Essay In Why

For other uses, see Essay (disambiguation).

For a description of essays as used by Wikipedia editors, see Wikipedia:Essays.

"Essai" redirects here. For other uses, see Essai (disambiguation).

An essay is, generally, a piece of writing that gives the author's own argument — but the definition is vague, overlapping with those of a paper, an article, a pamphlet, and a short story. Essays have traditionally been sub-classified as formal and informal. Formal essays are characterized by "serious purpose, dignity, logical organization, length," whereas the informal essay is characterized by "the personal element (self-revelation, individual tastes and experiences, confidential manner), humor, graceful style, rambling structure, unconventionality or novelty of theme," etc.[1]

Essays are commonly used as literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g., Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.

The concept of an "essay" has been extended to other mediums beyond writing. A film essay is a movie that often incorporates documentary filmmaking styles and focuses more on the evolution of a theme or idea. A photographic essay covers a topic with a linked series of photographs that may have accompanying text or captions.

Definitions

An essay has been defined in a variety of ways. One definition is a "prose composition with a focused subject of discussion" or a "long, systematic discourse".[2] It is difficult to define the genre into which essays fall. Aldous Huxley, a leading essayist, gives guidance on the subject.[3] He notes that "the essay is a literary device for saying almost everything about almost anything", and adds that "by tradition, almost by definition, the essay is a short piece". Furthermore, Huxley argues that "essays belong to a literary species whose extreme variability can be studied most effectively within a three-poled frame of reference". These three poles (or worlds in which the essay may exist) are:

  • The personal and the autobiographical: The essayists that feel most comfortable in this pole "write fragments of reflective autobiography and look at the world through the keyhole of anecdote and description".
  • The objective, the factual, and the concrete particular: The essayists that write from this pole "do not speak directly of themselves, but turn their attention outward to some literary or scientific or political theme. Their art consists of setting forth, passing judgment upon, and drawing general conclusions from the relevant data".
  • The abstract-universal: In this pole "we find those essayists who do their work in the world of high abstractions", who are never personal and who seldom mention the particular facts of experience.

Huxley adds that the most satisfying essays "...make the best not of one, not of two, but of all the three worlds in which it is possible for the essay to exist."

The word essay derives from the French infinitive essayer, "to try" or "to attempt". In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533–1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his commonplacing.[4] Inspired in particular by the works of Plutarch, a translation of whose Œuvres Morales (Moral works) into French had just been published by Jacques Amyot, Montaigne began to compose his essays in 1572; the first edition, entitled Essais, was published in two volumes in 1580. For the rest of his life, he continued revising previously published essays and composing new ones. Francis Bacon's essays, published in book form in 1597, 1612, and 1625, were the first works in English that described themselves as essays. Ben Jonson first used the word essayist in English in 1609, according to the Oxford English Dictionary.

History

Europe

English essayists included Robert Burton (1577–1641) and Sir Thomas Browne (1605–1682). In France, Michel de Montaigne's three volume Essais in the mid 1500s contain over 100 examples widely regarded as the predecessor of the modern essay. In Italy, Baldassare Castiglione wrote about courtly manners in his essay Il Cortigiano. In the 17th century, the JesuitBaltasar Gracián wrote about the theme of wisdom.[5] During the Age of Enlightenment, essays were a favored tool of polemicists who aimed at convincing readers of their position; they also featured heavily in the rise of periodical literature, as seen in the works of Joseph Addison, Richard Steele and Samuel Johnson. In the 18th and 19th centuries, Edmund Burke and Samuel Taylor Coleridge wrote essays for the general public. The early 19th century, in particular, saw a proliferation of great essayists in English – William Hazlitt, Charles Lamb, Leigh Hunt and Thomas de Quincey all penned numerous essays on diverse subjects. In the 20th century, a number of essayists tried to explain the new movements in art and culture by using essays (e.g., T.S. Eliot). Whereas some essayists used essays for strident political themes, Robert Louis Stevenson and Willa Cather wrote lighter essays. Virginia Woolf, Edmund Wilson, and Charles du Bos wrote literary criticism essays.[5]

Japan

Main article: Zuihitsu

As with the novel, essays existed in Japan several centuries before they developed in Europe with a genre of essays known as zuihitsu — loosely connected essays and fragmented ideas. Zuihitsu have existed since almost the beginnings of Japanese literature. Many of the most noted early works of Japanese literature are in this genre. Notable examples include The Pillow Book (c. 1000), by court lady Sei Shōnagon, and Tsurezuregusa (1330), by particularly renowned Japanese Buddhist monk Yoshida Kenkō. Kenkō described his short writings similarly to Montaigne, referring to them as "nonsensical thoughts" written in "idle hours". Another noteworthy difference from Europe is that women have traditionally written in Japan, though the more formal, Chinese-influenced writings of male writers were more prized at the time.

Forms and styles

This section describes the different forms and styles of essay writing. These forms and styles are used by an array of authors, including university students and professional essayists.

Cause and effect

The defining features of a "cause and effect" essay are causal chains that connect from a cause to an effect, careful language, and chronological or emphatic order. A writer using this rhetorical method must consider the subject, determine the purpose, consider the audience, think critically about different causes or consequences, consider a thesis statement, arrange the parts, consider the language, and decide on a conclusion.[6]

Classification and division

Classification is the categorization of objects into a larger whole while division is the breaking of a larger whole into smaller parts.[7]

Compare and contrast

Compare and contrast essays are characterized by a basis for comparison, points of comparison, and analogies. It is grouped by the object (chunking) or by point (sequential). The comparison highlights the similarities between two or more similar objects while contrasting highlights the differences between two or more objects. When writing a compare/contrast essay, writers need to determine their purpose, consider their audience, consider the basis and points of comparison, consider their thesis statement, arrange and develop the comparison, and reach a conclusion. Compare and contrast is arranged emphatically.[8]

Descriptive

Descriptive writing is characterized by sensory details, which appeal to the physical senses, and details that appeal to a reader's emotional, physical, or intellectual sensibilities. Determining the purpose, considering the audience, creating a dominant impression, using descriptive language, and organizing the description are the rhetorical choices to consider when using a description. A description is usually arranged spatially but can also be chronological or emphatic. The focus of a description is the scene. Description uses tools such as denotative language, connotative language, figurative language, metaphor, and simile to arrive at a dominant impression.[9] One university essay guide states that "descriptive writing says what happened or what another author has discussed; it provides an account of the topic".[10]Lyric essays are an important form of descriptive essays.

Dialectic

In the dialectic form of the essay, which is commonly used in philosophy, the writer makes a thesis and argument, then objects to their own argument (with a counterargument), but then counters the counterargument with a final and novel argument. This form benefits from presenting a broader perspective while countering a possible flaw that some may present. This type is sometimes called an ethics paper.[11]

Exemplification

An exemplification essay is characterized by a generalization and relevant, representative, and believable examples including anecdotes. Writers need to consider their subject, determine their purpose, consider their audience, decide on specific examples, and arrange all the parts together when writing an exemplification essay.[12]

Familiar

An essayist writes a familiar essay if speaking to a single reader, writing about both themselves, and about particular subjects. Anne Fadiman notes that "the genre's heyday was the early nineteenth century," and that its greatest exponent was Charles Lamb.[13] She also suggests that while critical essays have more brain than the heart, and personal essays have more heart than brain, familiar essays have equal measures of both.[14]

History (thesis)

A history essay sometimes referred to as a thesis essay describes an argument or claim about one or more historical events and supports that claim with evidence, arguments, and references. The text makes it clear to the reader why the argument or claim is as such.[15]

Narrative

A narrative uses tools such as flashbacks, flash-forwards, and transitions that often build to a climax. The focus of a narrative is the plot. When creating a narrative, authors must determine their purpose, consider their audience, establish their point of view, use dialogue, and organize the narrative. A narrative is usually arranged chronologically.[16]

Argumentative

An argumentative essay is a critical piece of writing, aimed at presenting objective analysis of the subject matter, narrowed down to a single topic. The main idea of all the criticism is to provide an opinion either of positive or negative implication. As such, a critical essay requires research and analysis, strong internal logic and sharp structure. Its structure normally builds around introduction with a topic's relevance and a thesis statement, body paragraphs with arguments linking back to the main thesis, and conclusion. In addition, an argumentative essay may include a refutation section where conflicting ideas are acknowledged, described, and criticized. Each argument of argumentative essay should be supported with sufficient evidence, relevant to the point.

Economic

An economic essay can start with a thesis, or it can start with a theme. It can take a narrative course and a descriptive course. It can even become an argumentative essay if the author feels the need. After the introduction, the author has to do his/her best to expose the economic matter at hand, to analyze it, evaluate it, and draw a conclusion. If the essay takes more of a narrative form then the author has to expose each aspect of the economic puzzle in a way that makes it clear and understandable for the reader

Reflective

A reflective essay is an analytical piece of writing in which the writer describes a real or imaginary scene, event, interaction, passing thought, memory, or form — adding a personal reflection on the meaning of the topic in the author's life. Thus, the focus is not merely descriptive. The writer doesn’t just describe the situation, but revisits the scene with more detail and emotion to examine what went well, or reveal a need for additional learning — and may relate what transpired to the rest of the author's life.

Other logical structures

The logical progression and organizational structure of an essay can take many forms. Understanding how the movement of thought is managed through an essay has a profound impact on its overall cogency and ability to impress. A number of alternative logical structures for essays have been visualized as diagrams, making them easy to implement or adapt in the construction of an argument.[17]

Academic

Main article: Free response

In countries like the United States and the United Kingdom, essays have become a major part of a formal education in the form of free response questions. Secondary students in these countries are taught structured essay formats to improve their writing skills, and essays are often used by universities in these countries in selecting applicants (seeadmissions essay). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of the material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay. In some courses, university students must complete one or more essays over several weeks or months. In addition, in fields such as the humanities and social sciences,[citation needed] mid-term and end of term examinations often require students to write a short essay in two or three hours.

In these countries, so-called academic essays also called papers, are usually more formal than literary ones.[citation needed] They may still allow the presentation of the writer's own views, but this is done in a logical and factual manner, with the use of the first person often discouraged. Longer academic essays (often with a word limit of between 2,000 and 5,000 words)[citation needed] are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on a topic, which is often called a literature review.[citation needed]

Longer essays may also contain an introductory page that defines words and phrases of the essay's topic. Most academic institutions require that all substantial facts, quotations, and other supporting material in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention helps others (whether teachers or fellow scholars) to understand the basis of facts and quotations the author uses to support the essay's argument and helps readers evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.

One of the challenges facing universities is that in some cases, students may submit essays purchased from an essay mill (or "paper mill") as their own work. An "essay mill" is a ghostwriting service that sells pre-written essays to university and college students. Since plagiarism is a form of academic dishonesty or academic fraud, universities and colleges may investigate papers they suspect are from an essay mill by using plagiarism detection software, which compares essays against a database of known mill essays and by orally testing students on the contents of their papers.[18]

Magazine or newspaper

Main article: Long-form journalism

Essays often appear in magazines, especially magazines with an intellectual bent, such as The Atlantic and Harpers. Magazine and newspaper essays use many of the essay types described in the section on forms and styles (e.g., descriptive essays, narrative essays, etc.). Some newspapers also print essays in the op-ed section.

Employment

Employment essays detailing experience in a certain occupational field are required when applying for some jobs, especially government jobs in the United States. Essays known as Knowledge Skills and Executive Core Qualifications are required when applying to certain US federal government positions.

A KSA, or "Knowledge, Skills, and Abilities," is a series of narrative statements that are required when applying to Federal government job openings in the United States. KSAs are used along with resumes to determine who the best applicants are when several candidates qualify for a job. The knowledge, skills, and abilities necessary for the successful performance of a position are contained on each job vacancy announcement. KSAs are brief and focused essays about one's career and educational background that presumably qualify one to perform the duties of the position being applied for.

An Executive Core Qualification, or ECQ, is a narrative statement that is required when applying to Senior Executive Service positions within the US Federal government. Like the KSAs, ECQs are used along with resumes to determine who the best applicants are when several candidates qualify for a job. The Office of Personnel Management has established five executive core qualifications that all applicants seeking to enter the Senior Executive Service must demonstrate.

Non-literary types

Film

A film essay (or "cinematic essay") consists of the evolution of a theme or an idea rather than a plot per se, or the film literally being a cinematic accompaniment to a narrator reading an essay.[citation needed] From another perspective, an essay film could be defined as a documentary film visual basis combined with a form of commentary that contains elements of self-portrait (rather than autobiography), where the signature (rather than the life story) of the filmmaker is apparent. The cinematic essay often blends documentary, fiction, and experimental film making using tones and editing styles.[19]

The genre is not well-defined but might include propaganda works of early Soviet parliamentarians like Dziga Vertov, present-day filmmakers including Chris Marker,[20]Michael Moore (Roger & Me (1989), Bowling for Columbine (2002) and Fahrenheit 9/11 (2004)), Errol Morris (The Thin Blue Line (1988)), Morgan Spurlock (Supersize Me: A Film of Epic Portions) and Agnès Varda. Jean-Luc Godard describes his recent work as "film-essays".[21] Two filmmakers whose work was the antecedent to the cinematic essay include Georges Méliès and Bertolt Brecht. Méliès made a short film (The Coronation of Edward VII (1902)) about the 1902 coronation of King Edward VII, which mixes actual footage with shots of a recreation of the event. Brecht was a playwright who experimented with film and incorporated film projections into some of his plays.[19]Orson Welles made an essay film in his own pioneering style, released in 1974, called F for Fake, which dealt specifically with art forger Elmyr de Hory and with the themes of deception, "fakery," and authenticity in general. These are often published online on video hosting services.[22][23]

David Winks Gray's article "The essay film in action" states that the "essay film became an identifiable form of filmmaking in the 1950s and '60s". He states that since that time, essay films have tended to be "on the margins" of the filmmaking the world. Essay films have a "peculiar searching, questioning tone ... between documentary and fiction" but without "fitting comfortably" into either genre. Gray notes that just like written essays, essay films "tend to marry the personal voice of a guiding narrator (often the director) with a wide swath of other voices".[24] The University of Wisconsin Cinematheque website echoes some of Gray's comments; it calls a film essay an "intimate and allusive" genre that "catches filmmakers in a pensive mood, ruminating on the margins between fiction and documentary" in a manner that is "refreshingly inventive, playful, and idiosyncratic".[25]

Music

In the realm of music, composer Samuel Barber wrote a set of "Essays for Orchestra," relying on the form and content of the music to guide the listener's ear, rather than any extra-musical plot or story.

Photography

A photographic essay strives to cover a topic with a linked series of photographs. Photo essays range from purely photographic works to photographs with captions or small notes to full-text essays with a few or many accompanying photographs. Photo essays can be sequential in nature, intended to be viewed in a particular order — or they may consist of non-ordered photographs viewed all at once or in an order that the viewer chooses. All photo essays are collections of photographs, but not all collections of photographs are photo essays. Photo essays often address a certain issue or attempt to capture the character of places and events.

Visual arts

In the visual arts, an essay is a preliminary drawing or sketch that forms a basis for a final painting or sculpture, made as a test of the work's composition (this meaning of the term, like several of those following, comes from the word essayJA's meaning of "attempt" or "trial").

See also

References

  1. ^Holman, William (2003). A Handbook to Literature (9 ed.). New Jersey: Prentice Hall. p. 193. 
  2. ^Gale – Free Resources – Glossary – DEArchived 2010-04-25 at the Wayback Machine.. Gale.cengage.com. Retrieved March 23, 2011.
  3. ^Aldous Huxley, Collected Essays, "Preface".
  4. ^"Book Use Book Theory: 1500–1700: Commonplace Thinking". Lib.uchicago.edu. Archived from the original on 2013-08-01. Retrieved 2013-08-10. 
  5. ^ abessay (literature) – Britannica Online EncyclopediaArchived 2009-12-04 at the Wayback Machine.. Britannica.com. Retrieved March 22, 2011.
  6. ^Chapter 7: Cause and Effect in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  7. ^Chapter 5: Classification and Division in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  8. ^Chapter 6: Comparison and Contrast in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  9. ^Chapter 2: Description in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  10. ^Section 2.1 of the Simon Fraser University CNS Essay Handbook. Available online at: sfu.ca
  11. ^"How to Write an Ethics Paper (with Pictures) - wikiHow". Archived from the original on 2016-08-28. Retrieved 2016-07-01. 
  12. ^Chapter 4: Exemplification in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  13. ^Fadiman, Anne. At Large and At Small: Familiar Essays. p. x. 
  14. ^Fadiman, At Large and At Small, xi.
  15. ^History Essay Format & Thesis Statement, (February 2010)
  16. ^Chapter 3 Narration in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  17. ^"'Mission Possible' by Dr. Mario Petrucci"(PDF). Archived from the original on 2014-10-26. Retrieved 2014-10-25. 
  18. ^Khomami, Nadia (20 February 2017). "Plan to crack down on websites selling essays to students announced". The Guardian. Archived from the original on 27 April 2017. 
  19. ^ abCinematic Essay Film GenreArchived 2007-08-08 at the Wayback Machine.. chicagomediaworks.com. Retrieved March 22, 2011.
  20. ^(registration required) Lim, Dennis (July 31, 2012). "Chris Marker, 91, Pioneer of the Essay Film"Archived 2012-08-03 at the Wayback Machine.. The New York Times. Retrieved July 31, 2012.
  21. ^Discussion of film essaysArchived 2007-08-08 at the Wayback Machine.. Chicago Media Works.
  22. ^Kaye, Jeremy (2016-01-17). "5 filmmakers that have mastered the art of the Video Essay". Medium. Archived from the original on 2017-08-30. Retrieved 2017-07-05. 
  23. ^Liptak, Andrew (2016-08-01). "This filmmaker deep-dives into what makes your favorite cartoons tick". The Verge. Archived from the original on 2017-08-30. Retrieved 2017-07-05. 
  24. ^Gray, David Winks (January 30, 2009). "The essay film in action". San Francisco Film Society. Archived from the original on March 15, 2009. 
  25. ^"Talking Pictures: The Art of the Essay Film". Cinema.wisc.edu. Retrieved March 22, 2011.

Further reading

  • Theodor W. Adorno, "The Essay as Form" in: Theodor W. Adorno, The Adorno Reader, Blackwell Publishers 2000.
  • Beaujour, Michel. Miroirs d'encre: Rhétorique de l'autoportrait'. Paris: Seuil, 1980. [Poetics of the Literary Self-Portrait. Trans. Yara Milos. New York: NYU Press, 1991].
  • Bensmaïa, Reda. The Barthes Effect: The Essay as Reflective Text. Trans. Pat Fedkiew. Minneapolis: Univ. of Minnesota Press, 1987.
  • D'Agata, John (Editor), The Lost Origins of the Essay. St Paul: Graywolf Press, 2009.
  • Giamatti, Louis. "The Cinematic Essay", in Godard and the Others: Essays in Cinematic Form. London, Tantivy Press, 1975.
  • Lopate, Phillip. "In Search of the Centaur: The Essay-Film", in Beyond Document: Essays on Nonfiction Film. Edited by Charles Warren, Wesleyan University Press, 1998. pp. 243–270.
  • Warburton, Nigel. The basics of essay writing. Routledge, 2006. ISBN 0-415-24000-X, ISBN 978-0-415-24000-0

External links

Wikimedia Commons has media related to Essays.
University students, like these students doing research at a university library, are often assigned essays as a way to get them to analyze what they have read.
An 1895 cover of Harpers, a US magazine that prints a number of essays per issue.
"After School Play Interrupted by the Catch and Release of a Stingray" is a simple time-sequence photo essay.

Did you think you were all done pouring out your blood, sweat, and tears in written form for your personal statement, only to be faced with the “why this college” supplemental essay? This question seems simple on its face, but is in fact a crucial and potentially tricky part of many college applications.

What exactly is the “why us” essay trying to understand about you? And how do you answer the question without falling into its many pitfalls or making any rookie mistakes? In this article, I’ll explain why colleges want you to be able to explain why you are applying. I'll also talk about how to generate and brainstorm topics for this question, and how to make yourself sound sincere and committed. Finally, I’ll throw in some “why this school” essay dos and don’ts. 

 

Table of Contents

Why Do Colleges Want You to Write a "Why Us" Essay?

The Two Different Kinds of “Why This College” Essay Prompts

How to Write a Perfect “Why This College” Essay

Step 1: Research

Step 2: Brainstorming Topics

Step 3: Nailing the Execution

Example of a Great "Why This College" Essay

The Bottom Line

What's Next

 

Why Do Colleges Want You To Write a “Why Us” Essay?

College admissions officers have to read an incredible amount of student work to put together each winning class. So trust me when I say that everything they ask you to write is meaningful and important.

The purpose of this essay goes two ways. On the one hand, seeing how you answer this question gives admissions officers a sense of whether you know and value their school. On the other hand, having to verbalize why you are applying is a chance for you to ponder what you want to get out of your college experience, and whether your target schools fit your goals and aspirations.

 

What Colleges Get Out of Reading Your "Why This College" Essay

Colleges want to check three things.

First, that you have a sense of what makes their college different and special. 

  • Do you know something about the school’s mission, history, and values? 
  • Have you thought about their specific approach to learning? 
  • Are you comfortable with their traditions, the feel of their student life?

Second, that you will be a good fit for the institution. 

  • Where do your interests lie? Do they correspond to this school’s strengths? 
  • Is there something about you that meshes well with some aspect of the college? 
  • How will you contribute to college life? How will you make your mark on campus?

And third, that this institution will, in turn, be a good fit for you. 

  • What do you want to get out of college? Will this college be able to provide that? Will this school contribute to your future success? 
  • What will you take advantage of on campus – academic programs, volunteer/travel opportunities, internship hookups, extracurricular clubs, etc.?
  • Will you succeed academically? Is this school at the right rigor and pace for your ideal learning?

 

What You Get Out of Writing Your "Why This College" Essay

Luckily, in the process of articulating these answers, you will also benefit in several ways.

 

Building Excitement

Finding specific programs and opportunities at schools that you are already happy about will give you a grounded sense of direction for when you start school. At the same time, by describing what is great about schools that are low on your list, you'll boost your enthusiasm rather than feeling these colleges are lackluster fallbacks.

 

Ensuring You're Making the Right Choice

At the same time, writing the "why us" essay can be a moment of clarity. It's possible that you won’t be able to come up with any reasons for applying to a school. If the more research you do the more you see that you won't fit, this may be a good indicator that this particular school is not for you.

 

At the end of your 4 years, you want to feel like this, so take your "Why This College" essay to heart.

 

The Two Different Kinds of “Why This College” Essay Prompts

The "why this college" essay is best thought of as a back and forth between you and the college. This means that your essay will really be answering two separate but related questions:

  • First, "why us?" This is where you'll explain what makes the school special in your eyes, what attracted you to it, and what you will get out of the experience of going there.
  • Second, "why you?" This is where you'll talk about why you’ll fit right in on campus, what qualities/skills/talents/abilities you’ll contribute to campus life, and how your future will be impacted by the school and its opportunities.

Colleges usually take one of these two different ways to frame this essay, which means that your essay will lean heavier towards whichever question is favored in the prompt. So if the prompt is all about "why us?", you'll focus more on waxing rhapsodic about the school. If the prompt instead is mostly configured as "why you?", you'll dwell at length on your fit and potential.

It's good to remember that these two prompts are simply two sides of the same coin. Your reasons for wanting to apply to a particular school can be made to fit either of these questions. 

For instance, say you really want the chance to learn from the world-famous Professor X. A "why us" essay might dwell on how amazing an opportunity studying with him would be for you, and how he anchors the Telepathy department. Meanwhile, a "why you" essay would point out that your own extracurricular and academic telepathy credentials and future career goals make you an ideal student to learn from Professor X, a renowned master of the field.

Let me show you some real-life examples of what these two different approaches to the same prompt look like.

I hear the Rings of Power Department is really strong at that school too. Check out the Gandalf seminar on repelling Balrogs - super easy A.

(Image: T-Jacques via Wikimedia Commons)

 

“Why Us” Prompts

You can recognize this version of the prompt from wording like:
  • Why [this college]?
  • Why are you interested in our school?
  • Why is this college a good choice for you?
  • What is it that you like the best about our university?
  • Why do you want to go to our college?

 

Examples

  • University of Michigan: Describe the unique qualities that attract you to the specific undergraduate College or School (including preferred admission and dual degree programs) to which you are applying at the University of Michigan. How would that curriculum support your interests?
  • Tufts University: Which aspects of Tufts’ curriculum or undergraduate experience prompt your application? In short, “Why Tufts?”
  • Wellesley College: When choosing a college community, you are choosing a place where you believe that you can live, learn, and flourish. Generations of inspiring women have thrived in the Wellesley community, and we want to know what aspects of this community inspire you to consider Wellesley.  We know that there are more than 100 reasons to choose Wellesley, but the “Wellesley 100” is a good place to start. Visit the Wellesley 100 and let us know, in two well-developed paragraphs, which two items most attract, inspire, or energize you and why. (PS: “Why” matters to us.)

  • Brown University: Why Brown?
  • Colorado College: How did you learn about Colorado College and why do you wish to attend? 

  • Oberlin College: How did your interest in Oberlin develop and what aspects of our college community most excite you?
  • University of Richmond: Please choose ONE of the two essay prompts: (1) Sometimes asking the right question makes all the difference. If you were a college admission counselor, what essay question would you ask? Please craft and answer your own essay prompt – in your response, reflect on what your chosen question reveals about you.; OR (2) Tell us about Spiders.

 

Tell me all about... me.

 

“Why You?” Prompts

This type of prompt turns the tables slightly, asking something along the lines of:
  • Why are you a good match or fit for us?
  • What are you interests and how will you pursue them here?
  • What do you want to study and how will that correspond to our program?
  • What or how will you contribute?
  • Why you at our college?
  • Why are you applying to our school?

 

Examples:

  • Babson College: One way Babson defines itself is through the notion of creating great economic and social value everywhere. How do you define yourself and what is it about Babson that excites you?
  • New York University: Whether you are undecided or you have a definitive plan of study in mind, what are your academic interests and how do you plan to explore them at NYU?
  • Bowdoin College: Bowdoin students and alumni often cite world-class faculty and opportunities for intellectual engagement, the College’s commitment to the Common Good, and the special quality of life on the coast of Maine as important aspects of the Bowdoin experience. Reflecting on your own interests and experiences, please comment on one of the following: 1.) Intellectual engagement, 2.) The Common Good, or 3.) Connection to place.
  • Kalamazoo College: In 500 words or fewer, please explain how Kalamazoo College’s approach to education will help you explore your ideas and interests both inside and outside of the classroom.
  • Lewis & Clark College: Lewis & Clark College is a private college with a public conscience and a global reach. We celebrate our strengths in collaborative scholarship, international engagement, environmental understanding and entrepreneurial thinking. As we evaluate applications, we look for students who understand what we offer and are eager to contribute to our community. In one paragraph, please tell us why you are interested in attending Lewis & Clark and how you will impact our campus.
  • Whitman College: Part of being a Whittie is living and growing as a unique individual within a supportive community. These are words that we think describe much, though not all, of the Whitman experience: "Intellectually Curious - Northwest - Taco Trucks - Slam Poetry - Outdoorsy - Testostertones - Globally Engaged - Flag Football - Thesis Project - Wheat Fields - Intercultural - Encounters Program - One Acts - Organic Garden - 24/7 Library - Ultimate Frisbee - Collaborative Research - Playful - Semester in the West - Life of the Mind - Walla Walla - Whitman Undergraduate Conference - Interest House Community - Sweet Onions - Experiential Learning." Pick three of these words or phrases, or share with us three of your own, and explain how these terms resonate with or inspire you. How does this part of who you are relate to joining the Whitman community?

 

Sure, Ultimate Frisbee is cool, Whitman College. But when I get to campus, I'm starting a quidditch league.

 

How to Write a Perfect “Why This College” Essay

No matter how the prompt is worded, this essay is a give-and-take of what you and the college have to offer each other. Your job is to zoom in quickly to your main points, and to use precision and detail to sound sincere, excited, and authentic. 

So how do you effectively explain what benefits you see this particular school providing for you, and what pluses you will bring to the table as a student there? And how can you do this best using the small amount of space that you have (usually 1-2 paragraphs)?

Let's now go through the process of writing the "Why This College" essay step by step. First, I'll talk about the prep work you'll need to do. Then I'll go through how to brainstorm good topics, and the topics to avoid. I'll give you some tips on transforming your ideas and research into an actual essay. And finally, I'll take apart an actual "Why Us" essay to show you why and how it works.

 

Step 1: Research

Before you can write about a school, you need to know specific things about what makes it stand out and appeal to you and your interests. So where do you look for these? And how do you find the detail that will speak to you?

 

In-Person Campus Visits

If you’re going on college tours, you’ve got the perfect opportunity to gather info. Bring a notepad with you, and write down: 

  • your tour guide’s name
  • 1-2 funny, surprising, or enthusiastic things they say about the school
  • any unusual features of the campus, like buildings, sculptures, layout, history, or traditions

Also, try to connect with students or faculty while you’re there. If you visit a class, write down which class and the professor’s name. See if you can briefly chat up a student (in the class you visit, around campus, or in the cafeteria) and ask what they like most about the school, or what has most surprised them about being there. Write down the answer! Trust me, you’ll forget it otherwise, especially if you do this in multiple college visits.

 

Virtual Campus Visits

If you can’t get to the campus of your target school in real life, the next best thing is an online tour either from the school’s own website, or from places like youniversitytv, campustours, or youtube (search "[school name] + tour").

You can also connect with students without visiting campus in person. Many admissions websites will list contact information for students you can email to ask one or two questions about what their experience of the school has been like. Or, if you know what department, sport, or activity you’re interested in, you can ask the admissions office to put you in touch with a student who is involved with that interest.

 

Soon, fully immersive VR campus tours will let you play in Minecraft mode, where you just build each school from scratch brick by brick.

 

Your Alumni Interview

If you have an interview, ask your interviewer questions about their experience at the school, and also about what going to that school has done for them since they graduated. As always, take notes.

 

College Fairs

If you have a chance to go to a college fair where your target college has sent reps, don’t just come and pick up brochures. Engage the reps in conversation and ask them questions about what they think makes the school unique, so you can jot down notes about any interesting details they tell you.

 

The College’s Own Materials

Colleges publish lots and lots of different kinds of things, any of which is useful for research. Here are some suggestions, all of which you should be able to find online. 

Brochures and course catalogs. Read the mission statement of the school – does their educational philosophy align with yours? Read through college catalogs. Are there any programs, classes, departments, or activities that seem tailor-made for you in some way? 

Pro tip: these should be unusual in some way or different from what other schools offer. For example, being fascinated with the English department isn’t going to cut it unless you can discuss its unusual focus, 1-2 exceptional professors, or the different way they structure the major that appeals to you specifically.

The alumni magazine. Are any professors highlighted? Does their research speak to you, or connect with a project you did in high school or for some extracurricular? Sometimes alumni magazines will highlight a college’s new focus or new expansion. Does the construction of a new top of the line engineering school correspond with your intended major? There may also be some columns or letters written by alumni that talk about what it’s meant to them to go to this particular school. What stands out about their experiences?

The campus newspaper. Students write about the hot issues of the day, which means that the articles will be about the best and worst things on campus. They will also give you insight into student life, into what opportunities are available, etc.

The college’s social media. Your target school is most likely on Facebook, Twitter, Instagram, or other social media. Follow them to see what they are posting about. Exciting new campus development? Some professors in the news? Interesting events, clubs, or activities?

 

#Ireallyloveyourschool

 

The Internet

Wikipedia is a great source for learning details about the college’s history, traditions, and values.

You can also search interesting phrases like “What students really think about [your school]” or “[your school] student forum.” This will let you find for detail-heavy points of view, comments about specific programs or courses, and insight into student life. 

 

Step 2: Brainstorming Topics

So what should you do now that you've done a bunch of research? Use it to develop connection points between you and your target school. These connections will be the skeleton of your essay.

 

Find the Gems in Your Research

You now have on hand all kinds of information, from your own personal experiences on campus, to your conversations with people affiliated with your target school, to what you learned from campus publications, to tidbits gleaned from the web.

Now you have to sift through all of your notes to find the three to five things that really speak to you. Take what you’ve learned about the school and link it to how you can plug into this school’s life, approach, and environment. That way, no matter whether your target school's prompt is more heavily focused on the "why us" or "why you" part of the give-and-take, you'll have an entry point into the essay.

What should these three to five things be? What should you keep in mind when you're looking for the gem that will become your topic? Here are some words of wisdom from Calvin Wise, the Senior Associate Director of Admissions for Johns Hopkins University:

Focus on what makes us unique and why that interests you. Do your research, and articulate a multi-dimensional connection to the specific college or university. We do not want broad statements (the brick pathways and historic buildings are beautiful) or a rehash of the information on our website (College X offers a strong liberal arts curriculum). All institutions have similarities. We want you to talk about our differences.

 

Time to find that diamond, amethyst, opal, tourmaline, or amber in the rough.

 

Check Your Gems for Color and Clarity

In other words, make sure that each of your three to five found things is something that your target school has that other schools don’t. 

This something should be seen from your own perspective. The point isn't to generically praise the school, but instead to go into detail about why it’s so great for you that they have this thing.

This something you find should be meaningful to the school and specific to you. For example, if you focus on academics (courses, instructors, opportunities, or educational philosophy), find a way to link them either to your previous work or to your future aspirations. 

This something should not be shallow and non-specific. Want to live in a city? Every city has more than one college in it. Find a way to explain why this specific college in this specific city calls to you. Like pretty architecture? Many schools are beautiful, so dwell on why this particular place feels unlike any other. Like good weather, beach, skiing, some other geographical thing? There are many schools located near these places, and they know that people enjoy sunbathing. Either build a deeper connection or skip these as reasons.

 

Convert Your Gems Into Essay Topics

Every "Why This College" essay is going to answer both the "why us" and the "why you" parts of the back-and-forth equation. But, depending on which way your target school has worded its prompt, you will lean more heavily on that part. This is why I’m going to split this brainstorming up in two, to go with the “why us” and “why you” types of questions.

Of course, since they are both sides of the same coin, you can always easily flip each of these ideas around in order to have it work well for the other type of prompt.  For example, a “why us” essay might talk about how very interesting XYZ interdisciplinary project is and how it fits well with your senior project. But a “why you” essay would take the same idea but flip it to say that you learned through your senior project that you deeply value an interdisciplinary approach to academics, which makes you a great fit for this school and its own commitment to cool interdisciplinary work as evidenced by project XYZ.

 

Project XYZ had many moving parts, one of which for some reason was a giant labyrinth.

 

Possible “Why Us” Topics

  • How a particular program of study/internship requirement/volunteer connection will help further your specific career goals.
  • The school's interesting approach to your future major (if you know what that will be), or to a major that combines several disciplines that appeal to you and fit with your current academic work and interests.
  • How the school handles financial aid and the infrastructure setup for low-income students, and what that means for you in terms of opening doors.
  • A story about how you became interested in the school (if you learned about it in an interesting way). Did it host a high school contest you took part it? Feature a visual or performing art that you enjoyed and that you also do?
  • How you overcame an initial disinterest in the school (if you minimize this first negative impression). Did you do more research? Interact with someone on campus? Learn about the school’s commitment to the community in some way? Learn about interesting research being done there?
  • A positive interaction you had with current students, faculty, or staff, as long as this is more than just "Everyone I met was really nice." 
  • An experience you had on the campus tour. Super passionate tour guide? Interesting information that surprised you? Did something happen to transform your idea about the school or campus life (in a good way)?
  • Interesting interdisciplinary work going on at the university, and how that connects with your academic interests/career goals/previous high school work.
  • The history of the school, but only if it’s meaningful to you in some way. Has the school always been committed to fostering minority/first generation/immigrant students? Was it founded by someone you admire? Did it take an unpopular, but, to you, morally correct stance at some crucial moment in history?
  • An amazing professor that you can’t wait to learn from. Is there a chemistry professor whose current research meshes with a science fair project you did? A professor who’s a renowned scholar on your favorite author/genre? A professor whose book on economics finally made you understand the most recent financial crisis?
  • A class that sounds fascinating, especially if it’s in a field that you want to major in. Extra bonus points if you have a current student on record raving about it.
  • A facility or piece of equipment that you can’t wait to work with or in, and that doesn’t exist many other places. A specialty library that has rare medieval manuscripts? An observatory? A fleet of boats?
  • A required curriculum that appeals to you because it provides a solid grounding in the classics, it shakes up the traditional canon, connects all the students on campus in one intellectual project, or is taught in a unique way.

 

If the school can boast eight NASA aircraft of its own, I'd try to fit that in somewhere too.

 

Possible “Why You” Topics

  • Do you want to continue a project you worked on in high school? Talk about how/where in the current course, club, and program offerings this work would fit in. Why will you be a good addition to the team?
  • Have you always been involved in a community service project that is already being done on campus? Write about integrating life on campus with events in the surrounding community.
  • Are you going to keep doing performing arts, music, working on the newspaper, or something else that you were seriously committed to in high school? Discuss how excited you are to join that existing organization.
  • Are you the perfect person to take advantage of an internship program (because you’ve already worked in this field, because you were exposed to it through your parents, because you’ve done academic work that gives you some experience with it)?
  • Are you the ideal candidate for a study abroad opportunity (because you speak the language of the country, because it’s a place where you’ve worked or studied before, because your career goals are international in some respect)
  • Are you a standout match for an undergraduate research project (because you will major in this field, because you’ve always wanted to work with this professor, because you want to pursue research as a career option)?
  • Is there something you were deeply involved with that doesn’t currently exist on campus? Offer to start a club for that thing. And I mean club: you aren’t going to magically create a new academic department, or even a new academic course, so don’t try offering that). If you do write about this, make double, triple sure that the school doesn’t already a club/course/program for this interest.
  • What are some of the programs and/or activities you would plan to get involved with on either campus, and what unique qualities will you bring to them?
  • Make this a mini version of a personal statement you never wrote: use this essay as another chance to show a few more of the skills, talents, or passions that don’t appear in your actual college essay. What’s the runner-up interest that you didn’t write about? What opportunity, program, or offering at the school lines up with?

 

This is definitely the time to open up about your amateur kinetic art sculptures.

 

Possible Topics For a College That’s Not Your First Choice

  • If you're writing about a school that you’re not completely psyched about, one way to sidestep the issue is to focus on what getting this degree will do for you in the future. How do you see yourself changing existing systems, helping others, or otherwise succeeding?
  • Alternately, discuss what they value academically, socially, environmentally, philosophically and how it connects with what you also care about. A vegan, organic, and cruelty-free cafeteria? A relationship with a local farm or garden? De-emphasized fraternity involvement? Strong commitment to environmental issues? Lots of opportunities to contribute to the community surrounding the school? Active tolerance and inclusion for various minority groups?
  • Try to find at least one or two things that you’re excited about for all the schools on your list. If you can’t think of a single reason why this would be a good place for you to go, maybe you shouldn’t be applying there.

 

Topics to Avoid

  • Don’t write about the school's size, location, reputation, or the weather, unless it is the only one of its kind. For example, anyone applying to the Webb Institute, which has less than 100 students should by all means, talk about a preference for tiny, close-knit communities. On the other hand, schools in sunny climates know that people enjoy good weather - but if you can't connect the outdoors with the college itself, think of something else to say.
  • Don’t talk about your sports fandom. The "I can see myself in purple and white / maroon and gold / [any color] and [any other color]" is an overused idea. After all, you could cheer for the team without going to the school. So unless you are an athlete or an aspiring mascot performer, or have a truly one of a kind story to tell about your link to the team, try a different tack.
  • Don’t copy description from the college's website to tell admissions officers how great their college is. They don’t want to hear praise; they want to hear how you connect with their school. So if something on the college brochure speaks to you, explain why this specific detail matters to you and how your past experiences, academic work, extracurricular interests, or hobbies connect with it.
  • Don’t use college rankings as a reason for why you want to go to a school. Of course prestige matters, but schools that are ranked right next to each other on the list are at about the same level of prestige. What makes you choose one over the other?
  • If you decide to write about a future major, don’t just talk about what you want to study and why. Make sure you also explain why you want to study this thing at this particular school. What do they do differently that other colleges don’t?
  • Don’t wax poetic about the school’s pretty campus. “From the moment I stepped on your campus, I knew it was the place for me” is another cliché – and another way to say basically nothing about why you actually want to go to this particular school. Lots of schools are pretty, and many are pretty in the exact same way.

 

Pop quiz: this pretty Gothic building is on what college campus? Yup, that's right - could be anywhere.

 

Step 3: Nailing the Execution

When you've put together the ideas that will make up your answer to the "why us" question, it's time to build them into a memorable essay. Here are some tips for doing that successfully:

Jump right in. The essay is short, so there's no need for an introduction or conclusion. Spend the first paragraph delving into your best one or two reasons for applying. Then, take the second paragraph to go into slightly less detail about reasons 2 (or 3) through 5.

To thine own self be true. Write in your own voice and be sincere about what you’re saying. Believe me, the reader can tell when you mean it and when you’re just blathering.

Details, details, details. Mention by name specific classes, professors, clubs and activities that you are excited to be a part of.

If you plan on attending if admitted, say so. Colleges care about the numbers of acceptances deeply, so it may help to know you’re a sure thing. But don’t write this if you don’t mean it!

Don’t cut and paste the same essay for every school. Either al least once you’ll forget to change the school name or some telling detail, or else your vague and cookie-cutter reasoning will sound bland and forgettable.

You can also check out our more general step-by-step essay-writing advice.

 

Cookie cutters: great for dough, terrible for college applications.

 

Example of a Great “Why This College” Essay

At this point, it'll be helpful to take a look at a “why us” essay that works and figure out what the author did to create a meaningful answer to this challenging question.

Here is a "Why Tufts" Essay from James Gregoire '19 for Tufts University.

It was on my official visit with the cross country team that I realized Tufts was the perfect school for me. Our topics of conversation ranged from Asian geography to efficient movement patterns, and everyone spoke enthusiastically about what they were involved in on campus. I really related with the guys I met, and I think they represent the passion that Tufts' students have. I can pursue my dream of being a successful entrepreneur by joining the Tufts Entrepreneurs Society, pursuing an Entrepreneurial Leadership minor, and taking part in an up-and-coming computer science program.

 

Why Does This Essay Work?

Interaction with current students. James writes about hanging out with the cross country team and sounds excited about meeting them.

“I’m a great fit.” He uses the conversation with the cross country guys to talk about his own good fit here (“I really related with the guys I met”).

Why the school is special. James also uses the conversation as a way to show that he enjoys the variety of opportunities Tufts offers (their fun conversation covers Asian geography, movement patterns, other things they “were involved with on campus”).

Taking advantage of this specialness. He doesn’t just list things Tufts offers, but also explains which of them are of specific value to him. He’s interested in being an entrepreneur, so the Tufts Entrepreneurs Society and the Entrepreneurial Leadership courses appeal to him.

Awareness of what the school is up to. Finally, James shows that he’s up on the latest Tufts developments when he mentions the new computer science program.

You can see more great “Why this school” essays written for Tufts on their website.

 

The Bottom Line

  • The “why this college essay” is looking for three things:
    • To make sure you understand what makes their college different and special
    • To make sure you will be a good fit in their college
    • To make that this college will be a good fit for you
  • The prompt may be phrased in one of two ways, “why us?” or  “why you?”, but these are sides of the same coin and will be addressed in your essay regardless of the prompt style.
  • Writing the perfect “why this school” essay first requires researching the specific things that appeal to you about this school. You can find this information by:
    • Visiting campuses in person or virtually to interact with current students and faculty
    • Asking questions from your college interviewer or from reps at college fairs
    • The college’s own materials like their brochures and website, their alumni magazine, campus newspaper, or their social media
    • Other sites on the internet
  • To find a topic to write about, find the three to five things that really speak to you about the school and then link each of them yourself, your interests, your goals, and your strengths.
  • Avoid writing about clichés that could be true for any school, like architecture, geography, weather, or sports fandom. Instead, focus on the details that differentiate your target school from all the others.

 

What’s Next?

Are you also working on your personal statement? If you're using the Common App, check out completely breakdown of the Common App prompts and our guide to picking the best prompt for you. 

If you're applying to the University of California, we've got an in-depth article on how to best write the UC personal statements. 

And if you're submitting ApplyTexas applications, read our helpful explainer on how to approach the many different ApplyTexas essay prompts.

In the middle of the rest of the college application process? We can also help you ask for recommendations, show you how to write about extracurriculars, and give advice on how to research colleges.

 

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

 

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