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My Successful Harvard Application (Complete Common App + Supplement)

Other High School , College Admissions , Letters of Recommendation , Extracurriculars , College Essays

In 2005, I applied to college and got into every school I applied to, including Harvard, Princeton, Stanford, and MIT. I decided to attend Harvard.

In this guide, I'll show you the entire college application that got me into Harvard—page by page, word for word .

In my complete analysis, I'll take you through my Common Application, Harvard supplemental application, personal statements and essays, extracurricular activities, teachers' letters of recommendation, counselor recommendation, complete high school transcript, and more. I'll also give you in-depth commentary on every part of my application.

Worried about college applications? Our world-class admissions counselors can help. We've guided thousands of students to get into their top choice schools with our data-driven, proprietary admissions strategies.

To my knowledge, a college application analysis like this has never been done before . This is the application guide I wished I had when I was in high school.

If you're applying to top schools like the Ivy Leagues, you'll see firsthand what a successful application to Harvard and Princeton looks like. You'll learn the strategies I used to build a compelling application. You'll see what items were critical in getting me admitted, and what didn't end up helping much at all.

Reading this guide from beginning to end will be well worth your time—you might completely change your college application strategy as a result.

First Things First

Here's the letter offering me admission into Harvard College under Early Action.

I was so thrilled when I got this letter. It validated many years of hard work, and I was excited to take my next step into college (...and work even harder).

I received similar successful letters from every college I applied to: Princeton, Stanford, and MIT. (After getting into Harvard early, I decided not to apply to Yale, Columbia, UChicago, UPenn, and other Ivy League-level schools, since I already knew I would rather go to Harvard.)

The application that got me admitted everywhere is the subject of this guide. You're going to see everything that the admissions officers saw.

If you're hoping to see an acceptance letter like this in your academic future, I highly recommend you read this entire article. I'll start first with an introduction to this guide and important disclaimers. Then I'll share the #1 question you need to be thinking about as you construct your application. Finally, we'll spend a lot of time going through every page of my college application, both the Common App and the Harvard Supplemental App.

Important Note: the foundational principles of my application are explored in detail in my How to Get Into Harvard guide . In this popular guide, I explain:

what top schools like the Ivy League are looking for
how to be truly distinctive among thousands of applicants
why being well-rounded is the kiss of death

If you have the time and are committed to maximizing your college application success, I recommend you read through my Harvard guide first, then come back to this one.

You might also be interested in my other two major guides:

How to Get a Perfect SAT Score / Perfect ACT Score
How to Get a 4.0 GPA

What's in This Harvard Application Guide?

From my student records, I was able to retrieve the COMPLETE original application I submitted to Harvard. Page by page, word for word, you'll see everything exactly as I presented it : extracurricular activities, awards and honors, personal statements and essays, and more.

In addition to all this detail, there are two special parts of this college application breakdown that I haven't seen anywhere else :

You'll see my FULL recommendation letters and evaluation forms. This includes recommendations from two teachers, one principal, and supplementary writers. Normally you don't get to see these letters because you waive access to them when applying. You'll see how effective strong teacher advocates will be to your college application, and why it's so important to build strong relationships with your letter writers .
You'll see the exact pen marks made by my Harvard admissions reader on my application . Members of admissions committees consider thousands of applications every year, which means they highlight the pieces of each application they find noteworthy. You'll see what the admissions officer considered important—and what she didn't.

For every piece of my application, I'll provide commentary on what made it so effective and my strategies behind creating it. You'll learn what it takes to build a compelling overall application.

Importantly, even though my application was strong, it wasn't perfect. I'll point out mistakes I made that I could have corrected to build an even stronger application.

Here's a complete table of contents for what we'll be covering. Each link goes directly to that section, although I'd recommend you read this from beginning to end on your first go.

Common Application

Personal Data

Educational data, test information.

Activities: Extracurricular, Personal, Volunteer
Short Answer
Additional Information

Academic Honors

Personal statement, teacher and counselor recommendations.

Teacher Letter #1: AP Chemistry
Teacher Letter #2: AP English Lang

School Report

Principal Recommendation

Harvard Application Supplement

Supplement Form
Writing Supplement Essay

Supplementary Recommendation #1

Supplementary recommendation #2, supplemental application materials.

Final Advice for You

I mean it—you'll see literally everything in my application.

In revealing my teenage self, some parts of my application will be pretty embarrassing (you'll see why below). But my mission through my company PrepScholar is to give the world the most helpful resources possible, so I'm publishing it.

One last thing before we dive in—I'm going to anticipate some common concerns beforehand and talk through important disclaimers so that you'll get the most out of this guide.

Important Disclaimers

My biggest caveat for you when reading this guide: thousands of students get into Harvard and Ivy League schools every year. This guide tells a story about one person and presents one archetype of a strong applicant. As you'll see, I had a huge academic focus, especially in science ( this was my Spike ). I'm also irreverent and have a strong, direct personality.

What you see in this guide is NOT what YOU need to do to get into Harvard , especially if you don't match my interests and personality at all.

As I explain in my Harvard guide , I believe I fit into one archetype of a strong applicant—the "academic superstar" (humor me for a second, I know calling myself this sounds obnoxious). There are other distinct ways to impress, like:

being world-class in a non-academic talent
achieving something difficult and noteworthy—building a meaningful organization, writing a novel
coming from tremendous adversity and performing remarkably well relative to expectations

Therefore, DON'T worry about copying my approach one-for-one . Don't worry if you're taking a different number of AP courses or have lower test scores or do different extracurriculars or write totally different personal statements. This is what schools like Stanford and Yale want to see—a diversity in the student population!

The point of this guide is to use my application as a vehicle to discuss what top colleges are looking for in strong applicants. Even though the specific details of what you'll do are different from what I did, the principles are the same. What makes a candidate truly stand out is the same, at a high level. What makes for a super strong recommendation letter is the same. The strategies on how to build a cohesive, compelling application are the same.

There's a final reason you shouldn't worry about replicating my work—the application game has probably changed quite a bit since 2005. Technology is much more pervasive, the social issues teens care about are different, the extracurricular activities that are truly noteworthy have probably gotten even more advanced. What I did might not be as impressive as it used to be. So focus on my general points, not the specifics, and think about how you can take what you learn here to achieve something even greater than I ever did.

With that major caveat aside, here are a string of smaller disclaimers.

I'm going to present my application factually and be 100% straightforward about what I achieved and what I believed was strong in my application. This is what I believe will be most helpful for you. I hope you don't misinterpret this as bragging about my accomplishments. I'm here to show you what it took for me to get into Harvard and other Ivy League schools, not to ask for your admiration. So if you read this guide and are tempted to dismiss my advice because you think I'm boasting, take a step back and focus on the big picture—how you'll improve yourself.

This guide is geared toward admissions into the top colleges in the country , often with admissions rates below 10%. A sample list of schools that fit into this: Harvard, Princeton, Yale, Stanford, Columbia, MIT, UChicago, Duke, UPenn, CalTech, Johns Hopkins, Dartmouth, Northwestern, Brown. The top 3-5 in that list are especially looking for the absolute best students in the country , since they have the pick of the litter.

Admissions for these selective schools works differently from schools with >20% rates. For less selective schools, having an overall strong, well-rounded application is sufficient for getting in. In particular, having an above average GPA and test scores goes the majority of the way toward getting you admission to those schools. The higher the admission rate, the more emphasis will be placed on your scores. The other pieces I'll present below—personal statements, extracurriculars, recommendations—will matter less.

Still, it doesn't hurt to aim for a stronger application. To state the obvious, an application strong enough to get you Columbia will get you into UCLA handily.

In my application, I've redacted pieces of my application for privacy reasons, and one supplementary recommendation letter at the request of the letter writer. Everything else is unaltered.

Throughout my application, we can see marks made by the admissions officer highlighting and circling things of note (you'll see the first example on the very first page). I don't have any other applications to compare these to, so I'm going to interpret these marks as best I can. For the most part, I assume that whatever he underlines or circles is especially important and noteworthy —points that he'll bring up later in committee discussions. It could also be that the reader got bored and just started highlighting things, but I doubt this.

Finally, I co-founded and run a company called PrepScholar . We create online SAT/ACT prep programs that adapt to you and your strengths and weaknesses . I believe we've created the best prep program available, and if you feel you need to raise your SAT/ACT score, then I encourage you to check us out . I want to emphasize that you do NOT need to buy a prep program to get a great score , and the advice in this guide has little to do with my company. But if you're aren't sure how to improve your score and agree with our unique approach to SAT/ACT prep, our program may be perfect for you.

With all this past us, let's get started.

The #1 Most Important College Application Question: What Is Your PERSONAL NARRATIVE?

If you stepped into an elevator with Yale's Dean of Admissions and you had ten seconds to describe yourself and why you're interesting, what would you say?

This is what I call your PERSONAL NARRATIVE. These are the three main points that represent who you are and what you're about . This is the story that you tell through your application, over and over again. This is how an admissions officer should understand you after just glancing through your application. This is how your admissions officer will present you to the admissions committee to advocate for why they should accept you.

The more unique and noteworthy your Personal Narrative is, the better. This is how you'll stand apart from the tens of thousands of other applicants to your top choice school. This is why I recommend so strongly that you develop a Spike to show deep interest and achievement. A compelling Spike is the core of your Personal Narrative.

Well-rounded applications do NOT form compelling Personal Narratives, because "I'm a well-rounded person who's decent at everything" is the exact same thing every other well-rounded person tries to say.

Everything in your application should support your Personal Narrative , from your course selection and extracurricular activities to your personal statements and recommendation letters. You are a movie director, and your application is your way to tell a compelling, cohesive story through supporting evidence.

Yes, this is overly simplistic and reductionist. It does not represent all your complexities and your 17 years of existence. But admissions offices don't have the time to understand this for all their applicants. Your PERSONAL NARRATIVE is what they will latch onto.

Here's what I would consider my Personal Narrative (humor me since I'm peacocking here):

1) A science obsessive with years of serious research work and ranked 6 th in a national science competition, with future goals of being a neuroscientist or physician

2) Balanced by strong academic performance in all subjects (4.0 GPA and perfect test scores, in both humanities and science) and proficiency in violin

3) An irreverent personality who doesn't take life too seriously, embraces controversy, and says what's on his mind

These three elements were the core to my application. Together they tell a relatively unique Personal Narrative that distinguishes me from many other strong applicants. You get a surprisingly clear picture of what I'm about. There's no question that my work in science was my "Spike" and was the strongest piece of my application, but my Personal Narrative included other supporting elements, especially a description of my personality.

My College Application, at a High Level

Drilling down into more details, here's an overview of my application.

This put me comfortably in the 99 th percentile in the country, but it was NOT sufficient to get me into Harvard by itself ! Because there are roughly 4 million high school students per year, the top 1 percentile still has 40,000 students. You need other ways to set yourself apart.
Your Spike will most often come from your extracurriculars and academic honors, just because it's hard to really set yourself apart with your coursework and test scores.
My letters of recommendation were very strong. Both my recommending teachers marked me as "one of the best they'd ever taught." Importantly, they corroborated my Personal Narrative, especially regarding my personality. You'll see how below.
My personal statements were, in retrospect, just satisfactory. They represented my humorous and irreverent side well, but they come across as too self-satisfied. Because of my Spike, I don't think my essays were as important to my application.

Finally, let's get started by digging into the very first pages of my Common Application.

There are a few notable points about how simple questions can actually help build a first impression around what your Personal Narrative is.

First, notice the circle around my email address. This is the first of many marks the admissions officer made on my application. The reason I think he circled this was that the email address I used is a joke pun on my name . I knew it was risky to use this vs something like [email protected], but I thought it showed my personality better (remember point #3 about having an irreverent personality in my Personal Narrative).

Don't be afraid to show who you really are, rather than your perception of what they want. What you think UChicago or Stanford wants is probably VERY wrong, because of how little information you have, both as an 18-year-old and as someone who hasn't read thousands of applications.

(It's also entirely possible that it's a formality to circle email addresses, so I don't want to read too much into it, but I think I'm right.)

Second, I knew in high school that I wanted to go into the medical sciences, either as a physician or as a scientist. I was also really into studying the brain. So I listed both in my Common App to build onto my Personal Narrative.

In the long run, both predictions turned out to be wrong. After college, I did go to Harvard Medical School for the MD/PhD program for 4 years, but I left to pursue entrepreneurship and co-founded PrepScholar . Moreover, in the time I did actually do research, I switched interests from neuroscience to bioengineering/biotech.

Colleges don't expect you to stick to career goals you stated at the age of 18. Figuring out what you want to do is the point of college! But this doesn't give you an excuse to avoid showing a preference. This early question is still a chance to build that Personal Narrative.

Thus, I recommend AGAINST "Undecided" as an area of study —it suggests a lack of flavor and is hard to build a compelling story around. From your high school work thus far, you should at least be leaning to something, even if that's likely to change in the future.

Finally, in the demographic section there is a big red A, possibly for Asian American. I'm not going to read too much into this. If you're a notable minority, this is where you'd indicate it.

Now known as: Education

This section was straightforward for me. I didn't take college courses, and I took a summer chemistry class at a nearby high school because I didn't get into the lottery at my school that year (I refer to this briefly in my 4.0 GPA guide ).

The most notable point of this section: the admissions officer circled Principal here . This is notable because our school Principal only wrote letters for fewer than 10 students each year. Counselors wrote letters for the other hundreds of students in my class, which made my application stand out just a little.

I'll talk more about this below, when I share the Principal's recommendation.

(In the current Common Application, the Education section also includes Grades, Courses, and Honors. We'll be covering each of those below).

Now known as: Testing

Back then AP scores weren't part of this section, but I'll take them from another part of my application here.

However, their standards are still very high. You really do want to be in that top 1 percentile to pass the filter. A 1400 on the SAT IS going to put you at a disadvantage because there are so many students scoring higher than you. You'll really have to dig yourself out of the hole with an amazing application.

I talk about this a lot more in my Get into Harvard guide (sorry to keep linking this, but I really do think it's an important guide for you to read).

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 them for free now:

Let's end this section with some personal notes.

Even though math and science were easy for me, I had to put in serious effort to get an 800 on the Reading section of the SAT . As much as I wish I could say it was trivial for me, it wasn't. I learned a bunch of strategies and dissected the test to get to a point where I understood the test super well and reliably earned perfect scores.

I cover the most important points in my How to Get a Perfect SAT Score guide , as well as my 800 Guides for Reading , Writing , and Math .

Between the SAT and ACT, the SAT was my primary focus, but I decided to take the ACT for fun. The tests were so similar that I scored a 36 Composite without much studying. Having two test scores is completely unnecessary —you get pretty much zero additional credit. Again, with one test score, you have already passed their filter.

Finally, class finals or state-required exams are a breeze if you get a 5 on the corresponding AP tests .

Now known as: Family (still)

This section asks for your parent information and family situation. There's not much you can do here besides report the facts.

I'm redacting a lot of stuff again for privacy reasons.

The reader made a number of marks here for occupation and education. There's likely a standard code for different types of occupations and schools.

If I were to guess, I'd say that the numbers add to form some metric of "family prestige." My dad got a Master's at a middle-tier American school, but my mom didn't go to graduate school, and these sections were marked 2 and 3, respectively. So it seems higher numbers are given for less prestigious educations by your parents. I'd expect that if both my parents went to schools like Caltech and Dartmouth, there would be even lower numbers here.

This makes me think that the less prepared your family is, the more points you get, and this might give your application an extra boost. If you were the first one in your family to go to college, for example, you'd be excused for having lower test scores and fewer AP classes. Schools really do care about your background and how you performed relative to expectations.

In the end, schools like Harvard say pretty adamantly they don't use formulas to determine admissions decisions, so I wouldn't read too much into this. But this can be shorthand to help orient an applicant's family background.

Extracurricular, Personal, and Volunteer Activities

Now known as: Activities

For most applicants, your Extracurriculars and your Academic Honors will be where you develop your Spike and where your Personal Narrative shines through. This was how my application worked.

Just below I'll describe the activities in more detail, but first I want to reflect on this list.

As instructed, my extracurriculars were listed in the order of their interest to me. The current Common App doesn't seem to ask for this, but I would still recommend it to focus your reader's attention.

The most important point I have to make about my extracurriculars: as you go down the list, there is a HUGE drop in the importance of each additional activity to the overall application. If I were to guess, I assign the following weights to how much each activity contributed to the strength of my activities section:

In other words, participating in the Research Science Institute (RSI) was far more important than all of my other extracurriculars, combined. You can see that this was the only activity my admissions reader circled.

You can see how Spike-y this is. The RSI just completely dominates all my other activities.

The reason for this is the prestige of RSI. As I noted earlier, RSI was (and likely still is) the most prestigious research program for high school students in the country, with an admission rate of less than 5% . Because the program was so prestigious and selective, getting in served as a big confirmation signal of my academic quality.

In other words, the Harvard admissions reader would likely think, "OK, if this very selective program has already validated Allen as a top student, I'm inclined to believe that Allen is a top student and should pay special attention to him."

Now, it took a lot of prior work to even get into RSI because it's so selective. I had already ranked nationally in the Chemistry Olympiad (more below), and I had done a lot of prior research work in computer science (at Jisan Research Institute—more about this later). But getting into RSI really propelled my application to another level.

Because RSI was so important and was such a big Spike, all my other extracurriculars paled in importance. The admissions officer at Princeton or MIT probably didn't care at all that I volunteered at a hospital or founded a high school club .

This is a good sign of developing a strong Spike. You want to do something so important that everything else you do pales in comparison to it. A strong Spike becomes impossible to ignore.

In contrast, if you're well-rounded, all your activities hold equal weight—which likely means none of them are really that impressive (unless you're a combination of Olympic athlete, internationally-ranked science researcher, and New York Times bestselling author, but then I'd call you unicorn because you don't exist).

Apply this concept to your own interests—what can be so impressive and such a big Spike that it completely overshadows all your other achievements?

This might be worth spending a disproportionate amount of time on. As I recommend in my Harvard guide and 4.0 GPA guide , smartly allocating your time is critical to your high school strategy.

In retrospect, one "mistake" I made was spending a lot of time on the violin. Each week I spent eight hours on practice and a lesson and four hours of orchestra rehearsals. This amounted to over 1,500 hours from freshman to junior year.

The result? I was pretty good, but definitely nowhere near world-class. Remember, there are thousands of orchestras and bands in the country, each with their own concertmasters, drum majors, and section 1 st chairs.

If I were to optimize purely for college applications, I should have spent that time on pushing my spike even further —working on more Olympiad competitions, or doing even more hardcore research.

Looking back I don't mind this much because I generally enjoyed my musical training and had a mostly fun time in orchestra (and I had a strong Spike anyway). But this problem can be a lot worse for well-rounded students who are stretched too thin.

Aside from these considerations about a Spike, I have two major caveats.

First, developing a Spike requires continuous, increasingly ambitious foundational work. It's like climbing a staircase. From the beginning of high school, each step was more and more ambitious—my first academic team, my first research experience, leading up to state and national competitions and more serious research work.

So when I suggest devoting a lot of time to developing your Spike, it's not necessarily the Spike in itself—it's also spending time on foundational work leading up to what will be your major achievement. That's why I don't see my time with academic teams or volunteering as wasted, even though in the end they didn't contribute as much to my application.

Second, it is important to do things you enjoy. I still enjoyed playing the violin and being part of an orchestra, and I really enjoyed my school's academic teams, even though we never went beyond state level. Even if some activities don't contribute as much to your application, it's still fine to spend some time on them—just don't delude yourself into thinking they're stronger than they really are and overspend time on them.

Finally, note that most of my activities were pursued over multiple years. This is a good sign of commitment—rather than hopping from activity year to year, it's better to show sustained commitment, as this is a better signal of genuine passion.

In a future article, I'll break down these activities in more detail. But this guide is already super long, so I want to focus our attention on the main points.

Short Answer: Extracurricular Activities

In today's Common Application, you have 50 characters to describe "Position/Leadership description and organization name" and 150 characters for "Please describe this activity, including what you accomplished and any recognition you received, etc."

Back then, we didn't have as much space per activity, and instead had a short answer question.

The Short Answer prompt:

Please describe which of your activities (extracurricular and personal activities or work experience) has been most meaningful and why.

I chose RSI as my most significant activity for two reasons—one based on the meaning of the work, and another on the social aspect.

It's obvious that schools like Yale and UChicago want the best students in the world that they can get their hands on. Academic honors and awards are a great, quantifiable way to show that.

Here's the complete list of Academic Honors I submitted. The Common Application now limits you to five honors only (probably because they got tired of lists like these), but chances are you capture the top 98% of your honors with the top five.

Charlie wins a Golden Ticket to Harvard.

I know this is intimidating if you don't already have a prestigious honor. But remember there are thousands of nationally-ranked people in a multitude of honor types, from science competitions to essay contests to athletics to weird talents.

And I strongly believe the #1 differentiator of high school students who achieve things is work ethic, NOT intelligence or talent. Yes, you need a baseline level of competence to get places, but people far undervalue the progress they can make if they work hard and persevere. Far too many people give up too quickly or fatigue without putting in serious effort.

If you're stuck thinking, "well I'm just an average person, and there's no way I'm going to become world-class in anything," then you've already lost before you've begun. The truth is everyone who achieves something of note puts in an incredible amount of hard work. Because this is invisible to you, it looks like talent is what distinguishes the two of you, when really it's much more often diligence.

I talk a lot more about the Growth Mindset in my How To Get a 4.0 GPA guide .

So my Chemistry Olympiad honor formed 90% of the value of this page. Just like extracurriculars, there's a quick dropoff in value of each item after that.

My research work took up the next two honors, one a presentation at an academic conference, and the other (Siemens) a research competition for high school researchers.

The rest of my honors were pretty middling:

National Merit Scholarship semifinalist pretty much equates to PSAT score, which is far less important than your SAT/ACT score. So I didn't really get any credit for this, and you won't either.
In Science Olympiad (this is a team-based competition that's not as prestigious as the academic Olympiads I just talked about), I earned a number of 1 st place state and regional medals, but we never made it to nationals.
I was mediocre at competition math because I didn't train for it, and I won some regional awards but nothing amazing. This is one place I would have spent more time, maybe in the time I'd save by not practicing violin as much. There are great resources for this type of training, like Art of Problem Solving , that I didn't know existed and could've helped me rank much higher.

At the risk of beating a dead horse, think about how many state medalists there are in the country, in the hundreds of competitions that exist . The number of state to national rankers is probably at least 20:1 (less than 50:1 because of variation in state size), so if there are 2,000 nationally ranked students, there are 40,000 state-ranked students in something !

So state honors really don't help you stand out on your Princeton application. There are just too many of them around.

On the other hand, if you can get to be nationally ranked in something, you will have an amazing Spike that distinguishes you.

Now known as: Personal Essay

Now, the dreaded personal statement. Boy, oh boy, did I fuss over this one.

"What is the perfect combination of personal, funny, heartrending, and inspirational?"

I know I was wondering this when I applied.

Having read books like 50 Successful Harvard Application Essays , I was frightened. I didn't grow up as a refugee, wrenched from my war-torn home! I didn't have a sibling with a debilitating illness! How could anything I write compare to these tales of personal strength?

The trite truth is that colleges want to know who you really are . Clearly they don't expect everyone to have had immense personal struggle. But they do want students who are:

growth-oriented
introspective
kind and good-hearted

Whatever those words mean to you in the context of your life is what you should write about.

In retrospect, in the context of MY application, the personal statement really wasn't what got me into Harvard . I do think my Spike was nearly sufficient to get me admitted to every school in the country.

I say "nearly" because, even if you're world-class, schools do want to know you're not a jerk and that you're an interesting person (which is conveyed through your personal essay and letters of recommendation).

Back then, we had a set of different prompts :

What did you think?

I'm still cringing a bit. Parts of this are very smug (see /r/iamverysmart ), and if you want to punch the writer in the face, I don't blame you. I want to as well.

We'll get to areas of improvement later, but first, let's talk about what this personal essay did well.

As I said above, I saw the theme of the snooze button as a VEHICLE to showcase a few qualities I cared about :

1) I fancied myself a Renaissance man (obnoxious, I know) and wanted to become an inventor and creator . I showed this through mentioning different interests (Rubik's cube, chemistry, Nietzsche) and iterating through a few designs for an alarm clock (electric shocks, explosions, Shakespearean sonnet recitation).

2) My personality was whimsical and irreverent. I don't take life too seriously. The theme of the essay—battling an alarm clock—shows this well, in comparison to the gravitas of the typical student essay. I also found individual lines funny, like "All right, so I had violated the divine honor of the family and the tenets of Confucius." At once I acknowledge my Chinese heritage but also make light of the situation.

3) I was open to admitting weaknesses , which I think is refreshing among people taking college applications too seriously and trying too hard to impress. The frank admission of a realistic lazy habit—pushing the Snooze button—served as a nice foil to my academic honors and shows that I can be down-to-earth.

So you see how the snooze button acts as a vehicle to carry these major points and a lot of details, tied together to the same theme .

In the same way, The Walking Dead is NOT a zombie show—the zombie environment is a VEHICLE by which to show human drama and conflict. Packaging my points together under the snooze button theme makes it a lot more interesting than just outright saying "I'm such an interesting guy."

So overall, I believe the essay accomplishes my goals and the main points of what I wanted to convey about myself.

Note that this is just one of many ways to write an essay . It worked for me, but it may be totally inappropriate for you.

Now let's look at this essay's weaknesses.

Looking at it with a more seasoned perspective, some parts of it are WAY too try-hard. I try too hard to show off my breadth of knowledge in a way that seems artificial and embellishing.

The entire introduction with the Rubik's cube seems bolted on, just to describe my long-standing desire to be a Renaissance man. Only three paragraphs down do I get to the Snooze button, and I don't refer again to the introduction until the end. With just 650 words, I could have made the essay more cohesive by keeping the same theme from beginning to end.

Some phrases really make me roll my eyes. "Always hungry for more" and "ever the inventor" sound too forced and embellishing. A key principle of effective writing is to show, not say . You don't say "I'm passionate about X," you describe what extraordinary lengths you took to achieve X.

The mention of Nietzsche is over-the-top. I mean, come on. The reader probably thought, "OK, this kid just read it in English class and now he thinks he's a philosopher." The reader would be right.

The ending: "with the extra nine minutes, maybe I'll teach myself to cook fried rice" is silly. Where in the world did fried rice come from? I meant it as a nod to my Chinese heritage, but it's too sudden to work. I could have deleted the sentence and wrapped up the essay more cleanly.

So I have mixed feelings of my essay. I think it accomplished my major goals and showed the humorous, irreverent side of my personality well. However, it also gave the impression of a kid who thought he knew more than he did, a pseudo-sophisticate bordering on obnoxious. I still think it was a net positive.

At the end of the day, I believe the safest, surefire strategy is to develop a Spike so big that the importance of the Personal Essay pales in comparison to your achievements. You want your Personal Essay to be a supplement to your application, not the only reason you get in.

There are probably some cases where a well-rounded student writes an amazing Personal Essay and gets in through the strength of that. As a Hail Mary if you're a senior and can't improve your application further, this might work. But the results are very variable—some readers may love your essay, others may just think it's OK. Without a strong application to back it up, your mileage may vary.

This is a really fun section. Usually you don't get to read your letter of recommendation because you sign the FERPA waiver. I've also reached out to my letter writers to make sure they're ok with my showing this.

Teacher recommendations are incredibly important to your application. I would say that after your coursework/test scores and activities/honors, they're the 3 rd most important component of your application .

The average teacher sees thousands of students through a career, and so he or she is very well equipped to position you relative to all other students. Furthermore, your teachers are experienced adults—their impressions of you are much more reliable than your impressions of yourself (see my Personal Essay above). They can corroborate your entire Personal Narrative as an outside observer.

The most effective recommendation letters speak both to your academic strengths and to your personality. For the second factor, the teacher needs to have interacted with you meaningfully, ideally both in and out of class. Check out our guide on what makes for effective letters of recommendation .

Starting from sophomore year, I started thinking about whom I connected better with and chose to engage with those teachers more deeply . Because it's standard for colleges to require two teachers in different subjects, I made sure to engage with English and history teachers as well as math and science.

The minimum requirement for a good letter is someone who taught a class in which you did well. I got straight A's in my coursework, so this wasn't an issue.

Beyond this, I had to look for teachers who would be strong advocates for me on both an academic and personal level . These tended to be teachers I vibed more strongly with, and typically these were teachers who demonstrably cared about teaching. This was made clear by their enthusiasm, how they treated students, and how much they went above expectations to help.

I had a lot of teachers who really just phoned it in and treated their job perfunctorily—these people are likely to write pretty blasé letters.

A final note before reading my actual teacher evaluations— you should avoid getting in the mindset where you get to know teachers JUST because you want a good recommendation letter . Your teachers have seen hundreds, if not thousands, of students pass through, and it's much easier to detect insincerity than you think.

If you honestly like learning and are an enthusiastic, responsible, engaging student, a great recommendation letter will follow naturally. The horse should lead the cart.

Read my How to Get a 4.0 GPA for tips on how to interact with teachers in a genuine way that'll make them love you.

Teacher Letter #1: AP Chemistry Teacher

I took AP Chemistry in 10 th grade and had Miss Cherryl Vorak (now Mynster). She was young, having taught for fewer than 5 years when I had her. She was my favorite teacher throughout high school for these reasons:

She was enthusiastic, very caring, and spent a lot of time helping struggling students. She exuded pride in her work and seemed to consider teaching her craft.
She had a kind personality and was universally well liked by her students, even if they weren't doing so well. She was fair in her policies (it probably helped that science is more objective than English). She was also a younger teacher, and this helped her relate to kids more closely.
She was my advocate for much of the US National Chemistry Olympiad stuff, and in this capacity I got to know her even better outside of class. She provided me a lot of training materials, helped me figure out college chemistry, and directed me to resources to learn more.

By the time of the letter writing, I had known her for two full years and engaged with her continuously, even when I wasn't taking a class with her in junior year. We'd build up a strong relationship over the course of many small interactions.

All of this flowed down to the recommendation you see here. Remember, the horse leads the cart.

First, we'll look at the teacher evaluation page. The Common Application now has 16 qualities to rate, rather than the 10 here. But they're largely the same.

You can see a very strong evaluation here, giving me the highest ratings possible for all qualities.

In today's Common Application, all of these Ratings are retained, aside from "Potential for Growth." Today's Common App also now includes Faculty Respect, Maturity, Leadership, Integrity, Reaction to Setbacks, Concern for Others, and TE Overall. You can tell that the updated Common App places a great emphasis on personality.

The most important point here: it is important to be ranked "One of the top few encountered in my career" for as many ratings as possible . If you're part of a big school, this is CRITICAL to distinguish yourself from other students. The more experienced and trustworthy the teacher, the more meaningful this is.

Again, it's a numbers game. Think about the 20,000+ high schools in the country housing 4 million+ high school students—how many people fit in the top 5% bucket?

Thus, being marked merely as Excellent (top 10%) is actually a negative rating , as far as admissions to top colleges is concerned. If you're in top 10%, and someone else with the SAME teacher recommender is being rated as "One of the top ever," it's really hard for the admissions officer to vouch for you over the other student.

You really want to make sure you're one of the best in your school class, if not one of the best the teacher has ever encountered. You'll see below how you can accomplish this.

Next, let's look at her letter.

As you read this, think— what are the interactions that would prompt the teacher to write a recommendation like this? This was a relationship built up in a period of over 2 years, with every small interaction adding to an overall larger impression.

You can see how seriously they take the letter because of all the underlining . This admissions reader underlined things that weren't even underlined in my application, like my US National Chemistry Olympiad awards. It's one thing for a student to claim things about himself—it's another to have a teacher put her reputation on the line to advocate for her student.

The letter here is very strong for a multitude of reasons. First, the length is notable —most letters are just a page long, but this is nearly two full pages , single spaced. This indicates not just her overall commitment to her students but also of her enthusiastic support for me as an applicant.

The structure is effective: first Miss Vorak talks about my academic accomplishments, then about my personal qualities and interactions, then a summary to the future. This is a perfect blend of what effective letters contain .

On the micro-level, her diction and phrasing are precise and effective . She makes my standing clear with specific statements : "youngest student…top excelling student among the two sections" and "one of twenty students in the nation." She's clear about describing why my achievements are notable and the effort I put in, like studying college-level chemistry and studying independently.

When describing my personality, she's exuberant and fleshes out a range of dimensions: "conscientious, motivated and responsible," "exhibits the qualities of a leader," "actively seeks new experiences," "charismatic," "balanced individual with a warm personality and sense of humor." You can see how she's really checking off all the qualities colleges care about.

Overall, Miss Vorak's letter perfectly supports my Personal Narrative —my love for science, my overall academic performance, and my personality. I'm flattered and grateful to have received this support. This letter was important to complement the overall academic performance and achievements shown on the rest of my application.

Teacher Letter #2: AP English Language Teacher

My second teacher Mrs. Swift was another favorite. A middle-aged, veteran English teacher, the best way I would describe her is "fiery." She was invigorating and passionate, always trying to get a rise out of students and push their thinking, especially in class discussions. Emotionally she was a reliable source of support for students.

First, the evaluation:

You can see right away that her remarks are terser. She didn't even fill out the section about "first words that come to mind to describe this student."

You might chalk this up to my not being as standout of a student in her mind, or her getting inundated with recommendation letter requests after over a decade of teaching.

In ratings, you can see that I only earned 3 of the "one of the top in my career." There are a few explanations for this. As a teacher's career lengthens, it gets increasingly hard to earn this mark. I probably also didn't stand out as much as I did to my Chemistry teacher—most of my achievement was in science (which she wasn't closely connected to), and I had talented classmates. Regardless, I did appreciate the 3 marks she gave me.

Now, the letter. Once again, as you read this letter, think: what are the hundreds of micro-interactions that would have made a teacher write a letter like this?

Overall, this letter is very strong. It's only one page long, but her points about my personality are the critical piece of this recommendation. She also writes with the flair of an English teacher:

"In other situations where students would never speak their minds, he showed no hesitation to voice questions, thoughts, and ideas."

"controversial positions often being the spark that set off the entire class"

"ability to take the quiet and shy student and actively engage"…"went out of my way to partner him with other students who needed"

"strength of conviction"…"raw, unbridled passion"…"He will argue on any topic that has touched a nerve."

These comments most support the personality aspect of my Personal Narrative—having an irreverent, bold personality and not being afraid of speaking my mind. She stops just short of making me sound obnoxious and argumentative. An experienced teacher vouching for this adds so much more weight than just my writing it about myself.

Teacher recommendations are some of the most important components of your application. Getting very strong letters take a lot of sustained, genuine interaction over time to build mutual trust and respect. If you want detailed advice on how to interact with teachers earnestly, check out my How to Get a 4.0 GPA and Better Grades guide .

Let's go to the final recommendation, from the school counselor.

Now known as: School Report

The first piece of this is reporting your academic status and how the school works overall. There's not much to say here, other than the fact that my Principal wrote my recommendation for me, which we'll get into next.

Counselor Recommendation

Now known as: Counselor Recommendation

Let's talk about my school principal writing my recommendation, rather than a school counselor.

This was definitely advantageous—remember how, way up top in Educational Data, the reader circled the "Principal." Our Principal only wrote a handful of these recommendations each year , often for people who worked closely with him, like student body presidents. So it was pretty distinctive that I got a letter from our Principal, compared to other leading applicants from my school.

This was also a blessing because our counseling department was terrible . Our school had nearly 1,000 students per grade, and only 1 counselor per grade. They were overworked and ornery, and because they were the gatekeepers of academic enrollment (like class selection and prerequisites), this led to constant frictions in getting the classes you wanted.

I can empathize with them, because having 500+ neurotic parents pushing for advantages for their own kids can get REALLY annoying really fast. But the counseling department was still the worst part of our high school administration, and I could have guessed that the letters they wrote were mediocre because they just had too many students.

So how did my Principal come to write my recommendation and not those for hundreds of other students?

I don't remember exactly how this came to be, to be honest. I didn't strategize to have him write a letter for me years in advance. I didn't even interact with him much at all until junior year, when I got on his radar because of my national rankings. Come senior year I might have talked to him about my difficulty in reaching counselors and asked that he write my recommendation. Since I was a top student he was probably happy to do this.

He was very supportive, but as you can tell from the letter to come, it was clear he didn't know me that well.

Interestingly, the prompt for the recommendation has changed. It used to start with: "Please write whatever you think is important about this student."

Now, it starts with: " Please provide comments that will help us differentiate this student from others ."

The purpose of the recommendation has shifted to the specific: colleges probably found that one counselor was serving hundreds of students, so the letters started getting mushy and indistinguishable from each other.

Here's the letter:

This letter is probably the weakest overall of all my letters. It reads more like a verbal resume than a personal account of how he understands me.

Unlike my two teacher recommendations, he doesn't comment on the nature of our interactions or about my personality (because he truly didn't understand them well). He also misreported by SAT score as 1530 instead of 1600 (I did score a 1530 in an early test, but my 1600 was ready by January 2004, so I don't know what source he was using).

Notably, the letter writer didn't underline anything.

I still appreciate that he wrote my letter, and it was probably more effective than a generic counselor letter. But this didn't add much to my application.

At this point, we've covered my entire Common Application. This is the same application I sent to every school I applied to, including Harvard, Princeton, and Stanford. Thanks for reading this far—I hope you've gotten a lot out of this already.

If you keep reading to the end, I'll have advice for both younger students and current applicants to build the strongest application possible.

Next, we'll go over the Harvard Supplemental Application, which of course is unique to Harvard.

For most top colleges like Princeton, Yale, Stanford, Columbia, and so on, you will need to complete a supplemental application to provide more info than what's listed on the Common Application.

Harvard was and is the same. The good news is that it's an extra chance for you to share more about yourself and keep pushing your Personal Narrative.

There are four major components here:

The application form
Writing supplement essay
Supplementary recommendations
Supplemental application materials

I'll take you through the application section by section.

Harvard Supplement Form

First, the straightforward info and questions.

This section is pretty straightforward and is similar to what you'd see on a Columbia application.

I planned to live in a Harvard residence, as most students do.

Just as in my Common App, I noted that I was most likely to study biological sciences, choose Medicine as my vocation, and participate in orchestra, writing, and research as my extracurriculars. Nothing surprising here—it's all part of my Personal Narrative.

Interestingly, at the time I was "absolutely certain" about my vocational goals, which clearly took a detour once I left medical school to pursue entrepreneurship to create PrepScholar...

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I had the space to list some additional honors, where I listed some musical honors that didn't make the cut in my Common App.

Here are the next two pages of the Harvard supplemental form.

The most interesting note here is that the admissions officer wrote a question mark above "Music tape or CD." Clearly this was inconsistent with my Personal Narrative —if violin was such an important part of my story, why didn't I want to include it?

The reason was that I was actually pretty mediocre at violin and was nowhere near national-ranked. Again, remember how many concertmasters in the thousands of orchestras there are in the world—I wasn't good enough to even be in the top 3 chairs in my school orchestra (violin was very competitive).

I wanted to focus attention on my most important materials, which for my Personal Narrative meant my research work. You'll see these supplementary materials later.

Additional Essays

Now known as: Writing Supplement

For the most part, the Harvard supplemental essay prompt has stayed the same. You can write about a topic of your choice or about any of the suggestions. There are now two more prompts that weren't previously there: "What you would want your future college roommate to know about you" and "How you hope to use your college education."

Even though this is optional, I highly recommend you write something here. Again, you have so few chances in the overall application to convey your personal voice—an extra 500 words gives you a huge opportunity. I would guess that the majority of admitted Harvard students submit a Writing Supplement.

After a lot of brainstorming, I settled on the idea that I wanted to balance my application by writing about the major non-academic piece of my Personal Narrative—my music training . Also, I don't think I explicitly recognized this at the time, but I wanted to distance myself from the Asian-American stereotype—driven entirely by parent pressure, doing most things perfunctorily and without interest. I wanted to show I'd broken out of that mold.

Here's my essay:

Reading it now, I actually think this was a pretty bad essay, and I cringe to high heaven. But once again, let's focus on the positive first.

I used my violin teacher as a vehicle for talking about what the violin meant to me. (You can tell I love the concept of the vehicle in essays.) He represented passion for the violin—I represented my academic priorities. Our personal conflict was really the conflict between what we represented.

By the end of the essay, I'd articulated the value of musical training to me—it was cathartic and a way to balance my hard academic pursuits.

Halfway in the essay, I also explicitly acknowledged the Asian stereotype of parents who drove their kids, and said my parents were no different. The reader underlined this sentence. By pointing this out and showing how my interest took on a life of its own, I wanted to distance myself from that stereotype.

So overall I think my aims were accomplished.

Despite all that, this essay was WAY overdramatic and overwrought . Some especially terrible lines:

"I was playing for that cathartic moment when I could feel Tchaikovsky himself looking over my shoulder."

"I was wandering through the fog in search of a lighthouse, finally setting foot on a dock pervaded by white light."

OK, please. Who really honestly feels this way? This is clumsy, contrived writing. It signals insincerity, actually, which is bad.

To be fair, all of this is grounded in truth. I did have a strict violin teacher who did get pretty upset when I showed lack of improvement. I did appreciate music as a diversion to round out my academic focus. I did practice hard each day, and I did have a pretty gross callus on my pinky.

But I would have done far better by making it more sincere and less overworked.

As an applicant, you're tempted to try so hard to impress your reader. You want to show that you're Worthy of Consideration. But really the best approach is to be honest.

I think this essay was probably neutral to my application, not a strong net positive or net negative.

Supplementary Recommendations

Harvard lets you submit letters from up to two Other Recommenders. The Princeton application, Penn application, and others are usually the same.

Unlike the other optional components (the Additional Information in the Common App, and the Supplementary Essay), I would actually consider these letters optional. The reader gets most of the recommendation value from your teacher recommendations—these are really supplementary.

A worthwhile Other Recommender:

has supervised an activity or honor that is noteworthy
has interacted with you extensively and can speak to your personality
is likely to support you as one of the best students they've interacted with

If your Other Recommenders don't fulfill one or more of these categories, do NOT ask for supplementary letters. They'll dilute your application without adding substantively to it.

To beat a dead horse, the primary component of my Personal Narrative was my science and research work. So naturally I chose supervisors for my two major research experiences to write supplemental letters.

First was the Director of Research Science Institute (the selective summer research program at MIT). The second was from the head of Jisan Research Institute, where I did Computer Science research.

This letter validates my participation in RSI and incorporates the feedback from my research mentor, David Simon. At the time, the RSI students were the most talented students I had met, so I'm also flattered by some of the things the letter writer said, like "Allen stood out early on as a strong performer in academic settings."

I didn't get to know the letter writer super well, so he commented mainly on my academic qualifications and comments from my mentor.

My mentor, who was at one of the major Harvard-affiliated hospitals, said some very nice things about my research ability, like:

"is performing in many ways at the level of a graduate student"

"impressed with Allen's ability to read even advanced scientific publications and synthesize his understanding"

Once again, it's much more convincing for a seasoned expert to vouch for your abilities than for you to claim your own abilities.

My first research experience was done at Jisan Research Institute, a small private computer science lab run by a Caltech PhD. The research staff were mainly high school students like me and a few grad students/postdocs.

My research supervisor, Sanza Kazadi, wrote the letter. He's requested that I not publish the letter, so I'll only speak about his main points.

In the letter, he focused on the quality of my work and leadership. He said that I had a strong focus in my work, and my research moved along more reliably than that of other students. I was independent in my work in swarm engineering, he says, putting together a simulation of the swarm and publishing a paper in conference proceedings. He talked about my work in leading a research group and placing a high degree of trust in me.

Overall, a strong recommendation, and you get the gist of his letter without reading it.

One notable point—both supplemental letters had no marks on them. I really think this means they place less emphasis on the supplementary recommendations, compared to the teacher recommendations.

Finally, finally, we get to the very last piece of my application.

Let me beat the dead horse even deader. Because research was such a core part of my Personal Narrative, I decided to include abstracts of both of my papers. The main point was to summarize the body of work I'd done and communicate the major results.

As Harvard says, "These materials are entirely optional; please only submit them if you have unusual talents."

This is why I chose not to submit a tape of my music: I don't think my musical skill was unusually good.

And frankly, I don't think my research work was that spectacular. Unlike some of my very accomplished classmates, I hadn't ranked nationally in prestigious competitions like ISEF and Siemens. I hadn't published my work in prominent journals.

Regardless, I thought these additions would be net positive, if only marginally so.

I made sure to note where the papers had been published or were entering competitions, just to ground the work in some achievement.

Recommendation Letters: Hopefully you should have developed strong, genuine relationships with teachers you care about. The letters should flow naturally from here, and you will only need to do gentle prodding to make sure they meet deadlines.

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Writing Application Essays and Personal Statements

Some applications ask that you write an essay that draws on more personal reflections. These essays, sometimes called Personal Statements, are an opportunity to show the selection committee who you are as a person: your story, your values, your interests, and why you—and not your peer with a similar resume—are a perfect fit for this opportunity. These narrative essays allow you to really illustrate the person behind the resume, showcasing not only what you think but how you think.

Before you start writing, it’s helpful to really consider the goals of your personal statement:

To learn more about you as a person: What would you like the selection committee to know about you that can't be covered by other application materials (e.g. resume, transcript, letters of recommendation)? What have been the important moments/influences throughout your journey that have led to where (and who!) you are?
To learn how you think about the unsolved problems in your field of study/interest: What experiences demonstrate how you've been taught to think and how you tackle challenges?
To assess whether you fit with the personal qualities sought by the selection committee: How can you show that you are thoughtful and mature with a good sense of self; that you embody the character, qualities, and experience to be personally ready to thrive in this experience (graduate school and otherwise)? Whatever opportunity you are seeking—going to graduate school, spending the year abroad, conducting public service—is going to be challenging intellectually, emotionally, and financially. This is your opportunity to show that you have the energy and perseverance to succeed.

In general, your job through your personal statement is to show, don’t tell the committee about your journey. If you choose to retell specific anecdotes from your life, focus on one or two relavant, formative experiences—academic, professional, extracurricular—that are emblematic of your development. The essay is where you should showcase the depth of your maturity, not the breadth—that's the resume's job!

Determining the theme of an essay

The personal statement is usually framed with an overarching theme. But how do you come up with a theme that is unique to you? Here are some questions to get you started:

Question your individuality: What distinguishes you from your peers? What challenges have you overcome? What was one instance in your life where your values were called into question?
Question your field of study: What first interested you about your field of study? How has your interest in the field changed and developed? How has this discipline shaped you? What are you most passionate about relative to your field?
Question your non-academic experiences: Why did you choose the internships, clubs, or activites you did? And what does that suggest about what you value?

Once you have done some reflection, you may notice a theme emerging (justice? innovation? creativity?)—great! Be careful to think beyond your first idea, too, though. Sometimes, the third or fourth theme to come to your mind is the one that will be most compelling to center your essay around.

Writing style

Certainly, your personal statement can have moments of humor or irony that reflect your personality, but the goal is not to show off your creative writing skills or present you as a sparkling conversationalist (that can be part of your interview!). Here, the aim is to present yourself as an interesting person, with a unique background and perspective, and a great future colleague. You should still use good academic writing—although this is not a research paper nor a cover letter—but the tone can be a bit less formal.

Communicating your values

Our work is often linked to our own values, identities, and personal experiences, both positive and negative. However, there can be a vulnerability to sharing these things with strangers. Know that you don't have to write about your most intimate thoughts or experiences, if you don't want to. If you do feel that it’s important that a selection committee knows this about you, reflect on why you would like for them to know that, and then be sure that it has an organic place in your statement. Your passion will come through in how you speak about these topics and their importance in forming you as an individual and budding scholar.

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How to Write the Harvard University Essays 2024-2025

Harvard University, perhaps the most prestigious and well-known institution in the world, is the nation’s oldest higher education establishment, founded in 1636. Harvard’s impressive alumni network, from Sheryl Sandberg to Al Gore, is proof of the school’s ability to recruit some of the top talents in the world.

It’s no wonder that students are often intimidated by Harvard’s supplements, especially since several of them are quite open-ended. However, CollegeVine is here to help, with comprehensive guidance on how to tackle this year’s prompts.

Do be aware that with just 150 words to work with, you’ll want to make every one count. Essays with shorter word counts may seem like less work, but don’t be deceived–you’ll need to choose each and every word carefully to keep your essays succinct, but still compelling and memorable.

Read these Harvard essay examples written by real students to inspire your own writing!

How to Write the Harvard Supplemental Essays

Prompt 1: Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard? (150 words)

Prompt 2: Describe a time when you strongly disagreed with someone about an idea or issue. How did you communicate or engage with this person? What did you learn from this experience? (150 words)

Prompt 3: Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are. (150 words)

Prompt 4: How do you hope to use your Harvard education in the future? (150 words)

Prompt 5: Top 3 things your roommates might like to know about you. (150 words)

Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard? (150 words)

Brainstorming Your Topic

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

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

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

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

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

Tips for Writing Your Essay

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

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

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

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

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

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

Mistakes to Avoid

The biggest challenge with this particular “Diversity” essay is the word count. Because you only have 150 words to work with, you don’t have space to include more than one broader takeaway you’ve learned from this aspect of your identity.

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

The other thing you want to avoid is writing an essay that’s just about your topic. Particularly since you’re going to be writing about an aspect of your identity that’s important to you, you’ll likely have a lot to say just about that. If you aren’t careful, you may burn through all 150 words without getting to the broader significance of what this piece of your personality says about who you are as a whole.

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

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

Describe a time when you strongly disagreed with someone about an idea or issue. How did you communicate or engage with this person? What did you learn from this experience? (150 words)

This prompt is somewhat similar to the Overcoming Challenges essay, which asks applicants to reflect on a time they had to handle something difficult or demanding. While a disagreement may not always be big enough to be considered a true challenge, some of the same general strategy applies, in that as you reflect on the conflict, you want to demonstrate your personal strengths and maturity.

As you consider what anecdote to use for this essay, think about what qualities might be demonstrated by different stories. Here are some examples, to help you gauge how well your own ideas would work:

A disagreement with a friend or family member could demonstrate your readiness to stand up to even those who are close to you in defense of something important to you.
A conflict involving one of your core values or beliefs might demonstrate your strong moral character and commitment to ethics.
An argument involving a cause, organization, or project might show your commitment to something bigger than you.
An argument in which you were wrong or your mind was changed shows your humility, capacity for reflection, and willingness to listen.

There are many more kinds of disagreements that you could write about, so make sure you choose wisely. The most emotional argument you’ve ever been in, the most significant conflict you’ve ever had, or the most satisfying win, doesn’t automatically make for the best essay. The key is to write about an occasion that gives a clear impression of your best qualities, which is not always the most intense one.

As you narrow down your choice, you’ll want to avoid some common pitfalls. First, choose a disagreement that has some substance. If you have a story that casts you in a great light, but is ultimately pretty trivial, Harvard admissions officers are unlikely to be impressed. They want to see that you’ll be able to navigate substantive differences with peers from drastically different backgrounds once you get to Cambridge.

Arguing with your brother about where to get dinner, for example, wouldn’t do much to help them envision how you’d conduct yourself in a heated classroom debate about, say, the continuing impacts of slavery on modern American society.

You’ll also want to lay out the contours of the disagreement relatively briefly, so don’t choose a situation that’s difficult to explain. Remember, you only have 150 words, and you want to spend as few of them as possible describing the argument itself. Rather, the majority of your supplement should focus on how you resolved (or not) the conflict, and what you learned from it.

Finally, though this essay is focused on a disagreement, you want to be careful of coming off as overly negative or confrontational, or as viewing yourself as superior. Don’t trash-talk the person you disagreed with, and don’t be condescending when you present their views.

Again, Harvard will be reading this essay closely to see how prepared you are to handle the differing perspectives you’re sure to encounter in college, so you want to come across as respectful and open-minded, not self-righteous or arrogant.

To get a concrete sense of the differences we’re describing here, consider the following examples of responses to this prompt.

“Don’t Fear the Reaper or As It Was? Lynyrd Skynyrd or Olivia Rodrigo? During my sophomore year, my school was planning the annual talent show, and I disagreed with my classmates about which song our group should perform. Some wanted to go with a popular pop song, while I preferred a classic rock hit that I thought would stand out more. We debated for days, and I tried to convince them that the rock song would be more memorable, while they argued that a pop song would be a crowd-pleaser. Eventually, we decided to blend both songs into a mashup. The performance was a huge success, and everyone enjoyed it. Seeing the crowd sing along to the lyrics they knew, keep dancing to the ones they didn’t, and give us a standing ovation at the end, drove home for me the benefits of collaboration, compromise, and creative problem solving.”

This example is well-written, includes a passion of the author’s, shows their capacity for reflection, and demonstrates several other good qualities, like compromise and creative problem solving. On the downside, it’s a relatively trivial argument – remember that the prompt asks for a story about a serious disagreement – but the execution is excellent. Now, compare it to this example.

“Give a man a fish, and he’s fed for a day. Teach a man to fish…Well, it was junior year, and I was constantly clashing with a stubborn classmate over our community service project. She was fixated on the idea of collecting canned goods, which I found unimaginative and ineffective. My classmate pointed out that the school had done canned drives for years, but I knew we could do better, so I proposed a healthy cooking workshop to make a real impact. We all know the old proverb – so let’s apply it! After much back and forth, she reluctantly agreed to combine efforts, and in the end, my idea was what made the project successful, as I knew it would be. I was proud of myself for trusting myself, sticking up for my idea, challenging my classmate to grow, and helping members of my community feed themselves.”

This essay describes a topic of appropriate seriousness and shows what the student has learned, but the tone towards the student’s classmate is unnecessarily dismissive and patronizing, which could easily turn off an admissions committee.

These examples each have their strengths, but also show that one bad element can really bring down the overall quality of the supplement. Let’s look at one more, really strong example, that ties all of this guidance together:

“During a heated debate in Model UN club, I argued with another delegate who proposed a resolution that, in my view, oversimplified the Syrian refugee crisis. While he focused solely on border security, I argued that we must address the root causes—like poverty and political instability—to create lasting change. I was surprised by how personal the resulting debate felt. Instead of escalating the conflict, I invited him to discuss our differences over coffee later. Through our conversation, I realized he was driven by personal experiences of insecurity, which deepened my empathy. I realized that though we had been in this club together for years, I really didn’t know much about him. This one revelation shed so much light on other policies he’d supported in the past that I’d never understood. Though we didn’t, in the end, find a satisfying compromise, I gained perspective that feels far more important.”

Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are. (150 words)

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

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

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

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

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

The key to writing a strong response is focusing less on the activity itself, and more on what you’ve learned from your involvement in it. If you’re writing about a more conventional topic, remember that admissions officers already have your activities list. You don’t need to say “For the last five years, I’ve been involved in x,” because they already know that, and when you only have 150 words, wasting even 10 of them means you’ve wasted 5% of your space.

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

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

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

As always, you want to use specific examples to support your points, at least as much as you can in 150 words. Because you’re dealing with a low word count, you probably won’t have space to flex your creative writing muscles with vivid, immersive descriptions.

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

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

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

How do you hope to use your Harvard education in the future? (150 words)

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

First, identify one or two goals you have for the future—with just 150 words, you won’t have space to elaborate on any more than that. Ideally, these should be relatively concrete. You don’t have to have your whole life mapped out, but you do need to be a lot more specific than “Make a difference in the world.” A more zoomed-in version of that goal would be something like “Contribute to conservation efforts to help save endangered species,” which would work.

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

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

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

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

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

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

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

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

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

Top 3 things your roommates might like to know about you. (150 words)

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

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

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

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

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

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

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

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

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

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

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

Harvard is doing you a favor here by keeping the scope of the essay narrow—they ask for three things, not more. As we’ve noted many times with the other supplements, 150 words will be gone in a flash, so don’t try to cram in extra things. It’s not necessary to do that, because admissions officers have only asked for three, and trying to stuff more in will turn your essay into a list of bullet points, rather than an informative piece of writing about your personality.

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

Where to Get Your Harvard Essays Edited For Free

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

Need feedback faster? Get a free, nearly-instantaneous essay review from Sage, our AI tutor and advisor. Sage will rate your essay, give you suggestions for improvement, and summarize what admissions officers would take away from your writing. Use these tools to improve your chances of acceptance to your dream school!

10 Successful Harvard Application Essays | 2022

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

Sophia's Essay

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

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

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

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

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

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

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

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

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

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

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

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

You tell me it’s the institution

Well, you know

You’d better free your mind instead

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

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

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

And that’s as punk as it gets.

Professional Review by The Art of Applying

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

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

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

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

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

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

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

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

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

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

Taras' Essay

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Successful Harvard Essay: More Boluses to Dissect

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

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

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

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

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

Professional Review by Prep Expert (Akbar Rahel)

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

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

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

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

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

Yukta's Essay

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Successful Harvard Essay: Yukta

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

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

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

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

“Halloween already?” she asked playfully.

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

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

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

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

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

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

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

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

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

Professional Review by Prepory

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

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

Eda's Essay

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Successful Harvard Essay: Homeless for Thirteen Years

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

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

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

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

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

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

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

Professional Review by Potomac Admissions

Honest. Heartbreaking. Powerful.

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

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

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

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

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

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

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

Lisa's Essay

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Successful Harvard Essay: Playing it Dangerous

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

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

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

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

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

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

Professional Review by MR. MBA®, Val Misra

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

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

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

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

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

Michelle C.'s Essay

At KEY we take a long-term, strategic approach centered on each individual student’s best interests. Working with our college-bound students beginning in Grade 8, we guide them in establishing a strong foundation of academics to build their unique profiles of co-curricular and extracurricular activities, academic direction, and professional skills. We aspire to give each of our students the best opportunity to thrive within their current education environmentand beyond. For a free consultation about our services and more, please visit: https://www.keyeducation.com/university .

Successful Harvard Essay

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

“That’s not practical,” I replied.

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

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

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

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

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

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

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

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

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

Professional Review by Key Education (Bryan)

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

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

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

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

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

Tony's Essay

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

Successful Harvard Essay: Beauty in Complexity

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

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

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

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

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

Professional Review by Dan Lichterman

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

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

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

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

Yueming's Essay

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

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

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

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

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

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

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

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

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

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

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

Professional Review by Crimson Education

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

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

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

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

Charles' Essay

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

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

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

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

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

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

Professional Review by College Confidential

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

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

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

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

Sean's Essay

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I have always envied the butterfly.

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

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

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

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

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

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

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

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

Professional Review by HS2 Academy

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

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

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

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

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Search the site, search suggestions, alert: a message for students applying to harvard college this year.

Students facing difficulties in meeting admissions deadlines due to extreme events such as natural disasters or community crises should rest assured that we are prepared to help in any way we can. For assistance, please contact our office at (617) 495-1551 or  [email protected] .

Last Updated: October 15, 11:10am

Open Alert: A Message for Students Applying to Harvard College This Year

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First-Year Applicants

Take the next step in your academic journey.

We seek promising students who will contribute to the Harvard community during their college years, and to society throughout their lives.

While academic accomplishment is important, the Admissions Committee considers many other factors—strong personal qualities, special talents or excellences of all kinds, perspectives formed by unusual personal circumstances, and the ability to take advantage of available resources and opportunities.

First-Year Application Requirements

All first-year applicants—both international and U.S. candidates—must complete the Common Application or Coalition Application by Scoir , along with the required supplements. You will need to submit:

Subsets of questions
An activities list
Personal essay ( Common Application prompts , Coalition Application prompts )
Harvard College Questions for the Common Application or Coalition Application Harvard supplement. There are five required short-answer questions with 150 word limits for each
$85 fee (or request a fee waiver )
AP exam results
IB Actual or Predicted Scores
GCSE/A-Level Actual or Predicted Results
National Leaving Exams Results or Predictions
AP or other examination results are not required, but may be submitted
School Report (which includes a counselor letter) and high school transcript
Teacher Recommendations (2)
Midyear School Report (after your first semester grades)
Final School Report (for admitted students only)

Application Timeline

You may apply to Harvard under either our Restrictive Early Action or our Regular Decision program, both of which allow you to compare admission and financial aid offers from other institutions and to wait until May 1 to make a final college choice.

Your materials are due by the deadline for whichever round you choose; high school counselors may submit supporting materials up to a week after the deadline if necessary.

Restrictive Early Action candidates apply by November 1 and receive notification by mid-December .
Regular Decision candidates apply by January 1 and receive notification by the end of March .

You are welcome to apply to Harvard using the Common Application which opens August 1, or the Coalition Application, Powered by Scoir, which opens August 15.

First-year Timeline Questions

View detailed application timeline.

Spring or Summer (prior to the year you apply) Consider taking the following tests:

SAT or ACT - Harvard requires the submission of standardized testing

Fall (of the year you apply) As early in the fall as possible, please submit:

Your online application to Harvard, via the Common Application or the Coalition Application, Powered by Scoir. This is needed to open your admissions file, track your documents, and set up a possible alumni interview.
The $85 application fee or a fee waiver request . You may send the application supplements at a later date, preferably no later than 2 weeks after the application deadline.

October 31 Restrictive Early Action applicants: We request that you submit your required test scores by the end of October. However, you are still eligible to apply using the November series as they should reach us in time for consideration.

November 1 Restrictive Early Action applicants: Your portions of the application are due by November 1 at 11:59pm (your local time); high school counselors may submit supporting materials up to one week later if necessary.

Also submit your financial aid application so that if you are admitted, we will be able to send you financial aid information in mid-December when decisions are released.

Early November If you are applying Regular Decision, we recommend that you submit standardized test scores from the November series or earlier, though you may submit December scores (SAT) or February scores (ACT).

Mid-December Restrictive Early Action applicants: Decisions released.

January 1 Your portions of the application are due by January 1 at 11:59pm (your local time); high school counselors may submit supporting materials up to one week later if necessary.

February 1 Notify the Admissions Office ( [email protected] ) if you have not received your application confirmation email.

Submit your financial aid application (if still pending), so that if you are admitted, we will be able to send you financial aid information in late March when decisions are released.

Mid-February Request that your school submit your Midyear School Report forms with your most recent grades.

End of March First-year admission decisions released.

Early May Reply deadline for admitted students. No deposit required.

How and when to submit ACT or SAT scores (for students submitting standardized test scores)

You may self report your SAT and ACT test scores. Admitted students who decide to enroll at Harvard College and have submitted self-reported ACT or SAT test scores will be required to submit official test scores at the time of enrollment.

If you are applying Restrictive Early Action, we would like your testing results by the end of October; however, you may submit the November series if needed.

For Regular Decision, although it is possible to submit scores from tests taken as late as the February, we recommend that you submit testing as early as possible.

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Restrictive Early Action

Applying to Harvard under the Restrictive Early Action program empowers you to make a college choice early. Early applicants apply by November 1 and hear from us by mid-December.

If your record and accomplishments have been consistently strong over time, Restrictive Early Action may be an attractive choice. You don’t have to commit to coming to Harvard, but you will learn earlier if it is an option for you.

Consider if Restrictive Early Action is Right for You

What is restrictive early action.

Harvard welcomes interested applicants to apply under our Restrictive Early Action plan by November 1 in order to be notified of a decision in mid-December. Restrictive Early Action is a non-binding early program, signifying that if admitted, you are not obligated to attend, and have until May 1 to reply to our offer of admission.

IMPORTANT:

If you are applying to Harvard under Restrictive Early Action, you may not apply to any other private institution under an Early Decision, Early Action, or Restrictive Early Action plan, or to a binding early program at a public university.
You are welcome to apply early to any public university, military academy, or university outside of the United States under a non-binding program.
Additionally, you are able to apply to other universities under their Regular Decision or Early Decision II programs.
If your application is deferred in the early action round, you may apply to a binding early decision program at another college (i.e. Early Decision II).
You may apply for scholarships or special academic programs with an early deadline at another institution, public or private, if the timing is proven to be a necessary aspect for consideration, and the outcome is non-binding.
Harvard will meet the full financial need of admitted students regardless of whether they apply Restrictive Early Action or Regular Decision.

Is it easier to be accepted if I apply Restrictive Early Action?

Harvard does not offer an advantage to students who apply early. While admit rates tend to be higher in Restrictive Early Action, this reflects the remarkable strength of the applicant pool rather than a benefit of application timing. For any individual student, the final decision likely would be comparable whether the student applies Restrictive Early Action or Regular Decision.

What are the benefits of applying Regular Decision?

Regular Decision offers important practical advantages.

You will have more time to edit and proofread your portions of the application, and more time for your teachers and counselors to become familiar with you before they write on your behalf.
Your application may be strengthened by senior year extracurricular achievements, course selections, academic performance, or other important factors.

Mailing Your Application

Applications that are received in the mail will be treated equally by the Admissions Committee. However, applications submitted online are processed faster and allow your school officials to submit their part of your application online as well. Please choose one option only: either apply online or send an application through the mail.*

*All application materials sent become the property of the Office of Admissions & Financial Aid. We will not be able to return any application materials as a result. Please do not mail valuable, personal, or original materials as a part of your application if you wish to keep your work.

Printable first-year application forms.

Click the links below to access the PDF application forms.

First Year Application
Teacher Evaluation
Counselor Recommendation
Other Recommendation
Midyear Report
School Report
Homeschool Supplement to the School Report
International Supplement to the School Report
Final Report
Optional Report
Harvard Supplement

Where to mail your application

Please mail your entire application to:

Harvard College Admissions 86 Brattle Street Cambridge, MA 02138 USA

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Apply For Financial Aid

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