to cheer yourself up, you should try cheering someone else up. – Age 14 3. I’ve learned that although it’s hard to admit it, I’m secretly glad my parents are strict with me. – Age 15 4. I’ve learned that if someone says something unkind about me, I must live so that no one will believe it. – Age 39 5. I’ve learned that there are people who love you dearly but just don’t know how to show it. – Age 42 6. I’ve learned that you can make someone’s day by simply sending them a little note. – Age 44 7. I’ve learned that the greater a person’s sense of guilt, the greater his or her need to cast blame on others. – Age 46 8. I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow. – Age 48 9. I’ve learned that regardless of your relationship with your parents, you miss them terribly after they die. – Age 53 10. I’ve learned that making a living is not the same thing as making a life. – Age 58 11. I’ve learned that life sometimes gives you a second chance. – Age 62 12. I’ve learned that whenever I decide something with kindness, I usually make the right decision. – Age 66 13. I’ve learned that it pays to believe in miracles. And to tell the truth, I’ve seen several. – Age 75 14. I’ve learned that even when I have pains, I don’t have to be one. – Age 82 15. I’ve learned that every day you should reach out and touch someone. People love that human touch—holding hands, a warm hug, or just a friendly pat on the back. – Age 85 16. I’ve learned that I still have a lot to learn. – Age 92

2) Compose Your Own Statement

Write down a sentence that expresses what YOU have learned about life. Maybe it is similar to one of the statements above; maybe it’s completely different. Whatever it is, write it down.

3) Freewrit e

Now free-write about your sentence. Include at least two examples / experiences that you have had that support why you think this way.

Personal Statement/Philosophy: ______________________________________________________________________________________________________________________________________________________ Why do you believe in this statement? ______________________________________________________________________________________________________________________________________________________ Name two experiences that you had that would support the statement: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What does this say about yourself or your personality? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After your life experience, how have you come to the conclusion that this should be your statement? How have your beliefs changed, if at all? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How has the event effected your relationship with a person, place, or object? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How does your statement apply to you today? (How you view yourself & society) ______________________________________________________________________________________________________________________________________________________

SAMPLE STUDENT ESSAYS

Sample #1: america’s beauty is in its diversity.

written by Alaa El-Saad,  high school student,  as heard on NPR’s Tell Me More (2009)

America is built on the idea of freedom, and there is no exception for Muslim women. I believe in the freedom of religion and speech. But mostly, I believe it’s OK to be different, and to stand up for who and what you are. So I believe in wearing the hijab.

The hijab is a religious head covering, like a scarf. I am Muslim and keeping my head covered is a sign of maturity and respect toward my religion and to Allah’s will. To be honest, I also like to wear it to be different. I don’t usually like to do what everyone else is doing. I want to be an individual, not just part of the crowd. But when I first wore it, I was also afraid of the reaction that I’d get at school.

I decided on my own that sixth grade was the time I should start wearing the hijab. I was scared about what the kids would say or even do to me. I thought they might make fun of me, or even be scared of me and pull off my headscarf. Kids at that age usually like to be all the same, and there’s little or no acceptance for being different.

On the first day of school, I put all those negative thoughts behind my back and walked in with my head held high. I was holding my breath a little, but inside I was also proud to be a Muslim, proud to be wearing the hijab, proud to be different.

I was wrong about everything I thought the kids would say or even do to me. I actually met a lot of people because of wearing my head covering. Most of the kids would come and ask me questions—respectfully—about the hijab, and why I wore it.

I did hear some kid was making fun of me, but there was one girl—she wasn’t even in my class, we never really talked much—and she stood up for me, and I wasn’t even there! I made a lot of new friends that year, friends that I still have until this very day, five years later.

Yes, I’m different, but everyone is different here, in one way or another. This is the beauty of America. I believe in what America is built on: all different religions, races and beliefs. Different everything.

Sample #2: The Essentials to Happiness

written by Alexxandra Schuman, high school student, as heard on The Bob Edwards Show (2013)

As a child, I was generally happy; singing and dancing to my favorite songs; smiling and laughing with my friends and family. But as far back as second grade, I noticed a “darkness,” about me. I didn’t enjoy engaging in many things. I didn’t relate to my peers in elementary school because they appeared so happy, and I didn’t have that ability to achieve happiness so easily.

In middle school things in my life began to get even worse. I began withdrawing from everything I once enjoyed; swimming, tennis, family. I hated going to sleep knowing I had to wake up to another day. I was always tired. Everything was horrible. Finally, midway through eighth grade, I was told I had a chemical imbalance; diagnosed with clinical depression and put on medication. It took months for me to feel the effects of the medication.

When I began to feel happy again, is when I realized that I had to take the responsibility for getting better myself, rather than relying on medication and therapy alone. Aristotle said, “To live happily is an inward power of the soul,” and I believe that this quote describes what I had to do to achieve happiness. Happiness is a journey. Everyone seems to need different things to be happy. But I believe people are blinded from what truly makes one happy.

Growing up, we’re encouraged to be successful in life; but how is success defined? Success and happiness are imagined now as having a lot of money. It is so untrue. Recently I went to Costa Rica and visited the small town of El Roble. I spent the day with a nine-year old girl named Marilyn. She took me to her house to meet her parents. It was obvious that they were not rich; living in a small house with seven children. The house was cluttered but full of life. Those who have decided that success and happiness comes from having money and a big house would be appalled at how utterly happy this family from El Roble is. People say that seeing things like that make you appreciate what you have, but for me, it made me envy them for being so happy without all the things I have.

“The essentials to happiness are something to love, something to do, and something to hope for,” a quote from William Blake sums up what I believe people need to realize to be truly happy in life. People need love; I feel they need their family and their friends more than anything in the world. People need work to do, something to make them feel they are making a difference in the world. People need to know that more good is to come in the future, so they continue to live for “now” instead of constantly worrying about the bad that could come. And most importantly people need to know that happiness is not something that happens overnight. Love and hope is happiness.

Sample #3: Find a Good Frog

written by Delia Motavalli, high school student, as heard on The Bob Edwards Show (2013)

I believe in finding a good frog. It seems that all throughout childhood, we are taught to look for a happily ever after. “And they all lived happily ever after”; isn’t that the conclusion to many children’s films? When I was a kid I always thought of that as magical; but now really it just seems unrealistic. And it teaches us that what we want is a fairytale like they have in the storybooks. We all want to be Cinderella who gets swept off her feet by the hot prince; we want to live in the royal castle, right? But I don’t think that’s necessarily a good thing for us to seek. Now I’m not saying I believe in being pessimistic, but I do believe in being realistic; it’s something I got from my mom.

My mother and I always have our best conversations in the rain. We sit in the car, neither of us wanting to brave the rain to get to the house. So we sit. We watch droplets race down the windshield, listen to the rain strike the roof of her little blue Honda, and feel the heater on full-blast rushing at our feet (just the way we like it). I don’t know why, but sitting in the car, we always talk more than normal. There was one rainy day when my mom told me something that is going to stick with me forever. Earlier that day she and my dad had been arguing about something; I can’t remember what. So she said, “Don’t spend your life looking for Prince Charming. Instead, find yourself a really good frog.”

At the time, I found this thought really disheartening. Who wants to think that you’ll never find Prince Charming? You’ll never get to be Cinderella? Another thought that struck my mind: if my mom says there’s no Prince Charming, then what’s my dad? A frog? I asked her, and she replied with, “Of course! If he were Prince Charming, he wouldn’t snore, would be able to cook, and we would never argue. But you know what? He’s a damn good frog.” Of course, being young, I didn’t think of the meaning behind what she was saying. I was too busy thinking of it literally, visualizing my mom as a princess and my dad in frog form.

But a few years later, I understand the value of my mom’s words. You can’t expect everything to be perfect. Let’s be completely honest; if you wait your whole life for your prince with flowing hair, statuesque features, and a white horse, you’re going to be lonely. I think that the point of finding a good frog is you accept something that’s great, flaws and all. It’s so easy to be picky. You can find the one tiny thing that’s wrong, and that one tiny thing is what you can’t get your mind off of. But in life, we can’t afford to wait years in vain for perfection. So I think that a good frog, an amazing frog, the best frog you can find is what we’re really looking for in this world. Don’t laze through life waiting for a happily ever after, because I don’t think you’ll be very happy with the outcome.

Examples from the ‘This I Believe’ Website

Be Cool to the Pizza Dude by Sarah Adams

They Lived Their Faith by Charles Henry Parrish

Returning to What’s Natural by Amelia Baxter-Stoltzfus

The Birthright of Human Dignity by Will Thomas

Remembering All The Boys by Elvia Bautista

I Am Still The Greatest by Muhammad Ali

A Goal Of Service To Humankind by Anthony Fauci

My Life Is Better by Abraham

Give Me a Waffle by Brenda

The Little Things by Sophie Crossley

You can also browse thousands more This I Believe essays by theme .

Prefer to Listen to Get Inspiration?

Check out This I Believe’s Podcast Series

4) Drafting

Assignment guidelines + suggestions and tips for drafting.

1. While the examples you’ve been given can serve as a model, it is essential that each of you write about a personal belief or philosophy that you feel strongly about. 2. Tell a story. Personal experiences are the corner stone of a good essay. Your story doesn’t have to be a heart breaker or even a major event, but it must be something that has affected how you think, feel, and act. List your personal experiences that you intend to use as evidence below: 3. Be concise. Avoid repetition. This essay should be between 500 – 650 words. When read aloud, it should take roughly four minutes. 4. Name your belief. It is essential that you can name your belief in a sentence or two. Focus on one belief only. This is your thesis. Write it here: 5. Be positive. Avoid preaching or persuading. You aren’t trying to change the way others think or act. Write about what you believe, not what you don’t believe. 6. Use the first person. Speak for yourself. Avoid using we or you. 7. Let your voice shine. Use language that sounds like you. Read it aloud as your revise. Keep making changes until your essay sounds like you and captures the essence of your belief.

5) Peer Review

Once you have written your first draft, arrange for your essay to be edited by a peer, using the following Peer-Editing Checklist: Writer’s Name: ________________________________________________ Peer Editor’s Name: ________________________________________________ Use your PENCIL or PEN (NOT red or green) to make corrections. Remember, this essay is a work in progress. You are not done writing! Look for ways to improve what you’ve already written. Tick each step if it has been completed. _____ 1. Read the paper backwards, one sentence at a time. Check for spelling errors. Use a dictionary, a friend, or a spell checker to find the correct spelling. _____ 2. Check for capitalized proper nouns and the first word of each sentence. _____ 3. Skip a line between each paragraph. _____ 4. Every sentence should have end punctuation. _____ 5. Check commas. Are they only used for compound sentences, a list of items, an introductory word or phrase, direct address, setting off interruptions, separating adjectives, or in dates? Do you need to add commas? Make sure you do not have commas separating complete sentences (i.e. comma splice errors that create run-on sentences). _____ 6. Apostrophes are used only for contractions and to show ownership. _____ 7. The use of more complex punctuation (dashes, hyphens, semi-colons, parentheses, etc.) is done correctly. _____ 8. Have you used commonly mixed pairs of words correctly? Check these: they’re/their/there, your/you’re, it’s/its, a/an, to/too/two, are/our/hour, and others. _____ 9. Read the paper backwards one sentence at a time. Check for sentence fragments and run-ons and correct them. _____ 10. Did you stay in present tense (such as is, am, do, take, know, etc.) or past tense (such as was, were, did, took, knew, etc.) throughout the entire essay? _____ 11. Did you stay in first person (I, me, my, we, us, our) or third person (he, him, she, her, they, them, their) throughout the entire essay? _____ 12. Was there adequate use of specific details and sensory details? Were the details clear and relevant to the statement? _____ 13. Is the overall purpose/philosophy clear? _____ 14. Does the conclusion make you go, “Wow!” “Cool!” “I never thought about it that way,” or any other similar reaction? Other suggestions for the overall content of the piece: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This I Believe by Tanya Matthews is licensed by CC-BY-SA

“This I Believe” Essay Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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• How to Write a Summary | Guide & Examples

How to Write a Summary | Guide & Examples

Published on November 23, 2020 by Shona McCombes . Revised on May 31, 2023.

Summarizing , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.

There are five key steps that can help you to write a summary:

• Read the text
• Break it down into sections
• Identify the key points in each section
• Write the summary
• Check the summary against the article

Writing a summary does not involve critiquing or evaluating the source . You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).

Table of contents

When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, other interesting articles, frequently asked questions about summarizing.

There are many situations in which you might have to summarize an article or other source:

• As a stand-alone assignment to show you’ve understood the material
• To keep notes that will help you remember what you’ve read
• To give an overview of other researchers’ work in a literature review

When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.

But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyze or critique it.

In any case, the goal of summarizing is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.

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You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:

• Scan the article quickly to get a sense of its topic and overall shape.
• Read the article carefully, highlighting important points and taking notes as you read.
• Skim the article again to confirm you’ve understood the key points, and reread any particularly important or difficult passages.

There are some tricks you can use to identify the key points as you read:

• Start by reading the abstract . This already contains the author’s own summary of their work, and it tells you what to expect from the article.
• Pay attention to headings and subheadings . These should give you a good sense of what each part is about.
• Read the introduction and the conclusion together and compare them: What did the author set out to do, and what was the outcome?

To make the text more manageable and understand its sub-points, break it down into smaller sections.

If the text is a scientific paper that follows a standard empirical structure, it is probably already organized into clearly marked sections, usually including an introduction , methods , results , and discussion .

Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.

Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?

Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.

In a scientific article, there are some easy questions you can ask to identify the key points in each part.

If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.

In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.

Now that you know the key points that the article aims to communicate, you need to put them in your own words.

To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.

The best way to do this is to put the article aside and write out your own understanding of the author’s key points.

Examples of article summaries

Let’s take a look at an example. Below, we summarize this article , which scientifically investigates the old saying “an apple a day keeps the doctor away.”

Davis et al. (2015) set out to empirically test the popular saying “an apple a day keeps the doctor away.” Apples are often used to represent a healthy lifestyle, and research has shown their nutritional properties could be beneficial for various aspects of health. The authors’ unique approach is to take the saying literally and ask: do people who eat apples use healthcare services less frequently? If there is indeed such a relationship, they suggest, promoting apple consumption could help reduce healthcare costs.

The study used publicly available cross-sectional data from the National Health and Nutrition Examination Survey. Participants were categorized as either apple eaters or non-apple eaters based on their self-reported apple consumption in an average 24-hour period. They were also categorized as either avoiding or not avoiding the use of healthcare services in the past year. The data was statistically analyzed to test whether there was an association between apple consumption and several dependent variables: physician visits, hospital stays, use of mental health services, and use of prescription medication.

Although apple eaters were slightly more likely to have avoided physician visits, this relationship was not statistically significant after adjusting for various relevant factors. No association was found between apple consumption and hospital stays or mental health service use. However, apple eaters were found to be slightly more likely to have avoided using prescription medication. Based on these results, the authors conclude that an apple a day does not keep the doctor away, but it may keep the pharmacist away. They suggest that this finding could have implications for reducing healthcare costs, considering the high annual costs of prescription medication and the inexpensiveness of apples.

However, the authors also note several limitations of the study: most importantly, that apple eaters are likely to differ from non-apple eaters in ways that may have confounded the results (for example, apple eaters may be more likely to be health-conscious). To establish any causal relationship between apple consumption and avoidance of medication, they recommend experimental research.

An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.

For example, in a literature review or meta analysis you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.

Using national survey data, Davis et al. (2015) tested the assertion that “an apple a day keeps the doctor away” and did not find statistically significant evidence to support this hypothesis. While people who consumed apples were slightly less likely to use prescription medications, the study was unable to demonstrate a causal relationship between these variables.

Citing the source you’re summarizing

When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.

You can easily create your citations and references in APA or MLA using our free citation generators.

APA Citation Generator MLA Citation Generator

Finally, read through the article once more to ensure that:

• You’ve accurately represented the author’s work
• You haven’t missed any essential information
• The phrasing is not too similar to any sentences in the original.

If you’re summarizing many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

A summary is a short overview of the main points of an article or other source, written entirely in your own words. Want to make your life super easy? Try our free text summarizer today!

A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarizing, and on the purpose of the summary.

You might have to write a summary of a source:

• As a stand-alone assignment to prove you understand the material
• For your own use, to keep notes on your reading
• To provide an overview of other researchers’ work in a literature review
• In a paper , to summarize or introduce a relevant study

To avoid plagiarism when summarizing an article or other source, follow these two rules:

• Write the summary entirely in your own words by paraphrasing the author’s ideas.
• Cite the source with an in-text citation and a full reference so your reader can easily find the original text.

An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarize the whole text, not just introduce it.

An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarize a source in a paper , in a literature review , or as a standalone assignment.

All can be done within seconds with our free text summarizer .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, May 31). How to Write a Summary | Guide & Examples. Scribbr. Retrieved June 9, 2024, from https://www.scribbr.com/working-with-sources/how-to-summarize/

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4.5: “This I Believe” Essay

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The History of ‘This I Believe’

by Tanya Matthews

This I Believe is an exciting media project that invites individuals from all walks of life to write about and discuss the core beliefs that guide their daily lives. They share these statements in weekly broadcasts on NPR’s Morning Edition and All Things Considered .

The series is based on the 1950’s radio program This I Believe , hosted by acclaimed journalist Edward R. Murrow. Each day, some 39-million Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller and Harry Truman as well as corporate leaders, cab drivers, scientists and secretaries — anyone able to distill into a few minutes the guiding principles by which they lived. Their words brought comfort and inspiration to a country worried about the Cold War, McCarthyism and racial division.

Eventually, the radio series became a cultural phenomenon. Eighty-five leading newspapers printed a weekly column based on This I Believe . A collection of essays published in 1952 sold 300,000 copies — second only to the Bible that year. The series was translated and broadcast around the globe on the Voice of America. A book of essays translated into Arabic sold 30,000 copies in just three days.

[The NPR series This I Believe can be read and heard here . In addition, the website and organization This I Believe houses thousands of essays written by famous people, such as the ones mentioned above, and everyday people like you and me.]

As a college student in 2020, you are faced with turbulent politics, socioeconomic issues, and ethical dilemmas that will challenge you to take a stand and contribute to the local, national, and global conversation around you. The purpose of this writing task is not to persuade you to agree on the same beliefs. Rather, it is to encourage you to begin the much more difficult task of developing respect for beliefs different from your own. Fifty years ago, Edward R. Murrow’s project struck such a chord with millions of Americans. It can do so again today…with you.

Video Resources for Generating Ideas

Dan gediman on writing a “this i believe essay”.

Read Cecelia Munoz’s essay “Getting Angry Can Be a Good Thing” referred to in the previous video here .

“This I Believe” Essay with Animation

“This I Believe” Essay Ideas

Prewriting Activity

1) analyze others’ statements.

Consider the following statements, written in response to the question What Have You Learned About Life? Highlight any sentences that resonate with you. Talk about them with a partner or group, explaining why. 1. I’ve learned that when I wave to people in the country, they stop what they are doing and wave back. – Age 9 2. I’ve learned that if you want to cheer yourself up, you should try cheering someone else up. – Age 14 3. I’ve learned that although it’s hard to admit it, I’m secretly glad my parents are strict with me. – Age 15 4. I’ve learned that if someone says something unkind about me, I must live so that no one will believe it. – Age 39 5. I’ve learned that there are people who love you dearly but just don’t know how to show it. – Age 42 6. I’ve learned that you can make someone’s day by simply sending them a little note. – Age 44 7. I’ve learned that the greater a person’s sense of guilt, the greater his or her need to cast blame on others. – Age 46 8. I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow. – Age 48 9. I’ve learned that regardless of your relationship with your parents, you miss them terribly after they die. – Age 53 10. I’ve learned that making a living is not the same thing as making a life. – Age 58 11. I’ve learned that life sometimes gives you a second chance. – Age 62 12. I’ve learned that whenever I decide something with kindness, I usually make the right decision. – Age 66 13. I’ve learned that it pays to believe in miracles. And to tell the truth, I’ve seen several. – Age 75 14. I’ve learned that even when I have pains, I don’t have to be one. – Age 82 15. I’ve learned that every day you should reach out and touch someone. People love that human touch—holding hands, a warm hug, or just a friendly pat on the back. – Age 85 16. I’ve learned that I still have a lot to learn. – Age 92

2) Compose Your Own Statement

Write down a sentence that expresses what YOU have learned about life. Maybe it is similar to one of the statements above; maybe it’s completely different. Whatever it is, write it down.

3) Freewrite

Now free-write about your sentence. Include at least two examples / experiences that you have had that support why you think this way.

Personal Statement/Philosophy: ______________________________________________________________________________________________________________________________________________________ Why do you believe in this statement? ______________________________________________________________________________________________________________________________________________________ Name two experiences that you had that would support the statement: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What does this say about yourself or your personality? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After your life experience, how have you come to the conclusion that this should be your statement? How have your beliefs changed, if at all? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How has the event effected your relationship with a person, place, or object? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How does your statement apply to you today? (How you view yourself & society) ______________________________________________________________________________________________________________________________________________________

SAMPLE STUDENT ESSAYS

Sample #1: america’s beauty is in its diversity.

written by Alaa El-Saad, high school student, as heard on NPR’s Tell Me More (2009)

America is built on the idea of freedom, and there is no exception for Muslim women. I believe in the freedom of religion and speech. But mostly, I believe it’s OK to be different, and to stand up for who and what you are. So I believe in wearing the hijab.

The hijab is a religious head covering, like a scarf. I am Muslim and keeping my head covered is a sign of maturity and respect toward my religion and to Allah’s will. To be honest, I also like to wear it to be different. I don’t usually like to do what everyone else is doing. I want to be an individual, not just part of the crowd. But when I first wore it, I was also afraid of the reaction that I’d get at school.

I decided on my own that sixth grade was the time I should start wearing the hijab. I was scared about what the kids would say or even do to me. I thought they might make fun of me, or even be scared of me and pull off my headscarf. Kids at that age usually like to be all the same, and there’s little or no acceptance for being different.

On the first day of school, I put all those negative thoughts behind my back and walked in with my head held high. I was holding my breath a little, but inside I was also proud to be a Muslim, proud to be wearing the hijab, proud to be different.

I was wrong about everything I thought the kids would say or even do to me. I actually met a lot of people because of wearing my head covering. Most of the kids would come and ask me questions—respectfully—about the hijab, and why I wore it.

I did hear some kid was making fun of me, but there was one girl—she wasn’t even in my class, we never really talked much—and she stood up for me, and I wasn’t even there! I made a lot of new friends that year, friends that I still have until this very day, five years later.

Yes, I’m different, but everyone is different here, in one way or another. This is the beauty of America. I believe in what America is built on: all different religions, races and beliefs. Different everything.

Sample #2: The Essentials to Happiness

written by Alexxandra Schuman, high school student, as heard on The Bob Edwards Show (2013)

As a child, I was generally happy; singing and dancing to my favorite songs; smiling and laughing with my friends and family. But as far back as second grade, I noticed a “darkness,” about me. I didn’t enjoy engaging in many things. I didn’t relate to my peers in elementary school because they appeared so happy, and I didn’t have that ability to achieve happiness so easily.

In middle school things in my life began to get even worse. I began withdrawing from everything I once enjoyed; swimming, tennis, family. I hated going to sleep knowing I had to wake up to another day. I was always tired. Everything was horrible. Finally, midway through eighth grade, I was told I had a chemical imbalance; diagnosed with clinical depression and put on medication. It took months for me to feel the effects of the medication.

When I began to feel happy again, is when I realized that I had to take the responsibility for getting better myself, rather than relying on medication and therapy alone. Aristotle said, “To live happily is an inward power of the soul,” and I believe that this quote describes what I had to do to achieve happiness. Happiness is a journey. Everyone seems to need different things to be happy. But I believe people are blinded from what truly makes one happy.

Growing up, we’re encouraged to be successful in life; but how is success defined? Success and happiness are imagined now as having a lot of money. It is so untrue. Recently I went to Costa Rica and visited the small town of El Roble. I spent the day with a nine-year old girl named Marilyn. She took me to her house to meet her parents. It was obvious that they were not rich; living in a small house with seven children. The house was cluttered but full of life. Those who have decided that success and happiness comes from having money and a big house would be appalled at how utterly happy this family from El Roble is. People say that seeing things like that make you appreciate what you have, but for me, it made me envy them for being so happy without all the things I have.

“The essentials to happiness are something to love, something to do, and something to hope for,” a quote from William Blake sums up what I believe people need to realize to be truly happy in life. People need love; I feel they need their family and their friends more than anything in the world. People need work to do, something to make them feel they are making a difference in the world. People need to know that more good is to come in the future, so they continue to live for “now” instead of constantly worrying about the bad that could come. And most importantly people need to know that happiness is not something that happens overnight. Love and hope is happiness.

Sample #3: Find a Good Frog

written by Delia Motavalli, high school student, as heard on The Bob Edwards Show (2013)

I believe in finding a good frog. It seems that all throughout childhood, we are taught to look for a happily ever after. “And they all lived happily ever after”; isn’t that the conclusion to many children’s films? When I was a kid I always thought of that as magical; but now really it just seems unrealistic. And it teaches us that what we want is a fairytale like they have in the storybooks. We all want to be Cinderella who gets swept off her feet by the hot prince; we want to live in the royal castle, right? But I don’t think that’s necessarily a good thing for us to seek. Now I’m not saying I believe in being pessimistic, but I do believe in being realistic; it’s something I got from my mom.

My mother and I always have our best conversations in the rain. We sit in the car, neither of us wanting to brave the rain to get to the house. So we sit. We watch droplets race down the windshield, listen to the rain strike the roof of her little blue Honda, and feel the heater on full-blast rushing at our feet (just the way we like it). I don’t know why, but sitting in the car, we always talk more than normal. There was one rainy day when my mom told me something that is going to stick with me forever. Earlier that day she and my dad had been arguing about something; I can’t remember what. So she said, “Don’t spend your life looking for Prince Charming. Instead, find yourself a really good frog.”

At the time, I found this thought really disheartening. Who wants to think that you’ll never find Prince Charming? You’ll never get to be Cinderella? Another thought that struck my mind: if my mom says there’s no Prince Charming, then what’s my dad? A frog? I asked her, and she replied with, “Of course! If he were Prince Charming, he wouldn’t snore, would be able to cook, and we would never argue. But you know what? He’s a damn good frog.” Of course, being young, I didn’t think of the meaning behind what she was saying. I was too busy thinking of it literally, visualizing my mom as a princess and my dad in frog form.

But a few years later, I understand the value of my mom’s words. You can’t expect everything to be perfect. Let’s be completely honest; if you wait your whole life for your prince with flowing hair, statuesque features, and a white horse, you’re going to be lonely. I think that the point of finding a good frog is you accept something that’s great, flaws and all. It’s so easy to be picky. You can find the one tiny thing that’s wrong, and that one tiny thing is what you can’t get your mind off of. But in life, we can’t afford to wait years in vain for perfection. So I think that a good frog, an amazing frog, the best frog you can find is what we’re really looking for in this world. Don’t laze through life waiting for a happily ever after, because I don’t think you’ll be very happy with the outcome.

Examples from the ‘This I Believe’ Website

Be Cool to the Pizza Dude by Sarah Adams

They Lived Their Faith by Charles Henry Parrish

Returning to What’s Natural by Amelia Baxter-Stoltzfus

The Birthright of Human Dignity by Will Thomas

Remembering All The Boys by Elvia Bautista

I Am Still The Greatest by Muhammad Ali

A Goal Of Service To Humankind by Anthony Fauci

My Life Is Better by Abraham

Give Me a Waffle by Brenda

The Little Things by Sophie Crossley

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4) Drafting

Assignment guidelines + suggestions and tips for drafting.

1. While the examples you’ve been given can serve as a model, it is essential that each of you write about a personal belief or philosophy that you feel strongly about. 2. Tell a story. Personal experiences are the corner stone of a good essay. Your story doesn’t have to be a heart breaker or even a major event, but it must be something that has affected how you think, feel, and act. List your personal experiences that you intend to use as evidence below: 3. Be concise. Avoid repetition. This essay should be between 500 – 650 words. When read aloud, it should take roughly four minutes. 4. Name your belief. It is essential that you can name your belief in a sentence or two. Focus on one belief only. This is your thesis. Write it here: 5. Be positive. Avoid preaching or persuading. You aren’t trying to change the way others think or act. Write about what you believe, not what you don’t believe. 6. Use the first person. Speak for yourself. Avoid using we or you. 7. Let your voice shine. Use language that sounds like you. Read it aloud as your revise. Keep making changes until your essay sounds like you and captures the essence of your belief.

5) Peer Review

Once you have written your first draft, arrange for your essay to be edited by a peer, using the following Peer-Editing Checklist: Writer’s Name: ________________________________________________ Peer Editor’s Name: ________________________________________________ Use your PENCIL or PEN (NOT red or green) to make corrections. Remember, this essay is a work in progress. You are not done writing! Look for ways to improve what you’ve already written. Tick each step if it has been completed. _____ 1. Read the paper backwards, one sentence at a time. Check for spelling errors. Use a dictionary, a friend, or a spell checker to find the correct spelling. _____ 2. Check for capitalized proper nouns and the first word of each sentence. _____ 3. Skip a line between each paragraph. _____ 4. Every sentence should have end punctuation. _____ 5. Check commas. Are they only used for compound sentences, a list of items, an introductory word or phrase, direct address, setting off interruptions, separating adjectives, or in dates? Do you need to add commas? Make sure you do not have commas separating complete sentences (i.e. comma splice errors that create run-on sentences). _____ 6. Apostrophes are used only for contractions and to show ownership. _____ 7. The use of more complex punctuation (dashes, hyphens, semi-colons, parentheses, etc.) is done correctly. _____ 8. Have you used commonly mixed pairs of words correctly? Check these: they’re/their/there, your/you’re, it’s/its, a/an, to/too/two, are/our/hour, and others. _____ 9. Read the paper backwards one sentence at a time. Check for sentence fragments and run-ons and correct them. _____ 10. Did you stay in present tense (such as is, am, do, take, know, etc.) or past tense (such as was, were, did, took, knew, etc.) throughout the entire essay? _____ 11. Did you stay in first person (I, me, my, we, us, our) or third person (he, him, she, her, they, them, their) throughout the entire essay? _____ 12. Was there adequate use of specific details and sensory details? Were the details clear and relevant to the statement? _____ 13. Is the overall purpose/philosophy clear? _____ 14. Does the conclusion make you go, “Wow!” “Cool!” “I never thought about it that way,” or any other similar reaction? Other suggestions for the overall content of the piece: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This I Believe by Tanya Matthews is licensed by CC-BY-SA

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This I Believe

Nonfiction | Book | Adult | Published in 2006

Plot Summary

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• “Talking with the sun,” by Joy Harjo
• “A morning prayer in a little church,” by Helen Hayes
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• “A new birth of freedom,” by Maximillan Hodder
• “The benefits of restlessness and jagged edges,” by Kay Redfield Jamison
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• “A duty to heal,” by Pius Kamau
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• “The virtues of the quiet hero,” by John McCain
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• “The rule of law,” by Michael Mullane
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• “Mysterious connections that link us together,” by Azar Nafisi
• “The making of poems,” by Gregory Orr
• “We are each other’s business,” by Eboo Patel
• “The 50-percent theory of life,” by Steve Porter
• “The America I believe in,” by Colin Powell
• “The real consequences of justice,” by Frederic Reamer
• “There is more to life than my life,” by Jamaica Ritcher
• “Tomorrow will be a better day,” by Josh Rittenberg
• “Free minds and hearts at work,” by Jackie Robinson
• “Growth that starts from thinking,” by Eleanor Roosevelt
• “The artistry in hidden talents,” by Mel Rusnov
• “My fellow worms,” by Carl Sandburg
• “When children are wanted,” by Margaret Sanger
• “Jazz is the sound of God laughing,” by Colleen Shaddox
• “There is no such thing as too much barbecue,” by Jason Sheehan
• “The people have spoken,” by Mark shields
• “Everything potent is dangerous,” by Wallace Stegner
• “A balance between nature and nurture,” by Gloria Steinem
• “Life, liberty, and the pursuit of happiness,” by Andrew Sullivan
• “Always go to the funeral,” by Deirdre Sullivan
• “Finding prosperity by feeding monkeys,” by Harold Taw
• “I agree with a pagan,” by Arnold Toynbee
• “Testing the limits of what I know and feel,” by John Updike
• “How do you believe in a mystery?” by Loudon Wainwright III
• “Creative solutions to life’s challenges,” by Frank X. Walker
• “Goodness doesn’t just happen,” by Rebecca West
• “When ordinary people achieve extraordinary things,” by Jody Williams

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101 This I Believe Essay Topic Ideas & Examples

Inside This Article

"This I Believe" essays are a popular genre in the academic and personal writing world. They allow individuals to reflect on their beliefs, values, and experiences in a concise and engaging manner. If you're looking for some inspiration for your own "This I Believe" essay, here are 101 topic ideas and examples to get you started:

• I believe in the power of kindness.
• I believe in the importance of self-love.
• I believe in the value of hard work.
• I believe in the beauty of diversity.
• I believe in the strength of resilience.
• I believe in the magic of music.
• I believe in the healing power of nature.
• I believe in the importance of education.
• I believe in the power of forgiveness.
• I believe in the importance of empathy.
• I believe in the value of honesty.
• I believe in the power of hope.
• I believe in the importance of family.
• I believe in the beauty of art.
• I believe in the strength of community.
• I believe in the power of perseverance.
• I believe in the importance of gratitude.
• I believe in the value of friendship.
• I believe in the beauty of simplicity.
• I believe in the importance of mindfulness.
• I believe in the power of positivity.
• I believe in the importance of communication.
• I believe in the value of laughter.
• I believe in the beauty of love.
• I believe in the strength of faith.
• I believe in the power of creativity.
• I believe in the importance of integrity.
• I believe in the value of curiosity.
• I believe in the beauty of vulnerability.
• I believe in the strength of courage.
• I believe in the importance of authenticity.
• I believe in the value of compassion.
• I believe in the beauty of acceptance.
• I believe in the strength of self-expression.
• I believe in the power of self-reflection.
• I believe in the importance of self-care.
• I believe in the value of independence.
• I believe in the beauty of solitude.
• I believe in the strength of teamwork.
• I believe in the power of imagination.
• I believe in the importance of discipline.
• I believe in the value of responsibility.
• I believe in the beauty of freedom.
• I believe in the power of change.
• I believe in the importance of adaptability.
• I believe in the value of balance.
• I believe in the beauty of imperfection.
• I believe in the strength of vulnerability.
• I believe in the power of self-awareness.
• I believe in the importance of self-compassion.
• I believe in the value of self-acceptance.
• I believe in the beauty of growth.
• I believe in the strength of transformation.
• I believe in the importance of resilience.
• I believe in the value of perseverance.
• I believe in the beauty of forgiveness.
• I believe in the strength of love.
• I believe in the power of gratitude.
• I believe in the value of kindness.
• I believe in the strength of unity.
• I believe in the importance of trust.
• I believe in the beauty of authenticity.
• I believe in the strength of integrity.
• I believe in the power of communication.
• I believe in the importance of collaboration.
• I believe in the value of teamwork.
• I believe in the beauty of creativity.
• I believe in the strength of innovation.
• I believe in the power of education.
• I believe in the importance of lifelong learning.
• I believe in the value of critical thinking.
• I believe in the beauty of curiosity.
• I believe in the power of adaptability.
• I believe in the importance of flexibility.
• I believe in the value of patience.
• I believe in the beauty of perseverance.
• I believe in the strength of determination.
• I believe in the power of self-discipline.
• I believe in the importance of self-control.
• I believe in the value of self-improvement.
• I believe in the beauty of self-care.
• I believe in the strength of self-love.
• I believe in the power of self-acceptance.
• I believe in the importance of self-awareness.
• I believe in the value of self-reflection.
• I believe in the beauty of self-discovery.
• I believe in the power of self-confidence.
• I believe in the importance of self-respect.
• I believe in the value of self-esteem.
• I believe in the beauty of self-compassion.
• I believe in the strength of self-empowerment.
• I believe in the power of self-actualization.

These are just a few examples of the many topics that you could explore in your own "This I Believe" essay. Remember, the key to a successful essay is to choose a topic that is meaningful to you and to communicate your beliefs with honesty and clarity. Good luck!

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What I Believe: Summary

Personal Relationships and the State

Democracy .

• It places importance on the individual (at least more than authoritarian regimes). 
• It allows criticism. 

Great men, Forster’s Aristocracy and Public Life 

Individualism , + comments + 6 comments.

Nice. It helped me

very easy to understand.. helped me a lot..thank u so much 💜

Really, it is a tremendous effort and unflagging encapsulation of the essay.

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• Resource Library
• Communication
• Intro to AFNR
• Personal Essay
• Public Speaking

Education Standards

Nebraska agriculture and natural resources standards.

Learning Domain: Agribusiness Systems

Standard: Differentiate between management and leadership

This I Believe essay - Leadership

This i believe oral evaluation sheet, 'this i believe' essay writing.

Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief.  This is a challenging, intimate statement on one’s beliefs and one’s own daily life philosophy, considering moments when belief was formed, tested, or changed.  Written by Jarvis Reed.

Overview:  Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief.  This is a challenging, intimate statement on one's beliefs and one's own daily life philosophy, considering moments when belief was formed, tested, or changed.  Written by Jarvis Reed.

AFNR.HS.10.5.c  Communicate using strategies that ensure clarity, logic, purpose, and rofessionalism in formal or informal settings.

AFNR.HS.20.1.d  Examine and practice public speaking.

Learning Goal: 

Students will increase written and oral communication skills by thinking critically and articulating in writing a personal foundational belief in 350-500 words stated in the affirmative and then presenting this essay to their class.

Photo by Yeshi Kangrang on Unsplash

What’s the Israel-Palestine conflict about? A simple guide

It’s killed tens of thousands of people and displaced millions. And its future lies in its past. We break it down.

The Israeli-Palestinian conflict has claimed tens of thousands of lives and displaced many millions of people and has its roots in a colonial act carried out more than a century ago.

With Israel declaring war on the Gaza Strip after an unprecedented attack by the armed Palestinian group Hamas on Saturday, the world’s eyes are again sharply focused on what might come next.

Keep reading

From hubris to humiliation: the 10 hours that shocked israel from hubris to humiliation: the 10 hours ..., fears of a ground invasion of gaza grow as israel vows ‘mighty vengeance’ fears of a ground invasion of gaza grow ..., ‘my voice is our lifeline’: gaza journalist and family amid israel bombing ‘my voice is our lifeline’: gaza ....

Hamas fighters have killed more than 800 Israelis in assaults on multiple towns in southern Israel. In response, Israel has launched a bombing campaign in the Gaza Strip, killing more than 500 Palestinians. It has mobilised troops along the Gaza border, apparently in preparation for a ground attack. And on Monday, it announced a “total blockade” of the Gaza Strip, stopping the supply of food, fuel and other essential commodities to the already besieged enclave in an act that under international law amounts to a war crime.

But what unfolds in the coming days and weeks has its seed in history.

For decades, Western media outlets, academics, military experts and world leaders have described the Israeli-Palestinian conflict as intractable, complicated and deadlocked.

Here’s a simple guide to break down one of the world’s longest-running conflicts:

What was the Balfour Declaration?

• More than 100 years ago, on November 2, 1917, Britain’s then-foreign secretary, Arthur Balfour, wrote a letter addressed to Lionel Walter Rothschild, a figurehead of the British Jewish community.
• The letter was short – just 67 words – but its contents had a seismic effect on Palestine that is still felt to this day.
• It committed the British government to “the establishment in Palestine of a national home for the Jewish people” and to facilitating “the achievement of this object”. The letter is known as the Balfour Declaration .
• In essence, a European power promised the Zionist movement a country where Palestinian Arab natives made up more than 90 percent of the population.
• A British Mandate was created in 1923 and lasted until 1948. During that period, the British facilitated mass Jewish immigration – many of the new residents were fleeing Nazism in Europe – and they also faced protests and strikes. Palestinians were alarmed by their country’s changing demographics and British confiscation of their lands to be handed over to Jewish settlers.

What happened during the 1930s?

• Escalating tensions eventually led to the Arab Revolt, which lasted from 1936 to 1939.
• In April 1936, the newly formed Arab National Committee called on Palestinians to launch a general strike, withhold tax payments and boycott Jewish products to protest British colonialism and growing Jewish immigration.
• The six-month strike was brutally repressed by the British, who launched a mass arrest campaign and carried out punitive home demolitions , a practice that Israel continues to implement against Palestinians today.
• The second phase of the revolt began in late 1937 and was led by the Palestinian peasant   resistance movement, which targeted British forces and colonialism.
• By the second half of 1939, Britain had massed 30,000 troops in Palestine. Villages were bombed by air, curfews imposed, homes demolished, and administrative detentions and summary killings were widespread.
• In tandem, the British collaborated with the Jewish settler community and formed armed groups and a British-led “counterinsurgency force” of Jewish fighters named the Special Night Squads.
• Within the Yishuv, the pre-state settler community, arms were secretly imported and weapons factories established to expand the Haganah, the Jewish paramilitary that later became the core of the Israeli army.
• In those three years of revolt, 5,000 Palestinians were killed, 15,000 to 20,000 were wounded and 5,600 were imprisoned.

What was the UN partition plan?

• By 1947, the Jewish population had ballooned to 33 percent of Palestine, but they owned only 6 percent of the land.
• The United Nations adopted Resolution 181, which called for the partition of Palestine into Arab and Jewish states.
• The Palestinians rejected the plan because it allotted about 55 percent of Palestine to the Jewish state, including most of the fertile coastal region.
• At the time, the Palestinians owned 94 percent of historic Palestine and comprised 67 percent of its population.

The 1948 Nakba, or the ethnic cleansing of Palestine

• Even before the British Mandate expired on May 14, 1948, Zionist paramilitaries were already embarking on a military operation to destroy Palestinian towns and villages to expand the borders of the Zionist state that was to be born.
• In April 1948, more than 100 Palestinian men, women and children were killed in the village of Deir Yassin on the outskirts of Jerusalem.
• That set the tone for the rest of the operation, and from 1947 to 1949, more than 500 Palestinian villages, towns and cities were destroyed in what Palestinians refer to as the Nakba , or “catastrophe” in Arabic.
• An estimated 15,000 Palestinians were killed, including in dozens of massacres.
• The Zionist movement captured 78 percent of historic Palestine. The remaining 22 percent was divided into what are now the occupied West Bank and the besieged Gaza Strip.
• An estimated 750,000 Palestinians were forced out of their homes.
• Today their descendants live as six million refugees in 58 squalid camps throughout Palestine and in the neighbouring countries of Lebanon, Syria, Jordan and Egypt.
• On May 15, 1948, Israel announced its establishment.
• The following day, the first Arab-Israeli war began and fighting ended in January 1949 after an armistice between Israel and Egypt, Lebanon, Jordan and Syria.
• In December 1948, the UN General Assembly passed Resolution 194, which calls for the right of return for Palestinian refugees.

The years after the Nakba

• At least 150,000 Palestinians remained in the newly created state of Israel and lived under a tightly controlled military occupation for almost 20 years before they were eventually granted Israeli citizenship.
• Egypt took over the Gaza Strip, and in 1950, Jordan began its administrative rule over the West Bank.
• In 1964, the Palestinian Liberation Organisation (PLO) was formed, and a year later, the Fatah political party was established.

The Naksa, or the Six-Day War and the settlements

• On June 5, 1967, Israel occupied the rest of historic Palestine, including the Gaza Strip, the West Bank, East Jerusalem, the Syrian Golan Heights and the Egyptian Sinai Peninsula during the Six-Day War against a coalition of Arab armies.
• For some Palestinians, this led to a second forced displacement, or Naksa, which means “setback” in Arabic.
• In December 1967, the Marxist-Leninist Popular Front for the Liberation of Palestine was formed. Over the next decade, a series of attacks and plane hijackings by leftist groups drew the world’s attention to the plight of the Palestinians.
• Settlement construction began in the occupied West Bank and Gaza Strip. A two-tier system was created with Jewish settlers afforded all the rights and privileges of being Israeli citizens whereas Palestinians had to live under a military occupation that discriminated against them and barred any form of political or civic expression.

The first Intifada 1987-1993

• The first Palestinian Intifada erupted in the Gaza Strip in December 1987 after four Palestinians were killed when an Israeli truck collided with two vans carrying Palestinian workers.
• Protests spread rapidly to the West Bank with young Palestinians throwing stones at Israeli army tanks and soldiers.
• It also led to the establishment of the Hamas movement, an off-shoot of the Muslim Brotherhood that engaged in armed resistance against the Israeli occupation.
• The Israeli army’s heavy-handed response was encapsulated by the “Break their Bones” policy advocated by then-Defence Minister Yitzhak Rabin. It included summary killings, closures of universities, deportations of activists and destruction of homes.
• The Intifada was primarily carried out by young people and was directed by the Unified National Leadership of the Uprising, a coalition of Palestinian political factions committed to ending the Israeli occupation and establishing Palestinian independence.
• In 1988, the Arab League recognised the PLO as the sole representative of the Palestinian people.
• The Intifada was characterised by popular mobilisations, mass protests, civil disobedience, well-organised strikes and communal cooperatives.
• According to the Israeli human rights organisation B’Tselem, 1,070 Palestinians were killed by Israeli forces during the Intifada, including 237 children. More than 175,000 Palestinians were arrested.
• The Intifada also prompted the international community to search for a solution to the conflict.

The Oslo years and the Palestinian Authority

• The Intifada ended with the signing of the Oslo Accords in 1993 and the formation of the Palestinian Authority (PA), an interim government that was granted limited self-rule in pockets of the occupied West Bank and Gaza Strip.
• The PLO recognised Israel on the basis of a two-state solution and effectively signed agreements that gave Israel control of 60 percent of the West Bank, and much of the territory’s land and water resources.
• The PA was supposed to make way for the first elected Palestinian government running an independent state in the West Bank and Gaza Strip with its capital in East Jerusalem, but that has never happened.
• Critics of the PA view it as a corrupt subcontractor to the Israeli occupation that collaborates closely with the Israeli military in clamping down on dissent and political activism against Israel.
• In 1995, Israel built an electronic fence and concrete wall around the Gaza Strip, snapping interactions between the split Palestinian territories.

The second Intifada

• The second Intifada began on September 28, 2000, when Likud opposition leader Ariel Sharon made a provocative visit to the Al-Aqsa Mosque compound with thousands of security forces deployed in and around the Old City of Jerusalem.
• Clashes between Palestinian protesters and Israeli forces killed five Palestinians and injured 200 over two days.
• The incident sparked a widespread armed uprising. During the Intifada, Israel caused unprecedented damage to the Palestinian economy and infrastructure.
• Israel reoccupied areas governed by the Palestinian Authority and began construction of a separation wall that along with rampant settlement construction, destroyed Palestinian livelihoods and communities.
• Settlements are illegal under international law, but over the years, hundreds of thousands of Jewish settlers have moved to colonies built on stolen Palestinian land. The space for Palestinians is shrinking as settler-only roads and infrastructure slice up the occupied West Bank, forcing Palestinian cities and towns into bantustans, the isolated enclaves for Black South Africans that the country’s former apartheid regime created.
• At the time the Oslo Accords were signed, just over 110,000 Jewish settlers lived in the West Bank, including East Jerusalem. Today, the figure is more than 700,000 living on more than 100,000 hectares (390sq miles) of land expropriated from the Palestinians.

The Palestinian division and the Gaza blockade

• PLO leader Yasser Arafat died in 2004, and a year later, the second Intifada ended, Israeli settlements in the Gaza Strip were dismantled, and Israeli soldiers and 9,000 settlers left the enclave.
• A year later, Palestinians voted in a general election for the first time.
• Hamas won a majority. However, a Fatah-Hamas civil war broke out, lasting for months, resulting in the deaths of hundreds of Palestinians.
• Hamas expelled Fatah from the Gaza Strip, and Fatah – the main party of the Palestinian Authority – resumed control of parts of the West Bank.
• In June 2007, Israel imposed a land, air and naval blockade on the Gaza Strip, accusing Hamas of “terrorism”.

The wars on the Gaza Strip

• Israel has launched four protracted military assaults on Gaza: in 2008, 2012, 2014 and 2021. Thousands of Palestinians have been killed, including many children , and tens of thousands of homes, schools and office buildings have been destroyed.
• Rebuilding has been next to impossible because the siege prevents construction materials, such as steel and cement, from reaching Gaza.
• The 2008 assault involved the use of internationally banned weaponry, such as phosphorus gas.
• In 2014, over a span of 50 days, Israel killed more than 2,100 Palestinians, including 1,462 civilians and close to 500 children.
• During the  assault , called Operation Protective Edge by the Israelis, about 11,000 Palestinians were wounded, 20,000 homes were destroyed and half a million people displaced .