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Last updated March 5, 2024

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12 Common App Essay Examples (Graded by Former Admissions Officers)

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Alex McNeil, MA Admissions Consultant

Key Takeaway

If you’re applying to college, chances are you’re using the Common Application. And if you’re using the Common Application, then you’re definitely writing a Common Application essay.

But how do you write a Common App essay? More specifically, how do you write a good one that stands out to admissions officers? And hey—what does a good Common App essay even look like?

Ah, there it is. That last question is one nearly all students applying to college ask. That’s why example essays are so important. They help you sort through all the noise of the college admissions process to see exactly what a Common App essay can and should be.

We’ve compiled some of our favorite college essays for you to read. Even better, our team of former admissions officers has commented on and graded every single essay to guide you through what works (and doesn’t).

Let’s get to it.

The 2022-2023 Common Application Essay Prompts

First, we should start out by looking at the Common Application essay prompts. Sometimes the prompts change slightly from year to year, but they tend to remain fairly similar.

The Common App essay prompts are just that. Prompts. They prompt you to write an essay by giving you a place to start. They ask questions to help you reflect on important moments in your life. You only have to choose one prompt to answer.

Here they are, listed in the order provided by the Common App:

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

The prompts cover a range of topics that’s broad enough to let you write about just about anything.

But let us let you in on a little secret: how you answer the Common Application prompt matters less than the quality of the essay you write. After all, you can always choose the open-ended Prompt #7 option.

So our advice is to start with the essay and then choose a prompt to fit. Identifying a topic that resonates with you, regardless of the prompt, will produce the best essay possible. (And if you need some guidance about how to choose a Common App essay topic, check out our college essay writing guide .)

3 Tips for Writing Your Common Application Essay

Overall, your Common App essay should be the centerpiece of your college application. It should work to tie together your cohesive application narrative , and it should give admissions officers a genuine sense of who you are. Let's take a look at a few specific tips for writing a good Common App essay.

Write about a meaningful topic.

Think about the purpose of a Common App essay. It’s really your one chance to communicate directly with your admissions officers. Sure, your application has all your grades and classes and activities, but none of those things is actually you. The Common App essay exists so you can tell admissions officers information they can’t find anywhere else in your application. Think of it like a poetic introduction to who you are. Because you only have 650 words to make your impression, your essay should get straight to it. Choose a topic that reflects something deeply meaningful to who you are.

Write about a strength.

If your Common App essay is like an introduction, then you also want to make a good impression. That means that your essay should communicate one of your core strengths . Maybe you're the most compassionate person in the world. Maybe you’re so inventive that you can make anything out of a paperclip and a rock. Or maybe you’re so wise that everyone comes to you for advice. Whatever strength makes you who you are, let it shine through in your Common Application essay.

Pay attention to the structure of your essay.

As you’ll see in the “Bad” Common App Essay Examples section below, unorganized essays are hard to read. Admissions officers read hundreds to thousands of applications in a single year, so they go through them fast. That means that your essay needs to grab their attention and easily guide them through your narrative. Try your best to organize your ideas in a way that logically draws your reader through the story you’re telling.

Now keep those tips in mind as we go through each of these example essays.

Best Common App Essay Examples

There’s no single correct way to write a Common App essay, but the best ones grab your attention and keep it. They raise interesting questions, stories, and solutions. Writers reflect meaningfully on important topics, and they do so with a kind of elegance that’s hard to pinpoint. Writers use specific details and examples to set the scene. The best essays have narratives cohere perfectly and guide readers seamlessly through the story at hand.

Reading outstanding Common App essays can help you know what to aim for. Not every winning Common App essay has to look like the ones in this section, but they’ll give you a place to get started.

In particular, take note of the admissions officers’ comments and begin thinking about how you can apply these lessons to your own Common App essay.

Example #1: Board Game Family

Common App Prompt #1

“Professor Plum in the kitchen with the candlestick!”(( Opening with dialogue can be a risky choice, especially if it distracts the reader instead of drawing them in. But this essay uses opening dialogue as an effective hook to compel the reader to read on.)) My sister triumphed. I begrudgingly set down my clue tracker and opened the CONFIDENTIAL envelope. Indeed, her theory was correct. The thing about growing up in a board game family is that you quickly learn how to be a sore loser. In my home, countless sibling wars have been waged over an unjust hand of Gin Rummy or an out-of-bounds toe in Twister. But what I lack in sibling sportsmanship I make up for in wits. Playing board games with my family has taught me that the key to winning any game is resilience, sound strategy, and a little bit of charm(( This introduction has some fun language. And with this sentence, the writer gets straight to the heart of their essay. )) .

Candy Land was my gateway game, and it remains one of my favorites to play with my younger siblings. The game itself is simple: pick a card and move to the corresponding color on the board. First one to King Candy’s Castle wins. But, like life, the journey to the castle is full of setbacks. One unlucky draw, and you’ll lose half your progress. Having made many journeys up Candy Mountain, I grew accustomed to these setbacks. As I entered high school, I began facing real-world roadblocks that threatened to send me ten steps backward. My family moved towns, and the transition proved difficult. I felt behind in the new curriculum and lonely at a new school. Establishing a Board Game club helped me find friends and start my journey back toward Candy Castle.

As I grew older, I gravitated toward more difficult games like Risk. Unlike Candy Land, Risk requires strategy. Sure, randomly conquering territories might get you somewhere, but I learned that the most successful crusades are those that feature careful planning. Risk takes up our entire kitchen table, and we’ll play for hours at a time. My brother and I like to establish secret ententes. With whispered asides and unnoticed bathroom breaks, we work together to ensure victory. And when something doesn’t go our way, we revise our strategy and prepare for the next round. Risk isn’t just about taking risks–it’s about learning when to act, what to do, and who to align yourself with. It’s a lesson that applies to life outside the kitchen table, too.

While I’ve learned from every game I’ve played, the most impactful has been Scrabble(( This excerpt shows great personality, reflection, and personal growth.)) . When I started studying for the SATs, my family took up Scrabble. At first, Scrabble almost broke us. Dictionaries were slammed shut, points miscalculated, and tiles mysteriously lost. But with each new game, the board set anew, we remembered our mission: to help me practice vocabulary. With this fresh perspective, we began to work together. Instead of playing to win, we played to challenge each other and ourselves. For every non-word word I put on the board, I had to plead my case. Arguments like “Ahot” is synonymous with cold because of the root “a,” meaning “without” and “Truc” is a fun French word that we should have anglicized a long time ago anyway earned me both eyerolls and points. The more charming I was, the more sound my defense became, and the more likely my family was to concede. Together, we made our own rules and unforgettable memories.

I’ve summited Candy Mountain thousands of times and founded more countries than I can count. Our Scrabble games don’t look like everyone else’s, but these moments around my kitchen table, filled with laughter and rivalries, white lies and trusted alliances, are ones I will always cherish. They have made me into the thoughtful and strategic person I am today. More importantly, they’ve taught me that there’s a lot to learn when you’re having fun(( The writer concludes with this intentional reflection that leaves no question in the reader’s mind about what the main takeaway from the essay should be.)) .

AO Notes on Board Game Family

This essay takes a fun topic, board games, and turns it into a fun college essay. Most importantly, the writer doesn’t spend too much time focusing on the games themselves. Instead, they use the games as a way to talk about themself. That’s the key in an essay like this.

Why this essay stands out:

• Humor: We get a strong sense of the writer’s personality through their humor. It’s okay to show some personality in your college essays!
• Meaning : Through each of these stories, we learn a lot about the writer’s family background. There’s a clear picture of what their home looked like growing up, so we can easily see how they developed into who they are today.
• Action steps: The writer doesn’t just describe fun family game nights. They explicitly connect these game nights to their determination as a player, sibling, and student. We see the steps they took to make new friends, win alongside their brother, and study for the SATs.

Example #2: The Bowl That Taught Me Not to Quit

Common App Prompt #2

The clay felt cold against my skin as my knees hugged the wheel for dear life(( With this opening, we jump right into the writer’s emotions. They don’t have to tell us explicitly what they’re feeling—we can feel that they are anxious from their description alone. It’s a wonderful example of “show, not tell.”)) . Don’t. Fall. Over. I begged the clay to stay put. In the back of my mind, I heard the instructor saying, “The clay will mirror what you do. If you are steady, the clay will be steady.” I planted my feet firmly on the floor and stared my bowl-to-be dead in the eye.

My journey as a ceramicist began as many journeys do: with a scolding from my mother. She said that I was wasting my summer. I needed a hobby. Flipping through the community center catalog, my gaze landed on Ceramics 101: Beginners. I decided to take on the wheel.

Soon, I was captivated. For the last three thousand years, ceramicists have been throwing clay to create pottery that is quicker to make and more reliable than hand-crafted pottery. This past summer, as I developed my pottery skills, I learned about more than clay. I learned about myself.

To start any project, there’s the matter of choosing which clay to use. When it came time for my first throw, I chose stoneware clay for its durability. I grabbed a slab, dabbed it with water, and tossed it on the wheel, just as the teacher had instructed. My foot gently pressed the wheel’s pedal, a vehicle for which I was certainly not licensed. Covered in wet clay, I pressed my hands against the slab, trying to shape it. But it wobbled(( And here we have the main conflict: things did not go as expected. As readers, we ask ourselves: what will the writer do now?)) . It spun completely out of control. I had clay in my hair and up my sleeves. My project, it seemed, was already ruined.

While I didn’t expect to be a ceramics savant, I did expect to make it through the first class without a mud bath. I felt like a failure as I watched all the other students, whose clay was taking shape on gracefully spinning wheels. I was embarrassed. I wanted to quit. And I was used to quitting, having never been able to hold down an extracurricular activity throughout high school(( With this simple sentence, we learn that the writer has struggled with overcoming challenges in the past. )) . Cutting my losses would be quicker than cleaning the clay from my clothes, so I began to wipe off my hands and pack up my things. The instructor approached me, explaining that what had just happened was perfectly normal. She urged me to try again. I didn’t want to, but her presence made me stay.

For the rest of the class, the instructor hovered by my wheel. She was ready to lend a hand when necessary. She was my safety net, and I felt more confident to continue. I squeezed my clay out and down with the care of a first-time mom. It began to look more like a bowl and less like a mound of dirt. As I watched the bowl come into being, I felt tears prick my eyes. I felt silly for crying at something so simple, but it wasn’t so simple after all. A bowl materialized from my bare hands, all because I didn’t quit.

Quitting(( This paragraph has wonderful reflection.)) is easy, and I’ve taken the easy road more times than I can count. But it ended the day of that ceramics class. If you leave clay untended, it will dry out and become useless. Before ceramics, I hadn’t been tending to myself. I grew dry, cracking under the weight of any external pressures. But my teacher taught me that a little more persistence, time, and effort can yield something beautiful and useful.

When my bowl was done, I carried it to the shelf to be fired. The instructor explained that she’d put our projects in the kiln, and we could pick them up at our next class. I returned the following week and saw my bowl sitting on my wheel. It was imperfect but sturdy, messy yet intricate. It was exactly right. I set it aside and grabbed another block of clay, foot hovering over the pedal(( This conclusion ties up the essay with a bow. It calls back to the beginning and emphasizes that the writer will keep overcoming whatever obstacles arise.)) .

AO Notes on The Bowl that Taught Me Not to Quit

In this essay, the writer goes on a journey learning to do ceramics. We see that they experience failure but can learn from it. Their strengths of creativity and resilience shine through.

• Positive spin: Writing college essays about challenges is difficult because it’s easy to get wrapped up in hardship. But this essay does a great job moving on from the failure and focusing on the lessons learned.
• Explaining an underwhelming resume: It happens so quickly that you might miss it if you blink, but this writer very subtly explains why they don’t have many resume items . Accounting for an insufficient resume in this way comes across as taking responsibility rather than making excuses. We also see that the writer has learned from these challenges and is moving forward in a new direction.

Example #3: ENFP

Common App Prompt #6

“You know how whenever you want to plan out your weekend there are too many fun things to do and too many people to do them with? And how it’s impossible to commit to doing anything next Saturday, let alone next month? What if something even more exciting comes up? Ugh!”

“I have literally no idea what you’re talking about. That sounds stressful.”

My friend’s response confused me.

“Stressful!? It’s fun! And stressful. But mostly fun.”

We’ve all had realizations that remind us we are not the same as the people around us(( After that fun introduction, this sentence brings our attention directly to the main point of the essay.)) . Our brains and our tendencies are ours, and they aren’t necessarily shared by others–even close friends and family.

This conversation was one of those times. I was a sophomore and truly did not consider that my peers would follow routines, carefully planning out their weekends while I relied on vibes, group texts, and parental reminders of homework to get me through. Every day is a new experience and I wake up energized for the excitement of a new beginning. Fun, right?

Apparently, some people find my way stressful.

The first week of junior year, my English teacher surprised us with a test. Not an academic one–she administered the Myers Briggs Type Indicator. I didn’t know what that meant, but she explained it was a personality assessment. Then she looked directly at me and pointed.

“YOU! YOU are an ENFP!”

I’d been called a lot of things, but this was a new one. She was absolutely certain that this string of meaningless letters described me. As if anyone could possibly define me!

Sure enough, I took the assessment and got my results. E-N-F-P. Extraverted-iNtuitive-Feeling-Perceiving. I learned that each variable was one of two possibilities that describe people’s preferences about how they interact with their external and internal world. Each person exists on a spectrum between each set of variables.

I was pretty extreme on all four. Suddenly, I understood why people said I had a “big personality”.

This was just the start of my journey into psychology to better understand myself and others(( This paragraph ties together the personality test story with the writer’s personal journey of seeing the world through new perspectives.)) . I knew I was an extrovert–that was the easy one. But now I felt like I had language to explain why my arguments in debate were naturally grounded in emotion (common for Feeling types) rather than the data of a Thinker. I understood why my Judgment (J, rather than P) friends couldn’t stand my inability to commit to a plan. I needed to Perceive all of my options before committing to just one of them.

I delved into writers, psychologists, and researchers like Adam Grant, Dan Pink, Malcolm Gladwell, and Gretchen Rubin. I even embraced my own (very ENFP) preference to listen to their audiobooks rather than read in quiet solitude. I listen to books with one ear bud in while walking around my small town. That way I can learn while staying open to meeting a new friend, stopping by a shop, or petting a cute dog.

My INTJ friend didn’t understand how I could listen to a book while actively striking up conversations with strangers. To each their own.

Part of learning about myself was understanding that I love to learn about how people think and form habits. What works for one person doesn’t necessarily work for another. That is true for planning a weekend, maintaining relationships, or even writing a college essay.

I want to study psychology (and about 100 other subjects) and create a career where I can help people understand themselves and build positive habits around who they are(( I like how the writer connects these relations to their academic and career goals.)) , rather than try to change themselves to fit the expectations of others. Sure, maybe that will lead me to become a psychologist. But I think teachers, doctors, writers, and business leaders have an opportunity to do this as well.

All I know for sure is that, just like each new day, college is the next adventure. I’m excited to see what happens.

AO Notes on ENFP

Most of us know about personality tests, but this writer is able to make the topic a deeply personal one. We learn about their personality and habits. We learn about how they interact with others. Overall, the topic really helps us see the world from their perspective.

• Creative topic: The topic itself isn’t one an admissions officer will see every day. But it’s not so out-there that it comes across as hokey.
• Perspective: Admissions officers appreciate when students can see the world from perspectives other than their own. This writer shows a lot of maturity when explaining how their personality test sparked a realization that they don’t see the world the same way their friends do.
• Connections to future goals: The writer doesn’t just present the topic without speaking to its greater meaning. They show that personality tests are meaningful to them because they are related to an academic interest in psychology.

Example #4: Warhammer 40k Miniatures

Carefully(( This introduction has great vivid language.)) dipping the microscopic end of my horse hair brush into the pot of citadel paint, I can feel my excitement building. Gunmetal grey—my favorite primer color. Next comes the white and gold highlights that edge the armor. I'm about to bring one of my favorite Orcs to life, adding tactful details and shading to his green skin and menacing scowl. This is my passion, my obsession: painting Warhammer 40k miniatures.

Now, I’m well aware of the reputation Warhammer has—nerdy. As a tabletop miniature war game set in a dystopian future(( The writer subtly explains this hobby just in case admissions officers aren’t familiar with it.)) , players collect and paint miniatures to represent their armies. They then battle it out on a tabletop strewn with miniature trees, structures, and other terrains. I've been a fan of the game for years, but it's the painting that I love most. There’s something about taking a tiny, unpainted model and turning it into a work of art that I find incredibly satisfying. Nerd, guilty as charged.

I've always been drawn to the Orcs in particular, with their sheer strength and ferocity. But lately, I've been getting more into the Necrons, these ancient, robotic warriors that have been resurrected after millions of years of dormancy. And let's not forget the noble Tau, with their advanced technology and futuristic design. The story of each people goes deep, too. There are dozens of books written about the broader universe of Warhammer—a shared world that spans tens of thousands of years of lore. I’ve read almost every one of them. No matter the character I’m painting, no matter the story they’ll take place in, I watch in awe as each brushstroke brings the character to life in front of my eyes.

As my obsession with miniature painting has grown, I've started entering painting competitions(( This detail shows the magnitude and impact of the activity.)) . It's nerve-wracking showing off my work to a panel of judges, but it's also incredibly rewarding when they appreciate my hard work. I’ve received accolades and even small prizes for my artistry. After every competition, I choose my favorite miniature to display on a shelf in my room. I still have some of the earliest miniatures on my shelf, looking a little rough around the edges but still serving as a reminder of where I started.

But painting miniatures isn't just a hobby for me; it's also been a gateway for other forms of art. I've started dabbling in oil painting, using the same attention to detail and skillful brushwork that I use on my miniatures. While making the transition to a new medium has been challenging, I’ve slowly I’ve built a small collection of paintings. Some of them are as epic as my miniatures—depictions of battles and important moments from the 40k universe. But others are more tranquil, like a recent landscape I painted for my mom’s birthday of the stream behind our house(( We also learn how the writer’s obsession has expanded to other areas of their life. I like this detail because it’s an endearing story of the writer making art for their mom.)) . Becoming more dynamic with my art has made me a better artist, which has in turn made my miniatures even more lifelike.

Warhammer has been the biggest portal into a world of imagination and creativity. But it’s also unlocked my belief in myself as someone capable of succeeding in art(( And here it is—a central point of the essay. Painting these miniatures isn’t just about the miniatures. It’s also about the writer’s growth as an artist.)) . I’ve transcended the level of hobbyist and, over the years I’ve been painting, I’ve learned to call myself an artist. That title is a lot to carry, but it’s one that I can’t wait to continue growing into, figure by figure, painting by painting. And I can’t wait to bring the world of 40k to my dorm—sharing the universe with my friends and classmates. You’ll know where to find me. Just look for the nerdy artist with the dense wooden play table, toting around an army of skeletal warriors and hulking orcs. I can’t wait to share my world with you.

AO Notes on Warhammer 40k Miniatures

This essay is a great example of how to write about a hobby in a college essay. Notice how the writer explains their hobby in vivid detail, but the core of the essay is still about the writer themself.

• Vivid details: Personal statements can be wonderful exercises in creative writing. While that can be difficult for some students, this writer did it exactly right.
• Narrative structure: The writer seamlessly transitions readers between each paragraph. They slowly reveal how their journey has progressed. And, most importantly, they incorporate loads of good reflection.
• Personal meaning: It’s clear that Warhammer itself is meaningful to the writer. But I also like how they draw the focus inward to discuss how painting miniatures “unlocked” a belief in themself.

Example #5: The Band

Common App Prompt #5

I always imagined my band’s first show would take place on a stage. Maybe not in front of a packed amphitheater, but a stage. One with lights, a sound system, a curtain behind it, and some mixture of friends, family, and strangers ready to hear us play.

But there I was, holding a guitar in the women’s section of JC Penney at the mall(( This sentence is so unexpected that it’s sure to make most admissions officers stop, do a double take, and chuckle.)) . We fumbled through a cover of “Mr. Brightside” while middle-aged women shopped for sundresses.

Not exactly what I had in mind.

Our drummer’s mom managed the shoe section at JC Penney and said her boss wanted a creative way to get younger people excited about shopping there. She suggested that her son’s band would be perfect for this opportunity. They paid us in pizza and asked us to perform for two hours–a tall order for four high school sophomores who knew about five and a half songs.

It wasn’t evident to us that we would learn anything from our musical endeavors, or that our music would take us beyond the local mall. I’ve always known writing and performing pop-rock songs isn’t a likely career path. But a recent late night conversation with my bandmates-turned-best-friends showed us all how much we have grown and learned through music(( This reflection is great.)) . What started as a way to spend time with friends on a hobby turned into an accidental entrepreneurial venture and surprisingly poignant lessons.

For one thing, writing music with others is hard. Getting four new musicians to agree on everything from tempo to lyrics to how many verses each song should have isn’t easy. We figured it out as we went along, fueled by copious amounts of Mountain Dew and Bagel Bites.

We eventually created a system where each member learned the lyrics to each song and at least one other person’s part. Sharing original lyrics–poetry–between friends is uncomfortable. But we became more cohesive once everyone was on the same page with the story we were telling. When the bass player, who can’t play drums, learned just enough to understand that the kick drum hits on beats 1 and 3 and the snare on the 2 and 4, our rhythm section began to play more in sync. Once our drummer got over his fear of singing, we were able to incorporate simple harmonies, which led to him improving our lyrics.

Most surprising was making money and feeling like we were running a small (very small) business(( By expanding the focus to talk about music as a business venture, the writer also shows the extent of their activity’s impact.)) . Our second show after the infamous JC Penney incident was a battle of the bands at the public pool that June. We placed fourth–no prize. By August, we played another battle of the bands and won first place, largely thanks to our efforts to publicize the event to everyone in our network (some might call it begging our friends to come). To our surprise, we won $800 on one of those comically large checks.

We decided to allocate some of the money to equipment we needed–cables, cymbal stands, and more Bagel Bites–and put the rest towards professional recording. The process of contacting local studios, negotiating rates, and working with professionals in the industry was completely new to all of us.

A year before, we thought agreeing on lyrics was tough. But the sonic experience of hearing your own music back and agreeing on the tone and effects of every instrument can bring out differences you didn’t know existed. I’d read about arguments between bands from the Beatles to Kings of Leon, and now the four of us had to work out our differences together in real time. Thankfully, we navigated that challenge without losing our sanity for more than a few brief moments.

I am grateful for the lessons we have learned over the past three years(( And with this conclusion, the writer really drives home the essay’s main theme.)) . Not only do we have music and memories to show for our efforts, but we have all learned about creative collaboration, budgeting, and marketing our art.

AO Notes on The Band

This essay makes me want to sing! It’s full of personality, but it still manages to be vulnerable and reflective. By the conclusion , we really see what the writer has learned from being in a band.

• Humor: The writer immediately draws us in with an introduction that is funny, surprising, and full of personality. The introduction alone makes me want to keep reading. And right as we’re through the introduction, the writer drives home their main point: they learned a lot through music. Then, to our delight, the humor continues throughout. It’s subtle enough to keep our attention and not be overwhelming or inauthentic.
• Strengths: I can see that the writer is very collaborative and entrepreneurial. I also like how they give insight into their relationship with their friends and bandmates—we learn a lot about them through their interactions with others.
• Accomplishments: This essay is a solid example of how to write about accomplishments in a personal and meaningful way. The writer could have just opened with the accomplishments, but that wouldn’t have been very interesting or vulnerable. By nesting those accomplishments within a broader story about music, the writer is able to convey greater meaning.

Good Common App Essay Examples

If you’re feeling intimated by all the outstanding essays you’ve seen online, fear not. You don’t have to have a Pulitzer to get into college.

What you do need is a good, meaningful essay, even if it’s not perfect. The essays in this section represent what the majority of Common App essays look like. They aren’t necessarily perfect, but they’re written strategically and with verve. You can tell that their writers genuinely care about the essay they’ve been tasked with.

Putting in a similar effort with your own Common App essay will get you far. Let’s take a look.

Example #6: Herb

I stood in the dimly lit garage, staring at the child-sized pile of metal and wires in front of me. I couldn't help but feel a sense of awe. This was our creation(( This introduction reveals the product of the journey the writer is about to go on: building a robot.)) , a robot that my father and I had spent months designing and building with meticulous care.

It all started on a slow Sunday afternoon, when my dad suggested we take on a new project. He wanted to build a robot. At first, I was hesitant. I was skeptical that we had the know-how to even construct the body of the robot, much less one that actually worked. But my dad, a tinkerer and inventor, was determined to try. So we got everything set up in the garage and got to work. As it turns out, building a robot wouldn’t just improve our technical abilities. It would bring us closer together along the way.

Before this project, my dad and I tended to argue and disagree(( I appreciate this clear transition and description of the “before” state that the writer and their father are growing from.)) . But in the garage with our robot materials, we were both so invested in building the robot that we collaborated perfectly. We bounced ideas off each other, read books and online forums, and even got advice from friends who were more experienced in robotics. For what seemed like the first time, my dad thought of me as an equal. Usually I was just there to hand him wrenches and screwdrivers as he worked on his latest creation. This time was different. We were a team. And with each passing day, our robot began to come alive.

We spent months in the garage, building and troubleshooting. My dad worked on the mechanics. He carefully assembled the joints and servos that would give the robot its movement. While he did that, I focused on the design. I drew mock-ups on my iPad and researched different exterior materials to use. I clumsily constructed our prototypes before my dad helped me put all the pieces together.

The final result was a beautiful machine. It was almost four feet tall and towered over our family dog. And it actually worked. The exterior gleamed—the sensors we used added visual flair and extreme function. But the most impressive aspect of our robot was its artificial intelligence system, which we had spent weeks programming and refining together. It was still fairly rudimentary as far as robots go, but we were proud of such a major accomplishment.

We decided to name our creation Herb, after my father’s beloved herb garden. We liked the irony of mixing a machine with a garden. He was perfect.

After working on him for months, it was time to enter Herb into a local show for machine enthusiasts. Our entry was accepted(( This detail also shows the magnitude of their accomplishment.)) . The show will take place next spring, so my dad and I are polishing Herb’s exterior, tweaking bugs that arise in his artificial intelligence, and preparing him for his out-of-garage debut.

While I’m proud that we will finally get to show Herb off to the world, what I’m more proud of is how far my father and I have come. Working on Herb brought us closer together, and the process helped my dad see me as a fellow tinkerer and inventor rather than just an assistant. In our garage, as we constructed something entirely un-human, we found the human in ourselves. Our father-son love came to life through a robot. I wouldn’t trade it for anything(( I really like this poetic conclusion that neatly ties together the essay’s theme.)) .

AO Notes on Herb:

This essay is an endearing story about how the writer’s relationship with their father improved while working on a robot together. We learn a lot about the student and their interests as we accompany them on this journey.

What makes this essay good:

• Organization: There’s some back and forth with narrative and reflection in this essay that gives it a pretty complex structure. But the writer does an awesome job keeping readers on track by using very clear signposting. Phrases like “before this project” and “after working on him for months” help readers navigate the complexity.
• Reflection: The writer incorporates great reflection throughout. The third paragraph shows us the “before state” that the writer is growing from, and by the end of the essay, we really see where they’ve ended up mentally, emotionally, and personally.

What the writer could do to level up:

• More focus on the writer : While this essay isn’t too bad about this, there is some room for improvement. The main descriptive parts of the essay all focus on the robot. We do learn about the writer and their goals through these descriptions. But the essay is approaching being too much about the robot and not enough about the writer.

Example #7: Laughter & Acceptance

"Why was the transgender person so bad at math? Because they always had to trans-late equations!"

Okay, okay, that was a terrible joke. But let me tell you, finding self-acceptance as a transgender person ain't no joke. It's a struggle, a battle, a war. But it's a war that can be won, and I'm here to tell you how(( From the start, we get a clear sense of the writer’s personality. This sentence also tells us exactly what the essay is about.)) .

I grew up in a world that told me being trans was wrong, that it was something to be ashamed of. And I believed it. I tried to hide who I was, to pretend like I was someone else. But it was like trying to fit a square peg into a round hole. It just didn't work.

But then something happened. I don't know what it was—maybe a shift in the universe, maybe a sign from God. But something changed, and I realized that I couldn't keep living a lie. I had to be true to myself, regardless of what misery and consequences that might bring down around my head.

After telling my younger sister, who cried tears of joy and support, bless her, I decided to come out to the rest of my family. Let me tell you, it was not pretty. They didn't understand what I meant. They told me I was going to hell, that I was a disgrace to our family. And it hurt, oh man it hurt. But through the pain I saw a glimmer of something—was that hope?(( The writer does an excellent job reflecting and taking the “more phoenix, less ashes” approach.)) For the first time, I was being honest with myself and with the world. The whips and lashes of my parents’ words were more painful than I could have anticipated, but I left the room with my head held up and a barely-perceptible feeling of lightness around my shoulders.

And that's when the real work began. See, coming out is one thing, but accepting yourself is another. It's not easy, trust me. It's like trying to walk on a tightrope, one wrong step and you're a gonner. But I didn't give up, I kept going.

And you know what? It started to get easier. I started to find people who accepted me for who I was, who supported me and loved me. I started to feel confident in my own skin. And it was a good feeling—a great feeling. The best feeling.

But my life isn’t all sunshine and rainbows. There are still moments every day when I feel down, when the weight of the world feels like it's crushing me. But even in those moments, I've learned to find strength in myself, to remind myself that I am worthy and deserving of love and respect.

And that's what self-acceptance is all about. No one can avoid feeling sad, angry, or frustrated all the time. But if those feelings only crop up now and again? You’re doing pretty good. Most of all, it’s about letting those negative emotions pass when they come, roll over you like a wave before they go on their way. It's about laughing at the absurdity of it all(( With this philosophy, we really see how much the writer has grown.)) , and finding joy and humor in the midst of the pain.

So, dear reader(( Addressing your reader in a college essay is a pretty risky stylistic choice that we would generally advise against.)) , if you're struggling with self-acceptance, you're not alone. I’m there with you. And remember: it's okay to laugh at yourself, to find the humor in the situation. It's not always easy, but it's worth it. Because when you can accept yourself, you can be proud of who you are, and that's something to be truly grateful for. Tell a joke about yourself and laugh it off. You’ll feel better, I promise(( I like these sentiments, but they could be more focused on the writer instead of the reader.)) .

AO Notes on Laughter & Acceptance

This essay does a wonderful job maintaining sight of the writer’s strengths and positivity in light of really tough challenges. The writer isn’t afraid to be vulnerable. Because of that, we learn a lot about them.

• Authenticity : I’d guess that this essay couldn’t have been written by anyone other than its writer. Its voice is so clear and authentic that I truly feel like the writer is talking straight to me. Since Common App essays are one of the only places where you get to speak straight to an admissions officer, authenticity is key.
• Positivity : Let’s face it. This essay is about a really serious topic that was clearly challenging for the writer. But what makes it so great is that in spite of all the challenges, the writer is able to find positivity and light. They don’t dwell on the hardships but look forward to the future. That’s exactly what a college essay about a challenging topic should do.
• Tone : Balancing your personal tone and voice with the conventions of Common App essay writing can be tricky. It’s hard to predict how an admissions officer will react to what you write. Some might love the fact that this essay truly sounds like the student who wrote it, while others might be put off by its informality. The writer could clean up just a few areas of informal language to play it a little safer.

Example #8: The Old iPhone

Common App Prompt #3

I unscrewed the tiny Phillips-head screws and wedged open my iPhone 5. I cringed as the material cracked out of place. Despite my nervousness, I felt curious. I had always been fascinated by technology and machines, but this was the first time I had ever taken apart a device as complex as an iPhone.

And it wasn’t just any iPhone. It was my very first—my most prized possession until I bought my new phone a few months ago. Since then, it had been sitting in the back of my desk drawer, collecting dust and taking up space. I just didn’t have the heart to sell, recycle, or trade it in. On a day when my ADHD was particularly affecting me, I decided to tinker with my phone to calm myself down.

Working with machines and technology had become my biggest strategy for dealing with my ADHD on those difficult days(( This is an excellent transition.)) . I was diagnosed with ADHD when I was thirteen. I’d been struggling to pay attention in class, and my teachers and parents thought it would be best to get me tested. After I started taking medication, my symptoms improved a lot. But the whole process made me feel like something was off about the way my brain worked naturally. That’s why on the days my medication just isn’t cutting it I center myself by playing with machinery and technology. Even though I can’t fully understand my brain, I can understand a machine. Sometimes that knowledge is enough to get me back on track.

At my desk while disassembling the phone, I carefully removed each piece and set them aside on a bathroom hand towel beside me. I felt calm and focused. As someone with ADHD, it can be difficult for me to concentrate on a single task. But with every part I removed, my mind grew more and more focused. I didn’t feel pulled to passing thoughts and distractions like I normally do.

Working on the phone was like meditating. The parts were so small and delicate that it took all of my attention not to lose or break any. As I examined each component, I thought about all the hard work that goes into designing, manufacturing, and selling the millions of iPhones sold each year.

Taking apart the iPhone improved my technical knowledge, but it was more than that. It also helped me to understand my own mind in a new way(( This is an important shift back to the writer’s own experience. If it weren’t here, the essay would be too much about the iPhone and not enough about the writer.)) . While working my way through this small but magnificent machine, I realized that I could think of my own brain as a kind of machine. It has a complex network of circuits and pathways that control my thoughts and actions. It requires energy to work. It is made up of smaller components that allow it to function. I can’t tinker around with my brain, but I can appreciate it for the incredible machine that it is. I just need to learn more about how my brain works and adapt accordingly.

In many ways, my ADHD has always felt like a kind of malfunction, like something is wrong with me. But as I took apart the iPhone, I began to see that even the most advanced technology isn’t perfect—there’s dust and glitches and grime and bugs. And just as Apple does software updates and new product releases to improve the iPhone, I can find ways to improve how I function with my own brain(( With this comment, the essay ends on a very positive and hopeful note—exactly what you want in a college essay. )) .

AO Notes on My Old iPhone

In this essay, the writer describes how tinkering with an iPhone affected their personal journey with ADHD. I especially like how the writer takes two quite different topics and weaves them together seamlessly.

• Creative take: The core of this essay topic is a good one. The writer uses a hobby to talk about a deeper personal topic they’re wrestling with. As a result, we learn quite a bit about both.
• Strengths: We always say that you should write your college essays around core strengths. This writer does exactly that. As readers, we can tell that the writer is a problem-solver. They figured out a way to help themselves when their medication wasn’t working, and they also used that activity to do some reflection.
• Personal meaning: The writer could have just written about how they tinker with machines to help with their ADHD. But they went beyond that. They reflect more deeply on what the experience of having ADHD means to them.
• More connections: This essay is quite good. But as a reader, I’m still left wondering why the writer is drawn to tinkering and machines in the first place. It seems like there is room for the student to write a bit more about how the activity resonates with them personally.

Example #9: My Partner in Music

Built from a dark, mocha-colored wood and strung with the best strings my mom could afford, my viola has been with me through a lot. The first time I held the instrument in my hands, I knew it was made just for me. Sure, my viola had had previous owners. But they were only caring for it until it made its way home. My instrument is who I spend the most time with, who I know the closest, and who I’ve invested so much time in. With my viola, I’ve experienced my greatest accomplishments.

I come from a family of prodders rather than pushers(( This paragraph and the following dive too deeply into the writer’s past without making clear why the information is necessary to the narrative.)) . My loved ones have never pushed me to do anything, but I’ve been prodded in certain directions. At a mere year old, I began swim lessons. At age two, I took up soccer. At two and a half, I experimented with gymnastics. None of those activities ever stuck. But my true calling came at age three when my parents started me on viola lessons.

At first, I struggled to even hold my tiny, almost toy-like viola in place. Barely able to hold my own fork for dinner, I wrestled to place my fingers correctly on the fingerboard. When it was finally time for me to use my bow, it kept falling under its own weight, my small arm not strong enough to balance it.

But I was enthralled by the sounds I was able to make. I watched in awe as my teacher conjured up the most beautiful music I’d ever heard from her instrument. Unlike swimming, soccer, and gymnastics, music made sense to me. The ability to make something so engaging from wood and metal captured my attention.

When I got my new instrument, I had been playing the viola for exactly twelve years. Between the age of three and fifteen, my skills had grown exponentially. All those nights and weekends practicing, the blisters, and the hours and hours of lessons had paid off.

This past year, I earned a spot in the American Youth Symphony, one of the most prestigious youth symphonies in the world(( It’s not until this paragraph that we get to the heart of the essay: the writer’s big accomplishment, and the challenges they overcome to get there.)) . With the symphony’s minimum age of fifteen and average age in the early twenties, I’m one of the youngest musicians in the ensemble.

It wasn’t always so clear that playing viola was my destiny. When I was a sophomore in high school, I auditioned for my regional youth symphony. I had practiced my solo for months. I had played the piece so many times that it practically became part of me. With an imaginary metronome ticking away inside of me, my fingers knew exactly how to race across my strings, and my bow hand followed along in perfect time.

When it came time for my regional orchestra audition, however, the song completely vanished. I walked up to the stage, judges behind a partition. I sat down, brought my viola up to my chin, and froze. What had been muscle memory evaporated into thin air, and I was left with a blank mind and a silent instrument. I panicked, unsure of what to do.

I stared down at the scroll of my instrument and took a deep breath. We had played this piece a thousand times. We were ready. Most importantly, I wasn’t doing this alone. My viola and I were in it together. I raised my bow to the strings and began. The song emerged from my fingers, bow, and instrument. It was beautiful. It was perfect. That audition earned me regional first chair, and I learned a valuable lesson: I have to believe in myself(( And here we get to the theme of the essay. It’s not just about the viola. It’s about the writer—a musician.)) .

Now, as a member of the American Youth Symphony, I return to this lesson every day. It’s easy to get intimated when you’re playing alongside the country’s best young musicians. But, with my viola in hand, I know that I am a musician, too.

AO Notes on My Partner in Music

This writer tells us about their prized instrument. But the essay isn’t just about the instrument. It’s about the writer. The essay does an excellent job detailing a challenge the writer overcame. By the end, we see that the writer has grown and has achieved a huge accomplishment.

• Contextualizing a great achievement: The writer’s strengths shine through in this essay because of their achievement. But throughout the essay, we also see that the writer has had to work hard to get to where they’re at today. That context adds great dimension to our understanding of them.
• Voice: Through all the events that happen in this essay, the writer’s voice remains consistent. They have a solid tone that shows their work ethic and unwillingness to give up.
• Get to the main idea quicker: Notice how the first few paragraphs of this essay are simple setup. We learn a lot about who the student was as a child before we get to the heart of the essay. The central conflict doesn’t come until almost the last paragraph. In general, college essays should be primarily about things that have happened in your life since starting high school. Brief mentions of previous events are fine, but they take up a touch too much space in this essay. It takes a while for us, the readers, to really see what the essay is about.

Example #10: The Laundromat

As the son of Chinese immigrants, I grew up working in my parents' laundromat(( Sometimes straightforward “statement” hooks work. This one does the job well.)) . It wasn't glamorous, but it was a good way to earn some extra money and help out my family. Over the years, I got to know a lot of the regulars who came in to use the machines. Some were friendly, some were angry, and some were just plain weird. But one thing they all had in common was that they had stories to tell. And I learned from every single one of them.

There was Mrs. Nguyen, an older Vietnamese woman who came in every week with a small load of clothes. She always greeted me warmly and snuck me a hard strawberry candy. We mostly talked about me—my schoolwork, friends, and sports. But one day, she opened up. She told me about her experiences fleeing Vietnam in the aftermath of the war. She described the dangers she faced and the sacrifices she made to keep her family safe. I was stunned that someone I had grown so close to had experienced such a challenge. What shocked me most was Mrs. Nguyen’s kindness in spite of everything she had been through. Before learning this about Mrs. Nguyen, I let small problems like late homework and friend arguments really upset me. But hearing her story put things into perspective for me, and I’m so grateful that she felt comfortable enough to share it with me(( Perspective: always a good lesson to learn. This example shows some good maturity.)) .

Carlos came every Tuesday and Thursday. He was a thirteen-year-old who always seemed to be practicing for the spelling bee. He went to my sister’s school and was shy and quiet. But after seeing him multiple times a week, I learned that he was also incredibly smart and dedicated. He would come into the laundromat with a stack of flashcards and a dictionary, looking for somewhere quiet to practice. He’d close his eyes and mouth the letters to himself before peeking to see if he was right. After months of watching him, I finally went up to him and offered to help(( With this “show, not tell” example, we see our writer exhibiting generosity and kindness. I also like the humor and personality in the following two sentences.)) . I started quizzing him on words that I couldn’t even really pronounce myself. I relied heavily on his dictionary! But after practicing together, Carlos won his school spelling bee and eventually went on to regionals. I was so proud of him. I learned that it if you want to succeed, you have to put in the work like Carlos did. Every time I think of quitting something, I remind myself of his determination, and I keep going.

And finally, there was Gary, a nurse who worked in the emergency room at our local hospital. He was always rushing through his laundry because of his busy schedule, but he was never too busy to sit down and talk with us kids. Gary inspired my interest in pursuing medicine. He told me countless stories about what he saw in the ER. But what I always appreciated most was when he would explain the science behind what was happening. Gary was a talented teacher who could always break down complex concepts into something even a kid could understand. By my junior year, Gary encouraged me to take AP Chemistry and Biology and now he’s helping me look at pre-medicine programs(( Nice—we get some background about the student’s academic interests.)) . Gary has sparked in me an interest in caring for people through medicine.

I could have chosen to ignore all these people and hide away in the back of the laundromat. But instead I chose to talk with them, even though it was sometimes scary and intimidating. Being around so many people, hearing all their stories, it’s really shown me that everyone has a story to tell. More importantly, everyone can learn from those around them. I wouldn’t be who I am today without the regulars at the laundromat, and I hope I inspired them in some way too.

AO Notes on The Laundromat

In this classic “understanding self through others” essay, we get to know the writer through their interactions with others. The writer does a pretty good job walking the (sometimes dangerous) line between saying too much about others and not enough about themself.

• Personality: One of the best parts of “understanding self through others” essays is that we get to see who the writer is without them having to tell us. Through each of these small interactions, the writer—and their personality, values, beliefs—shines through.
• Maturity: This writer shows several strengths. I think one of the most salient is their maturity. The way they were able to learn from Mrs. Nguyen, help Carlos, and be inspired by Gary took a lot of maturity. As an AO, that would tell me that this student is ready for the college classroom.
• Connection to academic interests: Not all personal essays need to connect to an academic interest. Most probably don’t. But it was a natural connection for this writer, and I’m glad they made it. It raises the stakes of their interactions and leads beautifully into their conclusion.
• Streamline: With the three different examples, the essay reads a bit choppy. The writer could put better transitions in between each person, or they could weave the examples together into a cohesive narrative. Streamlining would also help emphasize the essay’s focus on the writer rather than the laundromat patrons.

“Bad” Common App Essay Examples

Okay, these essays aren’t necessarily “bad” as essays. But if we’re being honest, they’re not great Common App essays either.

That doesn’t mean that they don’t have the potential to become great Common App essays, though. As you’ll see in the notes from our Admissions Officers, these essays contain the seeds of good essays. They just need some reorganization and refinement.

Let’s take a look.

Example #11: What I’ve Learned About Life

We all know that life is short so you have to make the most of it. I always try to do my best and live every day to the fullest(( These sentences are both cliches. It’s always better to hook readers in with your own words.)) . Well, I did that until I broke my arm in 8th grade. I used to be not afraid to do anything, but it turns out that’s what got me in trouble. I was riding my bike home from school one day and saw a stump. I thought about what we talked about in English class that day. It was something about “carpe diem” and so I decided, “You know what? I’m gonna jump that stump.”(( This story makes for a good concrete example.)) And I did. Almost. My bike tire caught on the stump and flipped me over the handle bars. A bystander had to help me call my mom to take me to the hospital and it was fractured in four places pretty bad it actually hurt a lot. So after that I still learned to live every day to the fullest but I also learned that you need to make good decisions when doing so.

My mom always tells me that I need to be more patient because it’s a virtue and I am not patient at all. But I have decided that the most important thing to me is to try hard no matter what. I’ll work until the ends of the earth to prove myself because those who work hard succeed. So when I realized that I tried to listen to my mom. Now when I get impatient I take a deep breath and remember my goal of being successful and sometimes it is hard to be patient and I can get angry or frustrated but then I think about what my mom said. It’s a virtue and I want to be as virtuous as possible. My mom has worked so hard in this life to give me a better life and all I want to do is make her proud(( These are fantastic sentiments that could be drawn out more clearly.)) . I really think that’s what it means to be a good person. I’ll always work hard so I can be successful and she can watch me shine.

AO Notes on What I’ve Learned About Life

This essay, while short, gives an honest effort at conveying something deeply meaningful. I especially like the very last sentence, which tells us a lot about who the writer is as a person. But there are a few areas this essay could improve.

What this essay does well:

• Authenticity: It’s clear that the writer is discussing something very meaningful. I have no doubt that these lessons have played a big role in their life.

What could be improved on:

• Too short: The maximum word count for the Common Application essay is 650 words. We like to encourage students to get to at least 80% of the word count, which means that your Common App essays should be at least 520 words. This essay is only 361.
• The topic is too vague and full of generalities: The writer is communicating something meaningful about what they’ve learned throughout their life, but they do so only through generalities. Being too vague makes it hard for admissions officers to see who you really are. Instead, the writer could use concrete experiences and reflect specifically on how those experiences impacted them.

Example #12: Clean Slate

Common App Prompt #7

Bubbles, foam, and the sweet smell of chemicals. Shiny surfaces free of streaks and grime. I cleaned the entire house in three hours flat. I never really learned how to clean growing up, but I started seeing cleaning videos online. The cleaning videos always relax me, so I thought I’d give it a try(( This shows the writer’s initiative.)) .

First I needed to figure out what kinds of supplies to buy. After watching a few more videos, I made a list of the most commonly used items. Since I was on a limited budget, so I could only get the basics. I turned to coupons to find the best bargains possible. I bought disinfectant, a multi-purpose cleaner, and a window and mirror spray. I also found a mop, sponges, and a scrubber brush. It all cost me only fifteen dollars!

My family was shocked when I came home with these supplies in a shopping bag. They didn’t understand why I cared so much. We vacuumed and used disinfectant wipes every so often to keep things manageable, but none of us knew that you are supposed to deep clean your house every month or so until I told everyone based on what I saw online. I showed them each product I bought and told them what the purpose of each one was. They were proud of me for taking initiative and learning something new. They also couldn’t wait to see the results.

Then it was time for me to get to work. To strike inspiration, I put on another cleaning video in the background. I began with the bathroom. It was tidy, but it sure wasn’t clean. There was dust on all the surfaces, soap scum, and rust. I grabbed the disinfectant spray first because it has to sit for a while to actually disinfect. Then I used the mirror spray to clean toothpaste off the mirror. I scrubbed all the surfaces with my new sponge until they were squeaky clean. Then I moved on to the floors. My mop is a spray mop, so it was a quick job.

Next I moved on to the kitchen. That was much harder because it was more complex. There are several appliances, dishes to do, and food to put away. I wiped down the cabinets, which had a dark grime that you couldn’t even see before. I felt accomplished because I was actually cleaning. Once the kitchen was done, I moved on to the living room and the bedrooms. It took forever, but I did it(( By this point, we should have some more reflection from the writer about why this story is personally meaningful.)) .

I gave my family a tour around the house, showing them all the nooks and crannies I had cleaned. They were impressed and I felt so proud. I stood back, admiring my work. The house glistened like a diamond with cleanliness.

The next day I got up and decided to take a look around, excited to see my handiwork again. I was in shock when I stepped into the kitchen. It was a disaster. There was food and dishes everywhere. I ran to the bathroom. It wasn’t any better. There were dirty clothes and an open toothpaste tube. The baseboards already had a small bit of dust. I was devastated. All my hard work was gone just like that.

I told my family how upset I was. They understood and said that they would try to be better next time. But I also learned that that’s just how cleaning goes. You can try to keep things tidy, but we actually live in this house and sometimes that means making a mess. I hugged my family members and felt better after their apology(( I really like the picture we get of the writer here. I can tell that they are very mature and thoughtful!)) . We made up, they picked up a few things to pitch in, and I put my cleaning supplies back in the closet until next time.

AO Notes on Clean Slate

In this essay, we go on a cleaning journey with the writer. We see their successes and disappointments. We learn a bit about their family background, and we cheer them on as they overcome challenges.

• Writing and organization: This essay is well-written, and the narrative easily holds a reader’s interest. There’s a good sense of the plot, and the paragraphs are clearly organized and easy to read through.
• Strengths: We really see the writer’s initiative through this story. They did their research, got their supplies, and put their interest into action.
• More significance: While this is a fun topic, it doesn’t convey much meaning about the writer’s life. The writer could make the topic more significant by adding more reflection throughout to show explicitly how this story has changed them as a person. Or they could select a different topic that relates to something more deeply meaningful about their life.

Key Takeaways

Hopefully these Common App essay examples have shown you what to do (and what not to do). More importantly, we hope that the commentary from our former admissions officers has helped you analyze the why behind what makes an effective Common App essay.

Absorbing these lessons and applying them to your own Common Application essay will help take your writing to the next level. No matter what you write about, your goal should be to create a seamless application narrative that speaks to your strengths.

If you’re not sure what step to take next, we've got you covered. The Essay Academy — our comprehensive digital college essay course — walks you through every step. 

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25 Elite Common App Essay Examples (And Why They Worked)

Applying to competitive colleges? You'll need to have a stand-out Common App essay.

In this article, I'm going to share with you:

• 25 outstanding Common App essay examples
• Links to tons of personal statement examples
• Why these Common App essays worked

If you're looking for outstanding Common App essay examples, you've found the right place.

If you're applying to colleges in 2024, you're going to write some form of a Common App essay.

Writing a great Common App personal essay is key if you want to maximize your chances of getting admitted.

Whether you're a student working on your Common App essay, or a parent wondering what it takes, this article will help you master the Common App Essay.

What are the Common App Essay Prompts for 2024?

There are seven prompts for the Common App essay. Remember that the prompts are simply to help get you started thinking.

You don't have to answer any of the prompts if you don't want (see prompt #7 ).

Here's the seven Common App essay questions for 2022, which are the same as previous years:

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

The last prompt is a catch-all prompt, which means you can submit an essay on any topic you want.

Use the Common App prompts as brainstorming questions and to get you thinking.

But ultimately, you should write about any topic you meaningfully care about.

What makes an outstanding Common App personal essay?

I've read thousands of Common App essays from highly motivated students over the past years.

And if I had to choose the top 2 things that makes for incredible Common App essays it's these:

1. Being Genuine

Sounds simple enough. But it's something that is incredibly rare in admissions.

Authenticity is something we all know when we see it, but can be hard to define.

Instead of focus on what you think sounds the best to admissions officers, focus on what you have to say—what interests you.

2. Having Unique Ideas

The best ideas come about while you're writing.

You can't just sit down and say, "I'll think really hard of good essay ideas."

I wish that worked, but it sadly doesn't. And neither do most brainstorming questions.

The ideas you come up with from these surface-level tactics are cheap, because no effort was put in.

As they say,

"Writing is thinking"

By choosing a general topic (e.g. my leadership experience in choir) and writing on it, you'll naturally come to ideas.

As you write, continue asking yourself questions that make you reflect.

It is more of an artistic process than technical one, so you'll have to feel what ideas are most interesting.

25 Common App Essay Examples from Top Schools

With that, here's 25 examples as Common App essay inspiration to get you started.

These examples aren't perfect—nor should you expect yours to be—but they are stand-out essays.

I've handpicked these examples of personal statements from admitted students because they showcase a variety of topics and writing levels.

These students got into top schools and Ivy League colleges in recent years:

Table of Contents

• 1. Seeds of Immigration
• 2. Color Guard
• 3. Big Eater
• 4. Love for Medicine
• 5. Cultural Confusion
• 6. Football Manager
• 9. Mountaineering
• 10. Boarding School
• 11. My Father
• 12. DMV Trials
• 13. Ice Cream Fridays
• 14. Key to Happiness
• 15. Discovering Passion
• 16. Girl Things
• 17. Robotics
• 18. Lab Research
• 19. Carioca Dance
• 20. Chinese Language
• 21. Kiki's Delivery Service
• 22. Museum of Life
• 23. French Horn
• 24. Dear My Younger Self
• 25. Monopoly

Common App Essay Example #1: Seeds of Immigration

This student was admitted to Dartmouth College . In this Common App essay, they discuss their immigrant family background that motivates them.

Although family is a commonly used topic, this student makes sure to have unique ideas and write in a genuine way.

Common App Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. (250-650 words)

I placed three tiny seeds, imagining the corn stalk growing while the pumpkin vines wrapped around it; both sprouting, trying to bear fruit. I clenched a fistful of dirt and placed it on them. “Más,” my grandpa told me as he quickly flooded the seeds with life-giving dirt.

Covered. Completely trapped.

Why This Essay Works:

Everyone has a unique family history and story, and often that can make for a strong central theme of a personal statement. In this essay, the student does a great job of sharing aspects of his family's culture by using specific Spanish words like "yunta" and by describing their unique immigration story. Regardless of your background, sharing your culture and what it means to you can be a powerful tool for reflection.

This student focuses on reflecting on what their culture and immigrant background means to them. By focusing on what something represents, rather than just what it literally is, you can connect to more interesting ideas. This essay uses the metaphor of their family's history as farmers to connect to their own motivation for succeeding in life.

This essay has an overall tone of immense gratitude, by recognizing the hard work that this student's family has put in to afford them certain opportunities. By recognizing the efforts of others in your life—especially efforts which benefit you—you can create a powerful sense of gratitude. Showing gratitude is effective because it implies that you'll take full advantage of future opportunities (such as college) and not take them for granted. This student also demonstrates a mature worldview, by recognizing the difficulty in their family's past and how things easily could have turned out differently for this student.

This essay uses three moments of short, one-sentence long paragraphs. These moments create emphasis and are more impactful because they standalone. In general, paragraph breaks are your friend and you should use them liberally because they help keep the reader engaged. Long, dense paragraphs are easy to gloss over and ideas can lose focus within them. By using a variety of shorter and longer paragraphs (as well as shorter and longer sentences) you can create moments of emphasis and a more interesting structure.

What They Might Improve:

This conclusion is somewhat off-putting because it focuses on "other students" rather than the author themself. By saying it "fills me with pride" for having achieved without the same advantages, it could create the tone of "I'm better than those other students" which is distasteful. In general, avoid putting down others (unless they egregiously deserve it) and even subtle phrasings that imply you're better than others could create a negative tone. Always approach your writing with an attitude of optimism, understanding, and err on the side of positivity.

Common App Essay Example #2: Color Guard

This student was admitted to the University of North Carolina at Chapel Hill . Check out their Common App essay that focuses on an extracurricular:

Sweaty from the hot lights, the feeling of nervousness and excitement return as I take my place on the 30-yard line. For 10 short minutes, everyone is watching me. The first note of the opening song begins, and I’m off. Spinning flags, tossing rifles, and dancing across the football field. Being one of only two people on the colorguard means everyone will see everything. It’s amazing and terrifying. And just like that, the performance is over.

Flashback to almost four years ago, when I walked into the guard room for the first time. I saw flyers for a “dance/flag team” hanging in the bland school hallway, and because I am a dancer, I decided to go. This was not a dance team at all. Spinning flags and being part of the marching band did not sound like how I wanted to spend my free time. After the first day, I considered not going back. But, for some unknown reason, I stayed. And after that, I began to fall in love with color guard. It is such an unknown activity, and maybe that’s part of what captivated me. How could people not know about something so amazing? I learned everything about flags and dancing in that year. And something interesting happened- I noticed my confidence begin to grow. I had never thought I was that good at anything, there was always someone better. However, color guard was something I truly loved, and I was good at it.

The next year, I was thrown into an interesting position. Our current captain quit in the middle of the season, and I was named the new captain of a team of six. At first, this was quite a daunting task. I was only a sophomore, and I was supposed to lead people two years older than me? Someone must’ve really believed in me. Being captain sounded impossible to me at first, but I wouldn’t let that stop me from doing my best. This is where my confidence really shot up. I learned how to be a captain. Of course I was timid at first, but slowly, I began to become a true leader.

The next marching season, it paid off. I choreographed many pieces of our show, and helped teach the other part of my guard, which at the time was only one other person. Having a small guard, we had to be spectacular, especially for band competitions. We ended up winning first place and second place trophies, something that had never been done before at our school, especially for such a small guard. That season is still one of my favorite memories. The grueling hours of learning routines, making changes, and learning how to be a leader finally paid off.

Looking back on it as I exit the field after halftime once again, I am so proud of myself. Not only has color guard helped the band succeed, I’ve also grown. I am now confident in what my skills are. Of course there is always more to be done, but I now I have the confidence to share my ideas, which is something I can’t say I had before color guard. Every Friday night we perform, I think about the growth I’ve made, and I feel on top of the world. That feeling never gets old.

Common App Essay Example #3: Big Eater

This Common App essay is a successful Northwestern essay from an admitted student. It has a unique take using the topic of eating habits—an example of how "mundane" topics can make for interesting ideas.

This essay uses their relationship with food to explore how their perspective has changed through moving high schools far away. Having a central theme is often a good strategy because it allows you to explore ideas while making them feel connected and cohesive. This essay shows how even a "simple" topic like food can show a lot about your character because you can extrapolate what it represents, rather than just what it literally is. With every topic, you can analyze on two levels: what it literally is, and what it represents.

Admissions officers want to get a sense of who you are, and one way to convey that is by using natural-sounding language and being somewhat informal. In this essay, the student writes as they'd speak, which creates a "voice" that you as the reader can easily hear. Phrases like "I kind of got used to it" may be informal, but work to show a sense of character. Referring to their parents as "Ma" and "Papa" also bring the reader into their world. If you come from a non-English speaking country or household, it can also be beneficial to use words from your language, such as "chiemo" in this essay. Using foreign language words helps share your unique culture with admissions.

Rather than "telling" the reader what they have to say, this student does a great job of "showing" them through specific imagery and anecdotes. Using short but descriptive phrases like "whether it was a sum or Sam the bully" are able to capture bigger ideas in a more memorable way. Showing your points through anecdotes and examples is always more effective than simply telling them, because showing allows the reader to come to their own conclusion, rather than having to believe what you're saying.

This student's first language is not English, which does make it challenging to express ideas with the best clarity. Although this student does an overall great job in writing despite this hindrance, there are moments where their ideas are not easily understood. In particular, when discussing substance addiction, it isn't clear: Was the student's relationship with food a disorder, or was that a metaphor? When drafting your essay, focus first on expressing your points as clearly and plainly as possible (it's harder than you may think). Simplicity is often better, but if you'd like, afterwards you can add creative details and stylistic changes.

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Common App Essay Example #4: Love for Medicine

Here's another Common App essay which is an accepted Dartmouth essay . This student talks about their range of experiences as an emergency medical responder:

I never knew I had the courage to talk a suicidal sixteen-year-old boy down from the edge of a bridge, knowing that he could jump and take his life at any moment.

I never knew I had the confidence to stand my ground and defend my treatment plan to those who saw me as less than capable because of my age or gender.

This essay has lots of detailed moments and descriptions. These anecdotes help back up their main idea by showing, rather than just telling. It's always important to include relevant examples because they are the "proof in the pudding" for what you're trying to say.

This topic deals with a lot of sensitive issues, and at certain points the writing could be interpreted as insensitive or not humble. It's especially important when writing about tragedies that you focus on others, rather than yourself. Don't try to play up your accomplishments or role; let them speak for themselves. By doing so, you'll actually achieve what you're trying to do: create an image of an honorable and inspirational person.

This essay touches on a lot of challenging and difficult moments, but it lacks a deep level of reflection upon those moments. When analyzing your essay, ask yourself: what is the deepest idea in it? In this case, there are some interesting ideas (e.g. "when they were on my stretcher, socioeconomic status...fell away"), but they are not fully developed or fleshed out.

Common App Essay Example #5: Cultural Confusion

This student's Common App was accepted to Pomona College , among other schools. Although this essay uses a common topic of discussing cultural background, this student writes a compelling take.

This student uses the theme of cultural confusion to explain their interests and identity:

Common App Essay Example #6: Football Manager

Here's a UPenn essay that worked for the Common App:

This essay has lighthearted moments in it, such as recognizing how being a football manager "does not sound glamorous" and how "we managers go by many names: watergirls..." Using moments of humor can be appropriate for contrasting with moments of serious reflection. Being lighthearted also shows a sense of personality and that you are able to take things with stride.

The reflections in this essay are far too generic overall and ultimately lack meaning because they are unspecific. Using buzzwords like "hard work" and "valuable lessons" comes off as unoriginal, so avoid using them at all costs. Your reflections need to be specific to you to be most meaningful. If you could (in theory) pluck out sentences from your essay and drop them into another student's essay, then chances are those sentences are not very insightful. Your ideas should be only have been able to been written by you: specific to your experiences, personal in nature, and show deep reflection.

Although this essay uses the topic of "being a football manager," by the end of the essay it isn't clear what that role even constitutes. Avoid over-relying on other people or other's ideas when writing your essay. That is, most of the reflections in this essay are based on what the author witnessed the football team doing, rather than what they experienced for themselves in their role. Focus on your own experiences first, and be as specific and tangible as possible when describing your ideas. Rather than saying "hard work," show that hard work through an anecdote.

More important than your stories is the "So what?" behind them. Avoid writing stories that don't have a clear purpose besides "setting the scene." Although most fiction writing describes people and places as exposition, for your essays you want to avoid that unless it specifically contributes to your main point. In this essay, the first two paragraphs are almost entirely unnecessary, as the point of them can be captured in one sentence: "I joined to be a football manager one summer." The details of how that happened aren't necessary because they aren't reflected upon.

In typical academic writing, we're taught to "tell them what you're going to tell them" before telling them. But for college essays, every word is highly valuable. Avoid prefacing your statements and preparing the reader for them. Instead of saying "XYZ would prove to be an unforgettable experience," just dive right into the experience itself. Think of admissions officers as "being in a rush," and give them what they want: your interesting ideas and experiences.

Common App Essay Example #7: Coffee

This student was admitted to several selective colleges, including Emory University, Northwestern University , Tufts University, and the University of Southern California . Here's their Common Application they submitted to these schools:

I was 16 years old, and working at a family-owned coffee shop training other employees to pour latte art. Making coffee became an artistic outlet that I never had before. I always loved math, but once I explored the complexities of coffee, I began to delve into a more creative realm--photography and writing--and exposed myself to the arts--something foreign and intriguing.

This essay uses coffee as a metaphor for this student's self-growth, especially in dealing with the absence of their father. Showing the change of their relationship with coffee works well as a structure because it allows the student to explore various activities and ideas while making them seem connected.

This student does a great job of including specifics, such as coffee terminology ("bloom the grounds" and "pour a swan"). Using specific and "nerdy" language shows your interests effectively. Don't worry if they won't understand all the references exactly, as long as there is context around them.

While coffee is the central topic, the author also references their father extensively throughout. It isn't clear until the conclusion how these topics relate, which makes the essay feel disjointed. In addition, there is no strong main idea, but instead a few different ideas. In general, it is better to focus on one interesting idea and delve deeply, rather than focus on many and be surface-level.

Near the conclusion, this student tells about their character: "humble, yet important, simple, yet complex..." You should avoid describing yourself to admissions officers, as it is less convincing. Instead, use stories, anecdotes, and ideas to demonstrate these qualities. For example, don't say "I'm curious," but show them by asking questions. Don't say, "I'm humble," but show them with how you reacted after a success or failure.

Common App Essay Example #8: Chicago

Here's another Northwestern essay . Northwestern is a quite popular school with lots of strong essay-focused applicants, which makes your "Why Northwestern?" essay important.

To write a strong Why Northwestern essay, try to answer these questions: What does NU represent to you? What does NU offer for you (and your interests) that other schools don't?

This essay uses a variety of descriptive and compelling words, without seeming forced or unnatural. It is important that you use your best vocabulary, but don't go reaching for a thesaurus. Instead, use words that are the most descriptive, while remaining true to how you'd actually write.

This essay is one big metaphor: the "L" train serves as a vehicle to explore this student's intellectual curiosity. Throughout the essay, the student also incorporates creative metaphors like "the belly of a gargantuan silver beast" and "seventy-five cent silver chariot" that show a keen sense of expression. If a metaphor sounds like one you've heard before, you probably shouldn't use it.

This student does a fantastic job of naturally talking about their activities. By connecting their activities to a common theme—in this case the "L" train—you can more easily move from one activity to the next, without seeming like you're just listing activities. This serves as an engaging way of introducing your extracurriculars and achievements, while still having the focus of your essay be on your interesting ideas.

Admissions officers are ultimately trying to get a sense of who you are. This student does a great job of taking the reader into their world. By sharing quirks and colloquialisms (i.e. specific language you use), you can create an authentic sense of personality.

Common App Essay Example #9: Mountaineering

Here's a liberal arts college Common App essay from Colby College . Colby is a highly ranked liberal arts college.

As with all colleges—but especially liberal arts schools—your personal essay will be a considerable factor.

In this essay, the student describes their experience climbing Mount Adams, and the physical and logistical preparations that went into it. They describe how they overcame some initial setbacks by using their organizational skills from previous expeditions.

This Colby student explains how the process of preparation can lead to success in academics and other endeavours, but with the potential for negative unintended consequences.

Common App Prompt #2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? (250-650 words)

This essay does a great job of having a cohesive theme: mountaineering. Often times, great essay topics can be something simple on the surface, such as your favorite extracurricular activity or a notable experience. Consider using the literal activity as a sort of metaphor, like this essay does. This student uses mountaineering as a metaphor for preparation in the face of upcoming challenge. Using an overarching metaphor along with a central theme can be effective because it allows you to explore various ideas while having them all feel connected and cohesive.

Admissions officers want to see your self-growth, which doesn't always mean your successes. Often times, being vulnerable by expressing your struggles is powerful because it makes you more human and relatable, while providing the opportunity to reflect on what you learned. The best lessons from come failures, and writing about challenge can also make your later successes feel more impactful. Everyone loves to hear an underdog or zero-to-hero story. But counterintuitively, your failures are actually more important than your successes.

This essay has some nice ideas about focusing only on what's in your control: your attitude and your effort. However, these ideas are ultimately somewhat generic as they have been used countless times in admissions essays. Although ideas like this can be a good foundation, you should strive to reach deeper ideas. Deeper ideas are ones that are specific to you, unique, and interesting. You can reach deeper ideas by continually asking yourself "How" and "Why" questions that cause you to think deeper about a topic. Don't be satisfied with surface-level reflections. Think about what they represent more deeply, or how you can connect to other ideas or areas of your life.

Common App Essay Example #10: Boarding School

This personal essay was accepted to Claremont McKenna College . See how this student wrote a vulnerable essay about boarding school experience and their family relationship:

I began attending boarding school aged nine.

Obviously, this is not particularly unusual – my school dorms were comprised of boys and girls in the same position as me. However, for me it was difficult – or perhaps it was for all of us; I don’t know. We certainly never discussed it.

I felt utterly alone, as though my family had abruptly withdrawn the love and support thatI so desperately needed. At first, I did try to open up to them during weekly phone calls, but what could they do? As months slipped by, the number of calls reduced. I felt they had forgotten me. Maybe they felt I had withdrawn from them. A vast chasm of distance was cracking open between us.

At first, I shared my hurt feelings with my peers, who were amazingly supportive, but there was a limit to how much help they could offer. After a while, I realized that by opening up, I was burdening them, perhaps even irritating them. The feelings I was sharing should have been reserved for family. So, I withdrew into myself. I started storing up my emotions and became a man of few words. In the classroom or on the sports field, people saw a self-confident and cheerful character, but behind that facade was someone who yearned for someone to understand him and accept him as he was.

Years went past.

Then came the phone call which was about to change my life. “Just come home Aryan, it’s really important!” My mother’s voice was odd, brittle. I told her I had important exams the following week, so needed to study. “Aryan, why don’t you listen to me? There is no other option, okay? You are coming home.”

Concerned, I arranged to fly home. When I got there, my sister didn’t say hi to me, my grandmother didn’t seem overly enthusiastic to see me and my mother was nowhere to be seen. I wanted to be told why I was called back so suddenly just to be greeted as though I wasn’t even welcome.

Then my mother then came out of her room and saw me. To my immense incredulity, she ran to me and hugged me, and started crying in my arms.

Then came the revelation, “Your father had a heart attack.”

My father. The man I hadn’t really talked to in years. A man who didn’t even know who I was anymore. I’d spent so long being disappointed in him and suspecting he was disappointed in me, I sunk under a flood of emotions.

I opened the door to his room and there he was sitting on his bed with a weak smile on his face. I felt shaken to my core. All at once it was clear to me how self-centered I had become. A feeling of humiliation engulfed me, but finally I realized that rather than wallow in it, I needed to appreciate I was not alone in having feelings.

I remained at home that week. I understood that my family needed me. I worked with my uncle to ensure my family business was running smoothly and often invited relatives or friends over to cheer my father up.

Most importantly, I spent time with my family. It had been years since I’d last wanted to do this – I had actively built the distance between us – but really, I’d never stopped craving it. Sitting together in the living room, I realized how badly I needed them.

Seeing happiness in my father’s eyes, I felt I was finally being the son he had always needed me to be: A strong, capable young man equipped to take over the family business if need be.

Common App Essay Example #11: My Father

This Cornell University essay is an example of writing about a tragedy, which can be a tricky topic to write about well.

Family and tragedy essays are a commonly used topic, so it can be harder to come up with a unique essay idea using these topics.

Let me know what you think of this essay for Cornell:

My father was wise, reserved, hardworking, and above all, caring. I idolized his humility and pragmatism, and I cherish it today. But after his death, I was emotionally raw. I could barely get through class without staving off a breakdown.

Writing about tragedy, such as the loss of a loved one, is a tricky topic because it has been used countless times in college admissions. It is difficult to not come off as a "victim" or that you're trying to garner sympathy by using the topic (i.e. a "sob story"). This essay does a great job of writing about a personal tragedy in a meaningful and unique way by connecting to values and ideas, rather than staying focused on what literally happened. By connecting tragedy to lessons and takeaways, you can show how—despite the difficulty and sorrow—you have gained something positive from it, however small that may be. Don't write about personal tragedy because you think "you should." As with any topic, only write about it if you have a meaningful point to make.

This essay is effective at making the reader feel the similar emotions as the author does and in bringing the reader into their "world." Even small remarks like noting the the "firsts" without their loved one are powerful because it is relatable and something that is apparent, but not commonly talked about. Using short phrases like "That was it. No goodbye, no I love you..." create emphasis and again a sense of relatability. As the reader, you can vividly imagine how the author must have felt during these moments. The author also uses questions, such as "What did I last say to him?" which showcase their thought process, another powerful way to bring the reader into your world.

Admissions officers are looking for self-growth, which can come in a variety of forms. Showing a new perspective is one way to convey that you've developed over time, learned something new, or gained new understanding or appreciation. In this essay, the student uses the "sticker of a black and white eye" to represent how they viewed their father differently before and after his passing. By using a static, unchanging object like this, and showing how you now view it differently over time, you convey a change in perspective that can make for interesting reflections.

Common App Essay Example #12: DMV Trials

Here's a funny Common App essay from a Northwestern admitted student about getting their driver's license.

This topic has been used before—as many "topics" have—but what's important is having a unique take or idea.

What do you think of this Northwestern essay ?

Breath, Emily, breath. I drive to the exit and face a four-lane roadway. “Turn left,” my passenger says.

On July 29, [Date] , I finally got my license. After the April debacle, I practiced driving almost every week. I learned to stop at stop signs and look both ways before crossing streets, the things I apparently didn’t know how to do during my first two tests. When pulling into the parking lot with the examiner for the last time, a wave of relief washed over me.

This essay does a good job of having a compelling narrative. By setting the scene descriptively, it is easy to follow and makes for a pleasant reading experience. However, avoid excessive storytelling, as it can overshadow your reflections, which are ultimately most important.

This essay has some moments where the author may come off as being overly critical, of either themselves or of others. Although it is okay (and good) to recognize your flaws, you don't want to portray yourself in a negative manner. Avoid being too negative, and instead try to find the positive aspects when possible.

More important than your stories is the answer to "So what?" and why they matter. Avoid writing a personal statement that is entirely story-based, because this leaves little room for reflection and to share your ideas. In this essay, the reflections are delayed to the end and not as developed as they could be.

In this essay, it comes across that failure is negative. Although the conclusion ultimately has a change of perspective in that "failure is inevitable and essential to moving forward," it doesn't address that failure is ultimately a positive thing. Admissions officers want to see failure and your challenges, because overcoming those challenges is what demonstrates personal growth.

Common App Essay Example #13: Ice Cream Fridays

This Columbia essay starts off with a vulnerable moment of running for school president. The student goes on to show their growth through Model UN, using detailed anecdotes and selected moments.

My fascination with geopolitical and economic issues were what kept me committed to MUN. But by the end of sophomore year, the co-presidents were fed up. “Henry, we know how hard you try, but there are only so many spots for each conference...” said one. “You’re wasting space, you should quit,” said the other.

This essay has a compelling story, starting from this author's early struggles with public speaking and developing into their later successes with Model UN. Using a central theme—in this case public speaking—is an effective way of creating a cohesive essay. By having a main idea, you can tie in multiple moments or achievements without them coming across unrelated.

This student talks about their achievements with a humble attitude. To reference your successes, it's equally important to address your failures. By expressing your challenges, it will make your later achievements seem more impactful in contrast. This student also is less "me-focused" and instead is interested in others dealing with the same struggles. By connecting to people in your life, values, or interesting ideas, you can reference your accomplishments without coming off as bragging.

This essay has moments of reflection, such as "math and programming made sense... people didn't". However, most of these ideas are cut short, without going much deeper. When you strike upon a potentially interesting idea, keep going with it. Try to explain the nuances, or broaden your idea to more universal themes. Find what is most interesting about your experience and share that with admissions.

Stories are important, but make sure all your descriptions are critical for the story. In this essay, the author describes things that don't add to the story, such as the appearance of other people or what they were wearing. These ultimately don't relate to their main idea—overcoming public speaking challenges—and instead are distracting.

Common App Essay Example #14: Key to Happiness

Here's a Brown University application essay that does a great job of a broad timeline essay. This student shows the change in their thinking and motivations over a period of time, which makes for an interesting topic.

Let me know what you think of this Brown essay:

Common App Prompt #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? (250-650 words)

This student's first language is not English, which provides some insight into why the phrasing may not seem as natural or show as much personality. Admissions officers are holistic in determining who to admit, meaning they take into account many different factors when judging your essays. While this essay may not be the strongest, the applicant probably had other qualities or "hooks" that helped them get accepted, such as awards, activities, unique background, etc. Plus, there is some leniency granted to students who don't speak English as their first language, because writing essays in a foreign language is tough in and of itself.

It's good to be confident in your achievements, but you don't want to come across as boastful or self-assured. In this essay, some of the phrasing such as "when I was the best at everything" seems exaggerated and is off-putting. Instead of boosting your accomplishments, write about them in a way that almost "diminishes" them. Connect your achievements to something bigger than you: an interesting idea, a passionate cause, another person or group. By not inflating your achievements, you'll come across more humble and your achievements will actually seem more impactful. We all have heard of a highly successful person who thinks "it's no big deal," which actually makes their talents seem far more impressive.

This essay has some takeaways and reflections, as your essay should too, but ultimately these ideas are unoriginal and potentially cliché. Ideas like "what makes you happy is pursing your passion" are overused and have been heard thousands of times by admissions officers. Instead, focus on getting to unique and "deep" ideas: ideas that are specific to you and that have meaningful implications. It's okay to start off with more surface-level ideas, but you want to keep asking questions to yourself like "Why" and "How" to push yourself to think deeper. Try making connections, asking what something represents more broadly, or analyzing something from a different perspective.

You don't need to preface your ideas in your essay. Don't say things like "I later found out this would be life-changing, and here's why." Instead, just jump into the details that are most compelling. In this essay, there are moments that seem repetitive and redundant because they don't add new ideas and instead restate what's already been said in different words. When editing your essay, be critical of every sentence (and even words) by asking: Does this add something new to my essay? Does it have a clear, distinct purpose? If the answer is no, you should probably remove that sentence.

Common App Essay Example #15: Discovering Passion

Here's a Johns Hopkins essay that shows how the student had a change in attitude and perspective after taking a summer job at a care facility.

It may seem odd to write about your potential drawbacks or weaknesses—such as having a bad attitude towards something—but it's real and can help demonstrate personal growth.

So tell me your thoughts on this JHU Common App essay:

Common App Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. (250-650 words)

This student uses vulnerability in admitting that they held preconceived notions about the elderly before this experience. The quote introduces these preconceived notions well, while the description of how this student got their job in the care facility is also engaging.

Admission officers love to see your interactions with others. Showing how you interact reveals a lot about your character, and this essay benefits from reflecting upon the student's relationship with a particular elderly individual.

It is good to be descriptive, but only when it supports your expression of ideas. In this essay, the author uses adjectives and adverbs excessively, without introducing new ideas. Your ideas are more important than having a diverse vocabulary, and the realizations in this essay are muddled by rephrasing similar ideas using seemingly "impressive," but ultimately somewhat meaningless, vocabulary.

This essay touches on some interesting ideas, but on multiple occasions these ideas are repeated just in different phrasing. If you have already expressed an idea, don't repeat it unless you're adding something new: a deeper context, a new angle, a broadened application, etc. Ask yourself: what is the purpose of each sentence, and have I expressed it already?

It's true that almost any topic can make for a strong essay, but certain topics are trickier because they make it easy to write about overly used ideas. In this essay, the main idea can be summarized as: "I realized the elderly were worthy humans too." It touches upon more interesting ideas, such as how people can be reduced down to their afflictions rather than their true character, but the main idea is somewhat surface-level.

Common App Essay Example #16: "A Cow Gave Birth"

This Common App essay for the University of Pennsylvania centers on the theme of womanhood. Not only is it well-written, but this essay has interesting and unique ideas that relate to the student's interests.

Common App Essay Example #17: Robotics

This Common App essay was for Washington University in St. Louis .

This student writes about their experience creating and using an engineering notebook to better document their robotics progress. They share the story of how their dedication and perseverance led to winning awards and qualifying for the national championships.

Lastly, they reflect on the importance of following one's passions in life and decision to pursue a business degree instead of a engineering one.

This essay touches on various lessons that they've learned as a result of their experience doing robotics. However, these lessons are ultimately surface-level and generic, such as "I embraced new challenges." Although these could be a starting point for deeper ideas, on their own they come off as unoriginal and overused. Having interesting ideas is what makes an essay the most compelling, and you need to delve deeply into reflection, past the surface-level takeaways. When drafting and brainstorming, keep asking yourself questions like "How" and "Why" to dig deeper. Ask "What does this represent? How does it connect to other things? What does this show about myself/the world/society/etc.?"

Although this essay is focused on "VEX robotics," the details of what that activity involves are not elaborated. Rather than focusing on the surface-level descriptions like "We competed and won," it would be more engaging to delve into the details. What did your robot do? How did you compete? What were the specific challenges in "lacking building materials"? Use visuals and imagery to create a more engaging picture of what you were doing.

The hook and ending sentences of "drifting off to sleep" feel arbitrary and not at all connected to any ideas throughout the essay. Instead, it comes off as a contrived choice to create a "full circle" essay. Although coming full circle is often a good strategy, there should be a specific purpose in doing so. For your intro, try using a short sentence that creates emphasis on something interesting. For the conclusion, try using similar language to the intro, expanding upon your ideas to more universal takeaways, or connecting back to previous ideas with a new nuance.

Common App Essay Example #18: Lab Research

Common app essay example #19: carioca dance.

Having a natural-sounding style of writing can be a great way of conveying personality. This student does a fantastic job of writing as they'd speak, which lets admissions officers create a clear "image" of who you are in their head. By writing naturally and not robotically, you can create a "voice" and add character to your essay.

This student chooses a unique activity, the Carioca drill, as their main topic. By choosing a "theme" like this, it allows you to easily and naturally talk about other activities too, without seeming like you're simply listing activities. This student uses the Carioca as a metaphor for overcoming difficulties and relates it to their other activities and academics—public speaking and their job experience.

Showing a sense of humor can indicate wit, which not only makes you seem more likeable, but also conveys self-awareness. By not always taking yourself 100% seriously, you can be more relatable to the reader. This student acknowledges their struggles in conjunction with using humor ("the drills were not named after me—'Saads'"), which shows a recognition that they have room to improve, while not being overly self-critical.

Common App Essay Example #20: Chinese Language

The list of languages that Lincoln offered startled me. “There’s so many,” I thought, “Latin, Spanish, Chinese, and French.”

As soon as I stepped off the plane, and set my eyes upon the beautiful city of Shanghai, I fell in love. In that moment, I had an epiphany. China was made for me, and I wanted to give it all my first; first job and first apartment.

Using creative metaphors can be an effective way of conveying ideas. In this essay, the metaphor of "Chinese characters...were the names of my best friends" tells a lot about this student's relationship with the language. When coming up with metaphors, a good rule of thumb is: if you've heard it before, don't use it. Only use metaphors that are specific, make sense for what you're trying to say, and are highly unique.

Whenever you "tell" something, you should try and back it up with anecdotes, examples, or experiences. Instead of saying that "I made conversation," this student exemplifies it by listing who they talked to. Showing is always going to be more compelling than telling because it allows the reader to come to the conclusion on their own, which makes them believe it much stronger. Use specific, tangible examples to back up your points and convince the reader of what you're saying.

Although this essay has reflections, they tend to be more surface-level, rather than unique and compelling. Admissions officers have read thousands of application essays and are familiar with most of the ideas students write about. To stand out, you'll need to dive deeper into your ideas. To do this, keep asking yourself questions whenever you have an interesting idea. Ask "Why" and "How" repeatedly until you reach something that is unique, specific to you, and super interesting.

Avoid writing a conclusion that only "sounds nice," but lacks real meaning. Often times, students write conclusions that go full circle, or have an interesting quote, but they still don't connect to the main idea of the essay. Your conclusion should be your strongest, most interesting idea. It should say something new: a new perspective, a new takeaway, a new aspect of your main point. End your essay strongly by staying on topic, but taking your idea one step further to the deepest it can go.

Common App Essay Example #21: Kiki's Delivery Service

Common App Prompt #6: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? (250-650 words)

I spent much of my childhood watching movies. I became absolutely engrossed in many different films, TV shows, and animations. From the movie theatres to the TV, I spent my hours enjoying the beauty of visual media. One place that was special to me was the car. My parents purchased a special screen that could be mounted on the back of the headrest, so that I could watch movies on trips. This benefited both parties, as I was occupied, and they had peace. Looking back, I realize this screen played a crucial role in my childhood. It was an integral part of many journeys. I remember taking a drive to Washington D.C, with my visiting relatives from Poland, and spending my time with my eyes on the screen. I remember packing up my possessions and moving to my current home from Queens, watching my cartoons the whole time. I can comfortably say that watching movies in the car has been an familiar anchor during times of change in my life.

I used to watch many different cartoons, nature documentaries, and other products in the car, yet there has been one movie that I have rewatched constantly. It is called “Kiki’s Delivery Service” by Hayao Miyazaki. My parents picked it up at a garage sale one day, and I fell in love. The style of the animations were beautiful, and the captivating story of a thirteen year old witch leaving home really appealed to me. To be honest, the initial times I watched it, I didn’t fully understand the story but the magic and beauty just made me happy. Then, the more I watched it, I began to see that it was more about independence, including the need to get away from home and establish yourself as your own person. This mirrors how I felt during that period of my life,with mehaving a little rebellious streak; I didn’t agree with my parents on certain topics. That is not the end of the story though. As the years passed, and I watched it a couple more times, although with less frequency than before, my view of this movie evolved yet again.

Instead of solely thinking about the need for independence, I began to think the movie was more about the balance of independence and reliance. In the movie, the girl finds herself struggling until she begins to accept help from others. Looking back, this also follows my own philosophy during this time. As I began to mature, I began to realize the value of family, and accept all the help I can get from them. I appreciate all the hard work they had done for me, and I recognize their experience in life and take advantage of it. I passed through my rebellious phase, and this reflected in my analysis of the movie. I believe that this is common, and if I look through the rest of my life I am sure I would find other similar examples of my thoughts evolving based on the stage in my life. This movie is one of the most important to me throughout my life.

Common App Essay Example #22: Museum of Life

Using visuals can be a way to add interesting moments to your essay. Avoid being overly descriptive, however, as it can be distracting from your main point. When drafting, start by focusing on your ideas (your reflections and takeaways). Once you have a rough draft, then you can consider ways to incorporate imagery that can add character and flavor to your essay.

Admissions officers are people, just like you, and therefore are drawn to personalities that exhibit positive qualities. Some of the most important qualities to portray are: humility, curiosity, thoughtfulness, and passion. In this essay, there are several moments that could be interpreted as potentially self-centered or arrogant. Avoid trying to make yourself out to be "better" or "greater" than other people. Instead, focus on having unique and interesting ideas first, and this will show you as a likeable, insightful person. Although this is a "personal" statement, you should also avoid over using "I" in your essay. When you have lots of "I" sentences, it starts to feel somewhat ego-centric, rather than humble and interested in something greater than you.

This essay does a lot of "telling" about the author's character. Instead, you want to provide evidence—through examples, anecdotes, and moments—that allow the reader to come to their own conclusions about who you are. Avoid surface-level takeaways like "I am open-minded and have a thirst for knowledge." These types of statements are meaningless because anyone can write them. Instead, focus on backing up your points by "showing," and then reflect genuinely and deeply on those topics.

This essay is focused on art museums and tries to tie in a connection to studying medicine. However, because this connection is very brief and not elaborated, the connection seems weak. To connect to your area of study when writing about a different topic, try reflecting on your topic first. Go deep into interesting ideas by asking "How" and "Why" questions. Then, take those ideas and broaden them. Think of ways they could differ or parallel your desired area of study. The best connections between a topic (such as an extracurricular) and your area of study (i.e. your major) is through having interesting ideas.

Common App Essay Example #23: French Horn

This student chose the creative idea of personifying their French horn as their central theme. Using this personification, they are able to write about a multitude of moments while making them all feel connected. This unique approach also makes for a more engaging essay, as it is not overly straightforward and generic.

It can be challenging to reference your achievements without seeming boastful or coming across too plainly. This student manages to write about their successes ("acceptance into the Julliard Pre-College program") by using them as moments part of a broader story. The focus isn't necessarily on the accomplishments themselves, but the role they play in this relationship with their instrument. By connecting more subtly like this, it shows humility. Often, "diminishing" your achievements will actually make them stand out more, because it shows you're focused on the greater meaning behind them, rather than just "what you did."

This student does a good job of exemplifying each of their ideas. Rather than just saying "I experienced failure," they show it through imagery ("dried lips, cracked notes, and missed entrances"). Similarly, with their idea "no success comes without sacrifice," they exemplify it using examples of sacrifice. Always try to back up your points using examples, because showing is much more convincing than telling. Anyone can "tell" things, but showing requires proof.

This essay has a decent conclusion, but it could be stronger by adding nuance to their main idea or connecting to the beginning with a new perspective. Rather than repeating what you've established previously, make sure your conclusion has a different "angle" or new aspect. This can be connecting your main idea to more universal values, showing how you now view something differently, or emphasizing a particular aspect of your main idea that was earlier introduced.

Common App Essay Example #24: Dear My Younger Self

Common App Prompt #7: Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design. (250-650 words)

Younger Anna,

• Don’t live your life as if you're constantly being watched and criticized. Chances are, no one is even paying attention to you.
• Wear your retainer.
• Empathy makes your life easier. People who are inexplicably cruel are suffering just as much as the recipients of their abuse. Understanding this makes your interactions with these people less painful.
• Comparing yourself to your classmates is counterproductive. Sometimes you will forge ahead, other times you will lag behind. But ultimately, you’re only racing yourself.
• Speak up to your stepmom.
• Always eat the cake. I couldn't tell you how many times I’ve turned away a slice of cake, only to regret it the next day. If you really can’t commit, do yourself a favor and take a slice home with you.
• Cherish your grandparents.
• Forgive your mother. Harboring resentment hurts you just as much as her. All the time I spent being angry at her could’ve been spent discovering her strengths.

This essay chose a unique structure in the form of a letter addressed to themselves with a list of lessons they've learned. This structure is unique, and also allows the student to explore a variety of topics and ideas while making them all feel connected. It is tricky to not seem "gimmicky" when choosing a creative structure like this, but the key is to make your essay well thought-out. Show that you've put effort into reflecting deeply, and that you aren't choosing a unique structure just to stand out.

This essay is highly focused on lessons they've learned, which shows a deep level of reflection. Your ideas and takeaways from life experience are ultimately most compelling to admissions officers, and this essay succeeds because it is focused almost entirely on those reflections. This student also manages to incorporate anecdotes and mini stories where appropriate, which makes their reflections more memorable by being tangible.

Showing humility and self-awareness are two highly attractive traits in college admissions. Being able to recognize your own flaws and strengths, while not making yourself out to be more than what you are, shows that you are mature and thoughtful. Avoid trying to "boost yourself up" by exaggerating your accomplishments or over-emphasizing your strengths. Instead, let your ideas speak for themselves, and by focusing on genuine, meaningful ideas, you'll convey a persona that is both humble and insightful.

The drawback of having a structure like this, where lots of different ideas are examined, is that no one idea is examined in-depth. As a result, some ideas (such as "intelligence is not defined by your grades") come across as trite and overused. In general, avoid touching on lots of ideas while being surface-level. Instead, it's almost always better to choose a handful (or even just one main idea) and go as in-depth as possible by continually asking probing questions—"How" and "Why"—that force yourself to think deeper and be more critical. Having depth of ideas shows inquisitiveness, thoughtfulness, and ultimately are more interesting because they are ideas that only you could have written.

Common App Essay Example #25: Monopoly

Feeling a bit weary from my last roll of the dice, I cross my fingers with the “FREE PARKING” square in sight. As luck has it, I smoothly glide past the hotels to have my best horse show yet- earning multiple wins against stiff competition and gaining points to qualify for five different national finals this year.

This essay uses the board game "Monopoly" as a metaphor for their life. By using a metaphor as your main topic, you can connect to different ideas and activities in a cohesive way. However, make sure the metaphor isn't chosen arbitrarily. In this essay, it isn't completely clear why Monopoly is an apt metaphor for their life, because the specific qualities that make Monopoly unique aren't explained or elaborated. Lots of games require "strategy and precision, with a hint of luck and a tremendous amount of challenge," so it'd be better to focus on the unique aspects of the game to make a more clear connection. For example, moving around the board in a "repetitive" fashion, but each time you go around with a different perspective. When choosing a metaphor, first make sure that it is fitting for what you're trying to describe.

You want to avoid listing your activities or referencing them without a clear connection to something greater. Since you have an activities list already, referencing your activities in your essay should have a specific purpose, rather than just emphasizing your achievements. In this essay, the student connects their activities by connecting them to a specific idea: how each activity is like a mini challenge that they must encounter to progress in life. Make sure your activities connect to something specifically: an idea, a value, an aspect of your character.

This essay lacks depth in their reflections by not delving deeply into their main takeaways. In this essay, the main "idea" is that they've learned to be persistent with whatever comes their way. This idea could be a good starting point, but on its own is too generic and not unique enough. Your idea should be deep and specific, meaning that it should be something only you could have written about. If your takeaway could be used in another student's essay without much modification, chances are it is a surface-level takeaway and you want to go more in-depth. To go in-depth, keep asking probing questions like "How" and "Why" or try making more abstract connections between topics.

In the final two paragraphs, this essay does a lot of "telling" about the lessons they've learned. They write "I know that in moments of doubt...I can rise to the occasion." Although this could be interesting, it would be far more effective if this idea is shown through anecdotes or experiences. The previous examples in the essay don't "show" this idea. When drafting, take your ideas and think of ways you can represent them without having to state them outright. By showing your points, you will create a more engaging and convincing essay because you'll allow the reader to come to the conclusion themselves, rather than having to believe what you've told them.

What Can You Learn from These Common App Essay Examples?

With these 25 Common App essay examples, you can get inspired and improve your own personal statement.

If you want to get accepted into selective colleges this year, your Common App essays needs to be its best possible.

What makes a good Common App essay isn't easy to define. There aren't any rules or steps.

But using these samples from real students, you can understand what it takes to write an outstanding personal statement .

Let me know, which Common App essay did you think was the best?

Ryan Chiang , Founder of EssaysThatWorked.com

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Common App Essays | 7 Strong Examples with Commentary

Published on November 19, 2021 by Kirsten Courault . Revised on May 31, 2023.

If you’re applying for college via the Common App , you’ll have to write an essay in response to one of seven prompts.

Table of contents

What is the common application essay, prompt 1: background, identity, interest, or talent, prompt 2: overcoming challenges, prompt 3: questioning a belief or idea, prompt 4: appreciating an influential person, prompt 5: transformative event, prompt 6: interest or hobby that inspires learning, prompt 7: free topic, other interesting articles, frequently asked questions about college application essays.

The Common Application, or Common App , is a college application portal that is accepted by more than 900 schools.

Within the Common App is your main essay, a primary writing sample that all your prospective schools will read to evaluate your critical thinking skills and value as a student. Since this essay is read by many colleges, avoid mentioning any college names or programs. Instead, save tailored answers for the supplementary school-specific essays within the Common App.

Regardless of your prompt choice, admissions officers will look for an ability to clearly and creatively communicate your ideas based on the selected prompt.

We’ve provided seven essay examples, one for each of the Common App prompts. After each essay, we’ve provided a table with commentary on the essay’s narrative, writing style and tone, demonstrated traits, and self-reflection.

Prevent plagiarism. Run a free check.

This essay explores the student’s emotional journey toward overcoming her father’s neglect through gymnastics discipline.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

When “The Devil Went Down to Georgia” began to play, it was my signal to lay out a winning floor routine. Round off. Back handspring. Double back layout. Stick!

Instead, I jolted off the floor, landing out of bounds. Over the past week, I hadn’t landed that pass once, and regionals were only seven days away. I heaved a heavy sigh and stomped over to the bench.

Coach Farkas saw my consternation. “Mona, get out of your head. You’re way too preoccupied with your tumbling passes. You could do them in your sleep!”

That was the problem. I was dreaming of tumbling and missing my landings, waking up in a cold sweat. The stress felt overwhelming.

“Stretch out. You’re done for tonight.”

I walked home from the gym that had been my second home since fourth grade. Yet my anxiety was increasing every time I practiced.

I startled my mom. “You’re home early! Wait! You walked? Mona, what’s going on?!”

I slumped down at the kitchen table. “Don’t know.”

She sat down across from me. “Does it have anything to do with your father texting you a couple of weeks ago about coming to see you at regionals?”

“So what?! Why does it matter anymore?” He walked out when I was 10 and never looked back. Still, dear ol’ Dad always had a way of resurfacing when I least expected him.

“It still matters because when you hear from him, you tend to crumble. Or have you not noticed?” She offered a knowing wink and a compassionate smile.

I started gymnastics right after Dad left. The coaches said I was a natural: short, muscular, and flexible. All I knew was that the more I improved, the more confident I felt. Gymnastics made me feel powerful, so I gave it my full energy and dedication.

The floor routine became my specialty, and my performances were soon elevating our team score. The mat, solid and stable, became a place to explore and express my internal struggles. Over the years, no matter how angry I felt, the floor mat was there to absorb my frustration.

The bars, beam, and vault were less forgiving because I knew I could fall. My performances in those events were respectable. But, the floor? Sometimes, I had wildly creative and beautiful routines, while other times were disastrous. Sadly, my floor routine had never been consistent.

That Saturday afternoon, I slipped into the empty gym and walked over to the mat. I sat down and touched its carpeted surface. After a few minutes, my cheeks were wet with the bitter disappointment of a dad who only showed up when it was convenient for him. I ruminated on the years of practices and meets where I had channeled my resentment into acrobatics and dance moves, resolved to rise higher than his indifference.

I saw then that my deepest wounds were inextricably entangled with my greatest passion. They needed to be permanently separated. While my anger had first served to launch me into gymnastics, before long, I had started serving my anger.

Anger is a cruel master. It corrupts everything it touches, even something as beautiful as a well-choreographed floor routine.

I changed my music days before regionals. “The Devil” no longer had a place in my routine. Instead, I chose an energetic cyberpunk soundtrack that inspired me to perform with passion and laser focus. Dad made an obligatory appearance at regionals, but he left before I could talk to him.

It didn’t matter this time. I stuck every landing in my routine. Anger no longer controlled me. I was finally free.

Word count: 601

This essay shows how the challenges the student faced in caring for her sister with autism resulted in an unexpected path forward in her education.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

I never had a choice.

My baby sister was born severely autistic, which meant that every detail of our home life was repeatedly adjusted to manage her condition. I couldn’t go to bed without fearing that Mindy would wake up screaming with that hoarse little voice of hers. I couldn’t have friends over on weekends because we never knew if our entire family would need to shift into crisis mode to help Mindy regain control.

We couldn’t take a family vacation because Mindy would start hitting us during a long car ride when she didn’t want to sit there anymore. We couldn’t even celebrate Christmas like a normal family because Mindy would shriek and run away when we tried to give her presents.

I was five years old when Mindy was born. For the first ten years, I did everything I could to help my mom with Mindy. But Mom was depressed and would often stare out the window, as if transfixed by the view. Dad was no help either. He used his job as an excuse to be away from home. So, I tried to make up for both of them and rescue Mindy however I could whenever she needed it.

However, one day, when I was slowly driving Mindy around with the windows down, trying to lull her into a calmer state, we passed two of my former classmates from middle school. They heard Mindy growling her disapproval as the ride was getting long for her. One of them turned to the other and announced, “Oh my God! Marabeth brought her pet monster out for a drive!” They laughed hysterically and ran down the street.

After that day, I defied my parents at every turn. I also ignored Mindy. I even stopped doing homework. I purposely “got in with the wrong crowd” and did whatever they did.

My high school counselor Ms. Martinez saw through it all. She knew my family’s situation well. It didn’t take her long to guess what had probably happened.

“Marabeth, I get it. My brother has Down syndrome. It was really hard growing up with him as a brother. The other kids were pretty mean about it, especially in high school.”

I doubted she understood. “Yeah. So?”

“I’m guessing something happened that hurt or embarrassed you.”

“I’m so sorry. I can only imagine how you must have felt.”

It must have been the way she said it because I suddenly found myself sobbing into my trembling, cupped hands.

Ms. Martinez and I met every Friday after that for the rest of the year. Her stories of how she struggled to embrace living with and loving her brother created a bridge to my pain and then my healing. She explained that her challenges led her to pursue a degree in counseling so that she could offer other people what no one had given her.

I thought that Mindy was the end of my life, but, because of Ms. Martinez’s example and kindness, I can now see that Mindy is a gift, pointing me toward my future.

Now, I’m applying to study psychology so that I can go on to earn my master’s degree in counseling. I’m learning to forgive my parents for their mistakes, and I’m back in Mindy’s life again, but this time as a sister, not a savior. My choice.

Word Count: 553

This essay illustrates a student’s courage in challenging his culture’s constructs of manhood and changing his course while positively affecting his father in the process.

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

“No son of mine is gonna march around a football field wearing tail feathers while all the real men are playing football!”

I took a step backward and tried not to appear as off-balance as I felt. In my excitement, I had blurted out more information than my father could handle:

“Dad! I made the marching band as a freshman! Nobody does that—I mean nobody!”

As soon as I had said it, I wished I could recall those words. How could I forget that 26 years earlier, he had been the starting wide receiver for the state-champion Tigers on the same field?!

Still, when I opened the email on that scorching hot August afternoon, I was thrilled that five months of practicing every possible major and harmonic minor scale—two octaves up and two octaves down—had made the difference. I had busted reed after reed, trying not to puff my cheeks while moving my fingers in a precise cadence.

I knew he had heard me continually practicing in my room, yet he seemed to ignore all the parts of me that were incongruous with his vision of manhood:

Ford F-150 4x4s. Pheasant hunting. The Nebraska Cornhuskers.

I never had to wonder what he valued. For years, I genuinely shared his interests. But, in the fall of eighth grade, I heard Kyle Wheeling play a saxophone solo during the homecoming marching band halftime show. My dad took me to every football game to teach me the plays, but that night, all I could think about was Kyle’s bluesy improv at halftime.

During Thanksgiving break, I got my mom to drive me into Omaha to rent my instrument at Dietze Music, and, soon after, I started private lessons with Mr. Ken. Before long, I was spending hours in my room, exploring each nuance of my shiny Yamaha alto sax, anticipating my audition for the Marching Tigers at the end of the spring semester.

During those months of practice, I realized that I couldn’t hide my newfound interest forever, especially not from the football players who were going to endlessly taunt me. But not all the guys played football. Some were in choir and theater. Quite a few guys were in the marching band. In fact, the Marching Tigers had won the grand prize in their division at last year’s state showdown in Lincoln.

I was excited! They were the champions, and I was about to become a part of their legacy.

Yet, that afternoon, a sense of anxiety brewed in my belly. I knew I had to talk to him.

He was sweeping the grass clippings off of the sidewalk. He nodded.

“I need to tell you something.”

He looked up.

“I know that you know about my sax because you hear me practicing. I like it a lot, and I’m becoming pretty good at it. I still care about what you like, but I’m starting to like some other things more. I hope you’ll be proud of me whatever I choose.”

He studied the cracks in the driveway. “I am proud of you. I just figured you’d play football.”

We never talked about it again, but that fall, he was in the stands when our marching band won the state championship in Lincoln for the second time. In fact, for the next four years, he never left the stands during halftime until the marching band had performed. He was even in the audience for every performance of “Our Town” at the end of my junior year. I played the Stage Manager who reveals the show’s theme: everything changes gradually.

I know it’s true. Things do change over time, even out here in central Nebraska. I know because I’ve changed, and my dad has changed, too. I just needed the courage to go first.

Word count: 626

The student demonstrates how his teacher giving him an unexpected bad grade was the catalyst for his becoming a better writer.

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

I stared in disbelief at the big red letter at the top of my paper: D. 

Never in my entire high school career had I seen that letter at the top of any paper, unless it was at the beginning of my first name. 

I had a 4.796 GPA. I had taken every pre-AP and AP course offered. My teachers had praised my writing skills! However, Mr. Trimble didn’t think so, and he let me know it:

“Darwin, in the future, I believe you can do better if you fully apply yourself.” 

I furiously scanned the paper for corrections. Not even one! Grammar and syntax? Perfect. Spelling? Impeccable. Sentence and paragraph structure? Precise and indisputable, as always. 

Was he trying to ruin my GPA? Cooper was clearly his favorite, and we were neck and neck for valedictorian, which was only one year away. Maybe they were conspiring to take me down. 

Thankfully, AP Composition was my last class. I fled the room and ran to my car. Defiant tears stained my cheeks as I screeched my tires and roared out of the parking lot. When I got home, I shoved in my AirPods, flopped on my bed, and buried my head under the pillow. 

I awoke to my sister, Daria, gently shaking my arm. “I know what happened, D. Trimble stopped me in the hall after school.”

“I’m sure he did. He’s trying to ruin my life.”

“That’s not what he told me. You should talk to him, D.”

The next day, although I tried to avoid Mr. Trimble at all costs, I almost tripped over him as I was coming out of the bathroom.

“Darwin, can we talk?” 

He walked me down the hall to his room. “Do you know that you’re one of the best writers I’ve ever had in AP Comp?” 

“Then why’d you do it?” 

“Because you’re better than you know, Darwin. You impress with your perfect presentations, and your teachers reward you with A’s and praise. I do frequent the teacher’s lounge, you know.” 

“So I know you’re not trying.”

I locked eyes with him and glared. 

“You’ve never had to try because you have a gift. And, in the midst of the acclaim, you’ve never pushed yourself to discover your true capabilities.”

“So you give me a D?!”

“It got your attention.”

“You’re not going to leave it, are you?”

“Oh, the D stands. You didn’t apply yourself. You’ll have to earn your way out with your other papers.” 

I gained a new understanding of the meaning of ambivalence. Part of me was furious at the injustice of the situation, but I also felt strangely challenged and intrigued. I joined a local writer’s co-op and studied K. M. Weiland’s artistic writing techniques. 

Multiple drafts, track changes, and constructive criticism became my new world. I stopped taking Mr. Trimble’s criticism personally and began to see it as a precious tool to bolster me, not break me down. 

Last week, the New York Public Library notified me that I was named one of five finalists for the Young Lions Fiction Award. They described my collection of short stories as “fresh, imaginative, and captivating.” 

I never thought I could be grateful for a D, but Mr. Trimble’s insightful courage was the catalyst that transformed my writing and my character. Just because other people applaud you for being the best doesn’t mean you’re doing your best . 

AP Composition is now recorded as an A on my high school transcript, and Cooper and I are still locked in a tight race for the finish line. But, thanks to Mr. Trimble, I have developed a different paradigm for evaluation: my best. And the more I apply myself, the better my best becomes. 

Word Count: 627

This student narrates how she initially went to church for a boy but instead ended up confronting her selfishness by helping others.

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

Originally, I went to church not because I was searching for Jesus but because I liked a boy.

Isaac Ono wasn’t the most athletic boy in our class, nor was he the cutest. But I was amazed by his unusual kindness toward everyone. If someone was alone or left out, he’d walk up to them and say hello or invite them to hang out with him and his friends.

I started waking up at 7:30 a.m. every Sunday morning to attend Grace Hills Presbyterian, where Isaac’s father was the pastor. I would strategically sit in a pew not too close but close enough to Isaac that when the entire congregation was instructed to say “Peace be with you,” I could “happen” to shake Isaac’s hand and make small talk.

One service, as I was staring at the back of Isaac’s head, pondering what to say to him, my hearing suddenly tuned in to his father’s sermon.

“There’s no such thing as a good or bad person.”

My eyes snapped onto Pastor Marcus.

“I used to think I was a good person who came from a respectable family and did nice things. But people aren’t inherently good or bad. They just make good or bad choices.”

My mind raced through a mental checklist of whether my past actions fell mostly into the former or latter category.

“As it says in Deuteronomy 30:15, ‘I have set before you today life and good, death and evil.’ Follow in the footsteps of Jesus and do good.”

I glanced to my left and saw Margaret, underlining passages in her study Bible and taking copious notes.

Months earlier, I had befriended Margaret. We had fourth-period Spanish together but hadn’t interacted much. She was friends with Isaac, so I started hanging out with her to get closer to him. But eventually, the two of us were spending hours in the Starbucks parking lot having intense discussions about religion, boys, and our futures until we had to return home before curfew.

After hearing the pastor’s sermon, I realized that what I had admired about Isaac was also present in Margaret and other people at church: a welcoming spirit. I’m pretty sure Margaret knew of my ulterior motives for befriending her, but she never called me out on it.

After that day, I started paying more attention to Pastor Marcus’s sermons and less attention to Isaac. One year, our youth group served Christmas Eve dinner to the homeless and ate with them. I sat across from a woman named Lila who told me how child services had taken away her four-year-old daughter because of her financial and living situation.

A few days later, as I sat curled up reading the book of James, my heart suddenly felt heavy.

“If a brother or sister is poorly clothed and lacking in daily food, and one of you says to them, ‘Go in peace, be warmed and filled,’ without giving them the things needed for the body, what good is that?”

I thought back to Pastor Marcus’s sermon on good and bad actions, Lila and her daughter, and the times I had passed people in need without even saying hello.

I decided to put my faith into action. The next week, I started volunteering at the front desk of a women’s shelter, helping women fill out forms or watching their kids while they talked with social workers.

From working for the past year at the women’s shelter, I now know I want to major in social work, caring for others instead of focusing on myself. I may not be a good person (or a bad one), but I can make good choices, helping others with every opportunity God gives me.

Word count: 622

This essay shows how a student’s natural affinity for solving a Rubik’s cube developed her self-understanding, academic achievement, and inspiration for her future career.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

The worst part about writing is putting down my Rubik’s cube so that I can use my hands to type. That’s usually the worst part of tackling my to-do list: setting aside my Rubik’s cube. My parents call it an obsession. But, for me, solving a Rubik’s cube challenges my brain as nothing else can.

It started on my ninth birthday. I invited three friends for a sleepover party, and I waited to open my presents right before bed. Wrapping paper, ribbons, and bows flew through the air as I oohed and aahed over each delightful gift! However, it was the last gift—a 3 x 3 x 3 cube of little squares covered in red, green, blue, yellow, white, and orange—that intrigued me.

I was horrified when Bekka ripped it out of my hands and messed it all up! I had no idea how to make all the sides match again. I waited until my friends were fast asleep. Then, I grabbed that cube and studied it under my blanket with a flashlight, determined to figure out how to restore it to its former pristine state.

Within a few weeks, I had discovered the secret. To practice, I’d take my cube with me to recess and let the other kids time me while I solved it in front of them. The better I became, the more they gathered around. But I soon realized that their attention didn’t matter all that much. I loved solving cubes for hours wherever I was: at lunch, riding in the car, or alone in my room.

Cross. White corners. Middle-layer edges. Yellow cross. Sune and anitsune. 

The sequential algorithms became second nature, and with the assistance of a little black digital timer, I strove to solve the cube faster , each time attempting to beat my previous record. I watched speed solvers on YouTube, like Australia’s Feliks Zemdegs and Max Park from Massachusetts, but I wasn’t motivated to compete as they did. I watched their videos to learn how to improve my time. I liked finding new, more efficient ways of mastering the essential 78 separate cube-solving algorithms.

Now, I understand why my passion for my Rubik’s cube has never waned. Learning and applying the various algorithms soothes my brain and centers my emotions, especially when I feel overwhelmed from being around other people. Don’t get me wrong: I like other people—just in doses.

While some people get recharged by spending time with others, I can finally breathe when I’m alone with my cube. Our psychology teacher says the difference between an extrovert and an introvert is the situations that trigger their brains to produce dopamine. For me, it’s time away, alone, flipping through cube patterns to set a new personal best.

Sometimes, the world doesn’t cooperate with introverts, requiring them to interact with many people throughout the day. That’s why you’ll often find me in the stairwell or a library corner attempting to master another one of the 42 quintillion ways to solve a cube. My parents tease me that when I’ve “had enough” of anything, my fingers get a Rubik’s itch, and I suddenly disappear. I’m usually occupied for a while, but when I finally emerge, I feel centered, prepared to tackle my next task.

Secretly, I credit my cube with helping me earn top marks in AP Calculus, Chemistry, and Physics. It’s also responsible for my interest in computer engineering. It seems I just can’t get enough of those algorithms, which is why I want to study the design and implementation of cybersecurity software—all thanks to my Rubik’s cube.

Just don’t tell my parents! It would ruin all the fun!

Word count: 607

In this free topic essay, the student uses a montage structure inspired by the TV show Iron Chef America to demonstrate his best leadership moments.

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

Iron Chef America: College Essay Edition

The time has come to answer college’s most difficult question: Whose story shows glory?

This is … Iron Chef America: College Essay Edition!

Welcome to Kitchen Stadium! Today we have Chef Brett Lowell. Chef Brett will be put to the test to prove he has what it takes to attend university next fall.

And the secret ingredient is … leadership! He must include leadership in each of his dishes, which will later be evaluated by a panel of admissions judges.

So now, America, with a creative mind and empty paper, I say unto you in the words of my teacher: “Let’s write!”

Appetizer: My first leadership experience

A mountain of mismatched socks, wrinkled jeans, and my dad’s unironed dress shirts sat in front of me. Laundry was just one of many chores that welcomed me home once I returned from my after-school job at Baskin Robbins, a gig I had taken last year to help Dad pay the rent. A few years earlier, I wasn’t prepared to cook dinners, pay utility bills, or pick up and drop off my brothers. I thought those jobs were reserved for parents. However, when my father was working double shifts at the power plant and my mom was living in Tucson with her new husband, Bill, I stepped up and took care of the house and my two younger brothers.

Main course: My best leadership experience

Between waiting for the pasta water to boil and for the next laundry cycle to be finished, I squeezed in solving a few practice precalculus problems to prepare for the following week’s mathletics competition. I liked how the equations always had clear, clean answers, which calmed me among the mounting responsibilities of home life. After leading my team to the Minnesota State Finals for two years in a row, I was voted team captain. Although my home responsibilities often competed with my mathlete duties, I tried to be as productive as possible in my free time. On the bus ride home, I would often tackle 10 to 20 functions or budget the following week’s meals and corresponding grocery list. My junior year was rough, but both my home and my mathlete team needed me.

Dessert: My future leadership hopes 

The first thing I ever baked was a chocolate cake in middle school. This was around the time that Mom had just moved out and I was struggling with algebra. Troubles aside, one day my younger brother Simon needed a contribution for his school’s annual bake sale, and the PTA moms wouldn’t accept anything store-bought. So I carefully measured out the teaspoons and cups of various flours, powders, and oils, which resulted in a drooping, too-salty disaster.

Four years later, after a bakery’s worth of confections and many hours of study, I’ve perfected my German chocolate cake and am on my way to mastering Calculus AB. I’ve also thrown out the bitter-tasting parts of my past such as my resentment and anger toward my mom. I still miss having her at home, but whenever I have a baking question or want to update her on my mathlete team’s success, I call her or chat with her over text.

Whether in school or life, I see problems as opportunities, not obstacles, to find a better way to solve them more efficiently. I hope to continue improving my problem-solving skills next fall by majoring in mathematics and statistics.

Time’s up! 

We hope you’ve enjoyed this tasting of Chef Lowell’s leadership experiences. Next fall, tune in to see him craft new leadership adventures in college. He’s open to refining his technique and discovering new recipes.

Word count: 612

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

• How to end an email
• Ms, mrs, miss
• How to start an email
• I hope this email finds you well
• Hope you are doing well

 Parts of speech

• Personal pronouns
• Conjunctions

The Common App essay is your primary writing sample within the Common Application, a college application portal accepted by more than 900 schools. All your prospective schools that accept the Common App will read this essay to understand your character, background, and value as a potential student.

Since this essay is read by many colleges, avoid mentioning any college names or programs; instead, save tailored answers for the supplementary school-specific essays within the Common App.

When writing your Common App essay , choose a prompt that sparks your interest and that you can connect to a unique personal story.

No matter which prompt you choose, admissions officers are more interested in your ability to demonstrate personal development , insight, or motivation for a certain area of study.

To decide on a good college essay topic , spend time thoughtfully answering brainstorming questions. If you still have trouble identifying topics, try the following two strategies:

• Identify your qualities → Brainstorm stories that demonstrate these qualities
• Identify memorable stories → Connect your qualities to these stories

You can also ask family, friends, or mentors to help you brainstorm topics, give feedback on your potential essay topics, or recall key stories that showcase your qualities.

A standout college essay has several key ingredients:

• A unique, personally meaningful topic
• A memorable introduction with vivid imagery or an intriguing hook
• Specific stories and language that show instead of telling
• Vulnerability that’s authentic but not aimed at soliciting sympathy
• Clear writing in an appropriate style and tone
• A conclusion that offers deep insight or a creative ending

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Bad Common App Personal Statement Topics

October 06, 2020 by Veritas Essays Team | Topics , Personal Statement , Brainstorming , Red Flags , Common App

What is the most widely utilized, but often poorly-executed, Common App essay topic?

Believe it or not, it's you.

You are probably a bad Common App Essay topic.

Counterintuitive, right?

Writing an autobiography is one of the most common mistakes applicants make when brainstorming essay topics.

Truth be told, it’s difficult to make an absolute statement on what a good or bad essay topic is.

More often than not, it's the execution of an essay topic, as opposed to the topic itself, that will determine whether or not you have a strong essay.

That being said, there are some essay topics which are typically more DIFFICULT to turn into a good, unique, and personally insightful essay. They are as follows:

• Essays about a competition or performance
• Essays about charities or service initiatives
• Essays about music or art
• Essays that are simply infeasible from an execution standpoint

Now, why do these topics typically produce subpar essays?

Regarding the first three topics form the list above, these essays usually fail to show authenticity and originality, and are susceptible to tones of arrogance and self-praise.

These essay topics are typically overused and fail to showcase yourself in a way that is unique.

Moreover, these topics will often tempt you to talk exclusively about yourself and your accomplishments.

Finally, sometimes the topic is too big to effectively convert into a 650-word essay.

Even topics that are great in theory can be ruined by attempts to compress them into an essay as short as the Common App essay.

So what generally makes for a good essay topic?

Here’s a big one: telling a story through the len of a relationship.

Writing about a relationship - between yourself and another person, place, or thing that is personally meaningful - is an effective way to circumvent the pitfalls of the aforementioned bad topics.

It will allow you to avoid seeming conceited, show care, humility, and personal development, and showcase yourself without coming off as self-centered.

Relationships offer a great opportunity to demonstrate personally insightful material.

Throughout your Common App, there are more than enough opportunities to showcase your accolades and expertise.

The Common App essay is a unique opportunity to show your character - how you grow, your unique way of moving through the world, how you interpret experiences, your capacity for empathy, humility, and vulnerability.

Put simply, a bad essay topic makes it more difficult to accomplish those things. While every topic can become a great essay, great topics make it easier to accomplish that goal.

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The 2021-2022 Common App Essay: How to Write a Great Essay That Will Get You Accepted

If you’re reading this, then you’ve probably started the very exciting process of applying to college—and chances are you may be a little overwhelmed at times. That’s OK! The key to getting into the right college for you is taking each step of the application process in stride, and one of those steps is completing the Common App and the Common App essay.

In this post, you’ll learn what the Common Application essay is, how to write one (including a free checklist to help you with the process), example essays, and much more. Let’s get started!

Table of Contents

What is the Common App, and More Importantly, What is the Common App Essay? Quick Facts on the 2021-2022 Common App Essay How Do You Write a Common App Essay?

What Should I Avoid in My Common App Essay? What Are Some Good Common App Essay Examples?

Common Application Essay FAQs

What is the common app, and more importantly, what is the common app essay.

The “Common App,” short for the Common Application , is a general application used to apply to multiple college undergraduate programs at once. It’s accepted by hundreds of colleges in the United States as well as some colleges internationally.

The idea is that the Common App is a “one-stop shop” so you don’t have to complete a million separate applications. That said, plenty of colleges still require their own application components, and the Common App, as user-friendly as it aims to be, can still feel like a bit of a challenge to complete.

Part of the reason the Common App can seem intimidating is because of the Common App essay component, which is required of all students who submit a college application this way. But never fear! In reality, the Common App essay is easy to ace if you know how to approach it and you give it your best.

So without further ado, let’s take a look at anything and everything you need to know about the 2021-2022 Common App essay in order to help you get into the school of your dreams. We’ve also created a downloadable quick guide to writing a great Common Application essay.

Quick Facts on the 2021-2022 Common App Essay

Below are just a few of the short and sweet things you need to know about the 2021-2022 Common App essay, but we’ll elaborate on some of this content later in this post.

How Do You Write a Common App Essay?

The million dollar question about the Common App essay is obviously, “How do I actually write it?!”

Now there’s something to keep in mind before exploring how to compose the Common App essay, and that’s the purpose of this task. You may be wondering:

• What are college admissions boards actually looking for?
• Why are you being asked to write this essay?

College admissions boards want to see that you can compose a compelling, well-crafted essay. After four years of high school, you’re expected to be able to craft a clear and concise piece of writing that addresses a specific subject.

So yes, you’re actually being evaluated on your essay writing skills, but the purpose of the Common Application essay is deeper than that—it’s to present the type of person and thinker that you are.

Regardless of which prompt you choose, colleges are trying to get a sense of how thoughtfully and critically you can reflect on your life and the world around you .

And furthermore, they want to get a sense of who you are—your interests, your personality, your values—the dimensional aspects of you as an applicant that simply can’t be expressed in transcripts and test scores . In short, you want to stand out and be memorable.

That said, there is no exact formula for “cracking the case” of the Common App essay, but there are plenty of useful steps and tips that can help you write a great essay.

(In a hurry? Download our quick and concise handout that sums up some of the keys to the Common App essay!)

1) Familiarize Yourself With the Common App Prompts and How to Approach Them

The Common App recently released the 2021-2022 essay prompts , which are almost the same as last year’s prompts, but with one BIG difference.

The prompt about problem solving (formerly prompt #4) has been replaced with a prompt about gratitude and how it has motivated you. According to Common App President and CEO Jenny Rickard, this change was inspired by new scientific research on the benefits of writing about gratitude and the positive impact others have had on our lives.

Additionally, the Common App now includes an optional Covid-19 prompt where you can discuss how you’ve personally been affected by the Covid-19 pandemic.

Now, let’s take a look at each 2021-2022 Common App prompt individually. You’ll notice that every prompt really has two parts to it:

• share, explain and describe a narrative, and
• reflect on, analyze, and draw meaning from it.

Let’s take a look.

  Prompt #1: A snapshot of your story

Prompt: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

• Discuss a background, identity, or interest that you feel is meaningful to who you are and/or that or sets you apart from others.
• Reflect on why this attribute is meaningful and how it has shaped you as a person.

  Prompt #2: An obstacle you overcame

Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

• Recount a time you faced a challenge, setback, or failure.
• Reflect on how this affected you, what you learned from it, and if it led to any successes later down the line.

  Prompt #3: A belief or idea you questioned or challenged

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

• Explain a time that you questioned a particular belief or way of thinking.
• Elaborate on what prompted this questioning, what the outcome was, and why this outcome was significant.

  Prompt #4: An experience of gratitude that has motivated you

Prompt: Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

• Describe the specific experience or interaction that made you feel a sense of gratitude. Make sure to explain who did something nice for you and why it was surprising or unexpected.
• Explain, as specifically as possible, how this feeling of gratitude changed or motivated you. What actions did you take a result? How did your mindset change?

  Prompt #5: An accomplishment or event that sparked personal growth

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

• Describe an accomplishment or event that sparked personal growth for you.
• Reflect on the nature of this growth and/or a new understanding you gained in the process.

  Prompt #6: An interest so engaging you lose track of time

Prompt: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

• Discuss a topic, idea, or interest that is so engaging to you that you lose track of time when focused on it.
• Reflect on and explain why this interest is so important to you, and your method of learning more about it.

  Prompt #7: An essay topic of your choice

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

• Discuss any subject matter or philosophical question of interest to you.
• Reflect on the implications of this subject or question, and how it has shaped you, transformed you, impacted your life, etc.

  Now keep in mind that to some degree, it doesn’t actually matter which prompt you choose to answer, so long as you write and present yourself well. But you obviously want to pick whichever Common App essay prompt speaks to you most, and the one you think will provide you the meatiest and most meaningful material.

This is an outstanding guide to choosing the right Common App essay prompt, but as a rule of thumb, the “right” prompt will probably stand out to you. If you have to rack your brain, for example, to think of a challenge you’ve overcome and how the experience has shaped you, then that prompt probably isn’t the right one.

Authenticity is key, so choose the prompt you can answer thoroughly.

2) Brainstorm

Whether you know immediately which prompt you’re going to choose or not, do yourself a huge favor and brainstorm . Take out a notebook and jot down or free write all of the ideas that spring to your mind for as many of the prompts that you’re considering. You might be surprised what ideas you generate as you start doing this, and you might be surprised which ideas seem to have the most content and examples to elaborate on.

Also, it’s important to note that your subject matter doesn’t have to be highly dramatic or spectacular. You don’t have to recount a near-death experience, an epic overseas adventure, a 180-degree turn of faith, etc. Your ordinary life, when reflected upon thoughtfully, is interesting and profound.

3) Answer the Question (and Stay on Topic!)

This may sound painfully obvious, but for some of us, it can be hard to stay on topic. Each prompt is posed as a question , so don’t lose sight of that and let your essay devolve into a story about yourself that never really gets at the heart of the prompt.

As you’re drafting your essay—say after each paragraph—pause and refer back to the question, making sure each paragraph plays some part in actually responding to the prompt.

4) Structure and Organize Your Essay Effectively

The Common App essay isn’t like many of the other argumentative essays you’ve been taught to write in school. It is argumentative in that you are essentially arguing for why you are a good candidate for a particular college, using your personal experience as support, but it’s more than that.

The Common Application essay is essentially a narrative essay that is reflective and analytical by nature. This means that regardless of which prompt you select, you’ll be sharing something personal about yourself, and then reflecting on and analyzing why what you shared is important.

And even if this isn’t an essay format that you’re accustomed to writing, you can still rely on your knowledge of basic essay structures to help you. You’ll still need a clear introduction, body, and conclusion.

Let’s talk about those three pieces now.

Introduction

The purpose of an introduction is 1) to grab the reader’s attention and compel them to continue reading, and 2) to introduce the reader to the general subject at hand.

So the most important part of the introduction is a unique attention-getter that establishes your personal voice and tone while piquing the reader’s interest. An example of a good hook could be a brief illustrative anecdote, a quote, a rhetorical question, and so on.

Now, you may be wondering, “Do I need a thesis statement?” This is a great question and the simple answer is no.

This is because some students prefer to hook their reader with a bit of mystery and let their story unfold organically without a thesis sentence “spoiling” what is to come. This doesn’t mean you can’t have a thesis sentence, it just means you don’t need one. It just depends on how you want to build your personal narrative, and what serves you best.

That said, your essay does need a greater message or lesson in it, which is another way of saying a thesis . You just don’t necessarily have to write it out in the introduction paragraph.

It might help you to keep a thesis in mind or even write it down just for your own sake, even if you don’t explicitly use it in your introduction. Doing so can help you stay on track and help you build up to a stronger reflection.

Here are some examples of narrative thesis statements:

• I moved a lot as a child on account of having a parent in the military, which led me to become highly adaptable to change.
• The greatest obstacle I’ve overcome is my battle with leukemia, which has taught me both incredible resilience and reverence for the present.
• An accomplishment that I achieved was making the varsity volleyball team, which has made me grow tremendously as a person, specifically in the areas of self-confidence and collaboration.

As discussed earlier, there are two parts to each prompt: explanation and reflection . Each part should be addressed throughout the essay, but how you organize your content is up to you.

A good rule of thumb for structuring the body of your essay is as follows:

• Situate your reader: provide context for your story by focusing in on a particular setting, subject matter, or set of details. For example, you may frame an essay about an internship at the zoo with the phrase, “Elephants make the best friends.” Your reader knows immediately that the subject matter involves your interaction with animals, specifically elephants.
• Explain more about your topic and how it affected you, using specific examples and key details.
• Go deeper. Elaborate and reflect on the message at hand and how this particular topic shaped the person you are today.

Note that while there are no set rules for how many paragraphs you should use for your essay, be mindful of breaking paragraphs whenever you naturally shift gears, and be mindful of too-long paragraphs that just feel like walls of text for the reader.

Your conclusion should flow nicely from your elaboration, really driving home your message or what you learned. Be careful not to just dead-end your essay abruptly.

This is a great place to speculate on how you see the subject matter informing your future, especially as a college student and beyond. For example, what might you want to continue to learn about? What problems do you anticipate being able to solve given your experience?

5) Write Honestly, Specifically, and Vividly

It may go without saying, but tell your own story, without borrowing from someone else’s or embellishing. Profound reflection, insight, and wisdom can be gleaned from the seemingly simplest experiences, so don’t feel the need to stray from the truth of your unique personal experiences.

Also, make sure to laser in on a highly specific event, obstacle, interest, etc. It is better to go “narrower and deeper” than to go “wider and shallower,” because the more specific you are, the more vivid and engrossing your essay will naturally be.

For example, if you were a camp counselor every summer for the last few years, avoid sharing several summers’ worth of content in your essay. Focus instead on one summer , and even better, on one incident during that summer at camp.

And on that note, remember to be vivid! Follow the cardinal rule of writing: show and don’t tell . Provide specific details, examples, and images in order to create a clear and captivating narrative for your readers.

6) Be Mindful of Voice and Tone

Unlike in most academic essays, you can sound a bit less stuffy and a bit more like yourself in the Common App essay. Your essay should be professional, but can be conversational. Try reading it aloud; does it sound like you? That’s good!

Be mindful, however, of not getting too casual or colloquial in it. This means avoiding slang, contractions, or “text speak” abbreviations (e.g. “lol”), at least without deliberate context in your story (for example, if you’re recounting dialogue).

You’re still appealing to academic institutions here, so avoid profanity at all costs, and make sure you’re still upholding all the rules for proper style, grammar, and punctuation.

7) Revise and Proofread

This one is a biggie. Give yourself time during your application process to revise, rework, and even rewrite your essay several times. Let it grow and change and become the best version it can be. After you write your first draft, walk away from it for a couple days, and return to it with fresh eyes. You may be surprised by what you feel like adding, removing, or changing.

And of course, make sure your essay is pristine before you submit it. Triple and quadruple check for spelling and usage errors, typos, etc. Since this isn’t a timed essay you have to sit for (like the ACT essay test , for example), the college admissions readers will expect your essay to be polished and sparkling.

A tried and true method for both ensuring flow and catching errors is reading your essay aloud. You may sound a little silly, but it really works!

What Should I Avoid in My Common App Essay?

Resume Material

Your Common App essay is your chance to provide a deeper insight into you as a person, so avoid just repeating what you’d put on a resume. This is not to say you can’t discuss something mentioned briefly on your resume in greater depth, but the best essays offer something new that helps round out the whole college application.

Controversy

Okay, now this one is a bit tricky. On the one hand, you should write boldly and honestly, and some of the prompts (the one about challenging a particular belief, for example) are appropriate for addressing potentially contentious topics.

But that said, avoid being controversial or edgy for the sake of being controversial or edgy. Be steadfast in your beliefs for the greater sake of the narrative and your essay will be naturally compelling without being alienating to your readers.

Vague Stories

If you have a personal story that you’re not entirely comfortable sharing, avoid it, even if it would make a great essay topic in theory. This is because if you’re not comfortable writing on the subject matter, you’ll end up being too vague, which won’t do your story or overall application justice. So choose a subject matter you’re familiar with and comfortable discussing in specifics.

Unless they really, truly serve your essay, avoid general platitudes and cliches in your language. It is definitely encouraged to have an essay with a moral, lesson, or greater takeaway, but try to avoid summing up what you’ve learned with reductive phrases like “slow and steady wins the race,” “good things come in small packages,” “actions speak louder than words,” “you can’t judge a book by its cover,” and so on.

What Are Some Good Common App Essay Examples?

There are tons of Common App essays out there, including these Common App essay examples accepted at Connecticut College, which include explanations from admissions readers about why they were chosen.

But let’s take a look here at two versions of an example essay, one that is just okay and one that is great.

Both Common App essay examples are crafted in response to prompt #2, which is:

Essay Version #1, Satisfactory Essay:

During my sophomore year of high school, I tore my ACL, which stands for “anterior cruciate ligament,” and is the kiss of death for most athletic careers. This injury ended up being one of the greatest obstacles of my life. It was also, however, a turning point that taught me to see opportunity amidst adversity.

It was particularly awful that I was just about to score a winning goal during a championship hockey game when I was checked by a guy on the opposing team and came crashing down on my knee. It was pain unlike anything I’d ever felt before, and I knew immediately that this was going to be bad.

For the few months that followed the accident, I was lost, not really knowing what to do with myself. I didn’t know who I was anymore because hockey had been my whole world and sense of identity. Between working out, attending practice, playing home and away games, and watching games to learn more, it was my lifeblood. Losing my ability to play took a toll on me physically and emotionally and I grew lethargic and depressed.

And then one day I heard my school would be adding an advanced multimedia art class for those students who wanted to continue studying art beyond what was already offered. I had taken the handful of art classes my school offered and really enjoyed and excelled at them—though I had never considered them more than just fun electives to fill my scheduled, as required.

After a couple of weeks of the class, I began feeling better. Suddenly I wanted to draw or paint everything I looked at. I wanted to share the world around me as I saw it with others, to connect with people in a way I’d never done before. I met and made friends with many new people in that art class, people I would have never known if I hadn’t taken it, which also opened me up to all kinds of new mindsets and experiences.

We’re all familiar with the common adage, “When one door closes, another opens,” and this is exactly what happened for me. I might never have pursued art more seriously if I hadn’t been taken out of hockey. This has served as a great reminder for me to stay open to new opportunities. We never know what will unexpectedly bring us joy and make us more well-rounded people.

Areas for Improvement in Version #1:

• It lacks a compelling hook.
• The discussion of the obstacle and reflection upon it are both a bit rushed.
• It could use more vivid and evocative language.
• It uses a cliche (“one door closes”).
• It is somewhat vague at times (e.g. what kinds of “new mindsets and experiences” did the writer experience? In what ways are they now more “well-rounded”?).

Now let’s apply this feedback and revise the essay.

Essay Version #2, Excellent Essay:

My body was splayed out on the ice and I was simultaneously right there, in searing pain, and watching everything from above, outside of myself. It wasn’t actually a “near death” experience, but it was certainly disorienting, considering that just seconds before, I was flying down the ice in possession of the puck, about to score the winning goal of our championship game.

Instead, I had taken a check from an opposing team member, and had torn my ACL (or anterior cruciate ligament), which is the kiss of death for most athletic careers.

My road to recovery included two major surgeries, a couple months on crutches, a year of physical therapy, and absolutely zero athletic activity. I would heal, thankfully, and regain movement in my knee and leg, but I was told by doctors that I may never play hockey again, which was devastating to me. Hockey wasn’t just my passion—it was my life’s goal to play professionally.

For the few months that followed the accident, I was lost, feeling like a ghost haunting my own life, watching everything but unable to participate. I didn’t know who I was anymore because hockey had been my whole world and sense of identity. Between working out, attending practice, playing home and away games, and watching games to learn more, it was my lifeblood. Losing my ability to play took a toll on me physically and emotionally, and I grew lethargic and depressed.

And then one day I heard my school would be adding an advanced multimedia art class after school for those students who wanted to study art more seriously. I had already taken the handful of art classes my school offered and really enjoyed them—though I had never considered them more than just fun electives to fill my schedule, as required. And, because of hockey, I certainly had never had afternoons open.

After a couple of weeks of the class, I began to feel alive again, like “myself” but renewed, more awake and aware of everything around me. Suddenly I wanted to draw or paint everything I looked at, to bring everything I saw to life. It wasn’t just that I’d adopted a new hobby or passion, it was that I began looking more closely and critically at the world around me. I wanted to share what I saw with others, to connect with people in a way I’d never done before.

My art teacher selected a charcoal portrait of mine to be showcased in a local art show and I’ve never been more proud of myself for anything. Many of my friends, family members, and teammates came to see the show, which blew me away, but also I realized then just how much of my own self worth had been attached to people’s perception of me as a successful athlete. I learned how much better it feels to gain self worth from within. Unlike hockey, which I’d trained to be good at since I was a toddler, art is something that made me much more vulnerable. I didn’t do it to try to be the best, I did it because it felt good. And getting out of my comfort zone in this way gave me a sense of confidence I had never known prior, despite all my time on the ice during high-stakes games.

Today, I’m back in skates and able to play hockey, but will probably not play professionally; while I am disappointed, I’m also at peace with it. We make plans in life, and sometimes life has other plans for us that we have to adapt to and embrace, which is the more profound lesson I’ve learned in the healing process. We can crumple in the face of obstacles, or we can look for a silver lining and allow ourselves to grow into more complex, dynamic, well-rounded people. I don’t know what the rest of life holds for me, but I do know that I’m going to keep making art, and I’m going to keep opening myself up to new opportunities and experiences.

Strengths of Version #2:

• It has a compelling hook that draws the reader in.
• It has a clear beginning, middle, and end (expressed as an introduction, body, and conclusion).
• It directly addresses the prompt at hand and sticks to it.
• It focuses on one specific incident.
• It is well balanced in its explanation of and reflection on a given experience.
• It uses a clear, unique voice and tone as well as vivid, evocative language.
• It has a logical and cohesive flow.
• It is highly personal while also polished and professional.

Hopefully these examples have given you ideas of how you can take your Common App essay from good to great. If you have more questions about how to write a Common App essay, keep reading our FAQs below.

How much do I actually have to write for the Common App essay?

Last year, the Common App essay was capped at 650 words with a minimum of 250 words required. The best essays tend to range between 500-650 words.

Think of it this way as you start to draft: 500 words is one single-spaced page (250 words is one double-spaced page), so you should write roughly a page to page and half of typed, single-spaced content.

Where can I find the official Common App essay prompts?

Here are the 2021-2022 Common App essay prompts , which are the same as last year’s, with the exception of a new prompt #4 and the addition of a Covid-19 Common App prompt .

Do I need a title for the Common App essay?

A title is not required for the Common App essay, but you are, of course, more than welcome to include one if you’d like.

Where can I go for more information about the Common App essay?

All of the necessary information for the Common App and the Common App essay can be found on the Common Application home page.

For further reading, here are some posts that tackle and dispel common myths about the Common App essay:

Myth: The Common App essay must sound professional. Myth: Colleges can’t tell if someone helps write a common app essay.

If you haven’t already, you can download our free Common App essay checklist .

Happy Writing!

There you have it! The Common App essay can actually be quite rewarding to write if you give yourself enough time to prepare for it thoroughly. Remember, it’s all about you, and you’re the authority on that! So hunker down and don’t forget to have fun in the writing process.

We’d also love to hear from you! What questions or concerns do you still have about the Common Application essay? What are you thinking about writing on?

Comment below, and good luck!

Nadyja von Ebers is one of Magoosh’s Content Creators. Nadyja holds an MA in English from DePaul University and has taught English and at the high school and college levels for twelve years. She has a decade of experience teaching preparation for the AP exams, the SAT, and the ACT, among other tests. Additionally, Nadyja has worked as an academic advisor at college level and considers herself an expert in all things related to college-prep. She’s applied her college expertise to posts such as UCLA Admissions: The SAT Scores, ACT Scores, and GPA You Need to Get in and A Family Guide to College Admissions . Nadyja loves helping students reach their maximum potential and thrives in both literal and virtual classrooms. When she’s not teaching, she enjoys reading and writing for pleasure and loves spending time in or near the ocean. You can connect with her on LinkedIn !

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5 Common Mistakes Students Make On The Common App Essay

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College applications

This week, the Common Application opened, allowing students across the country to officially begin their college applications. As they embark on the admissions process, one of the most significant components that students will tackle is the oft-dreaded Common App personal essay. The personal essay offers students an opportunity to showcase their unique personalities, experiences, and aspirations and give their application dimension beyond numbers and statistics. A well-crafted and compelling essay can be the factor that sets a candidate apart from thousands of other applicants.

However, in their desire to impress admissions committees, many students inadvertently fall into common traps that diminish their essay’s impact. Approaching the essay strategically and with an understanding of what colleges are looking for—as well as prevalent misconceptions about what they are looking for—will help students develop eye-catching essays.

Below are five common mistakes students make when writing their personal essays—and, more importantly, how to avoid them to create a memorable piece of writing.

1. Telling Stories They THINK Admissions Officers Want to Read

One of the most common mistakes students make is writing what they think colleges want to hear rather than embracing their authentic voice. Doing so leads to contrived, generic, and uninspiring essays. The essay is a critical opportunity for students to share their unique voice and perspective with admissions officers— they want to hear who an applicant is in their own words. When choosing a topic, students should strive to tell a story only they could tell, and do so in their own distinct way.

2. Listing Achievements Without Narrative or Reflection

While extracurricular activities are important, students often make the mistake of merely listing a myriad of accomplishments without providing depth or insight into their involvement and the impact these experiences have had on their perspective. While it is natural to want to highlight accomplishments in a personal essay, simply reciting a list of achievements without reflection fails to demonstrate growth, personality, and self-awareness. Admissions committees are interested in understanding how a student has overcome challenges, what lessons they learned, and how these experiences have shaped their character and outlook on life. Rather than creating a laundry list of activities, applicants should focus on a few meaningful experiences and explain how these pursuits have shaped their character, skills, and ambitions.

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While the personal statement should showcase the applicant's experiences, students should not seek to provide a chronological account of their life or a detailed description of their relationships with various family members. Instead, students should focus on a specific aspect of their life or a transformative experience that reveals something deeper about their personality, values, and goals. The subject students choose to write about does not have to be something earth-shattering or jaw-dropping—often, the most mundane or quotidian topics are the basis for particularly creative and engaging essays. However big or small, the anecdote that students choose should paint a vivid picture of one important aspect of their character and story.

4. Relying on Cliches

Many students employ overused clichés and generic phrases in their personal statements. Overused topics students should generally avoid include study abroad or travel, sports, the death of a pet, or the college application process itself. These topics are boilerplate and blend in with a sea of other applications rather than grabbing the attention of the admissions committee. Additionally, phrases like “broadened my horizons,” “doing x made me learn the value of y,” or “little did I know” have become so common that they lose their impact. Admissions officers are looking for originality and genuine expressions of the applicant's character and aspirations. Avoiding clichés and finding unique and descriptive ways to convey one’s passions and motivations will make the essay more engaging and memorable.

5. Neglecting Proofreading and Editing

Spelling errors, grammatical mistakes, and typos can be distracting and detrimental to an otherwise outstanding personal statement. Students often underestimate the importance of proofreading and editing, but these elements can significantly impact how their application is perceived. Students should reach out to a trusted family member or friend to read through their essay for content and clarity. Taking the time to meticulously review and refine the essay will ensure that the essay is not only polished and well-written, but also that it captures the student’s voice in a compelling way.

Crafting a compelling personal statement requires introspection and self-expression. A well-written personal statement has the potential to captivate admissions officers, providing a window into the applicant's character and potential contributions to the college community. By steering clear of common pitfalls, students can ensure their essays are powerful, unique, and truly representative of their identity.

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19 Common Application Essay Mistakes and How to Avoid Them

Many students trip over common obstacles in their college application essays. For example, many students can’t see beyond the superficial prompt to construct an essay that positively communicates their personality and passion. Some students rehash their activities and achievements without adding the personal flavor, perspective and substance that admissions officers look for. Learn how to avoid these and other damaging traps.

As an independent college admissions consultant, I read many application essays and see many common application essay mistakes. Here’s some helpful advice:

• Select the Best Topic and Subject. The Common Application, as well as many individual college applications and supplements, give students a choice of essay topics. Resist the temptation to quickly make a selection. Instead make an inventory of your key experiences and achievements, adjectives that describe you, anything significant in your background, as well as what you can potentially “offer” (e.g. athletics, music, dance) a college. Then read the options carefully and decide which topic(s) provides the best opportunity to portray your self in a desirable manner. If the application requires more than one essay, select distinct topics and subject areas so the admissions people get a broader, and more complete, picture of you. If you are an athlete, for example, try not to write more than one essay about sports.
• Answer the Question. Read the prompt carefully and pay particular attention to two part questions. For example, if you choose to “evaluate a significant experience, achievement or risk you have taken and its impact on you”, make sure you thoughtfully and critically analyze both the situation and its impact. If you choose to “discuss an issue and its importance to you” make sure you focus on its importance to you. The admissions people are looking for a window into your character, passion and reasoning.
• Be Personable and Specific. Colleges don’t learn much from a generic essay. If you are asked to describe your reasons for your interest in a particular school that you are applying to, make sure your essay addresses the particular features of that school that appeal to you and explain why. Brainstorm with others. Don’t be afraid to think creatively. Don’t be afraid to reject ideas! Most strong essays have more “show” than “tell”.
• Make Your Essay The Right Length. Many prompts specify a desired number of words or a range. If it’s 200 to 250 words, don’t insert your 500 word essay. In fact, many on-line applications will not even accept more than the stated limit. If there is only an upper limit, don’t stress if your essay appears too short. Lincoln got his points across succinctly in the Gettysburg address — in less than 275 words. Be concise. Omit irrelevant details, clichés, and poorly developed ideas. Do not distract the reader with unnecessary words and repetition.
• Watch Your Tone. If you come across as a spoiled child, a stuck-up rich kid, lazy, sarcastic or a cynic, the admissions team might decide that you are not the right fit for their school. A bit of well placed humor is fine, but don’t try to be a comedian.
• Don’t Appear Self-Interested or Materialistic. While few applicants are genuinely altruistic, most colleges are turned off by students who appear more focused on what the school can do for them, rather than how they can benefit from the education and at the same time be a contributing member of the campus community. If you are applying to a business program, the average starting salary of recent graduates should not be your stated motivation for seeking admission!
• Don’t Rely on Your Computer’s Spell Checker. Applicants who rely solely on their computer’s spell check program may find themselves submitting applications with poor grammar and word choice. Just because everything is spelled properly doesn’t mean it is correct. A good way to catch mistakes is to read your essay very slowly and out loud.
• Don’t Overlook the Mundane. Some of the best and most memorable essays are based on a simple conversation between people. The impressions and takeaways from such a conversation can be extremely engaging and provide a valuable window into the personality and values of the writer. Some essays of this type center on a moment of enlightenment or illumination when the writer views life from a new perspective and/or gains new confidence.
• Skip the Volunteer Trip. Dedicated community service over a period of time can be a strong topic for an application essay. Volunteer day at the local park, or two weeks of school building in Africa, will probably not impress the admissions committee. They see many essays of this type. Not only is it difficult to stand out from the pack, but these experiences are often more about the experience than about you, or convey that money buys opportunity.
• Don’t Rehash the Resume. The admissions committee relies on essays to learn additional things about you such as your initiative, curiosity about the world, personal growth, willingness to take risks, ability to be self directed, motivation and ability to make the most of a situation. They are interested in your personal qualities such as leadership, confidence, ability to work in a team, strength of character, resilience, sense of humor, ability to get along with others and what you might add to the campus community. In short, use your essays to showcase a side of you not visible from other parts of the application.
• Peruse the Entire Application. Many applications, especially for some of the more competitive schools, are complex and require multiple essays and short answers. Don’t look at each question in a vacuum, but rather view the application holistically when deciding how to best portray yourself through responding to the various prompts. For example, if you have five key areas you wish to cover, and there are five essays, try to strategically focus on one area in each essay.
• Don’t Fall in Love with the Thesaurus. Resist the temptation to be a sesquipedalian or come across as a pedantic fop! There’s no need to use a big word in every sentence. Use caution when showing off your extensive vocabulary. You risk using language improperly and may appear insecure or overly eager to impress. Admissions people aren’t keen about picking up a dictionary to understand your essay. Worse yet, if your essay vocabulary is at a much higher level than what would be expected from your English grades and SAT/ACT scores, it may appear that your essay is not your own work. Most teenagers don’t use myriad and plethora in their daily vernacular.
• Check Your Ego at the Door. Even if you are impressed with yourself, most admissions officers don’t respond favorably to students who brag, put down classmates, or wax eloquent about their amazing achievements. While self doubt is generally undesirable, a bit of humility can be well received, especially in an essay about overcoming adversity.
• Accentuate the Positive. Few students have a perfect resume, which is apparent in the application. Drawing attention to weakness in an essay is generally not a good idea, unless you were able to overcome a weakness, and make it a strong suit.
• Proofread Carefully. Don’t let your eagerness to submit an application cause you to overlook careless mistakes. Errors can doom your otherwise excellent application. Make sure you schedule sufficient time for a thorough review. When possible, have at least one other person proofread your essay. They may catch something important that you missed. For example, you don’t want to tell Ohio State that you really want to be a Wolverine!  Again, read your essay out loud.
• Organize Your Essay. An impressive essay generally contains a strong opening, well organized content, and a powerful closing. If your essay lacks structure and seems to ramble, chances are it won’t impress the reader. Start with an outline and design your essay paragraph by paragraph. Make sure you include enough background information about whatever topic you are writing about so that the reader can put it into context. For example, one student wrote an excellent essay about a horrible first day of school, but forgot to include that he had just moved to town, from halfway around the world, and was struggling with English. Resist the temptation to run off and start writing. Experts will tell you that up-front planning of your essays is well worth the time invested. Not only will the quality of your essays be much higher, you’ll probably end up saving time in the long run!
• Research the College Before Writing the Essay. Almost every school has its own identity and mission. Some universities even have a slogan. Others have niche areas of study that they like to promote. Pay attention to what is important to the particular school and, when appropriate, consider including it in some manner in your essay.
• Invest in a Strong Introduction. Admissions people read a lot of essays and may not be energetic and fresh when yours reaches the top of their pile. That’s why it’s essential to attract their attention up front. It is critical that the first few sentences capture their interest. A boring opening may cause the reader to not pay close attention to the remainder of the essay. Design the introduction to draw them into your essay. A well-planned essay may omit some key details in the opening forcing the reader to pay close attention to the rest of the story.
• Start Early and Take Your Time. Don’t wait until the last minute. Application essays almost always take longer than you anticipate. Invest the time necessary to do it right. It should be your best work. Ask others to review your drafts and offer comments and suggestions. Take comments and suggestions seriously – behind every good writer is usually at least one good editor!

Author: Lynn Radlauer Lubell is the Publisher of InLikeMe.com, and the Founder of Admission By Design , a College Consultancy, based in Boca Raton, Florida.

Lynn Radlauer Lubell, Publisher of InLikeMe.com and Founder of Admission By Design, an Educational Consultancy based in Boca Raton, Florida.

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College Essays

If you're applying to more than one or two colleges, there's a good chance you'll have to use the Common Application, and that means you'll probably have to write a Common App essay .

In this guide, I'll cover everything you need to know about the essay. I'll break down every single Common App essay prompt by going over the following:

• What is the question asking?
• What do college admissions officers want to hear from you?
• What topics can you write about effectively?
• What should you avoid at all costs?

This will be your complete starting guide for Common App essays. After reading this, you should have a lot of ideas for your own essays and directions to write a really strong personal statement .

What Is the Common App Essay? Overview

Before we dig into the nitty-gritty of the individual prompts, let's quickly go over the logistics of the Common App essay and some general tips to keep in mind.

Most—but Not All—Schools Require the Essay

Keep in mind that the Common App essay is optional for some schools.

Here are a few examples of schools that do not require the Common App essay (note that some may require a school-specific writing supplement instead):

• Arizona State University
• Clemson University
• DePaul University
• Eastern Michigan University
• Georgia State University
• Old Dominion University
• Pratt Institute
• University of Idaho

If you're applying to more than one or two schools through the Common App, you'll almost certainly need to write a response to the Common App prompts. As such, we recommend sending your essay to schools even if they don't explicitly require it. You're writing it anyways, and it's the best way for the school to get to know you as a person.

It's also worth noting that because of the way this system is set up, you could theoretically send a different essay to each school. However, doing so isn't a good use of your time : if schools want to know something more specific about you, they'll require a supplement. Focus on writing a single great personal statement.

Pay Attention to the Word Limit

The exact word limit for the Common App essay has varied somewhat over the years, but the current range is 250-650 words . You must stay within this length; in fact, the online application won't allow you to submit fewer than 250 words or more than 650.

Some schools will state that if this isn't enough space, you can send them a physical copy of your essay. Don't do this. No matter how tempting it might be, stick to the word limit . Otherwise, you risk seeming self-indulgent.

In general, we advise shooting for an essay between 500 and 650 words long . You want to have enough space to really explore one specific idea, but you don't need to include everything. Editing is an important part of the essay-writing process, after all!

Don't Stress Too Much About the Question

As you'll see, the Common App prompts are very general and leave a lot of room for interpretation.

Moreover, colleges interpret the questions generously —they're more concerned with learning something interesting about you than with whether your topic perfectly fits the question.

Per a Common App survey from 2015 , 85% of member schools " feel the prompts should be left open to broad interpretation."

You can write about almost anything and make it work, so if you have an idea, don't let the fact that it doesn't fit neatly into one of these categories stop you. Treat these breakdowns as jumping-off points to help you start brainstorming , not the final word in how you need to approach the essay.

Make Sure You Look at This Year's Prompts

The Common App changes its prompts fairly frequently , so make sure you're familiar with the most up-to-date versions of the Common App essay questions . If you have friends or siblings who applied in past years, don't assume that you can take the exact same approaches they did.

This guide will go over the details of all seven current prompts, but first let's talk about some overall advice.

4 Tips For Finding Your Best Common App Essay Topic

As you're brainstorming and preparing to write your Common App essay, you'll want to keep these tips in mind.

#1: Make It Personal

The point of a personal statement is to, well, make a personal statement , that is to say, tell the reader something about yourself . As such, your topic needs to be something meaningful to you.

What does it mean for a topic to be "meaningful to you"?

First, it means that you genuinely care about the topic and want to write your college essay on it— no one ever wrote a great essay on a topic that they felt they had to write about .

Second, it means that the topic shows off a quality or trait you want to highlight for the admissions committee . For example, say I wanted to write about my summer job with the Parks Department. It's not enough to simply tell a story about my feud with a raccoon that kept destroying all the progress I made repairing a bench; I would need to make it clear what that experience ;shows about my character (perseverance) and explain what it ;taught me (that there are some things in life you simply can't control).

Remember that the most important thing is that your essay is about you . This advice might sound obvious, but when you're used to writing academic essays, it can be tricky to dive deep into your own perspective.

#2: Take Your Time

Give yourself plenty of time to brainstorm and write so you don't feel rushed into jotting down the first thing you can come up with and sending it right off. We recommend starting the writing process two months in advance of your first college application deadline .

On a similar note, you should take the essay seriously: it's an important part of your application and worth investing the time in to get right. If you just dash something off thoughtlessly, admissions officers will recognize that and consider it evidence that you aren't really interested in their school.

#3: Avoid Repetition

Your essay should illustrate something about you beyond what's in the rest of your application . Try to write about a topic you haven't talked about elsewhere, or take a different angle on it.

A college essay is not a resume —it's the best opportunity to show off your unique personality to admissions committees. Pick your topic accordingly.

#4: Get Specific

The best topics are usually the narrowest ones: essays focused on a single interaction, a single phrase, or a single object. The more specific you can get, the more unique your topic will be to you.

Lots of people have tried out for a school play, for example, but each had their own particular experience of doing so. One student saw trying out for the role of Hamlet as the culmination of many years of study and hard work and was devastated not to get it, while another was simply proud to have overcome her nerves enough to try out for the chorus line in West Side Story . These would make for very different essays, even though they're on basically the same topic.

Another benefit of a specific topic is that it makes coming up with supporting details much easier. Specific, sensory details make the reader feel as if they're seeing the experience through your eyes, giving them a better sense of who you are.

Take a look at this example sentence:

General: I was nervous as I waited for my turn to audition.

Specific: As I waited for my name to be called, I tapped the rhythm of "America" on the hard plastic chair, going through the beats of my audition song over and over in my head.

The first version could be written by almost anyone; the second version has a specific perspective—it's also intriguing and makes you want to know more.

The more specific your essay topic is, the more clearly your unique voice will come through and the more engaging your essay will be.

Breaking Down the 2022-23 Common App Essay Prompts

Now that we've established the basic ideas you need to keep in mind as you brainstorm, let's go through the 2022-23 Common App essay questions one at a time and break down what admissions committees are looking for in responses.

Keep in mind that for each of these questions, there are really two parts . The first is describing something you did or something that happened to you. The second is explaining what that event, action, or activity means to you . No essay is complete without addressing both sides of the topic.

Common App Essay Prompt 1: A Key Piece of Your Story

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

What Is It Asking?

This prompt is very broad. Is there something you do or love, or something that happened to you, that isn't reflected elsewhere in your application but that you feel is vital to your personal story ? Then this prompt could be a good one for you.

The key is that whatever you write about needs to be genuinely important to you personally, not just something you think will look good to the admissions committee. You need to clarify why this story is so important that you couldn't leave it off your application.

What Do They Want to Know?

This question is really about showing admissions officers how your background has shaped you . Can you learn and grow from your experiences?

By identifying an experience or trait that is vital to your story, you're also showing what kind of person you see yourself as. Do you value your leadership abilities or your determination to overcome challenges? Your intellectual curiosity or your artistic talent?

Everyone has more than one important trait, but in answering this prompt, you're telling admissions officers what you think is your most significant quality .

What Kinds of Topics Could Work?

You could write about almost anything for this prompt: an unexpected interest, a particularly consuming hobby, a part of your family history, or a life-changing event. Make sure to narrow in on something specific, though. You don't have room to tell your whole life story!

Your topic can be serious or silly, as long as it's important to you. Just remember that it needs to showcase a deeper quality of yours.

For example, if I were writing an essay on this topic, I would probably write about my life-long obsession with books. I'd start with a story about how my parents worried I read too much as a kid, give some specific examples of things I've learned from particular books, and talk about how my enthusiasm for reading was so extreme it sometimes interfered with my actual life (like the time I tripped and fell because I couldn't be bothered to put down my book long enough to walk from my room to the kitchen).

Then I would tie it all together by explaining how my love of reading has taught me to look for ideas in unexpected places.

What Should You Avoid?

You don't want your essay to read like a resume: it shouldn't be a list of accomplishments. Your essay needs to add something to the rest of your application, so it also shouldn't focus on something you've already covered unless you have a really different take on it.

In addition, try to avoid generic and broad topics: you don't want your essay to feel as though it could've been written by any student.

As we touched on above, one way to avoid this problem is to be very  specific —rather than writing generally about your experience as the child of immigrants, you might tell a story about a specific family ritual or meaningful moment.

Common App Essay Prompt 2: Coping With Obstacles

The lessons we take from obstacles we encounter can be fundamental to later success. Recount an incident or time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

This prompt is pretty straightforward. It's asking you to describe a challenge or obstacle you faced or a time you failed, and how you dealt with it .

The part many students forget is the second half: what lessons did you learn from your challenge or failure ? If you take on this question, you must show how you grew from the experience and, ideally, how you incorporated what you learned into other endeavors.

This question really raises two issues: how you handle difficult situations and whether you're capable of learning from your mistakes.

You'll face a lot of challenges in college, both academic and social. In addressing this prompt, you have the opportunity to show admissions officers that you can deal with hardships without just giving up .

You also need to show that you can learn from challenges and mistakes. Can you find a positive lesson in a negative experience? Colleges want to see an example of how you've done so.

Good topics will be specific and have a clearly explained impact on your perspective . You need to address both parts of the question: the experience of facing the challenge and what you learned from it.

However, almost any kind of obstacle, challenge, or failure—large or small—can work:

• Doing poorly at a job interview and how that taught you to deal with nerves
• Failing a class and how retaking it taught you better study skills
• Directing a school play when the set collapsed and how it taught you to stay cool under pressure and think on your feet

Make sure you pick an actual failure or challenge—don't turn your essay into a humblebrag. How you failed at procrastination because you're just so organized or how you've been challenged by the high expectations of teachers at school because everyone knows you are so smart are not appropriate topics.

Also, don't write about something completely negative . Your response needs to show that you got something out of your challenge or failure and that you've learned skills you can apply to other situations.

Spilling your coffee is not an appropriate failure, no matter how disastrous it may feel.

Common App Essay Prompt 3: Challenging a Belief

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

There are two ways to approach this question. The first is to talk about a time you questioned a person or group on an idea of theirs. The second is to talk about a time that something caused you to reconsider a belief of your own.

In either case, you need to explain why you decided the belief should be challenged, what you actually did —if your story is just that someone gave you a new piece of information and you changed your mind, you should probably find a different topic— and how you feel about your actions in hindsight .

The obvious question this prompt raises is what your values are and whether you're willing to stand up for what you believe . Whether you've reconsidered your own beliefs or asked others to reconsider theirs, it shows you've put genuine thought into what you value and why.

However, colleges also want to see that you're open minded and able to be fair and kind toward those who have different beliefs than you do. Can you question someone else's beliefs without belittling them? If not, don't choose this prompt.

This prompt is really one where you either have a relevant story or you don't . If there's a belief or idea that's particularly important to you, whether political or personal, this might be a good question for you to address.

The main pitfall with this question is that it lends itself to very abstract answers . It's not that interesting to read about how you used to believe chocolate is the best ice cream flavor but then changed your mind and decided the best flavor is actually strawberry. (Seriously, though, what is wrong with you!?) Make sure there's clear conflict and action in your essay.

Divisive political issues, such as abortion and gun rights, are tricky to write about (although not impossible) because people feel very strongly about them and often have a hard time accepting the opposite viewpoint. In general, I would avoid these kinds of topics unless you have a highly compelling story.

Also, keep in mind that most people who work at colleges are liberal, so if you have a conservative viewpoint, you'll need to tread more carefully. Regardless of what you're writing about, don't assume that the reader shares your views .

Finally, you want to avoid coming off as petty or inflexible , especially if you're writing about a controversial topic. It's great to have strong beliefs, but you also want to show that you're open to listening to other people's perspectives, even if they don't change your mind.

Common App Essay Prompt 4: Gratitude Reflection

Reflect on something that someone had done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

The first part is straightforward: describe a time someone did something positive for you that made you happy or thankful  in a surprising way.  So it can't have been something you expected to happen (i.e. your parents gave you the birthday present you were hoping for).

Next, you need to explain how that surprising gratitude affected or motivated you. So, what was the result of this positive feeling?  How did you keep it going?

This prompt helps admissions officers see both what your expectations are for certain situations and how you react when things go differently than expected. Did you take it in stride when you were pleasantly surprised? Were you too shocked to speak? Why? What about the situation wasn't what you were expecting?  Additionally, it shows them what you personally are grateful for. Gratitude is an important personal characteristic to have. What in life makes you thankful and happy? Your answer will show admissions officers a lot about what you value and how you think.

Finally—and this is the key part—they want to know the larger impact of this gratitude. Did you decide to pay it forward? Use it as motivation to better yourself/your world? When something good happens to you, how do you react?

Because this is a reflection prompt, it's a great way to show admissions officers the kind of person you are and what you value. You'll have a lot of surprising moments, both good and bad, in college, and they want to know how you deal with them and how you spread the happiness you come across.

You can choose any event, even a minor one, as long as your reaction is  unexpected happiness/gratefulness. The "unexpected" part is key. You need to choose a situation where things didn't go the way you expected. So if your uncle, who has always been a great mentor, gives you great advice, that likely won't work because you'd be expecting it.

Next, it had to have had some sort of real impact so you can explain how your gratefulness affected you. This means that, even if the event itself was small, it had to have brought about some sort of lasting change in how you live your life.

To start, brainstorm times when something went better than expected/you were happily surprised by an outcome/you were especially grateful/someone restored your faith in humanity. Remember, this has to be, overall, a positive situation, as you're being asked about an event that made you happy or grateful. This is in contrast to prompts 2 and 3 which focus more on challenges you've faced.

Once you have your list, eliminate any instances that didn't affect or motivate you. The key part of this prompt is explaining the impact of your gratitude, so you need to write about a time when gratitude made you do something you normally wouldn't have done. This could be focusing on self-care/self-improvement, paying it forward by helping someone else, shifting your values, etc. Colleges want to see how you changed because of this event.

For example, say you decide to write about your first time traveling through an airport alone. You're not sure where to go, and all the workers look busy and like they're just waiting for their break. You're wandering around, lost, too shy to ask someone for help, when a gruff-looking employee comes up and asks if you need something. When you admit you don't know how to find your gate, they take the time to walk you to it, show you which screen to watch so you know when to board, and tell you to come get them if you need any more help. It's much more help than you thought anyone would give you.

Because of that person's actions (and this is the key part), you now always keep an eye out for people who look lost or confused and try to help them because you know how intimidating it can be to be out of your depth. You also know that many times people feel embarrassed to ask for help, so you need to make the first move to help them. If you have a specific example of you helping someone in need as a result, including that will make the essay even stronger.

Avoid scenarios where you were the first person to help another. The prompt is asking about a time someone was kind to you, and  then  you reacted in response to that. You need to have the grateful moment first, then the change in behavior.

Additionally, avoid examples where someone treated you badly but you rose above it. This is a situation where someone was kind to you, and you decided to keep that kindness going.

Look at those dummies, solving a problem!

Common App Essay Prompt 5: Personal Growth and Maturity

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

Like Prompt 1, this one is very general. It's asking you to talk about something you did or something that happened that caused you to grow or mature as a person.

The other key point to remember when addressing this question is that you need to explain how this event changed or enriched your understanding of yourself or other people.

In short: when and how have you grown as a person ? Personal growth and maturity are complicated issues. Your essay might touch on themes such as personal responsibility and your role in the world and your community.

You don't have to explain your whole worldview, but you need to give readers a sense of why this particular event caused significant growth for you as a person.

This prompt can also help you show either your own sense of self-concept or how you relate to others.

Much like Prompt 3, this question likely either appeals to you or doesn't . Nonetheless, here are some potential topics:

• A time you had to step up in your household
• A common milestone (such as voting for the first time or getting your driver's license) that was particularly meaningful to you
• A big change in your life, such as becoming an older sibling or moving to a new place

It's important that your topic describes a transition that led to real positive growth or change in you as a person .

However, personal growth is a gradual process, and you can definitely still approach this topic if you feel you have more maturing to do. (Fun fact: most adults feel they have more maturing to do, too!) Just focus on a specific step in the process of growing up and explain what it meant to you and how you've changed.

Almost any topic could theoretically make a good essay about personal growth, but it's important that the overall message conveys maturity . If the main point of your essay about junior prom is that you learned you look bad in purple and now you know not to wear it, you'll seem like you just haven't had a lot of meaningful growth experiences in your life.

You also want the personal growth and new understanding(s) you describe in your essay to be positive in nature . If the conclusion of your essay is "and that's how I matured and realized that everyone in the world is terrible," that's not going to work very well with admissions committees, as you'll seem pessimistic and unable to cope with challenges.

Common App Essay Prompt 6: Your Passion

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

This prompt is asking you to describe something you're intellectually passionate about .

But in addition to describing a topic of personal fascination and why you're so interested in it, you need to detail how you have pursued furthering your own knowledge of the topic . Did you undertake extra study? Hole yourself up in the library? Ask your math team coach for more practice problems?

Colleges want to admit students who are intellectually engaged with the world. They want you to show that you have a genuine love for the pursuit of knowledge .

Additionally, by describing how you've learned more about your chosen topic, concept, or idea, you can prove that you are self-motivated and resourceful .

Pretty much any topic you're really interested in and passionate about could make a good essay here, just as long as you can put can put an intellectual spin on it and demonstrate that you've gone out of your way to learn about the topic.

So It's fine to say that the topic that engages you most is football, but talk about what interests you in an academic sense about the sport. Have you learned everything there is to know about the history of the sport? Are you an expert on football statistics? Emphasize how the topic you are writing about engages your brain.

Don't pick something you don't actually care about just because you think it would sound good.

If you say you love black holes but actually hate them and tortured yourself with astronomy books in the library for a weekend to glean enough knowledge to write your essay, your lack of enthusiasm will definitely come through.

Common App Essay Prompt 7: Your Choice

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

You can write about anything for this one!

Since this is a choose-your-own-adventure prompt, colleges aren't looking for anything specific to this prompt .

However, you'll want to demonstrate some of the same qualities that colleges are looking for in all college essays: things like academic passion, maturity, resourcefulness, and persistence. What are your values? How do you face setbacks? These are all things you can consider touching on in your essay.

If you already have a topic in mind for this one that doesn't really fit with any of the other prompts, go for it!

Avoid essays that aren't really about you as a person. So no submitting your rhetorical close-reading of the poem "Ode on a Grecian Urn" you wrote for AP English!

However, if you want to write about the way that "Ode on a Grecian Urn" made you reconsider your entire approach to life, go ahead.

The Common App Essay Questions: 5 Key Takeaways

We've covered a lot of ground, but don't panic. I've collected the main ideas you should keep in mind as you plan your Common App essay below.

#1: A Prompt 1 Topic Must Go Beyond What's in the Rest of Your Application

For prompt 1, it's absolutely vital that your topic be something genuinely meaningful to you . Don't write about something just because you think it's impressive. Big achievements and leadership roles, such as serving as captain of a team or winning a journalism award, can certainly be used as topics, but only if you can explain why they mattered to you beyond that it was cool to be in charge or that you liked winning.

It's better if you can pick out something smaller and more individual , like helping your team rally after a particularly rough loss or laboring over a specific article to make sure you got every detail right.

#2: Prompts 2, 4, and 6 Are Generally the Simplest Options

Most students have an experience or interest that will work for either Prompt 2, Prompt 4, or Prompt 6. If you're uncertain what you want to write about, think about challenges you've faced, a time you were grateful, or your major intellectual passions.

These prompts are slightly easier to approach than the others because they lend themselves to very specific and concrete topics that show clear growth. Describing a failure and what you learned from it is much simpler than trying to clarify why an event is a vital part of your identity.

#3: Prompts 3 and 5 Can Be Trickier—but You Don't Need to Avoid Them

These questions ask about specific types of experiences that not every high school student has had. If they don't speak to you, don't feel compelled to answer them.

If you do want to take on Prompt 3 or 5, however, remember to clearly explain your perspective to the reader , even if it seems obvious to you.

For Prompt 3, you have to establish not just what you believe but why you believe it and why that belief matters to you, too. For prompt 5, you need to clarify how you moved from childhood to adulthood and what that means to both you and others.

These prompts elicit some of the most personal responses , which can make for great essays but also feel too revealing to many students. Trust your instincts and don't pick a topic you're not comfortable writing about.

At the same time, don't hesitate to take on a difficult or controversial topic if you're excited about it and think you can treat it with the necessary nuance.

#4: Make Sure to Explain What Your Experience Taught You

I've tried to emphasize this idea throughout this guide: it's not enough to simply describe what you did—you also have to explain what it meant to you .

Pushing past the surface level while avoiding clichés and generalizations is a big challenge, but it's ultimately what will make your essay stand out. Make sure you know what personal quality you want to emphasize before you start and keep it in mind as you write.

Try to avoid boring generalizations in favor of more specific and personal insights.

Bad: Solving a Rubik's cube for the first time taught me a lot.

Better: Solving a Rubik's cube for the first time taught me that I love puzzles and made me wonder what other problems I could solve.

Best: When I finally twisted the last piece of the Rubik's cube into place after months of work, I was almost disappointed. I'd solved the puzzle; what would I do now? But then I started to wonder if I could use what I'd learned to do the whole thing faster. Upon solving one problem, I had immediately moved onto the next one, as I do with most things in life.

As you go back through your essay to edit, every step of the way ask yourself, "So what?" Why does the reader need to know this? What does it show about me? How can I go one step deeper?

#5: Don't Worry About What You Think You're Supposed to Write

There is no single right answer to these prompts , and if you try to find one, you'll end up doing yourself a disservice. What's important is to tell your story—and no one can tell you what that means because it's unique to you.

Many students believe that they should write about resume-padding activities that look especially impressive, such as volunteering abroad. These essays are often boring and derivative because the writer doesn't really have anything to say on the topic and assumes it'll speak for itself.

But the point of a personal statement isn't to explain what you've done; it's to show who you are .

Take the time to brainstorm and figure out what you want to show colleges about yourself and what story or interest best exemplifies that quality.

What's Next?

For more background on college essays and tips for crafting a great one, check out our complete explanation of the basics of the personal statement .

Make sure you're prepared for the rest of the college application process as well with our guides to asking for recommendations , writing about extracurriculars , taking the SAT , and researching colleges .

Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT.

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10 Exceptional Common App Essay Examples

Common app essay examples.

One of the most important pieces of the college admissions process is the Common App essay, also known as the college essay or the personal statement. By reading Common App essay examples, you can prepare to write your own. 

However, what is a personal statement? In a word, a personal statement is an essay you’ll write for college. We will learn more about what makes a great personal statement by exploring sample Common App essays. In fact, the best way for students to ace this type of essay is through dissecting Common App essay examples to see what works. 

Breaking down the Common App essay

In this article, we’ll use Common App essay examples to explore what makes a strong personal statement. We’ll break down what makes each of these Common App essay examples successful. That way, you can find inspiration and tools to unlock the best version of your own college entrance essays. We will also provide tips for coming up with college essay ideas and finding a college application essay format that works for your story.

At CollegeAdvisor, our goal is to demystify the college admissions process for all students. As such, we’ll also introduce you to many resources about how to write a college essay—like our guide on How to Write a Personal Statement linked below! In it, you’ll find even more stellar Common App essay examples to help you get inspired.

How to Write a Personal Statement – 5 Personal Statement Examples

What is a Common App essay?

The first step in writing a college essay is understanding the varying types of college essays. When students look up “what is a personal statement?” they are likely to come across many articles about sample Common App essays. Indeed, personal statement sample essays are often the same as Common App essay examples. While there are many other types of college essays, such as supplemental essays, the Common App essay/personal statement is extremely important. 

Let’s first explore one major question: what is a personal statement?

Whether you are applying to undergrad, grad school, or a scholarship, the personal statement is a general term for an essay that introduces you to admissions officers. As such, personal statement sample essays must tell a unique story about you that conveys who you are. They should showcase your personality traits, values, and personal growth. With this story, you are showing admissions teams what kind of person and community member you will be when you step onto their campus. For this reason, no two personal statement sample essays are identical.

Understanding the Common App essay

Now, let’s explore what the Common App essay is. A Common App essay is a personal statement submitted through the Common App. Astoundingly, over 1,000 colleges and universities in the United States use the Common App as an application platform. As a result, when you apply to college, you will almost definitely use the Common App. This is why there are so many Common App essay examples out there.

All Common App essay examples are 250-650 wo r ds long. Since students can apply to multiple schools using the Common App, the Common App essay examples we provide were likely submitted to several different colleges. Note how these sample Common App essays are personal to the student but still general enough to work for different schools. 

Do all schools require a Common App essay?

Besides wondering “what is a personal statement?”, many students wonder if they need one for every school.  As we mentioned, many universities in the U.S. use the Common App . However, the personal statement, also known as the Common App essay, is not required by all schools. 

For example, the Universi t y of Washington-Seattle does not accept the Common App essay even though students can apply using the Common App. However, the school has different college entrance essay requirements . These appear when you select a school on your Common App portal. 

Encouraged but not required

Some schools encourage but do not require students to submit a college entrance essay. For example, Bridgewater State University encourages students to write a college entrance essay, but it’s not mandatory. In this case, we still recommend submitting an essay, since every part of an application is a chance to showcase who you are and why you’re a compelling candidate. 

Furthermore, some schools do not require essays at all. In fact, they won’t even read your college entrance essay should you submit one. These schools, one of which is the University of South Florida , rely exclusively on other measures such as grades, test scores, or extracurriculars to make their college admissions decisions.

Though all schools don’t require a Common App essay, many do. They also might require supplemental essays. As such, it’s important to start preparing your essays early by first reading Common App essay examples. This will help you learn what makes a great college essay.

Common App Essay Prompts

The second question students might ask after ”what is a personal statement?” is “what do I write about?”

Luckily, the Common App gives you plenty of college essay ideas through the college essay topics it provides. All of the Common App essay examples we will look at responded to one of the current prompts. 

Let’s review the seven current prompts that inspired our Common App essay examples:

Current Common App Essay Prompts

1. some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. if this sounds like you, then please share your story., 2. the lessons we take from obstacles we encounter can be fundamental to later success. recount a time when you faced a challenge, setback, or failure. how did it affect you, and what did you learn from the experience, 3. reflect on a time when you questioned or challenged a belief or idea. what prompted your thinking what was the outcome, 4. reflect on something that someone has done for you that has made you happy or thankful in a surprising way. how has this gratitude affected or motivated you, 5. discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others., 6. describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. why does it captivate you what or who do you turn to when you want to learn more, 7. share an essay on any topic of your choice. it can be one you’ve already written, one that responds to a different prompt, or one of your own design..

When looking at these prompts, you’ll note that they are all asking you to be reflective. Indeed, all common app essay examples and college essays that worked involve the student engaging in self-reflection. As such, it matters less what you write about and more what deeper meaning the topic at hand has to you. Successful sample Common App essays demonstrate that the author is a deep thinker.

Choose your own topic

Furthermore, note that prompt #7 allows you to submit an essay on any topic of your choice. So, if none of the first six prompts inspire you, you can focus on another topic of your choice that is meaningful to you.

There is no one-size-fits-all college application essay format. Indeed, all of the Common App essay examples we will explore take different approaches to telling their stories. 

As we look at Common App essay examples, take note of how students were self-reflective and demonstrated their unique passion for a topic. We’ll dig into how they accomplish this as we review each of these college essays that worked.

And remember, while your essays are extremely important, they are just one part of the overall admissions process. So, before you jump into these essay examples, don’t forget to take our CollegeAdvisor quiz to see how prepared you are to successfully tackle your college applications!

How to use these Common App Essay Examples

Before we look at sample Common App essays, let’s discuss how you can use these examples of college essays to support you in writing your own.

First, avoid the impulse to compare your life to other students’ stories in these Common App essay examples. These sample Common App essays are great tools because of the students’ reflections. It truly doesn’t matter what you write about so long as you can do it in a meaningful way that shows personal growth and self-awareness. Great personal statement sample essays can be written about the most mundane or common topics . So, don’t compare your life experiences with those of other students. Simply add these Common App essay examples to your college essay writing toolbox and understand what works.

Reflect on how you want to tell your story

Secondly, use these Common App essay examples to find inspiration for how you wish to tell your story. Do these Common App essay examples use dialogue that really makes a scene come to life? Maybe a few sample Common App essays discuss topics you hadn’t realized you could write about, giving you ideas for new college essay topics. Drawing inspiration from Common App essays that worked is distinct from copying their ideas or language. So, don’t try to imitate any of these essays. Rather, use them as a tool to enhance your own unique essays. 

Finally, take note of what you learn about the writers of these sample Common App essays. Then, look at yourself through the same lens. What do you want college admission officers to learn about you? Your college entrance essay is your chance to show that.

Common App Essay Examples #1

The first of our sample Common App essays discusses a topic that many students might assume is too ordinary: a student’s love of books. After reading each of our sample Common App essays, we’ll break down what makes them strong Common App essay examples.

Sample Common App Essays #1: Books and Identity

Under the harshly fluorescent lights of an aisle in Walmart, I take position amidst the rows of plastic silverware, paper towels, and household goods while my mother searches for supplies she needs for a Fourth of July party. Neither the faint swells of an outdated and overplayed pop song nor the hustle and bustle of a retail store on a holiday weekend reach my ears because as usual, my nose is buried in a book. My mother calls to me, but her voice barely registers and I ignore her, shifting in the spot I have designated for myself aside the packages of Hefty trash bags on the bottom shelf.

She finally finds me, and I reluctantly tear my concentration away from the page. “I’ll just stay here,” I say, buying myself precious time in which I can finish the next sentence, paragraph, or chapter of the novel, and I sink contentedly back into a state of mind where I am entirely myself and nothing, not even other customers searching for trash bags, can disturb me.

This memory is not an uncommon one for me. As a child, I could always be found in stores or restaurants with my latest literary pick in hand. I constantly nagged my parents to bring me to the library or bookstore; this was a constant even as I went through “phases” as I grew up, dabbling in music and theater with temporary or half-hearted enthusiasm. Other children dressed up as astronauts or princesses, but I took on roles of different people as I struggled to find myself.

As I grow older and continue to explore different interests, my love for reading has sparked my intellectual curiosity and taught me valuable life lessons. Reading was an escape during a time when I didn’t quite know who I wanted to be. Now it marks the cornerstone of who I’ve become. I’ve read just as many books about fictional villains and heroes as those about regular people who face the same struggles I do. For me, it’s these kinds of books, stories of people not so different than myself, that have changed and defined my outlook on life. 

One such book is I’ll Give You the Sun by Jandy Nelson, a story of twins and their difficulty finding their own identity in a world where they are bound together. Noah, one of the twins, describes how he feels he is always “undercover.” He says, “‘Maybe a person is just made up of a lot of people. Maybe we’re accumulating these new selves all the time. Hauling them in as we make choices, good and bad, as we screw up, […] grow, dive into the world.’” I was unable to realize a person could be defined by multiple aspects of himself.

My tendency to try to fit into a specific role proved to be unsuccessful, but one of my different “selves” was always a part of me, even when taking on the role of someone I didn’t want to be. A love for reading is not a temporary persona I put on to appease parents, friends, or college admissions officers. The reader of a story has an unique perspective of the mind of a character. Because of this, I have realized the true depth and intricacy every person and situation can hold.

I struggled with defining my own identity, with labeling who I was, but now I know every person is much too complex to be defined by a label as simplistic as “athlete” or “musician.” So although it might be assumed that an individual pursuing an engineering degree does not enjoy reading, I am grateful for my love of books, as it is with this passion that I find myself ready to “dive into the world.”

Why this essay worked

As we mentioned earlier, it may feel difficult to come up with college essay ideas. This student chose a topic that some might consider mundane— their love of reading. However, the student is successful because they show how reading has been a critical part of their identity and personal development. 

In this essay, the student tells us how reading was an escape from the pressure she felt to define who she was. Later, reading became an integral part of her identity as a learner intrigued by stories. Given that the student plans to major in engineering, this fact adds depth and intrigue to the student’s personal brand. A college admissions officer would find this student an appealing candidate because they will likely be engaged and passionate. Through this example, we see that any topic can be a successful one if it is important to the reader and connects to a core aspect of their identity.

Lastly, as we see in many great examples of college essays, this student includes many details. They even reference dialogue from a favorite book, further illustrating their love of reading. 

Now, let’s look at a very different college application essay format in the second of our Common App Essay examples.

Sample Common App Essay #2

The second of our Common App essay examples takes the unique—and potentially challenging—approach of talking about another person. In this essay, the author describes her relationship with Sophia, a child with special needs that she meets while volunteering. 

The author’s essay is in response to prompt #3 of the Common App essay prompts: 

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

Not many Common App essay examples respond to this prompt. Let’s see how this student tackles it.

Common App Essay #2: Challenging Bias about Ability

I see Sophia and wave, laughing at her leaps of excitement that brighten my day. Sophia grins up at me, pointing at her two missing front teeth, and I marvel at how grown-up she is becoming. Deciding to capitalize on her boundless exuberance, I suggest we work on her backstroke, her least favorite. Sensing her reluctance to lie flat on the water, I point out the purple monkey and the giraffe on the ceiling, coaxing her to relax on her back and practice a few kicks. I know that with this distraction, she will slowly uncoil her arms from my waist, gaining the confidence to float on her own. Beaming, I praise her courage, offering a congratulatory high-five. Proud of today’s improvements, I hand her the dreaded kickboard. Sophia’s dimples vanish as she vigorously shakes her head, inching away from the terrifying aqua board.

Recognizing this fear, I remember a trick she loved from the previous lesson. I promise to teach her how to do an under-water handstand, and in response, she tentatively grasps the board with one hand, while clinging to me with the other. I then challenge her to splash me as hard as she can with powerful freestyle kicks, and laugh as my face is soon drenched with water. Clapping, I marvel at her ability to propel herself without any assistance, and to celebrate, we belt out “Let It Go” from Frozen together. My giggles vanish and my heart aches as she begins to recollect the long needles from her latest hospital visit, but I am amazed to see that her laugh never ceases.

Sophia has special needs. Despite her mental challenges, her bubbly and infectious personality never fails to be an uplifting inspiration. I marvel at how this 10-year-old has learned to fully appreciate the life she has been given and cherish each precious moment. In and out of surgeries, hospitals, and clinics, she still exhibits an unparalleled enthusiasm for life.

Sophia’s determination coupled with her bright personality inspires me to embrace optimism in my life. I am passionate about enabling Sophia to break down any perceived obstacles and stereotypes in front of her and lead an active life, just like any other child. Though I go in each week as the teacher, I leave having been her student. Each evening after volunteering, I would lie awake, tossing and turning, wondering how I could do more for Sophia. Prior to volunteering, I often took for granted that I have sports and activity programs readily available. But with far more athletes than coaches in the program, why did more of my peers not volunteer? Why did more people not know about the special gifts people with disabilities radiate?

Yearning to share my experience with others, I founded a club at my school called HandiCapable, encouraging my peers to volunteer with people who have special needs through sports mentoring. I hope to encourage my school community to see that people with mental disabilities are people first, facing challenges like us all. I fought to change an underlying culture where people with intellectual disabilities are mocked or misunderstood in today’s society by spearheading a campaign to eliminate the word “retarded.” Breaking away from using hurtful and derogatory colloquialisms is the first step towards understanding and compassion, altering the way we think, speak, and ultimately act.

Sophia has taught me that nothing is insurmountable if you have courage, foresight and above all, a positive attitude. She has driven me to be more accepting of people who may seem initially quite different, but face challenges like I do. She has inspired me to be more appreciative of uniqueness, because everyone has an individual personality and perspective from which I can learn. Sophia has changed how I view the world.

What makes this a successful essay ?

Writing about another person when applying to college can be tricky. Many sample Common App essays write so much about the other person that they forget to center the author. However, in this essay, the author demonstrates the impact that Sophia had on her, centering her own experiences. In doing so, it highlights how Sophia taught the author to face challenges with joy and courage. 

The student also answers the prompt fully and in detail. Specifically, the writer discusses how her experience with Sophia led her to challenge ableist thought. Moreover, the author tells the reader how her inspiration led her to create a club at her school. By doing this, she demonstrates her own leadership skills and activist mindset. In short, we learn a lot about the author even though this essay is about someone who inspired her.

For our third sample, we’ll give into the challenging world of Common App essay examples that talk about sports.

Personal Statement Sample Essay #3

Many examples of college essays talk about a sport that a student has played for a long time. Writing about this topic can be difficult. At times, students spend too much time talking about the details of the sport rather than their experiences. 

In the third of our sample Common App essays, the author shows us how her relationship to gymnastics changes over her lifetime. In doing so, she reveals a lot about her character. Let’s take a look:

Personal Statement Sample Essays #3: Perseverance and Commitment through Gymnastics 

Gymnastics has always been a part of my life and has shaped who I am today. Without gymnastics I would not have the same determined mindset, competitive nature, and appreciation of a team. If I were to neglect sharing this aspect of my life, my application would truly be incomplete.

When I was two years old, my parents enrolled me in the Parent-and-Me program at Countryside Gymnastics. At six, I became part of the pre-team program, Dynamos, and was placed in the compulsory team at age seven.  As a compulsory, I struggled to be as good as my teammates. This struggle caused frustration which evolved into determination and a competitive nature. Throughout the rest of my compulsory years, I gradually improved but still felt as though I were stuck. I knew I had to “up my game.”

The optional levels, 7 and up, brought a new factor—fear. Even though this fear did hold me back at times, I did not let it keep me from achieving my goals. Gymnastics is also extremely tough on the body. Once I entered the optional level of gymnastics, I trained at least 20 hours a week and endured the aches and pains that came along with it. However, I did not let these pains defeat me. When I reached level 9, I began to experience severe back pain, which a spine specialist diagnosed as a subcutaneous lipoma. Although the physician highly recommended I stop training to avoid complications later in life, I was too committed to stop the sport.  I let my desire push me through the pain, and I had a successful competition season, qualifying for the Region 8 Regional Competition in Jackson, Mississippi. 

During summer training in 2013, I worked as hard as possible to reach level 10, with the back pain progressively worsening. Once my pain peaked, my coach told me it may be time to “hang it up.” I could either quit or repeat level 9 with minimal training. Ultimately, the choice was mine. To prove I was capable of reaching level 10 and to support my team, I continued to train on a vigorous schedule. At level 10, I am the highest level gymnast at Countryside Gymnastics and am determined to have an exceptional competition season.

This determination and competitiveness that pushes me to accomplish my goals in gymnastics also exists in my current scholastics—the health sciences, which will ultimately prepare me for my future in pediatric medicine. Without the desire to be the best I can be, I might not have achieved success throughout my high school years.

Why this essay worked 

Some sample Common App essays that write about sports focus too heavily on the sport. In doing so, they fail to tell us much about the author. However, colleges want to know about you!

This author writes about what gymnastics has meant to her throughout her life. This gives us a window into how she thinks, what she fears, and how she handles challenges. Through describing how she pushed forward when faced with injuries or fear, she shows us how she will succeed in college and in life.

Common App Essay Examples #4

Many Common App essay examples attempt to subtly weave in achievements. However, in the fourth of our sample Common App essays, the author takes a bold move. This essay talks about how the author handles failure, revealing critical details about their character. Some might assume that successful Common App essay examples need to focus on “successes,” not failures. However, this essay shows how failure can be a good essay topic choice—if you address it the right way.

Let’s see how one student skillfully tackles the topic of failure.

Sample Common App Essays #4: A New Perspective on Failure

Stretching my ankle against the theraband, my pre-pointe teacher hands out evaluations, determining who will move up to pointe shoes. The TheraBand, worn from months of strengthening in hopes of earning pointe shoes, snaps as I eagerly grab my evaluation. Dumbfounded, I wonder how all my friends were advancing to pointe while I wasn’t. Maybe my body is not built for ballet, I conceded.

A year later, the server on the other side of the net serves the ball with a loud smack. The ball hurdles towards me in seemingly slow motion. Other players yell my name, encouraging me. I need to pass the ball, or else I won’t make the middle school volleyball team. Positioning myself, I bend my knees, and… I hit it out of the court. 

Defeated, I accept the rejection with the mindset that my lack of athleticism is permanent. 

The following fall, walking out of the audition room and having made it successfully past the first round, I was dizzy and elated. Moments prior, I perfectly performed an excerpt from a piece I prepared for 3 months and was about to play yet another excerpt, which would determine whether I would make the district honors band. Breathing rhythmically, my fingers glide over the familiar scales, my heart thumps the beat of the piece, and I triumph in my second successful audition of the evening. The results the next day were disappointing. I thought about how my mother is tone deaf, and decided that was the reason I would never be successful in my musical aspirations.

Regarding my failures as something out of my control was a recurring theme in my life. Reflecting on past experiences, I am not sure when the thought that my abilities were unchangeable began to prevail. However, I am aware of when the toxic mindset began to change.

For years, I had marveled at long distance runners. Their athleticism and ability to persistently push onwards in a race was something I lacked in my life and simultaneously desired. Spring of my freshman year of high school, I decided I wanted to join the Cross-Country team. However, joining a sport in high school tended to be very difficult, due to the fact current players had already been participating for years prior. Despite anxiety about possibly “failing” at something again, I tried anyways. After careful research and planning, I set a schedule of running and cross training six days a week. Beginning in March, I developed the capability to keep up with experienced teammates by the time the pre-season began in June.  With determination, I trained myself from a 12-minute mile runner to a 7-minute mile runner and a competitive Cross-Country athlete.

For the first time, I realized something: Failure does not define me. Instead, it drives me to succeed.

Having previously believed negative qualities cannot be changed, self-training for a sport revealed situations are not permanent. Whatever I lack in inherent talent can always be made up for in hard work and strategic planning. Innately, I am self-motivated and resilient.  Once I realized this, obtaining my goals was a possibility, and eventually, a reality. 

Because of my newfound self-awareness, pursuing goals is efficient and organized, and often produces favorable results. I no longer believe traits, such as my body type or genetic predisposition for music, restrict my ability to achieve. Instead, they are simply obstacles to be overcome. 

Letting shortcomings or events define my future or limit my aspirations is a thing of the past. What truly defines me is my ability to push past rejection and continually better myself – no matter what version of myself I am at the moment. 

Why did this essay work well?

One approach that successful personal statement sample essays could take is focusing on an unexpected topic. Throughout this essay, the author plays with the idea of failure. They introduce us to many specific moments in life when they have failed. 

As the essay moves forward, the author’s perspective on failure shifts. They learn that through their failures, they can identify ways to improve. They also realize that their own perceptions of their abilities shape how they set goals and whether they achieve them. Essentially, this student tells us through stories how they have developed a growth mindset. This is something that college admissions officers highly value in applicants.

The best Common App essay examples showcase traits that are both true to the author and appealing to colleges. Think about how to do this as you craft your own essays.

Sample Common App Essay #5

Personal statement sample examples are incredibly personal, and this next example is no different. Here, we’ll learn about a tradition that the author values deeply—spending Saturday mornings with family. 

Common App Essays that Worked #5: Family Values

I relish Saturday mornings. After a long week of rushed early mornings and drawn-out nights filled with studying, Saturday is the reward. My eyes open at my own pace. Weekdays, I awaken at 6:45 a.m. to the harsh sound of my cell phone alarm or my mom calling through my bedroom door. But not on Saturday, on that day, I rise to the sound of birds chirping or my dad moving around downstairs. Stretching for a long moment, I just enjoy staring at the ceiling. I am content after an extra hour and half of sleep.

Slowly, I leave my warm bed, throw on a comfy sweater and place my glasses on my head. It’s a welcome change from my weekday routine. I do not miss forcing my sleepy body out of bed, slipping into my itchy uniform, or forcing contacts into my tired eyes. When I make my way down the steps I am greeted by my dad reading the newspaper in his favorite leather armchair rather than my full backpack in the foyer.

These relaxing mornings offer me a much-needed break. For once, I’m not rushing off to school or soccer practice. Any essays I need to write or physics tests I must study for can wait a while. 

I take the time to just sit on the couch and read a book or watch TV. I can do everything I want or do nothing at all.

However, the true highlights of these mornings occur when I am sitting at the kitchen table with my crossword puzzle and pencil on my right and my breakfast plate and hot mug of tea on my left. Between bites of pancake, I share tricky crossword clues with my family. My mom looks up from the sports section to carefully consider the hint and my sisters bombard me with suggestions but it’s usually my dad, standing over the griddle flipping pancakes, who calls out the correct answer. As I find contentment in a meal, the Puzzles and Games section of the Philadelphia Inquirer, and the company of my family, I realize that it truly is the little things in life that mean the most.

I appreciate my dad who works long hours but still gets up to cook a big weekend breakfast for my family and the way that he serves me tea in my mom’s white college mug because he knows it’s my favorite. My sisters’ and I laugh playfully as we compete over who’s the strongest and tease me because I’m the weakest. I shake my head and smile at my mom who insists that she can eat three pieces of French Toast even though we all know she’ll barely finish two. To someone else, lazy Saturdays and family breakfasts may appear so routine, so insignificant. But to me, these moments are perfect.

This essay proves that sample Common App essays that worked don’t have to be about a huge life event. In fact, this student is writing about the most common aspects of everyday life: spending time with family. However, the way the student writes about their family demonstrates a lot about the student’s character. We learn that this student values the little things in life and cares deeply for others. 

Secondly, by using specific details, from crossword puzzles to coffee mugs, this essay highlights the author’s love for their family. This student masters the age-old writing advice of “show, don’t tell.” This approach keeps Common App essay examples intriguing and fun to read. 

Personal Statement Sample Essay #6

There isn’t one successful college application essay format or topic. However, writing about a pivotal moment in one’s life can lead to a very compelling story. Though it can be difficult, this student chooses to be vulnerable about how a catastrophic injury changed their life.

Common App Essay Examples #6: Lessons from an Injury

When I finally woke for the first time in three days, I could feel needles dancing up and down my legs where there were none, and when the doctor asked me to wiggle my toes, there was not even a flicker. Regarding my condition, the doctor told me, “Your skiing accident has left you paralyzed. Permanently.” 

In Korea, where I was born, a disability is considered very shameful. Many see people with disabilities as aliens of society. People with disabilities in Asian countries rarely leave the house due to the inaccessible nature of the society and the unbearable piercing stares of the surrounding community members. Seeing this as my only possible life in a wheelchair, the people closest to me repeatedly etched into my brain that without the use of my legs, I could never be successful or happy–a forever pitied human being.

As my church and family members visited me after my injury and saw me in the wheelchair, they reacted in shock, saying, “I’m sorry. I really hope you walk again.” As they tried to console me, I could feel their deep pity. Before even asking if I was okay, or how I was doing, my immobile legs had already drawn in their minds a picture of my bleak future. 

As apologies and condolences were continuously thrown at me, I started to believe that everyone was right. Maybe I was just a burden. Maybe I would not ever be happy. Enveloped in a façade of darkness, for so many days, I merely sat in bed begging my legs to move again. 

I would be lying if I claimed I suddenly woke up one day and was completely happy again. But through weeks and months, I started to discover that if I continued to look to my surroundings for motivation or support, I would not find it. To everyone else, my church members, my family, I had just become “that girl in the wheelchair.” But I knew I could not just give up on my aspirations or conform to the definitions that I had been labeled with due to one physical attribute.

Through my experiences after my injury, I started to notice so much, especially the lack of diversity in the workplace, and the support that this fact gave to existing societal stereotypes. I started to wonder, how would my experience after my accident have changed, or how much encouragement would I have received if I saw a doctor, teacher, nurse, that had the same abilities as I did? Motivated, I began to involve myself more, and started to work harder academically, so that one day, through my life, I can become this strength and encouragement for someone else. 

Many people, seeing me driving, or even just sitting at the movie theater, come up to me and tell me that I’m an inspiration. They tell me how amazing I am for just having gotten dressed in the morning and leaving the house. Honestly, these actions should not be considered inspiring. I’m just living my life. But because of the many prejudiced opinions towards the disability community, opinions that I too once held, the fact that a person in a wheelchair can complete even just everyday activities is considered a great feat. 

Someday, I want to be someone that inspires, not because I can get dressed or talk for myself, but because I have really accomplished something that significantly influences the world. 

Yes, there are times when I wish I could just get up and walk. However, these moments are temporary and trifling. It scares me to think that without the occurrence of my accident, I may have remained living with the traditional and well-known biases regarding disability and other differences that exist in society. Then, I may have been a true pitiful character. 

Today, I am Korean and still, a person with a disability. But I am proud. 

A common assumption is that college essays that worked simply highlight a major hardship or tragic life event. However, this is simply not true. Common App essay examples about hardships are successful only if they show how the author grew from an experience. 

In this essay, the student shares how their skiing accident changed the way they were treated, thereby changing how they viewed themselves. Rather than feeling pitiful or less-than, this student discovered a newfound determination to positively influence the world. Their perseverance is seen not only in surviving an accident, but in overcoming the limitations society places on people with disabilities. 

Common App Essay Examples #7

Many powerful sample Common App essays tap into core aspects of the human experience. This often includes how we navigate our identities– especially in an ever-globalizing world. The following example of Common App essays that worked tackles that topic with grace.  

Sample Personal Statement #7: Embracing Heritage, Integrating Identity 

“For sale: baby shoes, never worn.” 

Six words. Six words were all it took for Ernest Hemingway to embody the sorrow of a family after losing a child. It seems almost impossible to so elegantly summarize a life in six words. 

I received this seemingly impossible assignment in AP Language a year ago. How could I encapsulate my seventeen years of life into six words? Would those words sound funny, poignant, dark? I reflected on important moments that shaped me as a person to answer my questions. 

I reminisced about my early years: two loving parents and a playful younger sister. During those years, my parents instilled in me their most important values: meaningful academic pursuit, following our Indian traditions, and preserving cultural heritage.

I remembered the first time I faced the struggle that would tear me apart for the next twelve years: values ingrained in me as a child versus values my friends and the society around me possessed. As I grew older, I learned just how different my friends’ values were from mine. 

Throughout my middle school and freshman years, I had two sets of friends: my school friends and my travel basketball friends. The former focused on social status rather than academics; the latter focused on athletics rather than academics. To fit in, I created another persona for myself: someone who focused singularly on social status and athletics. This decision to change my personality based on my surroundings cost me my drive for academic pursuit, and I threw away educational opportunities. I lost sight of who I was and what held true meaning for me. 

At that time, my six words would’ve been: “Flip a coin, American or Indian.” For the next two years, I lived by that mantra.

My struggle with balancing the two-sided coin ended in tenth grade by a chance conversation with a cousin in India. As she described her social struggles and their limiting effects on her educational opportunities, I realized how fortunate I was to be in the U.S. I held my destiny in my hands; all I had to do was to reshape my mind. The dissonance created by compartmentalizing my two important sides prevented me from moving forward, and I had to bridge the distance I had created between my Indian heritage and living as an American. 

I embraced my cultural heritage by immersing myself into Bharatanatyam, an Indian classical dance, and passionately committing to it by completing a rigorous 3-year Certificate Course with Alagappa University of Performing Arts. In order to share my art with the community, I performed for neurologically challenged senior citizens residing in assisted living homes. Through this service, I was able to spread joy and culture amongst my American community, helping me bridge my cultural gap. 

Additionally, my upbringing had been focused on science with an expectation that my career would be in the medical field. Eventually, I developed an affinity toward science. Growing up, I was exposed to the American ideal that I can shape my own opportunities, pursue whichever career I desired, and just follow my heart. I found myself naturally attracted to journalism, and following my heart I ventured into journalism. 

Still, a key part of me was missing, and I found it only after conversing with my journalism teacher. She was describing an article by Helen Pearson, renowned science journalist, when it hit me: this is what I wanted to do. Science journalism was the product of my Indian upbringing and go-getter American attitude. That cathartic conversation is all that was needed to find the perfect career path for me. 

My cultural confusion turned out to be the springboard I needed for discovering balance, finding a potential career, arming me with rich life experiences, and allowing me to write the six words that transformed my life and that I still stand by:

“Shape my mind, shape my destiny.”

What makes this essay great ?

For students coming from multiple cultures or marginalized identities, writing a personal statement can be a healing form of self-reflection. Indeed, many successful Common App essay examples touch on this topic. However, as always, writing about it with intention and care is ultimately what makes these personal statement sample essays work. 

As an Indian-American, this student feels torn between connecting to their Indian heritage and integrating within their American community. They overcome this inner conflict by reframing how they view their identity, rejecting the either-or paradox they felt caught in. They even intentionally immerse themself in their Indian culture and share it with others through volunteer work. From their reflection, they discover how science journalism could be a career that merges all parts of their identity.

Compelling Common App essay examples are written engagingly . This author hooks us from the start of their essay with an intriguing quote that immediately catches the reader’s attention. They also bring that hook back to show us how changing their mindset allowed them to overcome their inner conflict.

Our next example of Common App essays that worked brings together two topics that the author feels passionate about. In doing so, the author doubles their ways to showcase who they are. 

Sample Common App Essay #8

All Common App essays that worked have touched upon a topic that is meaningful to the author. This next author wrote about two – their love of Rubik’s cubes and scientific research.

Common App Essay Examples #8: Rubik’s Cubes and Research

The complex array of colors had always baffled me. Orange, yellow, green, red, white, and blue all jumbled together on a mystifying gadget that just could not be completed. Twisting and turning side after side was of no use, the Rubik’s Cube could not be solved. This elaborate contraption presented me with the most overwhelming experience of my life. It outshined everything else in my dull life, and solving it became a life-changing experience.

I spent many weeks trying to find different combinations that could solve the mysterious puzzle. After continuously failing, I felt infuriated. However, rather than giving up on my goal, I knew I could do it. I worked backwards until I realized what I did wrong early in the solving process. I kept forgetting to do a critical step, causing me to get two colors in their wrong spots. Knowing this, I was able to alter my procedure and make significant progress. I was finally able to solve four out of the six sides over the course of 45 seconds. Solving the last two sides, however, needed a little more time and effort. My affection for mathematics and science stems mainly from this- both involve a similarly coherent and disciplined approach just like the Rubik’s Cube. 

This past summer, I did research work at Columbia University Medical Center on ion channel membrane proteins and studied their structure and function in the ultimate goal to find drug targets to help cure cancer. When some research experiments provided dubious outcomes, I was given the assignment of checking that the viruses we were working with had been identified correctly. I spent weeks running DNA gels through gel electrophoresis and trying to find specific genes in each virus, but I had varying results. I was exasperated, but rather than giving up on my task, I thought about my past experience with the Rubik’s Cube. Working backwards on the Rubik’s Cube helped me figure out exactly at which step I went wrong.

So I decided to work backwards on my research until I reached the source, the primers, I had used to amplify the DNA and specify the desired mutations were nonspecific, thus making them ineffective in distinguishing the six genes of interest to us. Knowing this, I was able to modify my experiments accordingly, looking at protein content instead of DNA sequences. I was finally able to prove that four of the six viruses were correct. The last two, however, needed to be reanalyzed. Just like the troubleshooting strategy with the Rubik’s Cube, working backwards helped me to find my source of error and ultimately got me 4/6 th of the way through my goal.  My research work was crucial to the graduate student whom I was working with, and he was able to redesign his experiments to account for the fifth and sixth viruses.

Researching in a lab alongside a renowned professor was a thrilling experience for me. I gave up hanging out with my friends on the beach and chose to work with chemicals and viruses instead. My urge to understand these proteins was the driving force of my research. I am incredibly proud of my contribution to solving the puzzle of cancer. It was a small piece, but vital nevertheless. This cerebral inspiration, combined with an aspiration to learn more about life’s ambiguities, compels me to chase a profession with scientific research.

The sense of self-satisfaction and achievement I felt from my research work at the Columbia University was much the same as that I felt upon solving the Rubik’s Cube. This sensation is one I hope to experience throughout my life as the cancer puzzle is unequivocally one of the most critical puzzles of the modern era and certainly the first of a myriad of puzzles I hope to solve in the field of scientific discovery. 

Why this Essay Worked

This sample combines two college essay ideas flawlessly. First, the student introduces us to their love of Rubik’s cubes. Then, they flow into their love of research and the impact they made through their summer internship at a cancer research lab. 

The real power comes in how the student uses their approach to Rubik’s cubes in order to overcome a roadblock in their research. By doing so, the student highlights their problem-solving skills alongside their compassion for others. In this, this essay highlights the writer’s wish to positively impact the world. We can learn a lot about crafting a strong college application essay format from this example.

Our next sample of Common App essays that worked highlights a student’s passion for language . Moreover, it uses a hook and a writing style that makes it a standout essay.

Personal Statement Sample Essay #9

When thinking about how to write a college essay, start by thinking: what could I talk about all day? Great Common App essay examples often focus on passions. This author introduces us to one of their passions—the written word—through a story about an influential English teacher.

Common App Essay Examples #9: A Love for Language 

It is like selecting the perfect pair of socks, I suppose. I envision myself kneeling before the bottommost drawer of my bureau, my chilled feet egging me on, and perusing the trove of choices that awaits my roving fingertips. I meditate on the day’s promises before making my selection – now, did the weatherman say 65 or 55 degrees? Was that rain the Farmers’ Almanac called for? Perhaps I should just wear sandals. After a few more moments of inspection: Ah – there it is! Of perfect hue, texture, and temperament, it is exactly the article for which I sought.

There exists a great parallel between this, the daily hosiery search that begins my mornings, and my lifelong pursuit of the perfect word. Socks and words, both objects of my affection, are united in their enduring qualities: both involve a weighty decision, require a certain shrewdness and pragmatism from the selector, and offer nearly endless options that only intensify the quandary. However, in seventeen years of interaction with both, I informedly pronounce that I find the latter to be infinitely more cumbersome, convoluted, and, thus, beautiful. 

My rendezvous with language began as all children’s do: with crying. On the heels of crying came babbling, soon ousted by laconic speech and finally replaced by comprehensible expression. To my youngest self, language was mechanical and lifeless, a rigid blend of lexicon and grammar that broke as many rules as it created. This sentiment prevailed until I walked into Mrs. Regan’s fourth-grade class.

On that fateful first day, I recall being struck by her inviting personality and stylish plaid frock (I was personally wanting in the department of fashion). Beyond the warmth of her disposition, her pedagogical philosophy was unconventional and striking, even to an easily-distracted girl who wore the same green shirt every day. Her intention was not to satisfy district-determined measures or adhere to the antiquated curricula her coworkers professed. Instead, she pushed her students to invite intellectual challenges and conundrums, exposing us to the complexities of academia that she adored.

Her passion was best evidenced by the infamous vocabulary lists that circulated every Monday, boasting words typically native to a high school workbook. Suddenly, pedestrian exercises in ‘Choosing the Right Word’ were transformed into riveting explorations of the English language’s multiplicity, breadth, and allure. Within weeks I was concocting sentences just to employ ‘voracity’ and asking for synonyms for ‘vociferous’ that could aptly describe my rowdy classmates.

With thanks due to Mrs. Regan’s tutelage, my enthusiasm for words matured into an infatuation. I began to pour through the well-worn dictionary that presided over my nightstand, tasting the foreign syllables as they rolled from my lips. Coincidentally, I was soon given the title of the ‘human dictionary’ at school and have since served as a consultant for my friends and peers, answering questions of “What word fits best here?” or, the age-old query, “Affect or effect?” But the further I read, the more humbled I become, dwarfed by the vastness and mystery of my mother tongue.

Though my ensuing years of education have been enormously fruitful, Mrs. Regan remains my childhood hero on two counts: she encouraged my obsession with the written word and indulged my fourth-grade wish for a challenge. The insatiability I feel puzzling over jargon on PubMed, hearing the ping of Merriam-Webster Dictionary’s word of the day arriving in my inbox, and maybe even shedding a tear at the aesthetic tenor of ‘supercalifragilisticexpialidocious’ can be traced to those days of yore, spent copying definitions in a blockish scrawl. Today, as in that year far gone, I am still in pursuit of the perfect word – ever elusive, sitting on the tip of my tongue. But pouring through the dresser drawers of my mind, abundant with the tokens of my educational and lingual experience, I know it will not be long until I find it.

What makes this essay stand out?

Great Common App essay examples must be well-written. In this essay, the student’s writing mirrors her love for writing; they are both exceptional. Not all effective sample Common App essays need to have large vocabulary words like this essay does. However, they all need to reflect the student’s unique voice and be grammatically correct. 

This essay takes us into the student’s mind, showing us how they think and how much they love the English language. They highlight countless examples of how they embrace the challenge of writing, all through the metaphor of choosing socks. As such, we see a student who is ambitious and passionate. These character traits make them a very desirable candidate.

Common App Essay Examples #10

Next, let’s look at our final sample of Common App essays that worked. In this essay, we’ll explore a student’s relationship to acting and labels throughout their life.

Common App Essay Examples #10: Letting Go of Labels

“Are you ready?” I looked up at the sound of an unfamiliar voice, which I followed to a face caked in a mask of stage makeup. I replied with a curt nod and feigned smile, forcing my expression to oppose the dread welling inside my stomach. In no way did I feel prepared; truthfully, I felt nothing short of ridiculous, clad in an electric green, one-sleeved spandex dress reminiscent of a 4 th grader’s discarded dance ensemble (and no doubt someone’s well-intentioned but unfortunate donation to the costume bin). Trapped in my orb of painful self-awareness, I peeked into the audience, imbibing Coke from the concession stand and looking detachedly at iPhones, waiting for the dimming lights to signify the start of Act I. All I felt was my heart careening into my throat.

Weeks before, I accepted the request to play my ukulele during the high-school production of Godspell the musical. I thereupon decided to enter the wily seas of the theatre arts with the remarkably determined response of “Hey, why not?” Initially, my decision seemed an innocuous one. Playing ukulele? Seeing a show? Indulging in complimentary refreshments? The positive haze that enveloped the future reminded me that this could be my shot – the chance of realizing my Audra-McDonald-and-Angela-Lansbury-inspired dreams of performing, a dream left behind long ago.

Music and theatre forever had been a part of me, a shaper of the fantasies of grandeur and fame inherent with childhood. Christened with the bellows of Tchaikovsky and Dvořák and raised alongside a sister infatuated with the spotlight, it seemed only natural for me to ascend to my own musical perch. As years passed, however, my shier disposition guided me to athletics, and I soon became the recipient of patronizing nods when I explained that, no, I did not sing too. Even so, with the purchase of a ukulele, my passion became a quiet one, made undeniably alive in the moments everyone left the house and silenced as the family car pulled in again. 

Unfortunately, no late-night bedroom performance could have prepared me to step before an audience. In the wing, someone grabbed my arm and motioned onto the stage. My legs took on the cartoon effect of wobbling back and forth, and I plastered a perturbed grin on my face as a sorry attempt at joy (probably reading more a grimace than the beacon of ecstasy I had hoped). The cast shuffled onto the stage, cloaked in the colors of Stephen Schwartz’s vision, and the cue sounded for the song to start.

I stood arrested under the searing lights, feeling my heart race and sweat glands dilate. I looked into a faceless audience, blackened by the concentration of light striking my retina. Blinking and restoring my vision, I glanced beside me and saw the warmth and undiluted joy of my peers. Their smiles were not feigned. A lone flautist tooted out the first notes and, still watching over my shoulder, I fumbled to make a C chord. The tune began; I inhaled and opened my mouth and sang. 

I used to fashion square containers in my mind, ones in which I placed my friends, acquaintances, and, often, myself. I smacked a label on the box – maybe ‘Equestrian’, ‘Mathematical Genius’, or ‘Makes a Mean Stew’ – and relied upon my scheme, this Dewey Decimal System of my interpersonal library, to govern my conceptions of those around me. Only once I had lumped myself into the ‘Athlete’ bin and sealed the lid did I notice that an air-tight container is not where I belong, not where any free-thinking, passionate, idiosyncratic being belongs. Immersing myself into the vibrancy of the Godspell stage, uke in tow, and exuding what I had internalized shattered this jejune way of categorizing the world.

As I reassessed my perspective, I thought, maybe one day I’ll become a crusader of self-expression, a lover of every powerful facet that culminates in the individual, no matter where I find myself. Until then, I’ll keep on singing – not proudly, not defiantly, and definitely not concordantly, but my voice will pipe to the intricate, malleable tune of myself.

One college application essay format that works for some students is to take us directly into a scene through dialogue. This is often an effective hook. Here, the author uses this tactic to capture our attention. They also describe the moment before they step on stage with evocative details, allowing us to experience their anxiety. This is another great example of showing and not telling. 

However, the author’s anxiety about acting transforms into several realizations about their relationship to the arts. Fear led them to stop acting, and embrace athletics instead. However, in the end, the author realizes that they don’t need to choose one or the other. Instead, they can continue to evolve and explore new sides of themself as they grow. 

Undoubtedly, college admissions officers evaluated this writeras a lifelong learner who faces fears and constantly questions society’s assumptions. Like many compelling personal statement sample essays, this student takes us on a journey through her self-development.

How to write a college essay?

We’ve looked at 10 successful Common App essay examples. Now, you might be wondering how to write a college essay that is equally as compelling. Let’s look at some college essay tips to help you ace the process :

4 tips for writing college essays

1. start early.

We can almost guarantee that none of the Common App essay examples featured here were written overnight. In fact, these Common App essays that worked required ample time to choose a topic, reflect on one’s growth, write the essay, get feedback, and edit. 

Often, to write a successful essay, one must step away from a piece and come back to it. As such, it is important to give yourself plenty of time to write your essay. For most, this means several months. If you’re a college junior, start the summer before your senior year. 

2. Be you, specifically and authentically

Whether you’re writing about an injury or a favorite book, make sure your college essay ideas are meaningful and personal. Pick a topic that you could passionately talk about all day. Furthermore, always speak about your ideas and experiences in detail. Telling us that you love books is not as powerful as telling us how your parents had to continually turn off the lights in your room because you would stay up all night reading.

3. Write many drafts

Your first draft is often not your best draft. In fact, it can take upwards of 3-4 drafts to get to an essay that you’re proud of. Likewise, prepare yourself for the possibility of completely scrapping one of your college essay topics or reworking your entire college application essay format. These are all natural parts of the process.

4. Get help from others

Like many of the most challenging things in life, applying to college is best done with help. When brainstorming college essay topics, consider asking friends and family what makes you stand out in their minds. Ask experts like a CollegeAdvisor admissions counselor or an English teacher to review your essay. And, of course, read many examples of college essays to find inspiration. But don’t forget that you aren’t alone in this process!

We’ve now talked about how to write a college essay and looked at some Common App essay examples. But what makes a great college essay? We’ll explore characteristics of Common App essays that worked next.

What makes a great college essay?

We’ve looked at many Common App essay examples in this guide. As you’ve likely noticed, there is no single perfect recipe for college essays that worked. In fact, these sample Common App essays are all very different. From college essay topics to college application essay format, there is great diversity in what makes a great college essay. 

Still, there are some traits that many great Common App essay examples share. Here are a few:

Unique to the student 

Among the most important college essay tips is to write about what matters to you. If you try to copy someone else’s idea or write what you think colleges want to hear, your essay will feel forced. Instead, choose the topic that immediately catches your attention. This will lead to you writing about your most meaningful experiences. These could be anything from growing up without money to remembering your favorite toy. The personal statement sample essays we highlighted touch on many different topics. However, all of them were important to the authors.

Along with this, focus on writing in your own voice. If you don’t naturally write with four syllable vocabulary words, then don’t try to do so in your essay. Our personal statement sample essays highlighted several different writing styles, and they all worked.

Well-written

You don’t have to write like a college professor. However your essay does have to be easy to read and free of grammatical errors . Note that our personal statement sample essays were free from slang and typographical errors. In part, admissions officers are assessing your writing abilities. Show them the best writing you can produce.

Undoubtedly, admissions officers are looking to see how you reflect upon your experiences. Ideally, they want to see personal growth. What did you learn? What do you value? How do you solve problems? How do you approach challenges? All of our Common app essay examples demonstrate the author reflecting upon their experience in order to answer such questions. 

Additional Common App Essay Tips

We’ve covered a lot of ground in this guide to Common App essay examples. To finish, we have a few more tips from what we saw in our personal statement sample essays.

Show, don’t tell

A common literary approach that all of the sample Common App essays employed is the maxim of “show, don’t tell.” Though this is a cliché piece of advice , it is critical to all college essays that worked. It involves using descriptive language, dialogue, and other details to make your story come to life. Imagine you are a film director – how would you describe the story you are trying to tell in 3D detail? Our sample Common App essays were chock full of details that brought each story to life and made for an engaging read.

Find a hook

A hook is a compelling start to an essay. It is one of the most common aspects of a successful college application essay format. A hook can look like a piece of dialogue, an evocative sentence, or a surprising statement. If you look at our Common App essay examples, you’ll see that they all start with an interesting hook.

Read your essay aloud

The last of our college essay tips has to do with how you edit your essay. We recommend reading it aloud to yourself. This not only helps with finding typos or wordiness; it also allows you to connect with the emotion behind your essay. Does reading it make tears well in your eyes? Does it make you laugh? If so, you’re likely onto something great. Reading your essay out loud also helps to know if it sounds natural. As we stated earlier, all of our sample Common App essays capture the unique voices of different students.

Other CollegeAdvisor Essay Resources to Explore

At CollegeAdvisor, we’re committed to helping you ace the admissions process and get into a school that makes you happy. As such, beyond this article with sample Common App essays, we have other resources to guide you through the essay process.

Common App Essays 2023‒2024

If you liked reading our Common App essay examples, check out this article about personal statement sample essays. You’ll find more college essay ideas and college essay tips inside. 

Alternatively, if you’re already in college but are considering transferring , we have a guide for writing your transfer essay. With this guide, you’ll be able to reflect on why a new school might be a better fit for you. You’ll also learn how to ensure that your application to a new school is compelling. Since transfer essays have a slightly different college application essay format, you shouldn’t simply recycle a past personal statement.

Additionally, we have helpful webinars about writing your Common App essay. Our webinar on crafting your unique story will help you think about what kind of characteristics or branding you wish to highlight in your essay. Thinking in this way may feel more natural than trying to simply answer a prompt. 

Crafting Your Story: Effective Strategies for College Essays

If you’re a junior , our webinar on using the summer before your senior year to get ahead on writing your personal statement will help you get organized. Resources like these can help make the college application process much less stressful. We can guarantee that each of these sample Common App essays took a good amount of time to write. With that in mind, starting early is key.

Common App Essay Examples – Final Takeaways

In this article, we showed you ten Common App essay examples and broke down why they are Common App essays that worked. Hopefully, you can now answer both the questions “what is a personal statement?” and “what makes great sample Common App essays?”. If you remember only one of our featured college essay tips, let it be to stay true to yourself in your essay. 

The process of applying to college, and especially being vulnerable in an essay, can be daunting. However, CollegeAdvisor is here to support you. In addition to providing dozens of examples of college essays and other resources , we offer personalized admissions guidance designed to help students succeed. Click here to connect with a member of our team and learn more. 

Courtney Ng wrote this guide full of Common App Essay Examples. Looking for more admissions support? Click  here  to schedule a free meeting with one of our Admissions Specialists. During your meeting, our team will discuss your profile and help you find targeted ways to increase your admissions odds at top schools. We’ll also answer any questions and discuss how  CollegeAdvisor.com  can support you in the college application process.

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How to Write the Common Application Essays 2023-2024 (With Examples)

The Common App essay is one of the most important parts of your application, but it can be extremely daunting if you’re not familiar with creative writing or what admissions officers are looking for.

In this blog post, we’ll provide advice on how to break down these prompts, organize your thoughts, and craft a strong, meaningful response that admissions officers will notice. If you’d like more free personalized help, you can get your essays reviewed and explore school-by-school essay help on CollegeVine.

Why the Common App Essay Matters

Admissions is a human process. While admissions committees look at grades, test scores, and extracurriculars, there are five students that have great qualifications in those areas for every spot in a university’s class. As an applicant, you need an admissions counselor to choose you over everyone else — to advocate specifically for you. 

This is where essays come in; they are an opportunity for you to turn an admissions counselor into an advocate for your application! Of your essays, the Common App is the most important since it is seen by most of the colleges to which you apply. It is also your longest essay, which gives you more space to craft a narrative and share your personality, feelings, and perspective.

It’s not hyperbole to say that getting the Common App essay right is the single most important thing you can do to improve your chances of admission as a senior. 

Overview of the Common App

The Common App essay is the best way for admissions committees to get to know you. While SAT scores, your past course load, and your grades provide a quantitative picture of you as a student, the Common App essay offers adcoms a refreshing glimpse into your identity and personality. For this reason, try to treat the essay as an opportunity to tell colleges why you are unique and what matters to you.

Since your Common App essay will be seen by numerous colleges, you will want to paint a portrait of yourself that is accessible to a breadth of institutions and admissions officers (for example, if you are only applying to engineering programs at some schools, don’t focus your Common App on STEM at the expense of your other applications — save that for your supplemental essays).

In short, be open and willing to write about a topic you love, whether it is sports, music, politics, food, or watching movies. The Common App essay is more of a conversation than a job interview.

What Makes a Great Common App Essay?

A great Common App essay is, first and foremost, deeply personal. You are relying on the admissions committee to choose you over someone else, which they are more likely to do if they feel a personal connection to you. In your essay, you should delve into your feelings, how you think about situations/problems, and how you make decisions.

Good essays also usually avoid cliche topics . A couple overdone themes include an immigrant’s journey (particularly if you’re Asian American), and a sports accomplishment or injury. It’s not that these topics are bad, but rather that many students write about these subjects, so they don’t stand out as much. Of course, some students are able to write a genuine and unique essay about one of these topics, but it’s hard to pull off. You’re better off writing about more nuanced aspects of your identity!

You should also, of course, pay close attention to your grammar and spelling, use varied sentence structure and word choice, and be consistent with your tone/writing style. Take full advantage of the available 650 words, as writing less tends to mean missed opportunities.

Finally, it’s a good practice to be aware of your audience – know who you are writing for! For example, admissions officers at BYU will probably be very religious, while those at Oberlin will be deeply committed to social justice.

See some examples of great Common App essays to get a better idea of what makes a strong essay.

How your Common App Essay Fits with Your Other Essays

The Common App is one part of a portfolio of essays that you send to colleges, along with supplemental essays at individual colleges. With all of your essays for a particular college, you want to create a narrative and tell different parts of your story. So, the topics you write about should be cohesive and complementary, but not repetitive or overlapping. 

Before jumping in to write your Common App essay, you should think about the other schools that you’re writing essays for and make sure that you have a strategy for your entire portfolio of essays and cover different topics for each. If you have strong qualifications on paper for the colleges you are targeting, the best narratives tend to humanize you. If you have weaker qualifications on paper for your colleges, the best narratives tend to draw out your passion for the topics or fields of study that are of interest to you and magnify your accomplishments. 

Strategy for Writing the Common App Essays

Because the Common App essay is 650 words long and has few formal directions, organizing a response might seem daunting. Fortunately, at CollegeVine, we’ve developed a straightforward approach to formulating strong, unique responses.

This section outlines how to: 1) Brainstorm , 2) Organize , and 3) Write a Common App essay.

Before reading the prompts, brainstorming is a critical exercise to develop high-level ideas. One way to construct a high-level idea would be to delve into a passion and focus on how you interact with the concept or activity. For example, using “creative writing” as a high-level idea, one could stress their love of world-building, conveying complex emotions, and depicting character interactions, emphasizing how writing stems from real-life experiences.

A different idea that doesn’t involve an activity would be to discuss how your personality has developed in relation to your family; maybe one sibling is hot-headed, the other quiet, and you’re in the middle as the voice of reason (or maybe you’re the hot-head). These are simply two examples of infinitely many ideas you could come up with.

To begin developing your own high-level ideas, you can address these Core Four questions that all good Common App essays should answer:

• “Who Am I?”
• “Why Am I Here?”
• “What is Unique About Me?”
• “What Matters to Me?”

The first question focuses on your personality traits — who you are. The second question targets your progression throughout high school (an arc or journey). The third question is more difficult to grasp, but it involves showing why your personality traits, methods of thinking, areas of interest, and tangible skills form a unique combination. The fourth question is a concluding point that can be answered simply, normally in the conclusion paragraph, i.e., “Running matters to me” or “Ethical fashion matters to me.”

You can brainstorm freeform or start with a specific prompt in mind.

Sometimes, it can be helpful to start by jotting down the 3-5 aspects of your personality or experiences you’ve had on a piece of paper. Play around with narratives that are constructed out of different combinations of these essential attributes before settling on a prompt. 

For example, you might note that you are fascinated by environmental justice, have had success in Model Congress, and are now working with a local politician to create a recycling program in your school district. You may also have tried previous initiatives that failed. These experiences could be constructed and applied to a number of Common App prompts. You could address a specific identity or interest you have associated with public advocacy, discuss what you learned from your failed initiatives, explore how you challenged the lack of recycling at your school, fantasize about solving waste management issues, etc. 

Selecting a prompt that you identify with

For example, consider the following prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Perhaps you had been a dedicated and active member of your school’s debate team until one of your parents lost their jobs, leaving you unable to afford the high membership and travel dues. You decided to help out by getting a job after school, and responded to your familial hardship with grace and understanding (as opposed to anger). A few months later, and after speaking with your former debate coach and your parents, you set up a system to save up for your own trips so that you could still participate in debate!

In general, the most common mistake CollegeVine sees with Common App essays is that they aren’t deeply personal. Your essay should be specific enough that it could be identified as yours even if your name wasn’t attached. 

If you get stuck, don’t worry! This is very common as the Common App is often the first personal essay college applicants have ever written. One way of getting unstuck if you feel like you aren’t getting creative or personal enough is to keep asking yourself “why”

For example: I love basketball…

• Because I like having to think on the fly and be creative while running our offense.

It can often help to work with someone and bounce ideas off them. Teachers are often a bad idea – they tend to think of essays in an academic sense, which is to say they often fail to apply the admissions context. Further, it is unlikely that they know you well enough to provide valuable insight. Friends in your own year can be a good idea because they know you, but you should be careful about competitive pressures applying within the same high school. Older friends, siblings, or neighbors who have successfully navigated the admissions process at your target universities (or good universities) strike that medium between no longer being competitive with you for admissions but still being able to help you brainstorm well because they know you.

Overall, there is no single “correct” topic. Your essay will be strong as long as you are comfortable and passionate about your idea and it answers the Core Four questions.

Common App essays are not traditional five-paragraph essays. You are free to be creative in structure, employ dialogue, and use vivid descriptions—and you should! Make sure that context and logic are inherent in your essay, however. From paragraph to paragraph, sentence to sentence, your ideas should be clear and flow naturally. Great ways to ensure this are using a story arc following a few major points, or focusing on cause and effect.

The traditional approach

This involves constructing a narrative out of your experiences and writing a classic personal essay. You are free to be creative in structure, employ dialogue, and use vivid descriptions—and you should! Make sure that context and logic are inherent in your essay, however. From paragraph to paragraph, sentence to sentence, your ideas should be clear and flow naturally. Great ways to ensure this are using a story arc following a few major points, or focusing on cause and effect.

The creative approach

Some students prefer to experiment with an entirely new approach to the personal essay. For example, a student who is passionate about programming could write their essay in alternating lines of Binary and English. A hopeful Literature major could reimagine a moment in their life as a chapter of War and Peace, adopting Tolstoy’s writing style. Or, you could write about a fight with your friend in the form of a third person sports recap to both highlight your interest in journalism and reveal a personal story. Creative essays are incredibly risky and difficult to pull off. However, a creative essay that is well executed may also have the potential for high reward.

Your Common App essay must display excellent writing in terms of grammar and sentence structure. The essay doesn’t need to be a Shakespearean masterpiece, but it should be well-written and clear.

A few tips to accomplish this are:

• Show, don’t tell
• Be specific
• Choose active voice, not passive voice
• Avoid clichés
• Write in a tone that aligns with your goals for the essay. For example, if you are a heavy STEM applicant hoping to use your Common App essay to humanize your application, you will be undermined by writing in a brusque, harsh tone.

“Show, don’t tell” is vital to writing an engaging essay, and this is the point students struggle with most.  Instead of saying, “I struggled to make friends when I transferred schools,” you can show your emotions by writing, “I scanned the bustling school cafeteria, feeling more and more forlorn with each unfamiliar face. I found an empty table and ate my lunch alone.”

In many cases, writing can include more specific word choice . For example, “As a kid, I always played basketball,” can be improved to be “Every day after school as a kid, I ran home, laced up my sneakers, and shot a basketball in my driveway until the sun went down and I could barely see.”

To use active voice over passive voice , be sure that your sentence’s subject performs the action indicated by the verb, rather than the action performing onto the subject. Instead of writing “this project was built by my own hands,” you would say “I built this project with my own hands.”

Finally, avoid clichés like adages, sayings, and quotes that do not bring value to your essay. Examples include phrases like “Be the change you wish to see in the world” (it’s also important to know that sayings like these are often seriously misquoted—Gandhi did not actually utter these words) and lavish claims like “it was the greatest experience of my life.”

A few tips for the writing (and re-writing!) process

• If you have enough time, write a 950 word version of your personal statement first and then cut it down to the official word limit of 650. In many cases, the extra writing you do for this draft will contain compelling content. Using this, you can carve out the various sections and information that allow you to tell your story best. 
• Revise your draft 3-5 times. Any more, you are probably overthinking and overanalyzing. Any less, you are not putting in the work necessary to optimize your Common App essay.
• It can be easy for you to get lost in your words after reading and rereading, writing and rewriting. It is best to have someone else do your final proofread to help you identify typos or sentences that are unclear.

Deciding on a Prompt

This section provides insights and examples for each of the 7 Common App essay prompts for the 2023-2024 cycle. Each of these prompts lends itself to distinct topics and strategies, so selecting the prompt that best aligns with your idea is essential to writing an effective Common App essay.

Here are this year’s prompts (click the link to jump to the specific prompt):

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. recount a time when you faced a challenge, setback, or failure. how did it affect you, and what did you learn from the experience, reflect on a time when you questioned or challenged a belief or idea. what prompted your thinking what was the outcome, reflect on something that someone has done for you that has made you happy or thankful in a surprising way. how has this gratitude affected or motivated you, discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others., describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. why does it captivate you what or who do you turn to when you want to learn more, share an essay on any topic of your choice. it can be one you’ve already written, one that responds to a different prompt, or one of your own design..

This prompt offers an opportunity to engage with your favorite extracurricular or academic subject, and it allows you to weave a narrative that displays personal growth in that area. An essay that displays your personality and a unique interest can be attention-grabbing, particularly if you have an unconventional passion, such as blogging about Chinese basketball or unicycling.

Don’t feel intimidated if you don’t have a passion that is immediately “unique,” however. Even an interest like “arctic scuba diving” will fail as an essay topic if it’s not written with insight and personality. Instead of attempting to impress the Admissions Officer by making up unusual or shocking things, think about how you spend your free time and ask yourself why you spend it that way. Also think about your upbringing, identity, and experiences and ask yourself, “What has impacted me in a meaningful way?”

Here Are A Few Response Examples:

Background – A person’s background includes experiences, training, education, and culture. You can discuss the experience of growing up, interacting with family, and how relationships have molded who you are. A background can include long-term interactions with arts, music, sciences, sports, writing, and many other learned skills. Background also includes your social environments and how they’ve influenced your perception. In addition, you can highlight intersections between multiple backgrounds and show how each is integral to you.

One student wrote about how growing up in a poor Vietnamese immigrant family inspired her to seize big opportunities, even if they were risky or challenging. She describes the emotional demand of opening and running a family grocery store. (Note: Names have been changed to protect the identity of the author and subjects in all the examples.)

The callouses on my mother’s hands formed during the years spent scaling fish at the  market in Go Noi, Vietnam. My mother never finished her formal education because she  labored on the streets to help six others survive. Her calloused hands not only scaled fish, they  also slaved over the stove, mustering a meal from the few items in the pantry. This image  resurfaces as I watch my mother’s calloused hands wipe her sweat-beaded forehead while she  manages the family business, compiling resources to provide for the family. 

Living in an impoverished region of Vietnam pushed my parents to emigrate. My two  year-old memory fails me, but my mother vividly recounts my frightened eyes staring up at her on my first plane ride. With life packed into a single suitcase, my mother’s heart, though,  trembled more than mine. Knowing only a few words of English, my mother embarked on a  journey shrouded in a haze of uncertainty. 

Our initial year in America bore an uncanny resemblance to Vietnam – from making one  meal last the entire day to wearing the same four shirts over and over again. Through thin walls, I  heard my parents debating their decision to come to the United States, a land where they knew  no one. My grandparents’ support came in half-hearted whispers cracking through long-distance  phone calls. My dad’s scanty income barely kept food on the table. We lived on soup and rice for  what seemed an interminable time. 

However, an opportunity knocked on my parents’ door: a grocery store in the town of  Decatur, Mississippi, was up for rent. My parents took the chance, risking all of their savings.  To help my parents, I spent most of my adolescent afternoons stocking shelves, mopping floors,  and even translating. My parents’ voices wavered when speaking English; through every attempt to communicate with their customers, a language barrier forged a palpable presence in each  transaction. My parents’ spirits faltered as customers grew impatient. A life of poverty awaited us in Vietnam if the business was not successful. 

On the first day, the business brought in only twenty dollars. Twenty dollars. My mother and my father wept after they closed the shop. Seeing the business as a failure, my mom commenced her packing that night; returning to Vietnam seemed inevitable. 

The next business day, however, sales increased ten-fold. More and more customers  came each successive day. My mom’s tears turned into—well, more tears, but they were tears of  joy. My mother unpacked a bag each night. 

Fifteen years later, my parents now own Blue Bear Grocery. My parents work, work,  work to keep the shelves stocked and the customers coming. The grocery store holds a special  place in my heart: it is the catalyst for my success. My parents serve as my role-models, teaching  me a new lesson with every can placed on the shelf. One lesson that resurfaces is the importance  of pursuing a formal education, something that my parents never had the chance of. 

When the opportunity to attend the Mississippi School for Mathematics and Science  (MSMS) presented itself, I took it and ran, as did my parents by leaving Vietnam and by buying  the store. Although I am not managing hundreds of products, I am managing hundreds of  assignments at MSMS – from Mu Alpha Theta tutoring to lab reports to student government to British literature. 

Had I not immigrated, my hands would be calloused from the tight grip of the knife  scaling fish rather than from the tight grip on my pencil. My hands would be calloused from scrubbing my clothes covered in fish scales rather than from long hours spent typing a research paper. 

Although the opportunities that my parents and I pursued are different, our journey is  essentially the same: we walk a road paved with uncertainty and doubt with the prospect of success fortified by our hearts and our hands.

Identity – this can mean racial identity, sexual orientation, gender, or simply one’s place within a specific community (even communities as unique as, say, players of World of Warcraft). With the topic of racial identity, it’s important to remember the audience (college admissions counselors often lean progressive politically), so this might not be the best place to make sweeping claims about today’s state of race relations. However, reflecting on how your culture has shaped your experiences can make for a compelling essay. Alternatively, focusing on a dominant personality trait can also make for a compelling theme. For example, if you’re extremely outgoing, you could explain how your adventurousness has allowed you to learn from a diverse group of friends and the random situations you find yourself in. One important thing to note: the topic of identity can easily lack originality if you cover a common experience such as feeling divided between cultures, or coming out. If such experiences are integral to who you are, you should still write about them, but be sure to show us your unique introspection and reflection.

One student detailed how growing up as an American in Germany led to feelings of displacement. Moving to America in high school only exacerbated her feelings of rootlessness. Her transcultural experiences, however, allowed her to relate to other “New Americans,” particularly refugees. Helping a young refugee girl settle into the US eventually helped the writer find home in America as well:

Growing up, I always wanted to eat, play, visit, watch, and be it all: sloppy joes and spaetzle, Beanie Babies and Steiff, Cape Cod and the Baltic Sea, football and fussball, American and German. 

My American parents relocated our young family to Berlin when I was three years old. My exposure to America was limited to holidays spent stateside and awfully dubbed Disney Channel broadcasts. As the few memories I had of living in the US faded, my affinity for Germany grew. I began to identify as “Germerican,” an ideal marriage of the two cultures. As a child, I viewed my biculturalism as a blessing. I possessed a native fluency in “Denglisch” and my family’s Halloween parties were legendary at a time when the holiday was just starting to gain popularity outside of the American Sector. 

Insidiously, the magic I once felt in loving two homes was replaced by a deep­rooted sense of rootlessness. I stopped feeling American when, while discussing World War II with my grandmother, I said “the US won.” She corrected me, insisting I use “we” when referring to the US’s actions. Before then, I hadn’t realized how directly people associated themselves with their countries. I stopped feeling German during the World Cup when my friends labeled me a “bandwagon fan” for rooting for Germany. Until that moment, my cheers had felt sincere. I wasn’t part of the “we” who won World Wars or World Cups. Caught in a twilight of foreign and familiar, I felt emotionally and psychologically disconnected from the two cultures most familiar to me. 

After moving from Berlin to New York state at age fifteen, my feelings of cultural homelessness thrived in my new environment. Looking and sounding American furthered my feelings of dislocation. Border patrol agents, teachers, classmates, neighbors, and relatives all “welcomed me home” to a land they could not understand was foreign to me. Americans confused me as I relied on Urban Dictionary to understand my peers, the Pledge of Allegiance seemed nationalistic, and the only thing familiar about Fahrenheit was the German after whom it was named. Too German for America and too American for Germany, I felt alienated from both. I wanted desperately to be a member of one, if not both, cultures. 

During my first weeks in Buffalo, I spent my free time googling “Berlin Family Seeks Teen” and “New Americans in Buffalo.” The latter search proved most fruitful: I discovered New Hope, a nonprofit that empowers resettled refugees, or “New Americans,” to thrive. I started volunteering with New Hope’s children’s programs, playing with and tutoring young refugees. 

It was there that I met Leila, a twelve-­year-­old Iraqi girl who lived next to Hopeprint. In between games and snacks, Leila would ask me questions about American life, touching on everything from Halloween to President Obama. Gradually, my confidence in my American identity grew as I recognized my ability to answer most of her questions. American culture was no longer completely foreign to me. I found myself especially qualified to work with young refugees; my experience growing up in a country other than that of my parents’ was similar enough to that of the refugee children New Hope served that I could empathize with them and offer advice. Together, we worked through conflicting allegiances, homesickness, and stretched belonging. 

Forging a special, personal bond with young refugees proved a cathartic outlet for my insecurities as it taught me to value my past. My transculturalism allowed me to help young refugees integrate into American life, and, in doing so, I was able to adjust myself. Now, I have an appreciation of myself that I never felt before. “Home” isn’t the digits in a passport or ZIP code but a sense of contentedness. By helping a young refugee find comfort, happiness, and home in America, I was finally able to find those same things for myself.

The above essay was written by Lydia Schooler, a graduate of Yale University and one of our CollegeVine advisors. If you enjoyed this essay and are looking for expert college essay and admissions advice, consider booking a session with Lydia .

Interests – Interest are basically synonymous to activities, but slightly broader (you could say that interests encompass activities); participation in an interest is often less organized than in an activity. For instance, you might consider cross country an activity, but cooking an interest. Writing about an interest is a way to highlight passions that may not come across in the rest of your application. If you’re a wrestler for example, writing about your interest in stand-up comedy would be a refreshing addition to your application. You should also feel free to use this topic to show what an important activity on your application really means to you. Keep in mind, however, that many schools will ask you to describe one of your activities in their supplemental essays (usually about 250 words), so choose strategically—you don’t want to write twice on the same thing.

Read a successful essay answering this prompt.

This prompt lends itself to consideration of what facets of your personality allow you to overcome adversity. While it’s okay to choose a relatively mundane “failure” such as not winning an award at a Model UN conference, another (perhaps more powerful) tactic is to write about a foundational failure and assess its impact on your development thereafter.

There are times in life when your foundation is uprooted. There are times when you experience failure and you want to give up since you don’t see a solution. This essay is about your response when you are destabilized and your actions when you don’t see an immediate answer.

For example, if you lost a friend due to an argument, you can analyze the positions from both sides, evaluate your decisions, and identify why you were wrong. The key is explaining your thought process and growth following the event to highlight how your thinking has changed. Did you ever admit your fault and seek to fix the problem? Have you treated others differently since then? How has the setback changed the way you view arguments and fights now? Framing the prompt in this way allows you to tackle heavier questions about ethics and demonstrate your self-awareness.

If you haven’t experienced a “big” failure, another angle to take would be to discuss smaller, repeated failures that are either linked or similar thematically. For example, if you used to stutter or get nervous in large social groups, you could discuss the steps you took to find a solution. Even if you don’t have a massive foundational challenge to write about, a recurring challenge can translate to a powerful essay topic, especially if the steps you took to overcome this repeated failure help expose your character.

One student described his ignorance of his brother’s challenges — the writer assumed that because his brother Sam was sociable, Sam  was adjusting fine to their family’s move. After an angry outburst from Sam  and a long late-night conversation, the writer realizes his need to develop greater sensitivity and empathy. He now strives to recognize and understand others’ struggles, even if they’re not immediately apparent.

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

This prompt is difficult to answer because most high schoolers haven’t participated in the types of iconoclastic protests against societal ills that lend themselves to an awe-inspiring response. A more tenable alternative here could be to discuss a time that you went against social norms, whether it was by becoming friends with someone who seemed like an outcast or by proudly showing off a geeky passion.

And if you ever participated in a situation in tandem with adults and found some success (i.e., by blogging, starting a tutoring organization, or participating in political campaigns), you could discuss your experiences as a young person without a college degree in professional circles. However, avoid sounding morally superior (as if you’re the only person who went against this convention, or that you’re better than your peers for doing so).

Another way to answer this prompt is to discuss a time when you noticed a need for change. For example, if you wondered why medical records are often handwritten, or why a doctor’s visit can be long and awkward, maybe you challenged the norm in healthcare by brainstorming an electronic-recording smartphone app or a telemedicine system. In a similar way, if you led a fundraiser and recognized that advertising on social media would be more effective than the traditional use of printed flyers, you could write about a topic along those lines as well. Focus on what action or experience caused you to recognize the need for change and follow with your actions and resulting outcome.

As a whole, this prompt lends itself to reflective writing, and more specifically, talking the reader through your thought processes. In many cases, the exploration of your thought processes and decision-making is more important than the actual outcome or concept in question. In short, this essay is very much about “thinking,” rumination, and inquisition. A good brainstorming exercise for this prompt would be to write your problem on a sheet of paper and then develop various solutions to the problem, including a brief reason for justification. The more thorough you are in justifying and explaining your solutions in the essay, the more compelling your response will be.

While this prompt may seem to be asking a simple question, your answer has the potential to provide deep insights about who you are to the admissions committee. Explaining what you are grateful for can show them your culture, your community, your philosophical outlook on the world, and what makes you tick. 

The first step to writing this essay is to think about the “something” and “someone” of your story. It is imperative to talk about a unique moment in your life, as the prompt asks for gratitude that came about in a surprising way. You will want to write about a story that you are certain no one else would have. To brainstorm, ask yourself: “if I told a stranger that I was grateful for what happened to me without any context, would they be surprised?” 

Note that the most common answers to this prompt involve a family member, teacher, or sports coach giving the narrator an arduous task ─ which, by the end of the story, the narrator becomes grateful for because of the lessons they learned through their hard work. Try to avoid writing an essay along these lines unless you feel that your take on it will be truly original.

Begin your essay by telling a creative story about the “something” that your “someone” did that made you thankful. Paint a picture with words here ─ establish who you were in the context of your story and make the character development of your “someone” thorough. Show the admissions committee that you have a clear understanding of yourself and the details of your world. 

Keep in mind, however, that the essay is ultimately about you and your growth. While you should set the scene clearly, don’t spend too much time talking about the “something” and “someone.”

Your story should then transition into a part about your unexpected epiphany, e.g. “Six months after Leonard gave me that pogo stick, I started to be grateful for the silly thing…” Explain the why of your gratitude as thoroughly as you can before you begin to talk about how your gratitude affected or motivated you. Have a Socratic seminar with yourself in your head ─ ask yourself, “why am I grateful for the pogo stick?” and continue asking why until you arrive at a philosophical conclusion. Perhaps your reason could be that you eventually got used to the odd looks that people gave you as you were pogoing and gained more self-confidence. 

Finally, think about how learning to be grateful for something you would not expect to bring you joy and thankfulness has had a positive impact on your life. Gaining more self-confidence, for example, could motivate you to do an infinite number of things that you were not able to attempt in the past. Try to make a conclusion by connecting this part to your story from the beginning of the essay. You want to ultimately show that had [reference to a snippet of your introduction, ideally an absurd part] never have happened, you would not be who you are today.

Remember to express these lessons implicitly through the experiences in your essay, and not explicitly. Show us your growth through the changes in your life rather than simply stating that you gained confidence. For instance, maybe the pogo stick gift led you to start a pogo dance team at your school, and the team went on to perform at large venues to raise money for charity. But before your pogo days, you had crippling stage fright and hated even giving speeches in your English class. These are the kinds of details that make your essay more engaging. 

This prompt is expansive in that you can choose any accomplishment, event, or realization that sparked personal growth or new understanding.

One option is to discuss a formal accomplishment or event (whether it is a religious ritual or social rite of passage) that reflects personal growth. If you go this route, make sure to discuss why the ritual was meaningful and how specific aspects of said ritual contributed to your personal growth. An example of this could be the meaning of becoming an Eagle Scout to you, the accomplishment of being elected to Senior Leadership, or completing a Confirmation. In the case of religious topics, however, be sure to not get carried away with details, and focus on the nature of your personal growth and new understanding — know your audience.

Alternatively, a more relaxed way to address this prompt is using an informal event or realization, which would allow you to show more personality and creativity. An example of this could be learning how to bake with your mother, thus sparking a newfound connection with her, allowing you to learn about her past. Having a long discussion about life or philosophy with your father could also suffice, thus sparking more thoughts about your identity. You could write about a realization that caused you to join a new organization or quit an activity you did not think you would enjoy, as doing so would force you to grow out of your comfort zone to try new things.

The key to answering this prompt is clearly defining what it is that sparked your growth, and then describing in detail the nature of this growth and how it related to your perception of yourself and others. This part of the essay is crucial, as you must dedicate sufficient time to not undersell the description of how you grew instead of simply explaining the experience and then saying, “I grew.” This description of how you grew must be specific, in-depth, and it does not have to be simple. Your growth can also be left open-ended if you are still learning from your experiences today.

One student wrote about how her single mother’s health crisis prompted her to quickly assume greater responsibility as a fourteen-year-old. This essay describes the new tasks she undertook, as well as how the writer now more greatly cherishes her time with her mother.

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This prompt allows you to expand and deepen a seemingly small or simple idea, topic, or concept. One example could be “stars,” in that you could describe stargazing as a child, counting them, recognizing constellations, and then transforming that initial captivation into a deeper appreciation of the cosmos as a whole, spurring a love of astronomy and physics.

Another example could be “language,” discussing how it has evolved and changed over the course of history, how it allows you to look deeper into different cultures, and how learning different languages stretches the mind. A tip for expanding on these topics and achieving specificity is to select particular details of the topic that you find intriguing and explain why.

For example, if you’re passionate about cooking or baking, you could use specific details by explaining, in depth, the intricate attention and artistry necessary to make a dish or dessert. You can delve into why certain spices or garnishes are superior in different situations, how flavors blend well together and can be mixed creatively, or even the chemistry differences between steaming, searing, and grilling.

Regardless of your topic, this prompt provides a great opportunity to display writing prowess through elegant, specific descriptions that leverage sensory details. Describing the beauty of the night sky, the rhythms and sounds of different languages, or the scent of a crème brûlée shows passion and captivation in a very direct, evocative way.

The key to writing this essay is answering the question of why something captivates you instead of simply ending with “I love surfing.” A tip would be to play off your senses (for applicable topics), think about what you see, feel, smell, hear, and taste.

In the case of surfing, the salty water, weightlessness of bobbing over the waves, and fresh air could cater to senses. Alternatively, for less physical topics, you can use a train of thought and descriptions to show how deeply and vividly your mind dwells on the topic.

Well-executed trains of thought or similar tactics are successful ways to convey passion for a certain topic. To answer what or who you turn to when you want to learn more, you can be authentic and honest—if it’s Wikipedia, a teacher, friend, YouTube Channel, etc., you simply have to show how you interact with the medium.

When brainstorming this particular essay, a tip would be to use a web diagram, placing the topic in the middle and thinking about branching characteristics, themes, or concepts related to the topic that are directly engaging and captivating to you. In doing so, you’ll be able to gauge the depth of the topic and whether it will suffice for this prompt.

In the following example, a student shares their journey as they learn to appreciate a piece of their culture’s cuisine.

As a wide-eyed, naive seven-year-old, I watched my grandmother’s rough, wrinkled hands pull and knead mercilessly at white dough until the countertop was dusted in flour. She steamed small buns in bamboo baskets, and a light sweetness lingered in the air. Although the mantou looked delicious, their papery, flat taste was always an unpleasant surprise. My grandmother scolded me for failing to finish even one, and when I complained about the lack of flavor she would simply say that I would find it as I grew older. How did my adult relatives seem to enjoy this Taiwanese culinary delight while I found it so plain?

During my journey to discover the essence of mantou, I began to see myself the same way I saw the steamed bun. I believed that my writing would never evolve beyond a hobby and that my quiet nature crippled my ambitions. Ultimately, I thought I had little to offer the world. In middle school, it was easy for me to hide behind the large personalities of my friends, blending into the background and keeping my thoughts company. Although writing had become my emotional outlet, no matter how well I wrote essays, poetry, or fiction, I could not stand out in a sea of talented students. When I finally gained the confidence to submit my poetry to literary journals but was promptly rejected, I stepped back from my work to begin reading from Whitman to Dickinson, Li-Young Lee to Ocean Vuong. It was then that I realized I had been holding back a crucial ingredient–my distinct voice. 

Over time, my taste buds began to mature, as did I. Mantou can be flavored with pork and eggplant, sweetened in condensed milk, and moistened or dried by the steam’s temperature. After I ate the mantou with each of these factors in mind, I noticed its environment enhanced a delicately woven strand of sweetness beneath the taste of side dishes: the sugar I had often watched my grandmother sift into the flour. The taste was nearly untraceable, but once I grasped it I could truly begin to cherish mantou. In the same way the taste had been lost to me for years, my writer’s voice had struggled to shine through because of my self-doubt and fear of vulnerability.

As I acquired a taste for mantou, I also began to strengthen my voice through my surrounding environment. With the support of my parents, peer poets, and the guidance of Amy Tan and the Brontё sisters, I worked tirelessly to uncover my voice: a subtle strand of sweetness. Once I stopped trying to fit into a publishing material mold and infused my uninhibited passion for my Taiwanese heritage into my writing, my poem was published in a literary journal. I wrote about the blatant racism Asians endured during coronavirus, and the editor of Skipping Stones Magazine was touched by both my poem and my heartfelt letter. I opened up about being ridiculed for bringing Asian food to school at Youth Leadership Forum, providing support to younger Asian-American students who reached out with the relief of finding someone they could relate to. I embraced writing as a way to convey my struggle with cultural identity. I joined the school’s creative writing club and read my pieces in front of an audience, honing my voice into one that flourishes out loud as well.

Now, I write and speak unapologetically, falling in love with a voice that I never knew I had. It inspires passion within my communities and imparts tenacity to Asian-American youth, rooting itself deeply into everything I write. Today, my grandmother would say that I have finally unearthed the taste of mantou as I savor every bite with a newfound appreciation. I can imagine her hands shaping the dough that has become my voice, and I am eager to share it with the world.

Your GPA and SAT don’t tell the full admissions story

We’ll let you know what your chances are at your dream schools!

This prompt allows you to express what you want to express if it doesn’t align directly with the other prompts. While this prompt is very open-ended, it doesn’t mean you can adapt any essay you’ve written and think it will suffice. Always refer back to the Strategy section of this article and make sure the topic and essay of your choice addresses the Core Four questions necessary for a good Common App essay.

This prompt, more than the others, poses a high risk but also a high-potential reward. Writing your own question allows you to demonstrate individuality and confidence. Here, you can craft an innovative essay that tackles a difficult topic (for example, whether to raise or lower taxes) or presents information with a unique format (such as a conversation with an historical figure).

We encourage you to try something unconventional for this prompt, like comparing your personality to a Picasso painting, using an extended philosophical metaphor to describe your four years of high school, or writing in a poetic style to display your love of poetry. If you are extremely passionate about a topic or an expert in a certain area, for example Renaissance technology or journalism during World War II, you can use this prompt to show your authority on a subject by discussing it at a high level.

Be careful to frame the essay in a way that is accessible to the average reader while still incorporating quality evidence and content that would qualify you as an expert. As always, exercise caution in writing about controversial social or political topics, and always make sure to consider your audience and what they’re looking for in a student.

Sometimes an unconventional essay can capture Admissions Officers’ attention and move them in a profound way; other times, the concept can fly completely over their heads. Be sure to execute the essay clearly and justify your decision by seeking high-quality feedback from reliable sources. As always, the essay should demonstrate something meaningful about you, whether it is your personality, thought process, or values.

Here’s what the experts have to say about this prompt…

This prompt, like the others, is really asking you to tell the story of who you are. Your essay should be personal and should talk about something significant that has shaped your identity.

Here are a few broad themes that can work well: academic interest; culture, values, and diversity; extracurricular interests; and your impact on the community. You should highlight one of these themes using creative, vividly descriptive narrative. Make sure to not fall into the common pitfall of talking about something else -- an extracurricular activity, for example -- more than yourself.

A student I advised had a great idea to respond to this prompt -- an essay about how they do their best thinking while sitting on a tree branch near their home. Not only was it unique and personal, but it allowed the student to show what they think about, dream about, and value. That's the main goal for any applicant responding to prompt 7.

Alex Oddo Advisor on CollegeVine

All of the Common App prompts are broad in scope, but this one really takes the cake! I typically advise using the first six prompts as guardrails for your brainstorm, but in doing so, you may come up with a topic that doesn’t cleanly fit with any of the first six prompts. That’s where this prompt can come in handy.

Or, you might have an idea that’s really out there (like writing about your love of sonnets as a series of sonnets). Essentially, this prompt is a good fit for essays that are anywhere from slightly unconventional to extremely atypical.

If this all feels a bit confusing - don’t worry! How you write your story is much more important than what prompt you end up choosing. At the end of the day, these are just guides to help you cultivate a topic and are not meant to stress you out.

Priya Desai Advisor on CollegeVine

Students who want to complete the CommonApp’s seventh prompt need to have already gone through the other prompts and determined that their story cannot fit with those. Thus, generally speaking, I advise my students to not use the final prompt unless it is absolutely necessary.

If an admission officer believes that your essay could have been used with one of the other prompts, this may lead them to have a perception about you as a student that might not be accurate.

Nevertheless, as my colleagues have pointed out, what matters is the essay the most and not necessarily the prompt. That being said, the test of whether or not you as a student can follow directions is part of the prompt selection and how well you answer it. If you choose the final prompt and yet your answer could work with another available prompt, this will not put you in your best light.

In conclusion, only use this prompt when absolutely necessary, and remember that the purpose of the personal statement is to give the admissions officers a glimpse into who you are as a person, so you want to use this space to showcase beautiful you.

Veronica Prout Advisor on CollegeVine

Where to get your common app essay edited.

At selective schools, your essays account for around 25% of your admissions decision. That’s more than grades (20%) and test scores (15%), and almost as much as extracurriculars (30%). Why is this? Most students applying to top schools will have stellar academics and extracurriculars. Your essays are your chance to stand out and humanize your application. That’s why it’s vital that your essays are engaging, and present you as someone who would enrich the campus community.

Before submitting your application, you should have someone else review your essays. That’s why we created our free  Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

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

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10 Great Common App Essay Examples From Accepted Students

Prompt 1 Examples

Prompt 2 examples, prompt 3 examples, prompt 5 examples, prompt 6 examples.

When applying to college, few tasks seem as daunting and pivotal as crafting the Common App essay . This personal statement offers more than just a chance to showcase writing skills—it's a unique opportunity to share your story, illuminate your personality, and convince admissions committees that you belong on their campus. At Crimson Education, we understand the challenge and importance of this task. That's why we've compiled a selection of standout essays from past students who have successfully navigated the complexities of the Common App.

In this blog post, we'll dive into real student essays that correspond to this year's prompts. Each essay example is followed by a detailed analysis of what makes it effective, offering insight and inspiration for your writing process. These reviews have been meticulously crafted by our founder, Jamie Beaton, to provide you with expert guidance. Whether you're exploring your background, reflecting on a challenge you've overcome, or sharing a passion that consumes you, these essays serve as a guide to help you craft a narrative as compelling as your journey.

Join us as we explore how these applicants have turned personal anecdotes into acceptance letters and how you can do the same.

Please note: As of now, we do not have any example essays for the newly introduced Prompt 4. We are actively seeking standout essays that address this prompt and will update this blog post as soon as we have some great examples to share.

What Makes a Good Common App Essay Response?

A strong Common App essay should reflect the applicant's unique voice and personal experiences while adhering to the following criteria:

• Writing Quality : The essay should be extremely compelling in language and structure, lyrically written, playful, or artistic in its engagement with the material. It must be well-constructed with clear and coherent sentences.
• Personal Voice : The essay should be written so personally, with descriptions and storytelling so unique, that only the author could have written it.
• Level of Authenticity : Every sentence should be more than just plausible, but remarkably well-conceived and thoughtful. The student should demonstrate a sharp aptitude for connecting their experiences with broader insights or issues.
• Value System : The essay should demonstrate a profound understanding of their personal growth, consistent and abiding humility, and a strong understanding of the value of relationships rather than personal gain.
• Insight : The essay should demonstrate unusually deep insights into the described experience and clearly illustrate a profound takeaway.
• Bonus Points : Essays that successfully discuss a difficult topic or tackle an unusual or extraordinary idea in a compelling and impactful manner can earn bonus points.

Common App Essay Rubric

“Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.”

Mischling meitschi: embracing a multicultural identity.

'Es isch es Meitschi!' My mother always tells the story of her first sight of me. Through an epidural-induced fog, she sees a purple ball held by a doctor screaming, "Es isch es Meitschi!", which translates to "It's a girl!". However, my Caribbean- American mother, having only been in Switzerland for a couple of years and not understanding all of the Swiss-German dialect, heard, "Mischling" - Half-caste - until my Swiss father clarified the correct translation. Now both, "Meitschi" and "Mischling" are accurate, but any form of German screaming is usually terrifying, understandably. As humans, we want to belong: To a piece of earth. To a group of people. To an idea. Every human being feels the need to belong to something. It is why we conform to social expectations and shun people who act outside the norm. When you stem from two different races, two different countries, two different ideas of who you're supposed to be, people tend to struggle with that dichotomy. Thus, my life of being asked, "What are you?" begins. The first time, I was fourteen years old and incredibly confused. Now, I can easily say that I see myself as both, whether it is black and white, American and Swiss, or whatever division I am placed in. I know that I do not act like I am a part of a hip hop music video, but that does not make me any less black. Similarly, I should not have to wear Lederhosen and yodel to prove I am Swiss. Yet, my predilection for multiple identities did not come without its challenges. My struggle with my identity always came from other people. Up until I was about ten years old, I saw myself as a petite Caucasian girl with light brown hair and blue eyes (for the record, that looks absolutely nothing like me). Growing up in Switzerland, a very racially homogeneous country, white was all I saw. Not just the snowy Alpine mountainsides, but also the families that were skiing down them. For most of my childhood, I was unconsciously ignorant of my racial and cultural disposition, even though I was consistently the only person of color in a room. It quickly became a novelty at school that I was fluent in two languages. The first time I remember acknowledging my "complex" racial makeup was when we were visiting family in Barbados, and my dad was the only white person around. Seven-year-old me went up to him and patted his arm: "It's okay, I understand." Now, I have observed being mixed, and multicultural gives me a unique comprehension of different cultural mindsets. It has made it very easy for me to assimilate and understand people's points of view. I'm not inclined to assume a person's identity based upon heritage and ethnicity alone. Making friends and connecting with people is something I've never struggled with. Because people can't immediately tell my heritage, they don't have any preconceptions of me and free themselves to ponder, "Is she one of us?": all to the point when at age five, traveling in Morocco, I would join the kids on the street playing games even though we had no way of communicating. They just assumed I was one of them. These experiences have made me more confident in myself. By never letting myself fall into a single group, I have gotten to know myself well. After hearing "What are you?" enough times, you naturally think about the answer a lot. Being equally both as neither with respect to my identity comes with its prizes and pitfalls, but losing that identity means I would lose what made me a "Mischling Meitschi" in the first place. The interpersonal connections I have made outweigh the several-minute-long explanations of where I'm from and the temporary confusion when asked to tick boxes on my race. Being who I genuinely am requires multiple boxes.

This is a strong personal statement for which I assigned two bonus points. These bonus points represent the student’s discussion of culture and identity in a sophisticated and unoffensive way, as well as the clever intro to the piece. I spoke about the intro to the side of the essay and how its complexities reflect the complexities of the student’s mixed identity. It’s a gripping start to the essay and makes us want to continue reading.

The student also tackles a culture issue in a way that is relatable to others of mixed background and readers on the outside. There is a familiarity of language and tone here that’s refreshing and welcoming. Small asides pull the reader further into the piece and make us invested.

Finally, the student takes abundant time setting the scene and their early life, and it’s well worth it. They provide the reader with adequate context for where they’re coming from, which allows us to be right alongside them on the journey. This is a great way to get your readers invested.

Essay Score

Unraveling Identities: A Journey of Self-Discovery

Opening my window shade, the sun’s rays begin to pierce through the cabin, and the earth below my seat begins to come into focus. With each passing minute, treetops canvassing the landscape and fluorescent road lines begin to peer through the blanketing clouds.    As the scurry of gate preparations intensifies, chatter begins to penetrate the constant hum of the engines. With the cabin coming back to life, I stare at the wings as they cut through clouds and begin to wonder who everybody is.    Since I was a child, I have been obsessed with finding the unique aspects of others’ backgrounds, never ceasing to ask questions and excitedly seek answers. I am always exploring beyond the surface of one’s story, because only in this way can the authentic aspect of identity be unlocked. But, in my quest to understand others, I often find myself revealing who I am.    I am a Panamanian, American, Spaniard, and French boy from the rolling hills of New Hampshire. But, in the U.S., I am a Mexican; in Panama, a Gringo; in Spain, a mestizo; and in France, a Spaniard. No matter where I am, I am instantly forced into a categorical label, whether or not it is true. The prejudices that influence thought often prevent the unfettered interaction that allows for personal disclosure. On a plane, the narrow aisles and occasional turbulence serve as a refuge from thwarting preconceptions below.    Continuing the deceleration, the plane emerges past the final layer of clouds. My eyes lock onto the beauty of the expansive city.   A gentle voice to my side says, “Impressive, isn’t it?”   Ending up seated in the depths of the plane’s final rows, separated from the rest of my family, I was between a talkative Dutch man to my right and a movie-connoisseur Italian to my left. Though the journey began in awkward silence, we quickly found conversation in the ongoing World Cup. The discussion jumped from player statistics, to free-spirited Dutch culture, to the advantages of Neapolitan pizza, eventually ending on the beauty of the coming landscape.    But, they are more than just Dutch or Italian. Hein is a compassionate, bike-riding, lover of medium roast, last of seven siblings, inhabitant of Amsterdam. Antonio is a creative, plant-photographing, Techno-music enthusiast, mathematics-majoring native of Rome. A street-level interaction, a quick glance, would only reveal two white men, one blonde the other black-haired, and I, a dark-skinned boy sporting colorful sneakers.    And I am also more than what my outward appearance displays. Growing up in a multicultural family has made coming to terms with my true identity a process of self-discovery. From my Panamanian heritage, I inherited a steadfast personality that finds value in sacrifice and hard work. My Spanish background teaches me to take life one day at a time, always stopping to enjoy the company of others. My French ancestry instills in me the importance of quality in whatever endeavor I undertake. So, when asked where I’m from, I share beyond the surface; I am an amalgamation of different cultures and ideas.    Being of international roots, I am intrigued by people’s backgrounds beyond the outward portrayals, always seeking to unravel their true selves. Traveling, in its purest form, is my opportunity to discover the stories of my fellow passengers, and for them to do the same with me; it’s a chance to engage with others and explore different perspectives on life. Similarly, the cramped seats of a plane serve as are introspective lens in which I am the viewer and the subject.   As the freshly-paved tarmac whittles the rubber from the plane’s tires, and the violent landing vibrations shake the luggage overhead, I see myself, a hockey-playing, Chipotle-loving, free-thinking idealist, among two hundred constantly-altering narratives. As the plane reaches the gate, I begin to say goodbye to my newfound friends, eagerly awaiting my next transcendent experience from the world at ground level.

This is an extremely thoughtful and well-crafted essay. The author takes a more unconventional approach to the Common App essay, reflecting on his identity as a whole rather than describing one specific event or challenge they experienced. This type of essay is more difficult to get right, but, when done well like it is here, is one that stands out and lets the author’s insight and intellect shine. 

The author begins the essay with a beautifully written description of a plane ride. This is a common way to start a Common App essay, using an anecdote to hook the reader, but the author does it well, artfully describing what they are seeing while also maintaining an element of mystery. It’s not immediately obvious where the author is, which makes the reader want to find out. The author never explicitly says that they are on a plane in these opening paragraphs, but the imagery they’ve crafted makes it clear. This scene, though not the primary subject, will ground the essay and create a framework for the author to explore its main themes. This is also where the 2 bonus points come from, as the author takes something mundane, a plane ride, and crafts a surprisingly thoughtful and profound reflection. 

So, what are the essay’s main themes? In the third paragraph, the author explains their interest in “exploring beyond the surface of one’s story” to unlock “the authentic aspect of identity.” Investigating the nature of identity may seem like an overly intellectual topic for a Common App essay, but the author makes it personal by discussing their own experiences of being stereotyped based on appearance. This essay is about the author and his diverse, complex identity.  

The conversation the author describes serves as an example of the author’s thesis, that people are more than their appearances. Though the author initially defines the two men in simple terms, like others have judged him, he soon gets a more complete understanding of who these men are, listing detailed and specific characteristics. The author then does the same for the reader, giving them deeper insight into his own identity and upbringing. 

The author makes a smart decision in the final two paragraphs, shifting the focus from himself to his relationships with others. Instead of expressing a desire for others to understand him, which would seem self-centered, the author wants to gain a deeper understanding of other people and their perspectives, highlighting his empathy and desire to learn/grow. By expressing an interest in learning about other people in the future, the author subtly alludes to his future college experience, where he will meet a diverse variety of people.

“The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?”

Breaking barriers: finding connection through water.

As I threw open the pool's thick metal doors, the pungent aroma of chlorine swaddled me like a wet blanket around a shivering newborn. The scent was pervasive during my year-long stint on the swimming and diving team, when the fame I'd imagined for myself as a freshman remained just out of reach. As I stepped along the slimy pool deck, I brought my focus back to the reason I had revived my failed athletic career.   [Name redacted] and I met through my school's Best Buddies Club, which connects students with and without developmental disabilities. The students' excitement as they jumped up to greet me every morning drew me into a community that made their own happiness in a world that often met them with judgment. But while  limited mobility and reliance on a communication device made conversation challenging, these were small setbacks compared to the fact that he seemed to want nothing to do with me. We made bracelets, holiday cards, paper mache flowers, and decorated cookies, but these encounters lasted mere minutes before he'd gesture for his aide to retrieve him.    I had nearly given up on our friendship when a teacher suggested we participate in a scuba dive organized for our school's students with disabilities. At first, all I could imagine were the new ways in which would be able to ignore me in another location - the pool.    Growing up less than a mile from Lake Michigan, I've always been attracted to the water. The first time I swam, pushing the soft water back and forth between my hands and feeling self-assurance I never experienced on land, I felt I'd touched freedom. I was liberated from being the only gay kid in a small elementary school, from constantly being made to fit into a mold when it came to my sexuality and beliefs. Everywhere I ventured, my peers insisted they knew aspects of me I hadn't explored myself. Their constant questioning of my identity - commenting on my favorite floral sweatshirt as I walked down the hallway and describing my love for classical music as "feminine" - occupied an enormous space in my brain at a time when I should have been finding answers for myself. Those brief moments of underwater clarity helped me retreat from all the boxes the world set out for me, washing away everyone's expectations like a tide smoothing out the sand when it crashes onto the beach. Every time I left the water, I felt a piece of my identity had solidified.   So perhaps I shouldn't have been surprised by what experienced in his first swim. As his aide and I unstrapped him from the wheelchair where he spent the majority of his days, bits of food and old pieces of paper from past art projects fell to the ground. Terror filled eyes as the security of his chair was stripped away, but the warm embrace of the water flowing around his limbs immediately calmed him as we gently lowered him into the pool. For a brief moment, his eyes locked onto mine and we shared our excitement.    Though it was fleeting, our glance taught me an invaluable lesson. Until that point, I hadn't tried to connect with  on anything but a superficial level. Our art projects were motivated by sincerity, but they offered no channel for and I to share something we mutually loved. Letting his fingers glide along the water's surface, I helped him float for the next thirty minutes in an uninterrupted state of bliss that can only be experienced by someone who has been confined for so long - a feeling I was able to understand. By sharing something that helped me come to terms with my identity, I was able to connect with him on a deeper level, one where we both felt free.

This is a good example of a personal, well-written essay. The author takes a fine topic, working with a disabled student, and makes it even more meaningful by connecting it to their own personal experiences. Not only does the essay show the author’s selflessness, but it also gives the reader insight into their identity and past struggles.

One of the strongest aspects of this essay is the author’s use of language. Whether describing the pool, the sensation of swimming, or the student’s descent into the water, the reader can fully understand the author’s experiences.  Each paragraph has specific details or examples, like the different Best Buddies Club activities or ways the author was bullied, that make the essay personal and unique to the author. The author shows the reader what they have experienced, rather than telling them.

The author has structured their essay well, beginning with a scene that sets up the essay’s purpose--to explain what inspired his return to swimming. This opening paragraph also establishes the author’s experience with swimming, which is crucial to understanding the rest of the essay.  Then, the author begins the essay’s narrative, introducing the Best Buddies Club and the essay’s conflict--his inability to connect with the student. 

What really makes this essay, and gives it the 3 bonus points, is the fourth paragraph, in which the author discusses his own relationship with swimming. Though the author starts by describing how swimming made them feel, they seamlessly transition to explaining swimming’s importance and reflecting on the challenges they faced growing up queer. By doing this, the author both makes the essay more personal, revealing how this experience is more than just sharing a hobby with the student, and gives the reader a much more intimate understanding of who they are and have overcome, without interrupting the narrative flow. The author does not overstate or exaggerate the challenges they went through, but describes it in a straightforward and honest way.

The author closes the essay by reflecting on what they have gained from this experience. By looking to his own experiences, the author was able to connect and empathize with the student, and help them break free of the constraints of their disability. What could have improved this already strong essay would have been a deeper and more introspective analysis of what the author learned from this experience. Rather than just focusing on how they helped the student, which could appear a bit self-centered, the author could have described how this experience has helped them grow or become a better person. This would have been the perfect opportunity to return to the opening paragraph, and discuss his return to swimming.

Building Lessons: The Journey of Assembling My IKEA Shelf

Sam Gosling said in Snoop that your room is a reflection of the inside of your mind. Every chaotic piece of paper cluttering your living space represents an idea created inside that lump of grey matter. However, sometimes each of those neurons pile up and need to be organised. And so, as I walked past my Yamaha upright with sporadic piles of music and the dusty mounds of 1900s CDs, I realised: "I really need a shelf." Just like any other creative with a penchant for mispronouncing Swedish, I went to IKEA and found a beautiful, white, open-backed cabinet that resonated with my desire for sophisticated simplicity. The trouble started when the box arrived home. Late at night, I started hacking it open with a knife and scratched the unblemished white surface of my cabinet. A well-worn truism reverberated between my ears: Precision was key. "Lesson learned," I thought. "But no one cares about a single scratch." I tried to rationalise my mistake; my decision grated against my perfectionism, but at least the scratch reminded me to approach even menial tasks with care. Then I embarked on the task, spurred by the tantalising satisfaction of building it without instructions (I have a tendency to add unnecessary challenges to see just how far I can push myself). Ten minutes later, I was in the hall balancing the cabinet between the wall and my knee. The shelves were in, and now all I needed was the top, a humble piece of flat timber. And the struts that hold it together. And the plethora of screws littered around me; surely they were spares. Just as I slotted the crowning piece onto my slightly lopsided shelf, the "Leaning Tower of Pisa" finally collapsed. The screws I had put in bent. I guess I would be needing those spares. The little wooden bits meant to keep the shelf stable snapped, and the middle panel had a hole ripped through its centre, as if Australia's very own Wolverine had ripped his claws up the side of my shelf. At first, I felt anger at my ineptitude, then despair and denial. Every stage of grief towards the magnificent project I thought I had completed flashed through my brain. My frustration had peaked. The collapsed shelves had defeated me, but the niggling voice at the back of my mind, which guides all my movements, said: "Hey, you could have done this better. You have to try again." The next day, after a meditative break, I was back, more determined and clear minded than ever. I embarked once again on the construction, without the instructions, but with the shelf lying horizontally on the floor. My determination to challenge myself had not yet swayed. By the end of the hour, I had a working shelf, that didn't look like the diagram but was able to support books. I needed to try again. I started again with the instructions and built a working, sturdy shelf that looked as though it could be printed in the IKEA catalogue- so long as they photoshop out the extra scratches. "Well, what's the moral? She used the instructions." Yes, I did use the instructions. Yes, I did have to remake the shelf three times. But every single mistake in those three attempts was a lesson I can use in the future. In every moment, I gained a greater understanding of the way parts fit together. Every time I looked at the instructions I realised I didn't need to carve my own path single-handedly; instead there was a lot of merit from building the work of those before me and taking their ideas to grow even more. And, at the very worst, at the end of it all, at least the chaotic pieces of paper were no longer on the floor.

This piece is quite unique. You see a lot of essays about profound trips to foreign countries or significant confessions in relationships, and the reason you see those topics a lot is because they make for great personal statements. What this student did here, though, was go against the grain and write about a seemingly boring topic with wit, sophistication, self- and reader-awareness, and humor. The use of monologue in this piece, and the seemingly profound introduction, both function beautifully here. The former adds to the colloquial nature of the essay, and the latter gives the rest of the piece room to subvert the expectation of where an essay with that introduction would likely go. This essay keeps you on your toes with its unexpected charm.

One of the best qualities of this essay is how content dictates form. By this, I mean that the step-by-step process of building a desk is also reflected in the step-by-step emotional journey we take with the student as they decide to purchase, assemble, fail, assemble again, fail again, and finally read the directions. You could almost imagine this scene playing out in a sitcom (I clearly imagined Zooey Deschanel in New Girl ) with the self-aware backtalk and subtle self-deprecation. 

To be clear, if you have a profound story you want to tell of a life-changing experience that you wish to share, you should absolutely do that. You should write about what interests you and the story you want to tell! However, if you find yourself struck more by the style of this piece, don’t feel like you need to be bound to typical sophistication and significance. Have fun writing about an IKEA shelf!

What I wrote about for my Common App Essay

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

The value of uncertainty: a journey from atheism to inquiry.

My parents are what you might call aggressive atheists. They’re not aggressive people, but when it comes to atheism, they’re no-holds-barred, pull-no-punches crusaders. No child of theirs was going to believe in a man in the sky- I was positioned towards disbelief from a very young age. This made it difficult for me to understand why I was sent to a school that featured weekly Religious Education lessons. My parents joke now that they simply wanted longer conversations to ensue when they asked me how my day was, but I suspect there was more to it. Their decision to give me a choice — or, at least, to show me the options — is something I’ve only recently begun to fully appreciate. At the time, though, it felt like a serious hassle. During these sessions, my classmates and I huddled cross- legged on the floor as our chaplain tried to make the concept of the Holy Trinity seem fun and relatable rather than intimidating. None of it made sense to me, yet I remember occasionally thinking that the story was so peculiar, so specific, that perhaps it may actually have been true. Most Tuesdays, though, I would come home and complain to my parents about the absurdity of the lesson. One afternoon, I opened the front door to find my grandfather, Morfar, sitting at the dining-room table, eating and chatting with my parents. Slinging my bag into my room, I raced to join them. Morfar, a retired headmaster, was always ready to outwit me with tangles of logic puzzles and math problems, the sparkle in his eyes growing brighter as I grew more frustrated. I began to babble enthusiastically, eager to show off my superior understanding of Christianity’s flaws. But as I prattled on, Morfar’s usual interjections were not there; instead, he simply gazed at me. After about a minute, he furrowed his eyebrows, and my heart skipped a beat. My words abruptly dried up into silence. It had never occurred to me that my grandfather, a man for whom I had the utmost respect, might be religious. Morfar, adjusting his glasses, broke the silence. He asked me to fetch my new cricket ball. I obeyed without question, mortified, terrified, and excited. I returned to the table and put the ball into his hand. He looked at it for a moment and said, “Jasper, what would happen to the ball if I took it home right now?” I paused, scanning for tricks. “I guess there’d be an extra ball at your house…” He leaned forward. “But now the ball isn’t where it’s supposed to be! Why is that?” “Because you took it…” I said, unsure of myself. He darted another question at me. “Jasper, why is the Earth where it is, so perfectly placed to allow us to live? A reason, a cause and effect for its position, the way there is for everything else?” The mystery of it intrigues and beguiles me to this day. It reminds me never to be too sure of myself and never to underestimate the value of uncertainty in forcing inquiry and serious thought. Since that day, I had many more debates with Morfar and my parents about religion, sometimes broaching topics as far-reaching as artificial intelligence and the nature of consciousness itself. Christianity has acted as a springboard for me to launch myself into new ways of critical thinking and new avenues of philosophy - something I value equally as highly as the peace and security it brings to others. While I cannot share my grandfather’s confidence, the freedom to converse and wonder together — the ability to question — brought us closer and became part of my foundation as an inquisitive, open, and often skeptical person. I understand now what people see in religion and God: a plan, a reason, an answer. I haven’t found mine yet, but I treasure the search.

This essay is packed with playful adjectives, active verbs, and flourishes of personality that make it come alive. At its core is a pretty serious investigation of religious beliefs, but the writer’s active style really portrays levity, openness, and curiosity--precisely the qualities that the speaker’s parents hoped to instill in them by encouraging open religious dialogue.

Despite describing their parents and grandfather as strong personalities, the writer is not entirely beholden to either’s set of beliefs. This impressive combination of openness and self-resolve emerges naturally from both the speaker’s chosen anecdotes and also from their voice itself. Both qualities are certainly things that admissions officers look for in successful applicants!

Challenging Tradition: Paving the Way for Gender Equality in an All-Boys School

Oh, are you sure this is what you want to do? There are plenty of other great project ideas you could work on." As I left my design teacher's office having presented a concept for a female-only cycling race, I was both disappointed and confused. I envisioned an opportunity to bring classmates together from my all-boys school to commemorate the steps society had taken to increase gender equality by creating a race in a traditionally male-dominatedsport. As I approached the deadline for submitting the project proposal for my Year 11 design portfolio, I was left without assurance but even more determination to press forward. The next day, I returned, determined to convince my teacher. Yet again, I was met with his pursed lips and furled forehead. Although I couldn't understand his hesitancy, with deadlines approaching I decided to stick with my original idea and start working away at it. Just a few days later during a lunch break, I found myself holding back, as my friends tossed around objectifying comments about a girl they had seen earlier that day on the street. Looking back at that moment, I realized how immune I had become to the sexism that permeated my school . If even I was not willing to stand against it, I realized that, in the eyes of my teacher, my idea of celebrating women had no place at my school. What did female empowerment and success have to do within an al/­ boys school? As I began to realize that my idea didn't "represent" the school or its values of taking boys and turning them into strong men, my teacher"s rejection began to take shape in my mind. The idea that female success and spirit could be celebrated amongst and by a school populated entirely by boys didn't have a place in "a school that understands boys" - our motto. This simply wasn't part of the culture we had been taught to uphold. So ingrained in the schools tradition that to challenge this identity with something as small as a portfolio project was to stand against a belief that the school had forever embraced. I realized, my school had become so caught up in respecting a history of male-dominated teaching, an exclusively-male learning environment, for ultimately a male-dominated society, that we had put aside our ability to achieve a world of equal opportunity for all. Nevertheles,sI loved my school and didn't want its inability to grapple with change impede its future success. Recalling my portfolio idea, I realized I had an opportunity to create the change I sought; a culture, embracing every person, regardless of gender. I met with fellow school leaders and in making them aware of the lunch break topic I had witnessed, I asked them all to think about what if that objectified girl was their sister or a loved one. The boys fell quiet and it was then, collectively we decided that a change had to occur. Together, we mobilized to develop a legacy project for the school. We pursued active change to create an atmosphere of cohesion and collective respect for all men and women. Speeches, guest speakers and group discussions were held to ensure that every boy not only understood the message we were trying to elucidate, but also realized the nature of the culture we had come to accept. And progressively, we saw change. Sexist comments became more scarce and boys began to realize the derogatory nature of their prior speech. Change is uncomfortable; change is slow - and the mental shift I catalyzed may not be embraced for generations to come. But it is ever more my hope that after having started the change, future leaders and teachers will choose to embrace it.

This essay is so impressive because of the author’s willingness to examine and critique their own assumptions and behaviors. Admissions readers love to learn about students that are willing to question and push their understanding of what is right--this author really communicates that adaptability by taking us through their journey of promoting female empowerment within an all-male context.

At first, the speaker seems to want to draw our attention to their persistence --their idea for an all-female cycling race is questioned, but the speaker has a ‘determination to press forward’. It quickly becomes clear, though, that this determination is not the quality that the speaker is highlighting in this essay--instead it is their adaptability and their willingness to revise their beliefs and assumptions. By the all-italics question at the end of the fifth paragraph, we are starting to see the author’s impressive level of self-inquiry.

By shelving their idea for a race and instead promoting gender-equitable actions that are more needed in their community, the author shows the maturity, self-awareness, and willingness to change that admissions readers love to see.

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

Empowering through code: my journey in teaching and growth.

It's December 2018. I have a calculus midterm in a week, but as I walk into the library, I am not here to study. I descend to the familiar small, dimly-lit room in the basement. I rearrange tables, set up the projector, and distribute laptops. I anxiously rummage through my notes as I wait for the girls to trickle into the room. The first girl enters, clinging to her mom. Then other girls arrive, likewise, hiding behind their mothers, as I try to encourage mingling amongst the group. I attempt to conceal my anxiousness with a facade of hyper-enthusiasm. I move towards the podium, and while I have often taken my place in front of it, today I stand behind it, muster my brightest smile and begin to teach my first computer science class. Coding is the metaphysical barrier between the outside world and virtual world. On my own, coding allows me to be in my "bubble." Using the same loops and conditionals I teach about, I am able to transcend one world and enter another. Yet when I give myself the task of presenting these same coding principles to the young girls before me, my bubble collapses, and I exit my comfort zone. Nevertheless, I feel compelled to teach coding classes to as many girls as I can reach to instill in them the confidence that coding can generate within oneself, and the subsequent empowerment that can draw more young women into technology. My desire to host coding classes has been brewing for years. It is a perfect medley of my quest for opportunities to serve my community and my passion for computer science. My emphasis on specifically teaching girls stems from a recognition of the lack of girls participating in tech-related endeavors. In High School, I have taken computer science classes with three or fewer girls, and in robotics, I have entered competitions flooded with all-boys teams while struggling to find all-girls teams other than my own. As my team advances from our hometown competitions to regional competitions, to World Championships with 40,000 attendees, I am perplexed as girls in robotics are only speckled through the sea of boys competing. This lack of representation fuels my fire to host more workshops and have an impact upon younger girls so they will see themselves participating within future teams. At times, I have felt the need to prove my worth to others, as if being a girl implies inferiority. Through robotics, I have not only learned how to approach real-world problems with innovative engineering solutions, but also to be an advocate for myself and others. For me, I refuse to be complicit in perpetuating the gender stereotype that I have endured. I know that not every girl will want to join robotics, or even continue to learn computer science, and that's okay. At the very least, I want to emphasize that despite any barrier, coding is something they can do; if my all-girls team can compete our way to World Championships, they can accomplish whatever they choose to pursue. It's June 2019. I have become familiar with the basements of many libraries across Long Island, and today is my latest stop. I descend to a modestly sized room with fluorescent lighting. I iterate through my routine: introduce the coding concept of that day's lesson, run through the curriculum I have meticulously prepared down to each minute, field any questions, provide guidance, and talk to each girl. At the end of the class, when a mother and her daughter excitedly approach me to say that they have registered for robotics, the hyper-enthusiasm I consistently exude is no longer a facade. My message has reached at least one girl, encouraging me to reach the rest. With dozens of girls taught thus far, and more workshop planning underway, I am confident that my efforts have only just begun.

This essay, about the author’s coding education program, is an insightful look into the author’s interests and values. Not only does the essay show how the author has grown as a result of teaching coding, but it demonstrates the author’s passion for empowering young girls in technology, a timely social issue. The author strikes the rare balance of highlighting and celebrating her accomplishments without seeming self-centered or disingenuous.

The author effectively structures the essay, beginning with their description of her first coding class. While working to grab the reader’s attention, the first paragraph also creates a useful framework to show her personal growth--the final paragraph uses the same structure, allowing the reader to easily draw comparisons and see how much their program and teaching abilities have grown. This structural symmetry makes the essay cohesive and balanced.

While the first and last paragraphs work to illustrate the author’s growth, the middle paragraphs provide the reader with insight into the author’s motivations and values. In these paragraphs, the author is able to reflect on her own experiences with coding, first describing why she enjoys coding and how she decided to begin teaching. She describes her own past experiences in robotics and the lack of girls’ participation in competitions, to show the reader where her passion for women’s representation in technology comes from. The author could have strengthened their insight here by providing a more detailed description of her experiences in robotics, and how she was stereotyped or marginalized.

The fourth paragraph is arguably the essay’s strongest, as the author’s personal voice is clear and compelling. She explains how being a minority in robotics has made her feel inferior at times, and as though she needs to prove herself. Though she has learned to advocate for herself, she does not want other girls to feel as she did. The author decides to take action and address the problem by providing girls the opportunity to learn to code. Unlike other essays that point to a vague sense of wanting to help others, this author is driven by a clear, personal mission to empower girls in her service work.

The final thing to note is the essay’s conclusion. While the author has realized their goal of teaching and inspiring girls to pursue robotics, they are not satisfied or feel their work is complete. This is an example of their strong value system, as the author wants to continue to help as many girls as possible.

Mastering Time: Lessons from an Apple Tree and My Uncle's Legacy

Last summer, on a rare sunny day in Dunedin, New Zealand, I sat underneath the apple tree in my garden and pondered time. As I looked around, my eyes followed the dandelions drifting back and forth, up and down, while the distracting buzz of bees flying provided a low cacophony of sound in the background. At this moment, everything seemed so tangible, so graspable to me. Space all around me had character – each floating dandelion just a fingertip away. I wondered if there was a way to touch the fourth dimension I’d learnt from my physics class – a dimension that permeates our very existence. What if we could change time like we do space? What if we could reverse or expand time, as if it were the blossoming sunflowers unfolding a few feet from where I was sitting? Jordan could be hitting his Game 6 shot in Salt Lake City at that very moment, or I could be watching Liu hurdle past the competition in the bright lights of Athens. I could even have endless admissions officers read this essay, after I’d taken all the time in the world to make it a masterpiece worthy of Shakespeare. With time on my hands, the world would be my oyster. Then, I heard my mother’s voice calling and the smell of freshly cooked rice wafted through the garden, breaking my pleasant fantasy. Time, at that moment felt so constricting, as its passage returned to the rhythmic progression of meals. How ironic that while I was thinking about times’ wonders, this afternoon was time I will never get back. Time, in all its unlimited wonders, is used up as we continue our journey through life. In the space of a week, my future time radically shifted. My mother received news that my uncle, who I had looked up to all my life both literally and metaphorically, was gone. I had expected my life to change exponentially. But time kept ticking along the same way it always had, nudging me through the familiar sounds of a basketball clanking off the rim each day, sore forearms from volleyballs thumped, and the daily routine of homework and exams. Yet, throughout all of this, my uncle’s optimistic outlook on life - holding close the people who cared and things that mattered, letting go of unprecedented worry or unnecessary negativity, remained vividly embedded in me. His smile while talking to me, even as his business prospects were looking bleak, will stay with me forever. Time, in all its infinite glory, is a finite arbitrary construct, compartmentalised by society into quantifiable sections. Unequivocally appreciating the “compartments” that I have left, just as my uncle did with his life, is my way of claiming back time with him. Looking back, hyper focusing on a moment meant I often missed the true splendour of the bigger picture. Events such as re-biking the New Zealand Rail Trail senior year after being scarred, both figuratively and literally, from crashing severely in middle school, made me realise how much I truly missed, simply by taking a glass half empty view. Living in a quaint southern Kiwi city also meant things were often uneventful. Before when the weather would pass through four seasons in a day I’d often find it annoying, going from bright blue skies, to pouring hail, to briefly vivid rainbows, to gusts of wind through the night. By focusing on the positive, I began to appreciate what a wacky and peculiar sight this was – nowhere else would I get to live these moments. Constantly reconsidering and reframing previously ignored or unpleasant experiences is part of the legacy my uncle left me. As Shakespeare wrote, “let every man be master of his time.” With time, I know that each and every day is something of wonder, something of appreciation, something meaningful and over which my approach can irrevocably shape my perceptions.

This essay is an excellent example of how being specific and detailed – showing and not telling – can be especially effective.

The writer of this piece has very good instincts. Not only does he show his thought process, but he uses specific details in order to both balance the writing and translate his perceptions into accessible but original descriptions.

An author chooses to show and not tell to both evoke emotion and relay to the reader an experience that is important to the narrative.

An example of using this method is in the second to last paragraph, in which the narrator describes his specific observations:

“Before when the weather would pass through four seasons in a day I’d often find it annoying, going from bright blue skies, to pouring hail, to briefly vivid rainbows, to gusts of wind through the night. By focusing on the positive, I began to appreciate what a wacky and peculiar sight this was – nowhere else would I get to live these moments.”

Instead of simply telling the reader that he began to appreciate things in a way he had not before, he shows us through the details – using all five senses – so that we are guided through the prose and feel what the writer is asking us to. If he simply told us that he began to experience his surroundings differently than he had before, we would not be able to see the experience through his eyes, and we wouldn’t know the weight that the moment carried, or understand how he – specifically – processed these new ideas.

“Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?”

The journey of the rubik's cube: embracing the process of problem-solving.

The moment I laid eyes on the cube, it was as if nothing else mattered. I remember my uncle explaining something about top row corners, but I was already turning the Rubik's cube in my hands around, wondering how its variegated faces could be aligned to create uniform color blocks. Every night for the next week, I would just spin the cube around, hoping that a solution would pop into my head. I started by attempting to align three cubes of one color - but the more I twisted the faces around, the more the colors seemed to scramble. I even tried randomly flicking the rows and columns back and forth, hoping to stumble upon a pattern, but nothing came to mind. I begged my classmates to solve the cube hoping to memorize their tactics, and spent my breaks watching other people solve cubes online, transfixed by the many versions of this puzzle I found. This was to no avail, as the cube remained unsolved. But it wasn't until I realized that I needed to figure out a strategy that worked for me and focus on one face at a time, rather than everything all at once, that I began to make some progress on the cube. By the end of the month, I was able to align 7 out of 9 cubes on one face. I had taught myself a new technique, and while it had not led to a complete success, it was a breakthrough all the same. It's been nine years since the day I was gifted the Rubik's cube, and I still have not been able to solve it. I suspect I never will. But I always come back to this problem not because of a relentless desire to solve or prove anything, but because I love the process of problem-solving. There is something special about being in a situation where I am not expected to immediately find a solution, and have time to examine a task from different angles and attempt to complete it in a multitude of ways. It is not the need to reach the final solution that drives me, but rather the knowledge that every bit of progress I make gives me a better understanding of the puzzle and contributes to my learning. When I approach daunting tasks, I ground myself by breaking down the problem and trying different approaches. Getting stuck is not a failure - rather, it is an opportunity to retrace my steps and figure out what went wrong. Success is not defined by how many problems I am able to solve, or how good I am at things, but rather how resilient I am and how willing I am to learn. There is a sense of contentment that accompanies the wonder I feel whenever I open up the educational digital program I have been working on for the past year. There is wonder in my uncertainty about how things are going to turn out, the fact that I don't know if I will achieve the ideal result this time - if today will finally be the day I crack the code. I have tried many programming languages and platforms to recreate the designs and prototypes I have created, although I have not yet been successful in my attempts. But before when I would have shied away from the uncertainty of my success, I now embrace it. I still find myself fiddling with my Rubik's cube during my free time because there is something to be said by finding those silver linings, those invaluable lessons in my relentless attempts to figure it out. Every so often I find delight in a breakthrough I've made, a technique I've finally learned or a piece that slotted in exactly where it needed to be. These small victories are meaningless in the larger scope of the world, but to me, they mean everything.

This is a fantastic example of an essay that draws importance and sincerity out of a commonplace experience. Many kids play with Rubik’s Cubes--the author is also not a world-record-breaking cube solver. But they use the Cube to do some serious self-analysis--in examining why they are attached to the puzzle, what they like about it, and how they went about approaching solutions, the author shows how they exhibit persistence, adaptability, and rigor in pursuing their interests.

The sentence, “Success is not defined by how many problems I am able to solve, or how good I am at things, but rather how resilient I am and how willing I am to learn” represents the essay’s most significant observation. In equating success with resiliency instead of achievement , the speaker shows great maturity. In college, students are challenged--they will also see students around them achieving in a variety of ways. Pursuing and embodying resiliency instead of chasing achievement at all costs makes for a healthy student experience full of learning!

More Examples?

To see even more examples, download our free ebook, the US Personal Essay Master Guide , which features 50 examples of Common App essays of students admitted into top universities! Additionally, check out our database of successful Common App Applications to read essays for each individual school!

About the Contributor

Jamie Beaton

Jamie Beaton is the Co-founder and CEO of Crimson Education. With degrees from Harvard, Oxford, Stanford, Yale, and Tsinghua, Jamie is an educational innovator passionate about helping students reach their academic potential. He co-founded Crimson after gaining admission to 25 of the world's top universities. Under his leadership, Crimson has become the world's most successful university admissions consultancy, helping thousands gain entry into the Ivy League and other elite institutions.

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Bolded Common App Essay

I’ve already submitted my common app for my early school. The thing is, it’s in bold because the common app text box starts you off in bold by default. My thought process was that if you start off with bold by default, then they wouldn’t particularly mind which way you wrote your essay. However, I’m starting to have second thoughts now because most people I know submitted it in plain text.

Because the entire thing is bold, it looks fairly normal and is still easy to read. Will it still count against me?

@Amduseus I don’t think it would count against you. I would hope an admissions department would be professional in their review of your entire application. Most students I know write their essays in other software such as word and then copy and paste it into the common app. I would relax.

I would imagine it would be easy enough to unbold if it bothers the reader.

What’s done is done, don’t sweat it.

Omg I searched everywhere and finally found someone with the same issue I have. I copied my supplementals from a google doc into the text boxes on the common app and it bolded all of them. Unfortunately I only noticed after I submitted them.

After pestering my college counselor and my teachers, they all said that it was such a minor mistake and that there is nothing I should worry about so I’d like to pass that on to you. I can’t imagine that an admissions officer would be petty enough to let a formatting error factor into our admissions decisions.

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Recent posts, subscribe here, more expert advice, 5 college essay examples & what to avoid.

College essays need to start strong. They’re competing for an admissions officer’s attention, and you don’t want to lose your reader before your story ever really gets going. Here are five opening college essay examples to avoid, in other words, what's more likely to lose a reader’s interest.

It's that time of year again. The point in the application timeline where students are, or should be, getting ready to write drafts of their essays. Crafting strong essays for the application can be difficult for students, even the most skilled writers. Especially with students expected to write multiple essays with very different styles, it can feel overwhelming to submit a confident essay.

Just remember that first impressions matter in life and in college essays.

Personal Statement vs. Supplemental Essays

When applying through the Common Application, students are typically expected to write one personal statement submitted to every college and at least one supplemental essay per college.

The supplemental essay(s) demonstrate cultural and institutional fit for admissions officers. Many students refer to these essays as the 'why us' essays. And simply put, admissions officers want to learn why students are interested in the college and what makes them a great addition to their campus.

The personal statement, however, is an opportunity to show college admissions committees who the student is beyond the four walls of their classroom. Typically 650 words in length, the personal statement is, well, unique to each student. There is no 'right way' to write the personal statement, but we have a few tips to help students maximize their writing and avoid crafting a weak opening for their college essay. Each tip will also include an example of a real opening written by a former Collegewise student to demonstrate the tips we share!

To learn more about how to crack the supplemental essay, watch our Cracking the Supplemental Essays video!

1. An Introduction to Your Story

Imagine a student is telling a friend a story about life as a pitcher on the baseball team. The student wouldn’t start with, “Often in life, we face difficult situations that ultimately benefit us. While we may not see it at the time….” The speaker would lose the person’s interest before ever getting to the good stuff.

College essays work the same way. They’re stories, and stories need a beginning, not an introduction; instead of writing a general introduction to warm the reader up to a particular topic, starting with a clear opening that ties to the story are the best way to pique an admissions officer's interest in what they might learn from reading the essay further.

Real college essay example: " The worst part about being the slowest runner on my school’s cross country team is that I occasionally fall so far behind that I have to stop and ask for directions."

2. A Famous Quote

An essay that begins, “John F. Kennedy once said…” is already on the wrong track. Unless the quote was actually directed at the writer, the reader cares a lot more about what the student has to say than they do about any famous person’s pithy words. The one exception? Quotes can be effective when they’re part of the story. Say a student is writing about their experiences on a sports team, including a quote from one of their coaches can make their story more impactful. 

Real college essay example: " My baseball coach always says, “We’re going to play smart baseball, gentlemen because dumb baseball is no fun to play and even less fun to watch.”

3. A Definition

Opening with a definition like “Persistence is defined as…,” will probably not be a strong start. The reader, an admissions officer, doesn’t need the student to define words; they need them to tell a story that will help them learn all about who they are. If the personal statement is about persistence, explain how that trait is personified. Additionally, with the limited space students are given to share their stories, focusing on providing necessary details and leaving definitions to Google will help them maximize their writing. 

Real college essay example: " I hate heights. I am a complete scaredy-cat when it comes to heights. It must be genetic because there’s not much else that scares me. I’m usually pretty calm and composed. I have to be. There’s no time to be scared when you’re in the back of a speeding ambulance doing chest compressions on a nineteen-year-old motorcycle accident victim who’s just gone into full cardiac arrest. I did that last week.” 

4. Being Too Creative & Lacking Clarity

Some students try so hard to be creative, or to entice the reader with a sense of intrigue, that they sacrifice clarity. If the reader is one paragraph in and thinking, “I don’t have a clue what this student is talking about,” the arousing interest has moved to confusion. It’s certainly possible and often effective to begin an essay with a description that piques interest without necessarily revealing exactly what the description is about. What's important to remember is that although the personal statement is a unique essay, a student should stay true to the writing style they feel most comfortable with. 

Real college essay example: " Once you know what the chicken at Kentucky Fried Chicken looks like before it’s cooked, you will never want to eat it again. I love my part-time job, and I’ve worked there for almost three years. But I really don’t enjoy looking at that chicken before it’s cooked."

5. Anything that Would Show Up on Google

You might think you’ve read or heard the perfect opening someplace else—a book of sample essays, a speech, a line in your favorite movie, etc. But pirating someone else’s writing is plagiarism, and every college I can think of would frown on an applicant who steals other people’s work without crediting the source. There’s always that chance that your reader could recognize what you’re sharing. And if they have even the slightest suspicion, the answer will always be just a Google search away.

FAQs & Final Thoughts

While there is no 'right' way to start any college essay, a few approaches may not be the best use of the limited space students have. Our list is just a few of the many tips we share with our students to ensure they're submitting confident essays to the admissions committees. In addition to our essay don'ts, we've come across a few frequently asked questions regarding college essays or the personal statement.

What are the Common App Essay Topics?

Each year the Common App releases its 7 essay prompts from which students can choose and write. Although they usually stay the same, there may come a year where one of two may change. That's why it's important to review the prompts early. 

To read through the Common App's 2021-22 essay prompts, read our Common App Essay Topics blog!

Are there Essay Topics To Avoid?

In short, yes! What's important to remember is that admissions officers read hundreds, if not thousands, of essays every application year, and they've read it all. Students need to write about their experiences and what helped shape them to be who they are rather than what they feel admissions officers want to read. 

How Personal Should The Personal Statement Be?

Although the personal statement is a unique story for every student, many students write about personal struggles, challenges they face, and situations they overcame. And while there is no set list of topics to avoid, it is important to note that students should share how much they are comfortable with. After all, a stranger will be reading this essay.

Additional readings:

• Is a Personal Struggle an Appropriate Essay Topic?
• Is Your College Essay Ready to Submit?
• Tackling the Common App Personal Essay

About Us: With more than twenty years of experience, Collegewise counselors and tutors are at the forefront of the ever-evolving admissions landscape. Our work has always centered on you: the family. And just like we’ve always done, we look for ways for your student to be their best self - whether in the classroom, the applications, or in the right-fit college environment. Our range of counseling ,  test prep ,  academic tutoring , and essay management, all with the support of our proprietary platform , lead to 4x higher than average admissions rates. 

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Is the 7th Common App prompt really that "bad"?

ah yes 2:30am worries about my common app essay😀

just now, I watched a video called "Best & Worst Common App Essay Prompts (2020-2021)" by CollegeMeister. in that video (around 25:50), he was so adamant about the 7th prompt being the worst of the worst.

I know his point was that it doesn't give you a sense of direction for your essays like the other prompts do, but I wrote my essay without even looking at the prompts. A lot of the essay advice I read mentioned that you shouldn't look at the prompts because it'll limit your mind while you're writing.

Nevertheless, I think my essay is still good.. it does give the overarching theme of the 1-2 personality traits I'm trying to show off and I have 3 anecdotes that show my growth (I think that's sufficient lol), but I ended up picking the 7th prompt because I was nervous about picking the other, more specific prompts.

I have no clue if I should worry about picking the 7th prompt when I submitted my application😀if anything i'll just pick a more specific prompt for my RD schools..

if anyone wants to comment some reassurance.. feel free to.. tyyyy..

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2024’s violent tornado season has been one of the most active on record − a meteorologist explains the weather behind the outbreaks

Professor of Atmospheric Science, Iowa State University

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Spring 2024 was unnerving for people across large parts of the U.S. as tornado warnings and sirens sent them scrambling for safety.

More than 1,100 tornadoes were reported through May − a preliminary number but nearly twice the 30-year average at that point and behind only 2011 , when deadly tornado outbreaks tore across the southeastern U.S.

The U.S. experienced several multistate outbreaks in 2024. Tornadoes damaged homes from Texas to Minnesota and east to West Virginia and Georgia . They caused widespread destruction in several towns, including Greenfield, Iowa ; Westmoreland, Kansas ; and Bartlesville, Oklahoma . Barnsdall, Oklahoma, was hit twice in two months .

In May, at least one tornado occurred somewhere in the country almost every day .

What causes some years to have so many tornadoes? I’m a meteorologist who studies tornadoes and thunderstorms . Here’s what created the perfect conditions for these violent storms.

2 key tornado ingredients, on steroids

The hyperactive season has been due to an abundance of two key ingredients for tornadoes: wind shear and instability.

The jet stream − a band of strong upper-level winds that mostly blows west to east, flowing between warm air to its south and cool air to its north − plays an important role in how and where weather systems evolve, and in wind shear.

During April and May 2024 , the jet stream often dipped southward in the western U.S. before turning back to the northeast across the Plains. That’s a pattern favorable for producing tornadoes in the central U.S.

In the area east of the jet stream’s southern dip, air rises. That creates a strong low-pressure system, which causes winds near the ground to blow from a different direction than winds higher up, contributing to wind shear.

Making this year even more active, persistent record heat waves were common over Mexico and Texas, while the Rockies and far northern United States stayed cool. The sharp temperature difference created a stronger jet stream than normal, leading to strong changes in wind speed with elevation. As a result, wind shear has been on steroids.

The change in wind speed with elevation can cause air to have a rolling motion . The rapidly rising air in a thunderstorm can then tilt the rolling motion to create a spinning thunderstorm that can concentrate the spin into a tornado.

The Gulf of Mexico was also much warmer than normal , producing abundant heat and moisture that could be transported northward to fuel thunderstorms. That creates atmospheric instability , the other key ingredient for tornadoes.

El Niño’s weakening was a warning

This perfect combination of ingredients for tornadoes wasn’t a complete surprise.

El Niño and La Niña – opposing climate patterns centered in the Pacific Ocean – can affect winds and weather around the world. A 2016 study found that when El Niño is shifting to La Niña , the number of tornadoes in the central Plains and Upper Midwest is often larger than normal.

That’s exactly what was happening in spring 2024 . The tornadoes mostly occurred in the traditional Tornado Alley, from northern Texas to South Dakota, with an extension across the Corn Belt through Iowa and as far east as Ohio, matching the findings of that study.

How is tornado activity changing?

The active spring in the Great Plains was a bit unusual, however. Studies show a long-term trend of decreasing tornado numbers in this region and an increase in tornadoes farther east , near or just east of the Mississippi River.

That shift is consistent with what climate models suggest is likely to happen throughout the remainder of the century as global temperatures rise.

The expected decline in the number of tornadoes in the Plains is likely related to increasing heat over the high ground of the desert Southwest and Mexico. That heat flows over the Great Plains a few thousand feet above ground, creating a cap, or lid. The cap lets heat and moisture build up until it punches through to form a thunderstorm. This hot, moist air is why the central U.S. is home to the most violent tornadoes on Earth.

One theory is that, with climate change, the cap will likely be harder to break through, reducing the number of tornadoes in the Plains. At the same time, increasing heat and moisture elsewhere will fuel more tornadoes in the East.

Long-term trends and climate model predictions also suggest that more tornadoes are occurring during the cooler months , particularly in the Southeast . Tornadoes are also occurring on fewer days each year, but on the days when they do form, there is more likely to be an outbreak with several tornadoes

• Climate change
• Extreme weather
• Atmospheric science
• Thunderstorms
• El Niño Southern Oscillation
• Extreme storms

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• 2024 Trafficking in Persons Report

A PDF accessible version will be posted as soon as the ongoing accessibility and accommodation updates are concluded. Your patience is appreciated.

If you have questions about the 2024 Trafficking in Persons Report, please email  [email protected] .

• Message From the Secretary of State

Dear Reader:

Human trafficking is a stain on the conscience of our society.  It fuels crime, corruption, and violence.  It distorts our economies and harms our workers. And it violates the fundamental right of all people to be free.

Around the globe, an estimated 27 million people are exploited for labor, services, and commercial sex.  Through force, fraud, and coercion, they are made to toil in fields and factories, in restaurants and residences.  Traffickers prey on some of the world’s most marginalized and vulnerable individuals – profiting from their plight.

The State Department’s annual Trafficking in Persons Report provides the world’s most comprehensive assessment of this abhorrent practice, as well as efforts by governments and stakeholders around the globe to combat it.  By measuring progress in 188 countries – including the United States – we are advancing President Biden’s commitment to prevent trafficking, prosecute perpetrators, and protect survivors.

Even as this resource covers long-standing forms and methods of trafficking, it also examines the growing role of technology in both facilitating exploitation and countering it.

Digital tools have amplified the reach, scale, and speed of trafficking. Perpetrators use dating apps and online ads to recruit victims.  They use online platforms to sell illicit sexual content.  They leverage encrypted messaging and digital currencies to evade detection.

At the same time, technology is also one of our most powerful tools to combat this enduring scourge.  Mobile phones, social media platforms, and artificial intelligence make it possible for advocates and law enforcement to raise greater awareness about the rights of workers and migrants, locate victims and perpetrators of online sexual exploitation, and analyze large amounts of data to detect emerging human trafficking trends.

As technology makes it easier for traffickers to operate across geographies and jurisdictions, those of us committed to rooting out this horrendous crime – in government, businesses, civil society – can and must work together and coordinate our efforts.

I am grateful to everyone who contributed to this report, especially the State Department’s Human Trafficking Expert Consultant Network, who helps ensure our findings and recommendations are informed by those with lived experience of human trafficking.

I also want to recognize our TIP Report Heroes who have been essential partners in this work.  For the past 20 years, the Department of State has honored more than 170 such champions of human dignity and decency from over 90 countries – survivors, government leaders, law enforcement officials, lawyers, social workers.  Many of them have put their own safety at risk to support victims and share their stories.

The courage and persistence of survivors and advocates like these humble and inspire us all as we continue working to build a safer and more just world.

Antony Blinken

• Message From the Ambassador-at-Large

Innovation drives successful anti-trafficking work.  As criminals continually adapt to take advantage of new vulnerabilities and opportunities to exploit others, we must persistently keep pace with a rapidly evolving trafficking landscape.  This year’s introduction examines the role of digital technology, which has had a profound impact on trafficking methods and trends in recent years.  Traffickers use online platforms to recruit, groom, defraud, coerce, and exploit victims, taking advantage of the potential for anonymity offered by online spaces.  At the same time, when harnessed effectively, digital technology can strengthen our anti-trafficking response, providing opportunities for stakeholders to strengthen prevention efforts, protect victims, and partner with survivors and other stakeholders to combat the crime.

In our fight against human trafficking, we must constantly strive to connect and unite through innovation, including optimization of our use of digital technology.  Traffickers take advantage of the ever-shifting nature of the internet to exploit others; it is imperative that we too embrace technology to counter this trend.   Digital technology has given us new ways to prevent trafficking, protect victims, prosecute bad actors, and forge global partnerships to combat this crime.  This year’s report highlights a range of successful and promising innovations that set us on that path.  Developing partnerships and empowering communities most affected by human trafficking are key to combating this crime.  This report examines, for example, how current efforts to prevent and address forced labor are buoyed by strategic partnerships with workers, including worker-led approaches to advancing labor rights and standards.

The internet can provide spaces to share information, for example to train and educate youth regarding online safety, empower workers to know and protect their rights, and educate vulnerable populations to recognize indicators of exploitation.  Digital tools can provide human trafficking victims with streamlined access to services such as hotlines, peer support and therapy, and other resources for technical training and financial literacy to help survivors navigate the exit and recovery stages of human trafficking.  Technological advances can increase the speed and accuracy of data collection, an area that when harnessed effectively can aid in the identification of trafficking patterns and trends.  Stakeholders can use technology to strengthen communication and information-sharing tools that incorporate workers’ voices, increase transparency and accountability in supply chains, and streamline collaboration and data-sharing among stakeholders.

This year’s introduction also covers a topic of personal importance to me as a former prosecutor.   Utilizing strategic investigative processes can effectively shift the burden of proof away from a reliance on victim testimony, which can endanger and retraumatize victims, and onto the prosecuting authority to both strengthen criminal justice procedures and better facilitate the safety and long-term well-being of victims and survivors.  Strengthening partnerships with survivors and innovating for greater inclusion of historically marginalized communities such as those with disabilities, are crucial to the anti-trafficking movement.  Survivors must continue to be consulted early and often in the development and implementation of anti-trafficking work.  Their firsthand knowledge of the ways in which traffickers are utilizing technology for exploitation is critical to ensure effective prevention, protection, and prosecution efforts.

Governments have a responsibility to guide and leverage efforts, including the use of digital technology, to protect the rights and safety of their citizens; however, governments cannot do this alone.  Collaboration and partnerships among stakeholders – governments, tech companies, NGOs, survivor communities, and financial institutions – are more important than ever to creating a safer world without human trafficking.  A fierce commitment to innovation has the power to renew and strengthen the deep connections that bind together all of us working to end human trafficking.  The United States is proud to work alongside our partners at home and overseas as we document and disseminate efforts to end this terrible crime while also recognizing the heroes whose work around the globe brings hope to victims, empowerment to marginalized communities, and motivation to continue our collective efforts.

• Human Trafficking Defined

The Trafficking Victims Protection Act of 2000, as amended (TVPA), defines “severe forms of trafficking in persons” as:

• sex trafficking in which a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age; or
• the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery.

A victim need not be physically transported from one location to another for the crime to fall within this definition.

Exploring the Role and Impacts of Digital Technology on Human Trafficking

In today’s rapidly evolving world, technology is often a double-edged sword.   While technology has provided innovative solutions to preventing and addressing human trafficking, it has also prompted complex ethical questions and created new opportunities for criminals, including human traffickers, to be increasingly sophisticated in exploiting individuals for profit.   Traffickers use technology to recruit, control, market and exploit vulnerable individuals while also evading detection.   Traffickers do this, for example, by using the Internet to advertise and sell children online for sex, advertise false jobs on social media platforms that are actually human trafficking schemes, transfer cryptocurrency to other traffickers, and perpetuate online scam operations.   At the same time, anti-trafficking stakeholders are using technological innovations to prevent human trafficking, protect victims, and prosecute traffickers.   The 2024 Trafficking in Persons Report (TIP Report) introduction explores the challenges associated with digital technology in the fight against human trafficking and highlights how it can be used effectively by the anti-trafficking community.

Defining “Digital Technology”

Digital technology refers to an ever-expanding set of electronic systems and resources that facilitate learning, communication, entertainment, and more.   Examples include hardware, such as computers, smartphones and mobile devices, and robotics; software, including mobile applications, geolocation, online games, financial databases, web-based and cloud-based systems, and artificial intelligence (AI); and other online services, such as websites, video streaming, blogs, and social media.   For the purposes of this report, digital technologies are explored through their use by traffickers as well as by key anti-trafficking stakeholders and beneficiaries.

The Intersection between Digital Technology and Human Trafficking

One way digital technology and human trafficking can intersect occurs when traffickers use online platforms to exploit victims.   While not a novel phenomenon, renewed attention was brought to the issue because many people shifted their daily activities online at the height of the COVID-19 pandemic.   Reports from several countries demonstrated drastic increases in online commercial sexual exploitation and sex trafficking, including online sexual exploitation of children (OSEC), and demand for and distribution of child sexual abuse material (CSAM).   Traffickers have continued to advance schemes to exploit individuals using digital tools to groom, deceive, control, and exploit victims.   Some of these schemes lure individuals hundreds of miles away, including across borders, while others do not require them to leave their homes.  Increasingly, victims and survivors of human trafficking have shared that they first connected with their traffickers online.   While traffickers continue to refine and advance their use of digital technologies, governments and other anti-trafficking stakeholders must do the same to combat human trafficking.

How Traffickers Use Technology to Facilitate Trafficking

Human traffickers use a wide range of tactics to manipulate and exploit victims—using technology at every stage of their criminal activities, from the initial planning and execution of the scheme to the way in which they coerce, monitor, and maintain individuals to further their exploitative purpose and increase their profits.

Traffickers use the Internet to facilitate the identification and grooming of potential victims.   Traffickers often target and victimize individuals in vulnerable situations such as those experiencing conflict, natural disasters, poverty, challenging home lives, systemic oppression, or a combination of hardships.   The UN Office on Drugs and Crime (UNODC) identified “hunting” and “fishing” as two common strategies perpetrators use to deceive and recruit victims.   According to UNODC, online platforms help traffickers search proactively and anonymously for a specific type of individual who they believe is particularly susceptible to further their scheme (the hunting process), or passively attract potential victims by posting online and waiting for a response (the fishing process).   Perpetrators may use social media, online advertisements, websites, dating apps, and gaming platforms – or fraudulent or deceptive duplications of such tools – to hide their true identity through fake accounts and profiles while interacting with potential victims.   Once potential victims are identified and contact is established, communication through the Internet serves as a powerful tool to deceive individuals with false promises of education, employment, housing, or romantic relationships only to lure them into labor and sex trafficking situations.   For example, a trafficker may create an online business website, perhaps posing as a talent recruiter, on which they often include realistic photos to gain a victim’s trust and make them believe the opportunity is authentic and will help advance their career or improve their life.   In these cases, traffickers trick the victim into believing they can legitimately earn income not only for themselves, but for their families as well.   As trust is established, the trafficker manipulates and traps the individual in an exploitative situation through force, fraud, or coercion.   Tactics such as threatening physical abuse or harm to an individual, their reputation, future employment, financial prospects, or their loved ones, are used by traffickers to foster fear.   The internet can also serve as a platform to escalate the exploitative scheme further, including via sextortion.

The Federal Bureau of Investigation (FBI) defines sextortion as a serious crime that occurs when a perpetrator threatens to distribute private and sensitive material if the victim does not provide images of a sexual nature, sexual favors, or money.   The perpetrator, who often poses as a love interest, entices individuals to send sensitive images, which the victim believes are being shared privately, but the perpetrator then uses the images to control and coerce their victims to produce more images, perform sexual favors, or give money in cases involving sex trafficking or forced labor.   In addition to blackmailing the victims for large sums of money, traffickers may also use the content to generate additional revenue by selling the sensitive material on illicit platforms.

Additionally, traffickers can use the Internet to facilitate forced criminality, an increasingly common mechanism involving traffickers coercing their victims to engage in or support criminal activities ranging from working as part of online scam operations to commercial sex.   In online scam operations, traffickers largely recruit victims through deceitful job listings online, confine them in gated compounds, and force them to engage in online criminal activity under threat of serious harm.   Online scam operations include illegal online gambling, cryptocurrency investment schemes, and romance scams, all of which involve the victim of trafficking forming relationships with individuals in order to defraud them of significant sums.   Some traffickers compel victims to continue to work by threatening that if they seek help, they will be prosecuted for the unlawful acts committed as a direct result of being trafficked; while others are simply unaware that they are trafficking victims.

In sum, traffickers use digital tools like the Internet to amplify the reach, scale, and speed of their trafficking operations.   While the methods and means may have evolved with technological developments, the exploitation at the heart of trafficking persists, underscoring the urgent need for comprehensive and innovative approaches to investigate and combat this crime.

Challenges and Risks Technology Presents for the Anti-trafficking Community

Digital technology has broadened the scope and scale of operations for traffickers as it allows the flexibility to target and exploit victims across the world while remaining hidden and more difficult to trace.   Traffickers adapt their schemes to take advantage of the obscurity available with new online tools, such as hiding behind anonymization tools or software, and benefiting from loose regulations of online platforms.   These challenges make it increasingly difficult for law enforcement and anti-trafficking stakeholders to identify and implement coordinated solutions fast enough to effectively combat technology-facilitated human trafficking.  Constant evolution in digital technology and the ways in which it is being used also makes it difficult to concentrate efforts or decipher trafficking indicators on a given platform, because law enforcement agencies must continuously adapt their tactics, develop technical expertise, and collaborate with technology companies to effectively combat trafficking.   Additionally, NGOs and service providers with data relevant to the field may struggle with how to effectively share information while considering data ownership and ensuring privacy is being maintained and protected.

Cross-Sector Coordination Challenges  

Traffickers have widened their reach by communicating with and recruiting victims globally, which has created a need for greater global coordination among anti-trafficking stakeholders and technology experts.   These stakeholders face several challenges to coordinating a global response, including navigating diverse legal frameworks to address technology-facilitated human trafficking that transcends borders.   It is often difficult to determine which jurisdiction has authority to investigate and prosecute perpetrators and coordinate international investigation efforts involving multiple countries.   Even when the jurisdiction is established, the necessary evidence gathering and coordination often results in lengthier processes, causing further strain on law enforcement agencies.   Traffickers also take advantage of and operate with impunity due to gaps, inadequacies, or loopholes in laws and regulations to address technology-facilitated trafficking and associated activities.

The lack of sufficient funding for research and training on traffickers’ exploitation of digital tools can leave the anti-trafficking field responding reactively rather than proactively.   Capacity and resources are particularly acute challenges for law enforcement in regions with limited access to advanced technology.  Several technology-based anti-trafficking tools exist for data mining; however, many regions are unable to take advantage of these resources due to a lack of technological infrastructure and digital literacy.   Victims may also find themselves isolated and unable to easily seek help in geographical areas with limited technological capabilities, and poor internet connectivity or coverage may affect their ability to receive information and services from anti-trafficking NGOs in a timely manner.

Data Privacy, Protection, and Access

Data protection, data analysis, and data sharing are crucial methods of using digital technologies to prevent, identify, and reduce instances of human trafficking, but practitioners must consider potential negative effects on the safety and well-being of victims and survivors.   Collecting and sharing data on human trafficking cases, including victims’ personally identifiable information (PII) can be essential for law enforcement and victim support efforts, but could raise serious data privacy concerns for victims and survivors should their information be inadvertently released to the public through data breaches, which has become a common issue with digital technology in general.   NGOs and technology companies often use data mining techniques to support law enforcement in investigating offenses but may lack appropriate security protocols to properly safeguard the data and protect victims’ PII from bad actors.   Different standards for ensuring data privacy and protections across countries and concerns around national security hinder effective information sharing between governments.   Frameworks for data collection, storage, and sharing of personal data are often different, complicating international cooperation.   Governments should consider strengthening digital literacy and infrastructure, where possible, to improve data security standards and procedures, while listening to the recommendations from anti-trafficking stakeholders, including those with lived experiences of trafficking, to assess the best mechanisms for gathering, analyzing, and sharing data related to victims and survivors.    

Encryption & Anonymity

Encryption systems are one way to safeguard data in digital interactions including in web browsing, messaging apps, and financial transactions.   Such systems prevent third parties from accessing data by turning readable data into a scrambled code that can only be recovered by the receiver’s system, ensuring that only authorized parties can access the original data.   Anonymizing technology provides a high level of privacy and obscures the connection between an individual’s online activity and their real identity.   Encryption systems found in many online platforms are designed to protect the privacy and security of all online users; however, these systems and anonymizing technologies such as virtual private networks (VPNs), can also offer protection to bad actors, allowing them to avoid detection and accountability.

As with any crime, heightened anonymity may pose a major challenge for law enforcement and anti-trafficking stakeholders in identifying traffickers and their co-conspirators, whether it is the creator of a fraudulent social media account or author of an online advertisement scam.   Traffickers increasingly benefit from and rely on the protection that digital tools offer as it amplifies an offender’s ability to anonymize themselves through the entire transactional process – from the recruitment and the solicitation to the management of the transactions and relationships to the payment.  Virtual currency has even enabled a distance between those making and receiving payments and the movement of the money.  Traffickers may also hide their IP addresses and encrypt their communications, such as emails, chat messages, and file transfers.   Together this allows greater physical separation between the offender and the offense, impacting the crime itself and law enforcement’s ability to intercede.

Media or Misinformation

The proliferation of social media and online forums have increased the potential for false narratives and misinformation about human trafficking to circulate online and skew public perceptions of the crime.   Even accurate reporting on human trafficking cases and issues may unintentionally minimize the wide range of potential trafficking experiences.   Unfortunately, the most sensationalized and misleading stories tend to attract the most attention and mispresent what human trafficking is while also shifting focus away from more prevalent forms of trafficking and from marginalized populations whose exploitation may not receive the same coverage.   Such reports may also create a singular or limited perception within communities of what human trafficking looks like, perpetuating stereotypes and interfering with prevention efforts or victims’ ability to self-identify.

The Promise of Technology in Monitoring and Combating Human Trafficking

Technology also plays an important role in investigating and countering human trafficking.   Digital technology, including mobile applications, social media campaigns, and online hubs, can be used to further share information, resources, and training on human trafficking.   It can also be used to improve access to online support services for victims, survivors, and vulnerable populations.   Organizations are using data analytic tools to help identify current trends in fraudulent recruitment, map complex supply chains for links to forced labor, and detect emerging human trafficking schemes.   These tools help support information sharing used to bolster identification, investigation, and prosecution efforts by providing means to integrate and analyze data from multiple sources.

Enhancing Education and Outreach Efforts

Digital technology and literacy expand the reach of prevention efforts to raise awareness and educate the public on human trafficking globally.   Given the increase in online activity among children, governments and parents should even further prioritize education around online safety for children and youth, and could take advantage of online tools to inform children of the risks related to the internet.   Fortunately, there are already a number of beneficial training tools for young people using social media and mobile applications, as well as for parents and guardians, that help support early interventions to prevent technology-facilitated trafficking of youth.   One example of how technology is being used for public awareness is through online campaigns including the Can You See Me? campaign administered by A21, a global anti-trafficking organization in the United States, aimed at informing the general public on how to spot signs of human trafficking and where to report it.

Technology is also being used to improve awareness and outreach efforts to support worker engagement and empowerment.   Commonly used messaging apps and social media platforms, as well as specially designed worker engagement and empowerment platforms, are used to educate workers on their labor rights, including the right to organize; access legal and social services; and connect with legitimate employers and jobs.   Some tools also offer responsible employment training for managers, provide secure grievance mechanisms for workers, aggregate worker survey responses, and provide feedback opportunities, allowing workers to share information about their recruitment and work experiences.   One promising example comes from Polaris, an NGO based in the United States.   Through its Nonechka project, Polaris collaborated with technology partner Ulula on a platform that allows farmworkers in Mexico and now in the United States to share their experiences, including information on risky recruitment and employment processes.   This information also helps Polaris formulate prevention strategies, as well as inform workers about their rights, wages, and working conditions and how to access general services locally including emergency, transitional, or long-term services.

Victim Services

Digital technology tools can aid victims during the exit and recovery phases of a human trafficking experience.   Technology can play a pivotal role in victim identification, employing various methods and platforms for finding victims online and allowing for self-reporting exploitation.   For example, the Canadian NGO Center for Child Protection (C3P) operates Project Arachnid , a web crawler that searches for known CSAM.   When such material is detected, C3P sends a notice to the provider asking that the material be removed. The NGO Thorn also has an AI-powered tool that detects CSAM and tools that aid law enforcement in child sex trafficking investigations.   While digital investigative techniques, including those that make use of AI, can assist in trafficking detection, investigation, and successful prosecutions, basic communication tools such as messaging apps, SMS and text, and phone channels also offer lower-tech and straightforward avenues for victims to communicate with service providers in real time.   Successful tools to advance victim services include those that facilitate and increase access to victim resource hotlines, virtual peer community spaces, and financial inclusion resources.   There are also online tools to bolster training and technical assistance for professionals who wish to support victims and survivors during the aftermath of victimization and to navigate the criminal justice system.   Most of these tools are mobile applications and leverage web- and cloud-based solutions for victim services.   The GraceCity App, for example, developed by anti-trafficking advocates in Sacramento, California, is a mobile application that offers victims and survivors details on the community resources in their area.   The app can canvass thousands of first responders and provide users with useful resources including nearby NGOs, medical professionals, social workers, and therapists.   Technologically enhanced interventions can be instrumental in overcoming challenges to victim identification, outreach, and intervention, providing real-time communication channels that are accessible, secure, and more efficient in providing immediate assistance tailored to the individual’s situation and unique needs.

Data Collection and Sharing Efforts

As mentioned earlier, data collection, data analysis, and data sharing are crucial components of using digital technologies to prevent, identify, and reduce instances of human trafficking.   Anti-trafficking stakeholders have created tools and established new initiatives to improve their data collection and sharing to support investigation and prosecution efforts.   For example, social media and communication platforms are rich sources of information for law enforcement investigations, but combing through large-scale datasets can be time consuming and labor intensive.   A diverse group of stakeholders, including governments, international organizations, civil society organizations, private sector businesses, and information technology professionals developed technology tools to assist in anti-trafficking efforts.   These tools help anti-trafficking stakeholders collect and analyze vast amounts of qualitative and quantitative data through techniques such as data mining, machine learning, and natural language processing.   These digital tools not only enhance the utility and speed of traditional data collection methods used for case management and investigative purposes, but also make it easier for anti-trafficking actors to analyze the data to share real-time insights that better equip the field to address and combat trafficking.   Despite this potential, reports show that NGOs have traditionally underutilized such tools due to lack of knowledge, access, expertise, and funding, and more information is needed to better understand barriers to use.    

Anti-trafficking applications can help investigators perform pattern analyses from big-data searches encompassing structured and unstructured data from sources including social media.   These analyses allow investigators to understand traffickers’ online activities as well as their most frequently used platforms and profiles used to target and mislead victims.  For example, the Counter Trafficking Data Collaborative (CTDC), developed by the International Organization for Migration, brings together anti-trafficking organizations from around the world to make human trafficking data publicly available in a central, accessible online platform.   The goal of CTDC is to break down information sharing barriers and equip the anti-trafficking community with reliable data. CTDC offers primary, individual-level data scrubbed of personally identifiable information on victims of human trafficking that can be used to track human trafficking trends globally.

From identifying trafficking patterns to increasing accountability within supply chains to prevent forced labor, the multifaceted nature of data collection and sharing requires multidisciplinary partnerships for the benefits of data-related solutions to fully materialize.   Data collection and sharing among several anti-trafficking stakeholders is key to effectively developing anti-trafficking policies, identifying victims, prosecuting the perpetrators, and mapping where and how traffickers and transnational criminal networks operate.   Collaboration on data collection and sharing should particularly be encouraged between sectors and stakeholders equipped with capabilities to collect data and gather intelligence and insights.   Such stakeholders should include NGOs, survivor-led organizations, individuals with lived experience of human trafficking, and intelligence or investigative agencies.   The Traffik Analysis Hub is another example of a global solution that supports joint analysis of large AI-generated data sets, providing partners with the ability to pool data assets to generate new insights into patterns and hotspots of trafficking incidents.   Information from the Traffik Analysis Hub, which was developed with the support of IBM, is also shared with law enforcement so actions can be taken to disrupt trafficking operations.   The ability to use large quantities of data and data analytics also helps to minimize the use of individual victim information and victim testimony to support trafficking prosecutions.

However, the collection and analysis of large data sets present several significant risks and challenges including privacy and data security concerns, misuse of data, and bias and inaccuracies that could result from reliance on large data collections.   To mitigate these risks, it is crucial to implement data protection measures to ensure ethical data collection practices and protect individual’s right to privacy.

• Lessons Learned and Looking Ahead

The Role of Government

Governments have the responsibility to regulate the use of technology, including in anti-trafficking efforts, such as disincentivizing the abuse of online resources for trafficking.   Efforts to legislate and regulate tech companies to better prevent and address human trafficking will have broader impacts in areas such as privacy, security, and innovation, so careful consideration with a wide range of stakeholders will be needed.

Right now, government approaches to addressing emerging issues in the digital era continue to be fragmented, in part due to the scale and speed at which digital technology evolves.   Inconsistent policies make it difficult to combat tech-facilitated crimes due to their transnational and multi-jurisdictional elements.   Some governments are recognizing the importance of regulating digital platforms to protect and further national security, economic development, and human rights priorities and many have begun developing policies around the production, deployment, and use of digital technologies.   Collaboration and coordination at the international and national level will make it harder for perpetrators to continue their illicit activities.

Globally, government investment in digital technologies for anti-trafficking efforts remains low, despite significant potential.   Private sector and civil society stakeholders, including those with lived experience, will be critical to identifying additional government-funded research and development necessary to channel the positive aspects of technology and protect those who use it.   An OSCE and Tech Against Trafficking analysis found that out of 305 technology tools readily available to combat human trafficking, only 9 percent were developed through government investments.   Consideration should also be given as to how best to develop and share existing tech tools in regions of the world that lack such tools.    

The Role of Law Enforcement

Law enforcement agencies are tasked with combating technology-facilitated human trafficking by monitoring online platforms, investigating suspicious activity, and prosecuting perpetrators.   Law enforcement agencies can continuously look for new ways to proactively investigate trafficking cases by harnessing technological innovations to collect evidentiary material.   For proactive investigations, agencies can focus on increasing internal capacity to integrate data analytics and artificial intelligence tools into casework, as well as collaborate and coordinate with NGOs and technology companies in tool development, training, and information sharing – with due regard to privacy safeguards.

Law enforcement agencies have found ways to leverage technology to help identify, track, and monitor illicit activity by following its digital footprint.   A digital footprint could include online activity, from websites visited to social media posts published, and can help paint a clearer picture of a trafficker’s identity, location, and criminal activity.   Such publicly available digital evidence is often helpful in building a trafficking case.

Examples of law enforcement leveraging online data to support criminal investigations include:

• In September 2023, The Netherlands, supported by EUROPOL, coordinated a 3-day investigation targeting online criminal activities that enable human trafficking.   Law enforcement from 26 countries alongside representatives from European Labor Authority, European Police College (CEPOL), INTERPOL, OSCE, and International Justice Mission, focused on identifying online platforms and social media to recruit victims for sexual and labor exploitation.   This led to identifying 11 suspected human traffickers and 45 potential victims.
• In 2023, Operation Synergia led by INTERPOL, targeted human trafficking rings linked to cyber scam centers.   Partnering with a leading creator of cybersecurity technology, Group-IB’s Threat Intelligence and High-Tech Crime Investigation teams collected and shared information with INTERPOL and other law enforcement agencies to locate over 2,400 IP addresses associated with cybercrime, leading to the removal of the servers.   Over 60 law enforcement agencies from 50 countries participated in the search and seizure of 1,300 malicious servers and electronic devices, shutting down 70 percent of identified cybercrime command servers while the remaining 30 percent are under investigation.

Law enforcement agencies must be better resourced to combat technology-facilitated human trafficking or use technology for human trafficking investigations.   This can be achieved through greater investment in staff, training, and software.   Law enforcement officers must be trained on monitoring and evaluating online platforms and developing technical knowledge.   Law enforcement agencies can deepen their capabilities by establishing cybercrime units tasked with data analysis and decryption technology.   Cooperation protocols with NGO and private sector partners will further data sharing and the design and deployment of new tools that are victim-centric and trauma- and survivor-informed.   Multilateral knowledge exchange should also be considered when developing technology tools to prevent traffickers from exploiting the gaps in capacity and legislation between law enforcement agencies.   Governments should also focus on implementation of the UN Convention against Transnational Organized Crime and its Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children to address legislation gaps.   Lastly, law enforcement agencies with access to victims’ personal data must have protection standards in place on the collection and storage of such personal data.

The Role of the Financial Sector

The financial sector also plays a vital role in combating human trafficking.   According to the International Labour Organization, human trafficking is responsible for an estimated $236 billion in illicit profits annually.   All forms of currency, including both traditional and digital assets (e.g. cryptocurrency), can be laundered, requiring a multidimensional approach involving legislative measures, collaboration between justice and financial sectors, technological innovations, and ethical considerations to detect their use in criminal enterprises.   The financial sector’s role extends beyond upholding regulatory frameworks, often guided by promising practices in the area of corporate responsibility.  As illicit proceeds from human trafficking can intersect with formal financial systems at any stage of a human trafficking crime, it is essential that financial institutions proactively manage the risk of technology-facilitated human trafficking and train staff on the financial indicators and techniques used by human traffickers to launder money.   Coordination in this area should also include financial institutions working with law enforcement, technology companies, and survivors to inform their efforts, including on the development of training programs to enhance the ability of frontline staff and other industry professionals to detect transactions connected to human trafficking, how and when to intervene, and how to determine when a third party is benefitting from the exploitation of another.

Globally, the Financial Action Task Force (FATF) is the standard-setting body for anti-money laundering and countering the financing of terrorism and weapons proliferation.   More than 200 countries have agreed to implement FATF recommendations, which provide guidance for member countries to identify, assess, and understand money laundering and illicit finance risks and to mitigate those risks.   Since 2019, the FATF has included guidance on how to assess and mitigate risks associated with digital assets and digital asset service providers, including recommendations on how member jurisdictions should regulate cryptocurrency transactions.   Countries are encouraged to adapt FATF recommendations to their specific context to establish or enhance efforts to tackle illicit financial transactions.

Following digital financial transactions human traffickers leave behind can identify broader criminal networks and make it more difficult to profit from human trafficking.   For this reason, responsible innovation in technology and proactive partnerships between governments, financial institutions, law enforcement, and civil society experts, including those with lived experiences are an important part of identifying illicit financial activity associated with human trafficking and safeguarding financial systems against human trafficking, money laundering, terrorist financing, and other serious financial crimes.

The Role of NGOs

NGOs are one of the primary users and drivers of the development of anti-trafficking technological tools, algorithms, and programs and use digital technology to provide survivors easier access to resources and support services such as online counseling and helplines.   NGOs are also well-positioned to build strong partnerships with and bridge the gap between technology companies, governments, survivors, and community organizations to enhance the creation and broaden the use of essential anti-trafficking application services.   NGOs can use these relationships to advocate for and consult on the creation of standardized response frameworks, data privacy for victims when using anti-trafficking technology tools, and solutions to other emerging concerns around technology.    

A result of a partnership between NGOs and international organizations (IOs) to advance work under the UN’s Global Compact on Decent Work in Global Supply Chains, the Interactive Map for Businesses of Anti-Human Trafficking Organizations was developed to be a user-friendly repository database that tracks global and local initiatives and organizations that businesses can partner with on anti-trafficking efforts.   The map provides NGOs an opportunity to optimize coordination, research, awareness, and prevention efforts through the ability to identify specific industry initiatives to combat human trafficking via a filter tool that organizes data based on industry, geography, or issue, among others.

The Role of the Technology Industry

The technology industry, while providing many benefits can also inadvertently create environments that facilitate trafficking and other crimes, including by creating a space that facilitates unsupervised access to children.  Many companies acknowledge that the popularity and simplicity of user-friendly application services contribute to unsafe environments by providing traffickers with easy access to communicate, advertise, and coordinate illicit activity. Some technology companies have taken steps to address these challenges, but ongoing efforts are needed to enhance security measures, improve content moderation, and collaborate with law enforcement to prevent technology from being used by bad actors for illicit activities. Technology can play several roles to include using data and algorithm tools to detect human trafficking patterns, identify suspicious and illicit activity, and report such activity to law enforcement.   Technology companies play a pivotal role in protecting victims and vulnerable individuals from being exploited through the use of their online platforms and must be part of the solution to combat human trafficking.

Some technology companies are increasingly investing in better language models and machine learning to allow computers to learn from and make predictions based on data trends.   These tools are a useful resource as they may provide law enforcement agencies with powerful tools to more efficiently target illicit activity and possible cases for investigation, but they are not required.   Language models can detect, translate, and categorize key words used by traffickers to identify trafficking communication patterns.   It can be used to aid international investigations and target traffickers since they often recruit individuals in different countries primarily communicating through technology and internet platforms in the victims’ native language.   Alongside language models, other machine learning tools have the ability to cross reference various data sets, such as combining law enforcement data and transit trends, to help stakeholders formulate specific algorithms that can trace traffickers’ patterns.   These tools can enhance collaboration between law enforcement agencies and other stakeholders, as well as quickly close the gap for countries that may not have established effective tools to track or investigate human trafficking.   As developers continue to build and enhance anti-trafficking applications for protection, prevention, or prosecution functions, they must be designed to tackle the unique challenges and scenarios that arise in the context of human trafficking.

Regardless of the progress provided by technology tools, it is crucial that anti-trafficking stakeholders be cautious of becoming overly reliant on using AI and facial recognition technology to identify victims of human trafficking and the traffickers.   These tools should enhance, not replace, existing methods.   Developers, policymakers, and anti-trafficking leaders seeking to improve anti-trafficking efforts with AI and facial recognition tools should prioritize establishing data privacy rights and ensuring individuals’ information is protected throughout data-sharing processes.

Taking Action: Considerations for Anti-Trafficking Stakeholders

Harnessing technology to advance the shared goal of governments, law enforcement actors, technology companies, and civil society to eliminate human trafficking will require proactive efforts by all actors to resolve the complex, often contradictory byproducts of technological progress.   Governments can adopt policies and legislation that recognize human traffickers’ use of technology and incentivize the positive use of technology tools to investigate and counter human trafficking, and must coordinate implementation of these policies through collaboration with the technology sector, the financial sector, anti-trafficking NGOs, and lived experience experts who can help build capacity to monitor online spaces, train staff, develop technology tools, and cultivate technical expertise.   Law enforcement entities can use technology to conduct data analytics on traffickers, their connections, and their modus operandi to inform human trafficking investigations and related money laundering activities, bolster the identification of victims online, and enhance safety nets.   Governments can also strengthen data security from unauthorized access to better protect victims and investigations and find technology-based solutions that further privacy, safety, and trust.   Multilateral forums offer important venues for governments to share best practices and develop new policies and standards that uphold current international frameworks but are also tailored to regional and local trafficking situations and existing technological capabilities.

NGOs can advocate for policies and tech solutions that empower vulnerable individuals, strengthen access to services, advance digital learning, and further privacy protections.   Local communities, NGOs, and those with lived experience know current trafficking trends and how technology is being used to facilitate crimes, and thus can recommend ways to enhance trauma-informed and victim-centric tech solutions and ways to get tech tools in the hands of those who most need them.   The technology sector should work to ensure their online platforms are being used for legitimate purposes and ensure privacy and safety for users.   The technology sector can also invest in new technologies that include detecting and countering child sexual abuse material, livestreaming trafficking offenses, and fraudulent cyber scams or job offers among other crimes occurring on their platforms.   Governments, anti-trafficking NGOs, companies, and innovators can also employ routine audits of technology tools as digital technologies evolve to limit negative consequences and better guarantee efficient, sustainable means to address human trafficking.

Collaborative efforts allow all relevant parties to inform and promote best practices for the responsible and safe use of technology by a variety of actors, including individuals vulnerable to technology-facilitated trafficking.   The challenge is immense, but political will, resource investments, innovation, and partnerships will help prevent traffickers’ use of technology for exploitation, and instead amplify and scale the best applications that assist all anti-trafficking stakeholders in meeting our obligations to combat the newest continuously evolving aspects of this pernicious crime.

• Understanding Human Trafficking

“Trafficking in persons” and “human trafficking” are umbrella terms—often used interchangeably—to refer to a crime whereby traffickers exploit and profit at the expense of adults or children by compelling them to perform labor or engage in commercial sex.  When a person younger than 18 is used to perform a commercial sex act, it is a crime regardless of whether there is any force, fraud, or coercion involved.

The United States recognizes two primary forms of trafficking in persons:  forced labor and sex trafficking.  The basic meaning of these forms of human trafficking and some unique characteristics of each are set forth below, followed by several key principles and concepts that relate to all forms of human trafficking.

More than 180 nations have ratified or acceded to the UN Protocol to Prevent, Suppress and Punish Trafficking in Persons (the UN TIP Protocol), which defines trafficking in persons and contains obligations to prevent and combat the crime.

The United States’ TVPA and the UN TIP Protocol contain similar definitions of human trafficking.  The elements of both definitions can be described using a three-element framework focused on the trafficker’s 1) acts; 2) means; and 3) purpose.  All three elements are essential to form a human trafficking violation.

Forced Labor

Forced Labor, sometimes also referred to as labor trafficking, encompasses the range of activities involved when a person uses force, fraud, or coercion to exploit the labor or services of another person.

The  “acts”  element of forced labor is met when the trafficker recruits, harbors, transports, provides, or obtains a person for labor or services.

The  “means”  element of forced labor includes a trafficker’s use of force, fraud, or coercion.  The coercive scheme can include threats of force, debt manipulation, withholding of pay, confiscation of identity documents, psychological coercion, reputational harm, manipulation of the use of addictive substances, threats to other people, or other forms of coercion.

The  “purpose”  element focuses on the perpetrator’s goal to exploit a person’s labor or services.  There is no limit on the location or type of industry.  Traffickers can commit this crime in any sector or setting, whether legal or illicit, including but not limited to agricultural fields, factories, restaurants, hotels, massage parlors, retail stores, fishing vessels, mines, private homes, or drug trafficking operations.

All three elements are essential to constitute the crime of forced labor.

There are certain types of forced labor that are frequently distinguished for emphasis or because they are widespread:

Domestic Servitude

“Domestic servitude” is a form of forced labor in which the trafficker requires a victim to perform work in a private residence.  Such circumstances create unique vulnerabilities.   Domestic workers are often isolated and may work alone in a house.  Their employer often controls their access to food, transportation, and housing.  What happens in a private residence is hidden from the world – including from law enforcement and labor inspectors – resulting in barriers to victim identification.  Foreign domestic workers are particularly vulnerable to abuse due to language and cultural barriers, as well as a lack of community ties.  Some perpetrators use these types of conditions as part of their coercive schemes to compel the labor of domestic workers with little risk of detection.

Forced Child Labor

The term “forced child labor” describes forced labor schemes in which traffickers compel children to work.  Traffickers often target children because they are more vulnerable.  Although some children may legally engage in certain forms of work, forcing or coercing children to work remains illegal.  Forms of slavery or slavery-like practices – including the sale of children, forced or compulsory child labor, and debt bondage and serfdom of children – continue to exist, despite legal prohibitions and widespread condemnation.  Some indicators of forced labor of a child include situations in which the child appears to be in the custody of a non-family member and the child’s work financially benefits someone outside the child’s family; or the denial of food, rest, or schooling to a child who is working.

Sex Trafficking

Sex trafficking encompasses the range of activities involved when a trafficker uses force, fraud, or coercion to compel another person to engage in a commercial sex act or causes a child to engage in a commercial sex act.

The crime of sex trafficking is also understood through the “acts,” “means,” and “purpose” framework.  All three elements are required to establish a sex trafficking crime (except in the case of child sex trafficking where the means are irrelevant).

The  “acts”  element of sex trafficking is met when a trafficker recruits, harbors, transports, provides, obtains, patronizes, or solicits another person to engage in commercial sex.

The  “means”  element of sex trafficking occurs when a trafficker uses force, fraud, or coercion.  Coercion in the case of sex trafficking includes the broad array of means included in the forced labor definition.  These can include threats of serious harm, psychological harm, reputational harm, threats to others, and debt manipulation.

The  “purpose”  element is a commercial sex act.  Sex trafficking can take place in private homes, massage parlors, hotels, or brothels, among other locations, as well as on the internet.

Child Sex Trafficking

In cases where an individual engages in any of the specified “acts” with a child (under the age of 18), the means element is irrelevant regardless of whether evidence of force, fraud, or coercion exists.  The use of children in commercial sex is prohibited by law in the United States and most countries around the world.

Key Principles and Concepts

These key principles and concepts relate to all forms of trafficking in persons, including forced labor and sex trafficking.

Human trafficking can take place even if the victim initially consented to providing labor, services, or commercial sex acts.  The analysis is primarily focused on the trafficker’s conduct and not that of the victim.  A trafficker can target a victim after a victim applies for a job or migrates to earn a living.  The trafficker’s exploitative scheme is what matters, not a victim’s prior consent or ability to meaningfully consent thereafter.  Likewise, in a sex trafficking case, an adult victim’s initial willingness to engage in commercial sex acts is not relevant where a perpetrator subsequently uses force, fraud, or coercion to exploit the victim and cause them to continue engaging in the same acts.  In the case of child sex trafficking, the consent of the victim is never relevant as a child cannot legally consent to commercial sex.

Neither U.S. law nor international law requires that a trafficker or victim move across a border for a human trafficking offense to take place.  Trafficking in persons is a crime of exploitation and coercion, and not movement.  Traffickers can use schemes that take victims hundreds of miles away from their homes or exploit them in the same neighborhoods where they were born.

Debt Bondage

“Debt bondage” is focused on human trafficking crimes in which the trafficker’s primary means of coercion is debt manipulation.  U.S. law prohibits perpetrators from using debts as part of their scheme, plan, or pattern to compel a person to work or engage in commercial sex.  Traffickers target some individuals with an initial debt assumed willingly as a condition of future employment, while in certain countries traffickers tell individuals they “inherited” the debt from relatives.  Traffickers can also manipulate debts after the economic relationship begins by withholding earnings or forcing the victim to assume debts for expenses like food, housing, or transportation.  They can also manipulate debts a victim owes to other people.  When traffickers use debts as a means to compel labor or commercial sex, they have committed a crime.

The Non-Punishment Principle 

A victim-centered and trauma-informed approach is key to successful anti-trafficking efforts.  A central tenet of such an approach is that victims of trafficking should not be inappropriately penalized solely for unlawful acts they committed as a direct result of being trafficked.  Effective implementation of the “non-punishment principle,” as it is increasingly referred to, not only requires recognizing and embracing the principle in regional and national laws, but also increasing proactive victim identification.

State-Sponsored Human Trafficking

While the TVPA and UN TIP Protocol call on governments to proactively address trafficking crimes, some governments are part of the problem, directly compelling their citizens into sexual slavery or forced labor schemes.  From forced labor in local or national public work projects, military operations, and economically important sectors, or as part of government-funded projects or missions abroad, officials use their power to exploit their nationals.  To extract this work, governments coerce by threatening the withdrawal of public benefits, withholding salaries, failing to adhere to limits on national service, manipulating the lack of legal status of stateless individuals and members of minority groups, threatening to punish family members, or conditioning services or freedom of movement on labor or sex.  In 2019, Congress amended the TVPA to acknowledge that governments can also act as traffickers, referring specifically to a “government policy or pattern” of human trafficking, trafficking in government-funded programs, forced labor in government-affiliated medical services or other sectors, sexual slavery in government camps, or the employment or recruitment of child soldiers.

Unlawful Recruitment or Use of Child Soldiers

Another manifestation of human trafficking occurs when government forces or any non-state armed group unlawfully recruits or uses children – through force, fraud, or coercion – as soldiers or for labor or services in conflict situations.  Children are also used as sex slaves.  Sexual slavery, as referred to here, occurs when armed groups force or coerce children to “marry” or be raped by commanders or combatants.  Both male and female children are often sexually abused or exploited by members of armed groups and suffer the same types of devastating physical and psychological consequences associated with sex trafficking.

Accountability in Supply Chains

Forced labor is well documented in the private economy, particularly in agriculture, fishing, manufacturing, construction, and domestic work; but no sector is immune.  Sex trafficking occurs in several industries as well.  Most well-known is the hospitality industry, but the crime also occurs in connection with extractive industries where activities are often remote and lack meaningful government presence.  Governments should hold all entities, including businesses, accountable for human trafficking.  In some countries, the law provides for corporate accountability in both the civil and criminal justice systems.  U.S. law provides such liability for any legal person, including a business that benefits financially from its involvement in a human trafficking scheme, provided that the business knew or should have known of the scheme.

Topics of Special Interest

• Trafficking in Persons for the Purpose of Organ Removal

Trafficking in persons for the purpose of organ removal is one of the least reported and least understood forms of trafficking – but one that experts believe may be growing.  Like sex trafficking and labor trafficking, it is ultimately a crime that exploits human beings for economic profit.  Trafficking in persons for the purpose of organ removal is “a form of trafficking in which an individual is exploited for their organ, including by coercion, deception and abuse of a position of vulnerability.”  The crime is sometimes confused with organ trafficking; however, organ trafficking refers more broadly to the illicit trade or exchange of organs for financial or other material gain.  In organ trafficking, the focus is on the organ itself; conversely, with trafficking in persons for the purpose of organ removal, the focus is on the individual.  The key global anti-trafficking instrument, the Palermo Protocol, defines exploitation to include at a minimum “the removal of organs,” alongside sexual exploitation, forced labor, and slavery or slavery-like practices.

Often, in cases of trafficking in persons for the purpose of organ removal, would-be donors are tricked into organ donation.  Common deceptions include being told human beings have three kidneys or that kidneys regenerate after being removed, or being falsely told they will experience no negative side effects from a kidney removal (in fact, kidney donors may face serious lifelong medical challenges and be unable to work).  Although kidneys are the most common organ involved, other organs and tissues, such as livers, corneas, or skin, are also sought, although notably the Palermo Protocol’s definition covers only exploitation for the removal of organs, not of tissues or cells.  Victims may not be paid at all, or they may receive some payment; importantly, an individual can still be a victim of trafficking in persons or other human rights abuses even if they received some form of payment.

The 2022 UNODC Global Report on Trafficking in Persons noted trafficking in persons for the purpose of organ removal constituted only 0.2 percent of detected victims of trafficking compared to the much higher numbers for sex trafficking and forced labor.  UNODC has warned “existing barriers to reporting suggest that the full scale of this phenomenon is not yet known.”  The report also noted an uptick in cases (from 25 in 2017 to 40 in 2018), though the overall numbers are small.  Between 2008 and 2022, UNODC reported 700 victims of trafficking in persons for the purpose of organ removal while noting “the scale of the problem is likely to be much larger.”

Trafficking in persons for the purpose of organ removal is difficult to detect for several reasons.  Data-collection efforts are scarce, and some instances of trafficking in persons for the purpose of organ removal may be mistakenly classified or prosecuted as organ trafficking.  Moreover, unlike sex trafficking and labor trafficking, which can take place over months or years, trafficking in persons for the purpose of organ removal usually involves a brief, often one-time, interaction.  Like other forms of trafficking, transactions have increasingly shifted online and become more sophisticated, facilitating the emergence of smaller networks, and even independent brokers and suppliers, which may be more difficult to track.

Both the 2020 and 2022 UNODC Global Report on Trafficking in Persons and a 2021 INTERPOL report suggest North Africa and the Middle East have the highest share of detected victims, in part due to the prevalence of large vulnerable communities, limited access to medical care, and corruption.  The media and some NGOs have also reported instances of trafficking in persons for the purpose of organ removal for ritual purposes.  However, instances of trafficking in persons for the purpose of organ removal can occur worldwide.  In a case recently prosecuted in the United Kingdom, the victim was recruited in Nigeria and brought to London, where the organ removal was to take place (see inset box for additional information).  In another case reported by the BBC in late 2023, revealing the connection between organ trafficking and trafficking in persons for the purpose of organ removal, Pakistani police arrested eight members of an organ-trafficking ring that “lure[d] vulnerable patients from hospitals” and conducted transplants “often without the patient knowing;” several people died from these procedures.

The government of the People’s Republic of China, in particular, has been accused of systematically forcibly removing organs from political prisoners.  For example, a group of UN human rights experts noted in 2021:

Forced organ harvesting in China appears to be targeting specific ethnic, linguistic, or religious minorities held in detention, often without being explained the reasons for arrest or given arrest warrants, at different locations.  We are deeply concerned by reports of discriminatory treatment of the prisoners or detainees based on their ethnicity and religion or belief.

(Note:  forced organ harvesting is not a term defined in the Palermo Protocol, but the phrase is commonly used to describe trafficking in persons for the purpose of organ removal.)

While there is a need for additional studies and reporting to thoroughly assess the geographic and numeric scope of trafficking in persons for the purpose of organ removal, stakeholders are taking steps to attempt to address the issue.  A number of regional instruments, including the Council of Europe Convention against Trafficking in Human Organs, the Council of Europe Convention on Action against Trafficking in Human Beings, and the ASEAN Convention against Trafficking in Persons, Especially Women and Children, recognize organ removal as a form of trafficking-related exploitation.

Experts have also proposed ideas to increase the supply of legally donated organs, with the intention of making trafficking in persons for the purpose of organ removal and organ trafficking less lucrative.  These ideas include transitioning deceased organ donation from an opt-in to an opt-out system; implementing paired exchanges matching donors and patients; creating awareness campaigns targeted at potential donors, including addressing barriers to altruistic organ donation and providing guidance on how to prevent trafficking in persons for the purpose of organ removal; building the capacity of law enforcement to detect and investigate these cases; and improving transparency and reporting around transplantation.

Twenty-one-year-old “Daniel” (not his real name) scraped out a living selling mobile-phone accessories at an outdoor street market in Lagos, Nigeria, but he thought his luck took a turn when he was offered a “life-changing opportunity” to work in the United Kingdom.   The people he believed were his employers instructed him to take a blood test, which he thought was required to secure a visa.   The people he had been working with put him on a flight and confiscated his passport.   Within days of arriving in London, Daniel was taken to the Royal Free Hospital, where doctors discussed the risks of the upcoming “operation” – something Daniel knew nothing about.   Seeing his confusion, the doctors sent Daniel away – but did not notify authorities.   Later, Daniel overheard a conversation among those who had brought Daniel to the UK speaking about sending him back to Nigeria to remove his kidney.   Scared, Daniel escaped, sleeping on the streets for several days until walking into a police station and telling his story.   Daniel’s bravery eventually led to the UK’s first prosecution of – and convictions for – human trafficking for the purpose of organ removal.   A prominent Nigerian politician and his wife who had arranged the trafficking scheme to provide their daughter with a kidney transplant, as well as a Nigerian doctor, were convicted in 2023.

This story was published by the BBC, Organ Harvesting:   Trafficked for His Kidney and Now Forced into Hiding , June 26, 2023 ( https://www.bbc.com/news/65960515 ); for additional details, see the Crown Prosecution Service, Updated with Sentence: Senior Nigerian Politician Jailed Over Illegal UK Organ-Harvesting Plot , May 5, 2023 ( https://www.cps.gov.uk/cps/news/updated-sentence-senior-nigerian-politician-jailed-over-illegal-uk-organ-harvesting-plot ).

• Connecting the Dots:  Preventing Forced Labor by Empowering Workers

Forced labor, a form of human trafficking, is universally condemned yet prevalent in nearly every industry globally.  The International Labour Organization (ILO) reports forced labor has grown in recent years – with no region of the world or private sector industry spared – and the majority of forced labor takes place in the private economy, meaning forced labor is connected to global supply chains.  These facts demand a re-examination of current efforts to prevent and address forced labor, including the need to elevate the voice and agency of workers and place them at the center of prevention efforts through strategic partnerships.  In addition, particular focus should be placed on vulnerable populations, such as migrant workers.  ILO research shows the rates of forced labor among migrant workers are higher if migration is irregular or poorly governed, or where recruitment practices are unfair or unethical.

Although prosecuting specific traffickers and assisting individual victims are critical for governments combating forced labor, successful interventions to prevent forced labor require a range of stakeholders willing to visualize and address broader systemic issues centered on worker’s labor rights, including those of migrant workers, as well as supply chain power imbalances.  For governments, this may require additional resources and oversight of workplaces, especially in key sectors where forced labor is often present; better monitoring of the labor recruitment industry; increased outreach to and protections for migrant workers; and improved screening measures by well-trained officials targeting populations at greater risk of exploitation.  For the private sector, it will mean proactively supporting workers and their ability to advocate for themselves, setting clear expectations of suppliers, and rooting out practices that create environments ripe for exploitation.

Worker-led Approaches to Prevent Forced Labor 

Over time, policymakers, academics, and other stakeholders have expanded their thinking to encompass worker-led approaches to address the vulnerabilities of workers and prevent forced labor.  Such approaches include advancing labor rights and standards – including freedom of association, collective bargaining, and the remediation of labor rights abuses – as well as worker-driven approaches that include migrants.  Research has demonstrated workers are most vulnerable to forced labor if they do not know their rights, are excluded from labor protection laws, and lack access to grievance mechanisms.  Workers in the informal sector and women and girls, who often face gender-based violence and harassment in the workplace, can be particularly vulnerable.  One of the most effective ways to prevent worker exploitation is to guarantee workers’ full rights to freedom of association and collective bargaining.  Independent and democratic labor unions, led by workers, are best able to represent workers’ collective interests at multiple levels, including at the national, subnational, regional, and international levels.  Collaborating with local workers, regional international organizations, and global union federations, these unions can reach the most vulnerable workers, organize across a labor sector, and advocate for key policy changes, including responsible migration management.  As a result, they are well positioned to engage powerful transnational companies to address forced labor in their supply chains.

According to ILO’s Director of the Bureau for Workers’ Activities, there have been positive developments over time with unions reaching outside of their traditional base to include the unionization of self-employed workers.  Many unions have also expanded to include more informal economy, migrant, and domestic workers, which is key as many of these workers are governed by a variety of working arrangements, including fixed-term and temporary contracts.

This diversification of representation is important as unions allow workers to negotiate for better working conditions, influence the laws and policies that impact them, and remediate labor rights abuses.  Unions play a pivotal role in securing legislated labor protections and rights, such as legally entitled wages and benefits, occupational safety and health protections, overtime pay, and medical leave.  Union-led efforts help raise the wages for the lowest paid and least skilled workers and lead to fewer hours of unpaid overtime work.  Unions play crucial roles in identifying labor rights abuses and enforcing rights on the job.  One of the most effective ways to prevent the exploitation of migrant workers is by guaranteeing their right to join unions in destination countries.  The multiplier impact is notable, as industries with strong union representation tend to have lower levels of labor rights abuse, the worst forms of child labor, and forced labor.

Where there is an absence of unions, there at least should be effective, secure mechanisms for worker communication and grievances.   Governments should strongly encourage employers to provide mechanisms so workers can advocate for their rights, discuss workplace issues of concern and interest, and communicate grievances, even if that takes place outside a formal union mechanism.  Such mechanisms are essential to preventing forced labor, as they position workers, including migrant workers, to better protect themselves against coercion, deception, discrimination, and other forms of exploitation.

Promising Practices in Improving Labor Conditions 

Several examples stand out as raising labor conditions for workers.  

Dindigul Agreement, India

Indian women and the Dalit-worker led union Tamil Nadu Textile and Common Labor Union (TTCU) signed in April 2022 a historic agreement with clothing and textile manufacturers and major fashion companies to end gender-based violence and harassment at factories in the southern state of Tamil Nadu.  This enforceable brand agreement resulted in multinational companies committing to support a worker- or union-led program at certain factories or worksites.  An assessment a year later by the multi-stakeholder oversight committee found that the workers are now effectively able to detect, remediate, and prevent gender-based violence and harassment.  In addition, the TTCU has conducted peer education training of more than 2,000 workers and management, held more than 30 meetings with management to resolve grievances, and recruited 58 workers as monitors to help remediate gender-based violence and harassment throughout the factory units.

Freedom of Association for Garment Workers, Honduras 

In the decade that has followed Honduran workers signing an agreement with major brand Fruit of the Loom, close to 50 percent of all Honduran garment workers are now employed at a factory where an independent union represents the workforce.  As a result of this signed collective bargaining agreement, workers have won increased wages and benefits and witnessed a reduction in verbal harassment and gender-based violence.

While unionization rates vary considerably across the globe, the ILO notes other encouraging examples.  In Uzbekistan, trade unions have organized seasonal workers and facilitated dual affiliation to different unions in other countries.  In Moldova, unions have begun to establish agreements with unions in destination countries so that migrants have protection when working abroad .  In Benin, Botswana, and Mauritius, trade unions have set up Joint Trade Union Councils, which have drawn up joint declarations, charters, and protocols on the modalities of working together in national social dialogue fora.  In Lithuania and Ukraine, unions have established structures of cross-border collaboration to improve the recruitment and representation of truck drivers in both countries.  

Overall, research has also shown that unionization has spillover effects that extend beyond union workers.  Competition means workers at nonunionized firms also often see increased wages and improved workplace safety norms.  Union members improve communities through heightened civic engagement and increased voter rates.  Unions can also boost business’ productivity by giving experienced workers more input into decisions that design better, more cost-effective workplace procedures.

Milestones, Momentum, and Motivation   

Over the last several years, government and private sector attention has become focused on resilient supply chains, and there are increasing supply chain transparency and due diligence policies, regulations, and laws globally.  In addition, various initiatives have been developed to raise the importance of workers’ agency.  It is notable that flower-sector leader Bloomia’s entire cut-flower supply chain, which encompasses farms in the United States, Chile, and South Africa, will now be certified for human rights protections by the Fair Food Program, pioneers in the worker-driven social responsibility model with its partnerships among retailers, growers, and workers.  Combined, the Partnership for Workers‘ Rights, launched by the United States and Brazil at the 2023 UN General Assembly; the Multilateral Partnership for Worker Organizing, Empowerment, and Rights (M-POWER), which is part of the U.S. Presidential Initiative for Democratic Renewal; and the 2023 U.S. Presidential Memorandum on Advancing Worker Empowerment, Rights, and High Labor Standards present a unique opportunity to proactively advance worker empowerment in the short and long term while simultaneously preventing labor rights violations and abuses, especially forced labor.  The independent UN Special Rapporteur on Contemporary Forms of Slavery made a key theme for 2024 the role of trade unions and worker organizations in preventing contemporary forms of slavery.

The timing is ideal for all stakeholders committed to preventing forced labor to fully embrace the importance of supporting, elevating, and improving labor standards, bringing workers’ voices to the policy formulation and decision-making table, and working to help the public and private sector enforce rules against unfair labor practices.  Governments should take every step to use a whole-of-government approach to advance worker rights and address gaps in labor rights protection and compliance, including for migrant workers; the private sector should see free and fair unions as critical partners in competing in the global economy while protecting workers; and other civil society  stakeholders should ensure that workers’ voices are incorporated early and often, especially when their equities are at stake.

• Human Trafficking in Cuba’s Labor Export Program

Each year, the Cuban government sends tens of thousands of workers around the globe under multi-year cooperation agreements negotiated with receiving countries.  While medical missions remain the most prevalent, the Cuban government also profited from other similarly coercive labor export programs, including those involving teachers, artists, athletes and coaches, engineers, forestry technicians, and nearly 7,000 merchant mariners worldwide.    According to a report published by the Cuban government, by the end of 2023, there were more than 22,000 government-affiliated Cuban workers in over 53 countries, and medical professionals composed 75 percent of its exported workforce.  The COVID-19 pandemic increased the need for medical workers in many places around the world, and the Cuban government used the opportunity to expand its reach by increasing the number of its medical personnel abroad through the Henry Reeve Brigades, which Cuba first initiated in 2005 to respond to natural disasters and epidemics.  Experts estimate the Cuban government collects $6 billion to $8 billion annually from its export of services, which includes the medical missions.  The labor export program remains the largest foreign revenue source for the Cuban government.

There are serious concerns with Cuba’s recruitment and retention practices surrounding the labor export program.  While the conditions of each international labor mission vary from country to country, the Cuban government subjects all government-affiliated workers to the same coercive laws.  Cuba has a government policy or pattern to profit from forced labor in the labor export program, which includes foreign medical missions.  The Cuban government labels workers who leave the program without completing it as “deserters,” a category that under Cuban immigration law deems them as “undesirable.”  The government bans workers labeled as “deserters” and “undesirables” from returning to Cuba for eight years, preventing them from visiting their families in Cuba.  It categorizes Cuban nationals who do not return to the country within 24 months as having “emigrated.”  Individuals who emigrate lose all their citizen protections, rights under Cuban law, and any property they left behind.  These government policies and legal provisions, taken together, coerce workers and punish those seeking to exercise freedom of movement.  According to credible sources, by 2021, the Cuban government had sanctioned 40,000 professionals under these provisions, and by 2022, there were approximately 5,000 children forcibly separated from their parents due to the government’s policies surrounding the program.

Complaints filed with the International Criminal Court and the UN indicate most workers did not volunteer for the program, some never saw a contract or knew their destination, many had their passports confiscated by Cuban officials once they arrived at their destination, and almost all had “minders” or overseers.  According to the complaints and survivors, Cuban heads of mission in the country subjected workers to surveillance, prevented them from freely associating with locals, and imposed a strict curfew.  Cuba also confiscated between 75 and 90 percent of each worker’s salary.  As a result of the well-founded complaints and information about the exploitative nature of Cuba’s labor export program, at the end of 2023, the UN Special Rapporteur for Contemporary Forms of Slavery filed a new communication outlining the persistent concerns with the program, particularly for Cuban workers in Italy, Qatar, and Spain.

While exploitation, including forced labor, of workers remains the primary concern with the program, Cuba’s practices can also negatively impact a host country’s healthcare system.  Survivors of the program have reported being forced by the Cuban in-country mission director to falsify medical records and misrepresent critical information to justify their presence and need to local authorities.  Some individuals reported discarding medications, fabricating names, and documenting medical procedures that never occurred.  When medical workers refused to comply with the demands of the Cuban in-country mission director, they faced punishment and retaliation.  While the Cuban government promotes workers as highly skilled medical professionals and specialists, these workers often lack adequate medical training to treat complex conditions.  These practices are unethical, negligent, exploitative, and risk the lives of those they serve.

Governments should make efforts to combat human trafficking, and this includes not purchasing goods or services made or provided with forced labor.  Governments that utilize Cuba’s labor export programs despite the serious concerns with the program should at a minimum conduct frequent and unannounced labor inspections to screen these workers for trafficking indicators and employ victim-centered interviewing techniques.  These host governments should ensure all Cuban workers are subject to the same laws, regulations, and protections as for other migrant workers and that they are not brought via a negotiated agreement with the Government of Cuba that limits these protections or exempts Cuban workers from Wage Protections Systems or other tools designed to strengthen transparency.  Officials should ensure workers maintain complete control of their passports and medical certifications and can provide proof of full salary payment to bank accounts under the workers’ control.  They should scrutinize medical reports produced by these workers, offer protection for those who face retaliation and punishment for terminating their employment, and raise awareness of trafficking risks for all foreign workers, including government-affiliated Cuban workers.

• Nothing About Us Without Us:   Human Trafficking and Persons with Disabilities

Human traffickers often take advantage of persons in vulnerable situations including individuals who lack access to services and programs or rely on the assistance of others.  Among this group of potential targets are persons with disabilities, who represent about 16 percent of the world’s population, or 1.3 billion people, according to the World Health Organization.

Of course, these 1.3 billion people are not monolithic.  Some people have a disability from birth; others experience disability later in their lifetime.  Some disabilities are life-long, and others may be temporary.  A disability can be visible, such as a physical disability, or non-apparent, such as an intellectual or psychosocial disability.  People with disabilities are of every age, race, sex and sex characteristics, sexual orientation, gender identity and expression, economic status, and nationality.

Professors Andrea Nichols and Erin Heil have noted the “heightened risk as well as heightened prevalence” of human trafficking involving persons with disabilities, although the authors acknowledged the paucity of existing research.  Even when research about persons with disabilities is conducted, it rarely addresses additional intersecting identities, such as race, ethnicity, age, gender, religion, sexual orientation, gender identity, gender expression, or migratory status, that can exacerbate marginalization.

The intersection between disability and human trafficking can be cyclical.  On the one hand, persons with disabilities are more likely to be targeted by traffickers; on the other hand, the experience of being trafficked can lead to or exacerbate existing disabilities through physical injuries or emotional trauma that in turn could heighten vulnerability.

Even with access to support, persons with disabilities face increased risk of exploitation.  A caregiver may exploit their position to victimize the person they are assisting.  Persons with disabilities who receive financial assistance may be exploited for those benefits.  As the Human Trafficking Legal Center has explained with respect to the situation in the United States:  “While persons with disabilities may be trafficked into sex or labor, many cases include one additional element:  the theft of Social Security or disability benefits.  The opportunity to steal government benefits provides an added incentive for traffickers to target persons with disabilities.”  Persons with disabilities across the globe who receive benefits face similar challenges.

In light of this situation, it is perhaps not surprising that the centerpiece of the United States’ statutory framework to combat trafficking, the Trafficking Victims Protection Act (TVPA), was promulgated in part as a reaction to the Supreme Court’s decision in United States v. Kozminski , 487 U.S. 931 (1988), a case involving two men with intellectual disabilities held in what justices referred to as “slave-like” conditions on a farm.  In the case, the Court held that the law banning “involuntary servitude” was limited to circumstances involving “the compulsion of services by the use or threatened use of physical or legal coercion.”  However, Congress subsequently passed the TVPA, which recognized that psychological coercion and threats of nonviolent coercion can be every bit as powerful as physical force in overcoming the will of targeted individuals.

In 2009, the U.S. Equal Employment Opportunity Commission brought a case involving Henry’s Turkey Service, which exploited 32 intellectually disabled men at a farm in Atalissa, Iowa.  For more than 30 years, the men endured physical and mental abuse and received virtually no pay.  The jury awarded the men what at the time was the largest-ever award in an employment-discrimination case – $240 million – although it was later reduced to $1.6 million due to a federal cap in the Americans with Disabilities Act.

Not only did the TVPA arise in part from trafficking crimes involving persons with disabilities, one of the first major trafficking prosecutions in the United States involved persons with disabilities.  In that case, dozens of immigrants with hearing disabilities, including young children, were forced to work 18-hour days as trinket vendors in New York City.  Traffickers targeted persons with disabilities who were also young migrants and did not speak English, exemplifying how disability can intersect with other forms of vulnerability.  Sadly, this form of exploitation of persons with disabilities continues to this day.

The TIP Report enhanced its coverage of the intersection of disability and trafficking, with the 2023 TIP Report referencing persons with disabilities in 65 country narratives, up from about 50 in the 2022 TIP Report.  These references also highlighted the existence or lack of specialized services for persons with disabilities who are victims of trafficking, and the particular challenges faced by persons with physical or intellectual disabilities.

The U.S. Department of State’s disability rights work is led by Special Advisor on International Disability Rights Sara Minkara.  In this appointed position, Ms. Minkara leads the comprehensive strategy to promote and protect the rights of persons with disabilities across U.S. foreign policy.  Special Advisor Minkara embodies the slogan “nothing about us without us,” which is often used by disability rights advocates to insist that persons with disabilities participate fully in policies affecting them.  The role of Special Advisor on International Disability Rights was first held by Judy Heumann, who served in the position from 2010 to 2017 and is widely regarded as the “mother of the disability rights movement.”  Sadly, Ms. Heumann passed away in March 2023, leaving behind an indelible legacy of disability advocacy in the United States and around the world.

From left:  Former Special Advisor on International Disability Rights (SAIDR) Judy Heumann, SAIDR Sara Minkara, and Special Assistant to the Special Advisor Hanah Nasri attend a celebration of the anniversary of the Americans with Disabilities Act at the official residence of the Vice President of the United States in July 2022.  Photo courtesy of Hanah Nasri. (Photo was published in State Magazine in March 2023:  https://statemag.state.gov/2023/05/0523office/ ) .

• Key Trafficking Issues in the Western Hemisphere Region

Human trafficking manifests itself differently around the world.  In the Western Hemisphere – North, Central, and South America and the Caribbean – there are broad commonalities in trafficking trends countries face and how their governments and authorities approach the crime.  Below is an overview of shared issues in the region to illustrate the overall situation and coordinate the anti-trafficking efforts of governments and other stakeholders .  These regional issues are extrapolated from the individual narratives for the countries in the region, including the United States.

Unprecedented irregular migration in the region affects all Western Hemisphere countries.  Migrants and asylum seekers are especially vulnerable to sex trafficking and forced labor, including by large and small organized criminal groups.  Migrants who rely on migrant smugglers are at particularly high risk of exploitation as many assume debt to pay migrant smugglers.  Irregular migration may also include individuals already exploited by traffickers, as victims may be motivated to migrate and seek protection elsewhere.  While some countries enacted policies aimed at reducing migrants’ vulnerability to trafficking by providing temporary residency and access to formal employment, education, healthcare, and other services, we encourage all countries faced with irregular migration challenges to prevent trafficking and prioritize screening among migrants.

Countries across the region generally have a good understanding of and response to sex trafficking, especially in identification of women who are victims.  Governments also undertake and emphasize the importance of law enforcement and criminal justice approaches to address trafficking, even if implementation is uneven.  Many governments seek to tackle both internal and transnational human trafficking.  In broad terms, there is political will in many countries to address human trafficking, particularly sex trafficking.

Weak efforts targeting forced labor remain a concern in the Western Hemisphere.  Governments generally focus on addressing sex trafficking and have weaker, poorly enumerated procedures to prosecute labor traffickers and protect victims of forced labor.  Labor inspectorates are underfunded and understaffed and typically have limited or no authority to inspect informal sector worksites where many victims are exploited, especially along changing migration routes.  Governments’ lack of attention to labor trafficking leaves victims unprotected in multiple sectors, including agriculture , mining , logging, maritime, and service .

Traffickers also exploit many victims in forced criminality .  Organized crime groups, including gangs and illegal armed groups, exploit girls in child sex trafficking, force children into street begging, forcibly recruit or use child soldiers, and coerce and threaten young men and women to transport drugs, commit extortion, act as lookouts, or commit acts of violence, including murder.  Organized crime groups target groups of migrants unable to enter a country due to border restrictions or awaiting asylum decisions, including at the U.S.-Mexico border.  State-sponsored forced labor is also a concern, specifically Cuba’s labor export program, including its medical missions – which the Cuban government continues to profit from by subjecting workers to forced labor and exploitation.

Gaps in trafficking victim protection are another broad concern in the Western Hemisphere.  For years governments have lacked (or failed to provide the necessary) financial and human resources to screen for and identify trafficking victims and provide them trauma-informed services.  Some governments have developed policies and protocols for screening victims and referring them to care, but implementation has been inconsistent or ineffective.  In addition, governmental interagency coordination is weak, with working groups often disjointed and disempowered, which is particularly detrimental to the cross-sectoral collaboration needed for victim protection efforts.  These problems are particularly notable among migrants, whom governments rarely screen for trafficking indicators.

Furthermore, governments make weak screening and identification efforts even with underserved populations and marginalized groups recognized as at high risk to trafficking, including Afro-descendant, Indigenous, and LGBTQI+ persons, as well as members of other ethnic and linguistic minorities, migrants, refugees, and displaced persons.  These populations also frequently experience discrimination from authorities, often making them fearful to report crimes or access care and justice.  Finally, there are insufficient trafficking-specific services for victims, particularly for men and boys, in most countries across the region.  Governments refer identified trafficking victims to support systems designed to serve other populations, such as migrants, individuals experiencing homelessness, or victims of gender-based violence, which do not meet the specific needs of trafficking victims.  Similarly, access to justice and services is concentrated in large urban areas, while the most vulnerable individuals frequently live in rural areas with limited government presence.  Lack of victim-centered and trauma-informed services can hinder victim identification, prevent healing, increase risk of re-trafficking, and fuel impunity by making survivors less likely to participate in the case against their traffickers.

Criminal justice responses and definitions of trafficking are concerning across the region.  Many governments have weaknesses in their legal systems and uneven judicial application of trafficking laws, including levying fines in lieu of imprisonment for trafficking crimes, imposing penalties not commensurate with those for other crimes, and failing to criminalize all forms of child sex trafficking.  Judges, in particular, may lack adequate training in applying trafficking laws and coercive methods traffickers use, which impacts their decisions and sentences.  Impunity for trafficking crimes fosters misperceptions about trafficking among both policymakers and the public.  Inadequate law enforcement efforts and insufficient capacity-building for law enforcement and other first responders hinders or impacts efforts in low-capacity countries , especially in the Caribbean.  Governments with limited resources often do not recognize or implement low-cost/high-impact anti-trafficking policies.  Official complicity within law enforcement, the prison system, and local government facilitates trafficking crimes across some governments, but criminal prosecution of complicit officials lags behind the already low number of convictions of other traffickers.  Child sex trafficking and extraterritorial commercial child sexual exploitation and abuse are also pervasive concerns, particularly due to the increased use of social media and online platforms to recruit victims.  Many officials conflate human trafficking with other crimes, including migrant smuggling, child labor, sexual violence against children, illegal commercial sex, and illegal adoption.  Because of this confusion, governments may misidentify trafficking victims, fail to give them adequate support, and therefore underreport trafficking crimes.  These problems lead to inadequate data collection and reporting on human trafficking and, therefore, an incomplete understanding of the extent of the crime in the hemisphere.

• A Framework for Balancing Prosecution, Prevention, and Victim Protection Priorities in Criminal Justice Systems

Holding human traffickers accountable is an essential component of the Palermo Protocol’s “3P” paradigm of prosecuting traffickers, protecting victims, and preventing the crime.   Prosecutions make powerful statements that human trafficking will not be tolerated, and perpetrators will be held accountable, and because it is important to recognize that prosecution, protection, and prevention efforts are all inextricably intertwined.   Victims are better able to assist in investigations and prosecutions when they have access to robust protections, and successful prosecutions protect individual victims from revictimization in addition to preventing the convicted trafficker from exploiting others.

Supporting victims throughout the criminal justice process is critical.   Cases often move slowly, leaving victims anxious about the uncertainty of the outcome, fearful of retaliation, re-traumatized by having to recount traumatic events, frustrated by proceedings that can disrupt their lives, and embarrassed, ashamed, or ostracized when information about their victimization becomes public.   These feelings of anxiety, uncertainty, trauma, frustration, and fear can be further intensified by the distrust of authorities that traffickers often instill and manipulate to compel victims’ silence and their compliance with the traffickers’ commands.   Victims often experience conflicting pressures from authorities encouraging them to cooperate, traffickers seeking to silence them, and their own efforts to put traumatic events behind them.   For some survivors, the opportunity to speak out, be believed, and play an active role in bringing traffickers to justice can be empowering and vindicating.   Yet for many, the process can be harrowing, especially when they do not receive sufficient services and support.

The difficulties victims often experience during investigations and prosecutions can further intensify the challenges authorities face when seeking to hold perpetrators accountable, protect their communities, and prevent traffickers from harming others.   In striving to bring traffickers to justice without unduly burdening, re-traumatizing, or endangering victims, prosecutors continually balance the interests of justice, public safety, and protection of the community with the rights and interests of individual victims.   Successful strategies for navigating these challenges will inevitably vary to some extent according to the relevant laws and criminal justice systems across various jurisdictions but the promising practices highlighted below can aid in effectively balancing these complex considerations in a wide range of contexts.   The end goal is to enhance support for victims and decrease the burdens they experience during the criminal justice process regardless of whether they are testifying — while also strengthening investigations and prosecutions to increase accountability for traffickers.

Vigorous Victim Protections at All Stages of the Criminal Justice Process

The best way for authorities to support human trafficking survivors is to ensure the provision and continuity of comprehensive services at all stages of the criminal justice process, including in coordination with civil society organizations who specialize in victim services.   Children survivors require specialized care and interventions.   Robust victim protections, including comprehensive victim-centered, trauma-informed services, are essential to support victims in rebuilding their lives, providing the security and stability they need to safely participate in the criminal justice process, and enabling them to recall and recount their experience.   Such services should include access to identity documents, mental health and medical services, housing, and other forms of relief to support physical and mental healing.   In addition, survivors should have access to legal support and services, ideally through an independent legal advocate.   This support should be tailored to assist the survivor with a range of legal needs, whether related to navigating the investigation and prosecution of the criminal case against the trafficker, to immigration relief, or other legal matters.

Investigators, prosecutors, and victim service providers should collaborate closely to ensure that the victim is stabilized and supported before expecting meaningful participation in the criminal justice process.   Trauma can impede a victim’s ability to recall and recount relevant events, so investigators and prosecutors should develop advanced expertise in victim-centered, trauma-informed, culturally appropriate methods for stabilizing survivors, building rapport, and conducting effective interviews.   Effective interviewing may entail consistent use of professional interpreters to ensure clarity of communication and often benefits from the use of specialized techniques that incorporate the expertise of survivor leaders.   These practices can make the victim’s participation in the process less burdensome and traumatic.   They can also strengthen prosecutions by eliciting more accurate statements, minimizing discrepancies that could later be used to attack the victim’s credibility, and enabling the victim to provide more detailed information that could lead to other sources of evidence.

Protection and services for trafficking victims should not be conditioned on whether the trafficker is charged or convicted.   In cases where a foreign victim chooses to return to their home country, relocation assistance should be provided and authorities should proceed with prosecutions involving repatriated victims when possible, by having them present evidence virtually where authorized by law or by funding their return travel for court proceedings as necessary.   Access to comprehensive support is not only in the best interest of survivors- it also increases the likelihood they will feel sufficiently safe and empowered to assist in the investigation and prosecution.   Whether survivors testify against the trafficker or provide more limited assistance to law enforcement, support for their long-term well-being should be a priority even after the case is closed.

Developing Evidence to Decrease Reliance on Victim Testimony

Another best practice in prosecuting trafficking cases is the use of strategic investigative processes to develop evidence that supports the statements or testimony of trafficking survivors.   In human trafficking prosecutions, every piece of evidence counts because each piece of corroborating evidence is important to reduce reliance on victim testimony, preventing undue credibility attacks, and to increase the likelihood of conviction.

All human trafficking victims who provide statements, declarations, or testimony are inevitably subjected to credibility challenges, whether by jurists in inquisitorial systems that decide whether the victim’s statements are sufficiently reliable or by the defense in adversarial systems.   Victims’ credibility is often scrutinized based on issues such as delays in reporting their victimization, trauma-related inconsistencies in recalling and recounting certain details, or involvement in unlawful acts related to their victimization.   Corroborating evidence can be essential to countering such credibility attacks, increasing the likelihood of the victim’s statements or testimony being believed, and leading to higher rates of convictions.   Investigators and prosecutors should engage in early and continuous collaboration to assess ways to pursue other sources of evidence beyond victim testimony and to corroborate available statements and evidence through sources such as electronic records, physical evidence, and other potential witnesses.

In some cases, other admissible evidence uncovered during a thorough investigation may minimize the need for victim testimony and can become essential to enabling a prosecution to proceed even if the victim is not able to participate in the trial.   Even evidence that provides only limited circumstantial corroboration of one small aspect of a trafficker’s conduct can, when combined with other evidence, provide significant substantiation of a survivor’s account.   Investigators and prosecutors should clearly communicate to survivors that they are not “responsible” for the successful investigation and prosecution, that services and protections are not dependent on the outcome of the criminal case, and that authorities are responsible for gathering relevant evidence from all available sources.   Such evidence can also significantly reduce the burdens felt by the victim and the risks of re-traumatization associated with participating as a witness.

Victim-Centered, Trauma-Informed Charging and Prosecution Practices

One of a prosecutor’s most serious responsibilities is to utilize all available avenues to protect the victim and prevent witness intimidation efforts that could compromise both the victim’s sense of safety and the integrity of the investigation.   Such avenues include seeking court orders, including restraining orders, orders of protection, and no-contact orders to prohibit the defendant from attempting to contact the victim either directly or indirectly.   They also include working with law enforcement and victim advocates to prepare a safety plan and document any attempted contact.   Prosecutors should encourage survivors to seek help from a trusted point of contact with the police or other authorities and to immediately disclose to the prosecutor or advocate any attempt by the traffickers to contact them.   Documented attempts to contact or intimidate the victim should be used in appropriate instances to bring additional obstruction-of-justice or witness tampering charges and may be relevant to explain a victim’s reluctance to cooperate as a witness or recant earlier statements.   Proof of the trafficker’s efforts to contact the victim may also allow the prosecutor to introduce otherwise inadmissible evidence.

Even if the survivor is able and willing to testify, the prosecutor should introduce corroborating evidence to bolster and support their testimony, which is especially important when a survivor’s trauma has caused inconsistency in their statements or memory.   Prosecutors may also consider using expert testimony in appropriate instances to explain the impacts of trauma on memory and recall.   Admissible evidence may include the survivor’s medical records, testimony from first responders or other witnesses to relevant incidents, certain statements made by the accused, electronic messages, physical evidence recovered from relevant locations, and video recordings.   Additional evidence gathered using well-designed and implemented strategic investigative processes can in some instances serve, when possible, as a substitute for the victim’s critical testimony, either completely or on select issues, if the victim becomes unavailable or has difficulty testifying effectively.

Unfortunately, despite all efforts to develop other evidence, some cases of the underlying trafficking offenses cannot proceed without the testimony of the victim.   In those instances, certain practices can be used to pursue prosecutions and accountability while minimizing undue burdens and adverse impacts on survivors.   Prosecutors can strategically focus charges on the most readily provable aspects of the criminal conduct such as assaults, threats, financial crimes, possession of illicit images, or witness tampering, which may be less reliant on victim testimony but may still provide significant opportunities to hold offenders accountable.   Prosecutors can also seek to resolve cases through guilty pleas in appropriate instances to secure substantial justice without the need for victim testimony at trial.

When a victim does need to testify, prosecutors should file all applicable motions to limit the scope of their testimony to relevant facts and preclude inappropriate cross-examination about the victim’s prior bad acts or sexual history.   When allowed by law, prosecutors should consider seeking the court’s permission to present the victim’s testimony virtually or in any other manner that preserves the defendant’s right to confront the accuser while physically separating the victim from the defendant.   Victim services and security should be provided throughout all stages of trial preparation, trial, and sentencing.

Human trafficking survivors with lived experience are uniquely positioned to provide insight, guidance, and expertise on establishing appropriate support systems, strategic investigative processes, and prosecutorial practices that allow victims to be heard and supported at all stages of investigations and prosecutions.   Incorporating survivor-informed expertise is essential to providing the security, stability, and support survivors need to participate safely and effectively as witnesses, while reducing the burdens and risks of re-traumatization often associated with the criminal justice process and strengthening efforts to hold traffickers accountable.

• The Intersection of Forced Marriage and Human Trafficking

The question of whether forced marriage constitutes a human trafficking crime is complex, and the answer can vary depending on the circumstances of the forced marriage and the applicable national laws.

Governments around the world have taken different approaches to the issue, both in terms of the laws they have enacted and of the way those laws are implemented in practice.   While the governing international law on trafficking in persons, the UN TIP Protocol, allows for flexibility in how State Parties criminalize human trafficking under domestic legislation, establishing exploitative intent is critical to considering whether the conduct constitutes trafficking in persons.

What is forced marriage?

The 2022 update to the U.S. Strategy to Prevent and Respond to Gender-Based Violence Globally defines forced marriage as a marriage at any age that occurs without the free and full consent of both parties, including anyone under the age of 18 who is not able to give full consent.   Forced marriage may occur when family members or others use physical or emotional abuse, threats, fraud, or deception to obtain an individual’s agreement.   In such cases, an individual cannot be considered to have consented to the marriage.   The terms “early marriage” and “child marriage” are often used interchangeably to refer to any marriage in which at least one of the parties has not attained the age of 18.   There is overwhelming evidence that child, early, and forced marriages can increase individuals’ vulnerability to future exploitation and abuse – with long-term consequences for their health, wellbeing, safety, and opportunities.

Is Forced Marriage a Form of Trafficking under International Law?

Article 3 of the UN TIP Protocol defines “trafficking in persons” to require three essential elements—an act, conducted using one or more means, for an exploitative purpose.   Article 3 does not list forced marriage explicitly as a form of exploitation; instead, it provides that “exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude or the removal of organs.”   Accordingly, when a forced marriage involves any of the acts, means, and purposes of exploitation listed in Article 3, it would be considered trafficking under the UN TIP Protocol.   For example, forced marriages that also involve forced labor or services, or slavery or practices similar to slavery would also be trafficking in persons if the relevant acts and means are present.   However, the non-exhaustive list of forms of exploitation in Article 3 allows State Parties to decide to expand the list of forms of exploitation within their own domestic definition of trafficking in line with the purpose and scope.

While the UN TIP Protocol does not explicitly include forced marriage within the definition of trafficking, many stakeholders argue that if all the elements of trafficking are present (i.e., there is an act, a prohibited means, done for the purpose of exploiting another person), it should not matter that the exploitation takes the form of a forced marriage.   These stakeholders point to the identical practices used by unscrupulous recruiters who are paid by business owners or prospective husbands to deceive and obtain the consent of individuals to marry “loving wealthy husbands” or accept “lucrative job offers,” in both instances only to leave victims trapped and exploited.

Countries that have chosen to include forced marriage within their domestic definitions of trafficking, either explicitly or implicitly, have taken three common approaches:

Forced Marriage Included as a Form of Exploitation

By leaving the list of forms of exploitation under Article 3 open-ended, the UN TIP Protocol allows State Parties to choose to expand the list of forms of exploitation included under domestic anti-trafficking laws.   As such, some countries have chosen to include forced marriage as an exploitative purpose under their respective anti-trafficking laws.   Several countries have taken this approach, including, but not limited to: Argentina, Australia, Botswana, Cambodia, Chad, Costa Rica, Croatia, Ecuador, El Salvador, Haiti, Kenya, Lithuania, Nicaragua, North Macedonia, Seychelles, and Uganda.

“Practices Similar to Slavery” Interpreted to Include Some Forms of Forced Marriage

Other countries interpret the inclusion of “practices similar to slavery” within Article 3 of the UN TIP Protocol to include certain forms of forced marriage.   “Practices similar to slavery” is defined in the Supplementary Convention on the Abolition of Slavery, the Slave Trade, and Institutions and Practices Similar to Slavery.   Under Article 1(c) of this convention, “practices similar to slavery” refers to, inter alia, “Any institution or practice whereby: (i) A woman, without the right to refuse, is promised or given in marriage on payment of a consideration in money or in kind to her parents, guardian, family or any other person or group; or (ii) The husband of a woman, his family, or his clan, has the right to transfer her to another person for value received or otherwise; or (iii) A woman on the death of her husband is liable to be inherited by another person …”   For countries that use this definition of “practices similar to slavery” to interpret the scope of the definition of trafficking in persons under the UN TIP Protocol, some, but not all, forms of forced marriage could constitute trafficking in persons.

Forced Marriage and Trafficking in Persons as Distinct Crimes .

It is also worth mentioning that there are many countries that choose to address forced marriage and trafficking in persons as separate offenses.   In its 2020 Issue Paper “Interlinkages Between Trafficking in Persons and Marriage,” the United Nations Office on Drugs and Crime (UNODC) acknowledges the viability of these different approaches and explains that there is “no one-size-fits-all approach to most effectively counter cases involving interlinkages between trafficking in persons and marriage.”

Establishing Exploitative Intent is Critical in All Approaches

At the heart of the question of whether a forced marriage constitutes a human trafficking crime is the question of whether the intention was to exploit a person or persons through the marriage.   Recently, the European Parliament and the Council of the European Union recognized the gravity of and increasing linkages between forced marriages and human trafficking. They formally adopted a directive noting that the exploitation of forced marriages “fall[s] within the scope of offenses concerning trafficking in human beings…to the extent that all the criteria constituting those offenses are fulfilled.”

While States that choose explicitly to include forced marriage within their definition of exploitation, or implicitly, through the inclusion of “practices similar to slavery,” consider “forced marriage as inherently exploitative,” such an interpretation is neither required nor shared by all States.   As UNODC explains,

…cultural and national contexts are relevant in determining exploitation, especially in relation to forced and servile marriage.   Cultural and other context-specific factors can play a role in shaping perception of what constitutes exploitative conduct for the purposes of establishing that trafficking has occurred.

Marriages generally involve domestic work and sexual relations between spouses, neither of which is generally understood to constitute abuse or exploitation.   However, there are circumstances in which individuals may be exploited in connection with each of these under the guise of marital obligations.   Taking into consideration the cultural and national contexts in which marriages transpire is a complex but necessary task when determining whether all three elements of a human trafficking offense are present in a case involving forced marriage.

While it is understood forced marriage is inherently harmful, rooted in gender inequality, and can often dramatically increase the risks of individuals to trafficking in persons, gender-based violence (GBV), and other abuses or crimes, it is important to acknowledge there may be circumstances in which a forced marriage has occurred, but the offense of human trafficking has not, because the purpose of the marriage was not to exploit another individual.   For example, in some communities, even an untruthful allegation of sexual indiscretion or promiscuity can irreparably damage a girl’s prospects of marriage or place her in physical danger.  Parents in these communities may attempt to protect their daughters by marrying them at a young age to avoid such allegations and safeguard their reputations.  Similarly, families who live in refugee camps or other unstable situations where there is high prevalence of multiple forms of violence, including GVB, may view marriage as a protective mechanism that will prevent their daughters from being victims of physical or sexual violence or offer them greater economic security.   In these instances, such marriages commonly occur without an individual giving their full, free, and informed agreement to marry.   By definition, such an arrangement would constitute a forced marriage and depending on the country, potentially a violation of domestic criminal laws.   However, if no one involved in arranging the marriage (not the spouse, parents, matchmaker, etc.) is participating for the purpose of exploiting the individual , then the necessary elements of trafficking in persons are not met.   Other crimes or human rights abuses may have occurred and should be addressed, but the specific crime of human trafficking has not occurred because the marriage was not for the purpose of exploitation.   To the contrary, taking into account the relevant cultural and social norms, these actors may believe they are acting in the best interest of the individual.   As in all criminal cases, the knowledge and intent of the individual matters and therefore, in the case of forced marriages as a potential trafficking crime, one must consider if an individual intended to exploit someone, or whether they intended, even misguidedly and mistakenly, to do what was believed to be in the individual’s best interest.   These complicated dynamics must be determined in other trafficking contexts as well.

Therefore, when allegations of forced marriage are presented, they must be evaluated on a case-by-case basis to determine whether they constitute trafficking in persons.   Such an assessment neither legitimizes forced marriage nor detracts from serious concerns around such practices.   Rather, it simply ensures the appropriate criminal prosecution, protection, and prevention responses are utilized to address the conduct in question because, as UNODC explains, “….qualifying a particular type of conduct as trafficking in persons has extensive consequences for both the alleged perpetrators and victims of the crime.”

* NOTE:   U.S. law does not explicitly recognize forced marriage as a “severe form of trafficking in persons” or reference it in criminal trafficking laws.   Therefore, forced marriage, per se, is not automatically considered a form of trafficking in persons under U.S. law.   The facts and circumstances of the forced marriage must be considered to determine whether the conduct falls under a relevant definition or legal provision.   Generally, if the person forced to marry is also compelled to work or to engage in commercial sex, then the forced marriage would likely fall within the definition of trafficking in persons and be a crime under U.S. law.   Because the definition of “severe forms of trafficking in persons” established under the Trafficking Victims Protection Act governs the Department’s minimum standard assessments for the purposes of the TIP Report, the Department accordingly includes governments’ efforts to combat forced marriage if there is credible evidence that those efforts address forced marriage in which the objective of the marriage was to exploit another person for labor or services or commercial sex.

An Example of When a Forced Marriage Involved Human Trafficking:   United States of America v. Zahida Aman, et al.

In United States of America v. Zahida Aman, et al., the United States successfully prosecuted and convicted three individuals for trafficking crimes relating to a forced marriage.   On January 24, 2023, the traffickers were sentenced to five, ten, and 12 years of imprisonment, respectively, and ordered to pay restitution to the victim.   The case serves as an example of how forced marriage and human trafficking can intersect and result in complex and devastating exploitation of vulnerable individuals, as abuse often goes undetected for long periods of time due to its hidden nature within the confines of familial relationships.

A federal jury sitting in Richmond, Virginia, found defendants Zahida Aman, Mohammad Nauman Chaudhri, and Mohammad Rehan Chaudhri guilty of conspiracy to commit forced labor for compelling the domestic labor of a Pakistani woman for 12 years.   The jury further found defendant Aman guilty of forced labor and document servitude, and defendant Rehan Chaudhri guilty of forced labor.

According to the evidence presented in court, defendant Zahida Aman arranged for her son’s marriage to the victim in 2001.   The victim moved to the United States and lived in a house in Midlothian, Virginia, with her husband and the three defendants (the husband’s mother and his two brothers).   The defendants compelled the victim to serve the family as a domestic servant, using physical and verbal abuse, restricting communication with her family in Pakistan, confiscating her immigration documentation and money, and eventually threatening to separate her from her children by deporting her to Pakistan.

The defendants slapped, kicked, and pushed the victim, even beat her with wooden boards, and on one occasion hog-tied her hands and feet and dragged her down the stairs in front of her children.   Even after the victim’s husband moved away, the defendants kept the victim in their Virginia home, often forcing her to perform increasingly laborious tasks… 

The evidence further showed that the defendants required the victim to work every day, beginning early each morning.   They restricted her food, forbade her from learning to drive or speaking to anyone except the defendants’ family members and prohibited her from calling her family in Pakistan.

Press Release, U.S. Department of Justice

• 2024 TIP REPORT HEROES

This year marks a major milestone—the 20th anniversary of the TIP Report Heroes awards program.   Each year, the Department of State honors individuals around the world who have devoted their lives to the fight against human trafficking.   These individuals include NGO workers, lawmakers, government officials, survivors of human trafficking, and concerned citizens.   They are recognized for their tireless efforts—despite some working in challenging environments where human trafficking concerns remain pervasive and facing resistance, opposition, or threats to their lives—to protect victims, punish offenders, and mitigate the underlying factors that cause vulnerabilities traffickers often target.

For more information about current and past TIP Report Heroes, please visit the TIP Report Heroes Global Network at www.tipheroes.org .

Al Amin Noyon Manager BRAC Migration Centre

Md. Al-Amin, or Noyon, is a welcoming first face to trafficking survivors and migrants as they return to Bangladesh.  As a fellow trafficking survivor, Noyon is uniquely qualified and motivated to help them rebuild their lives. In his capacity as manager of the BRAC Migration Welfare Centre onsite at the Dhaka airport, Noyon has supported more than 34,000 Bangladeshi trafficking survivors and migrants over the last 15 years.

Born to a family of modest means, Noyon’s dream of a better life turned into a nightmare when he was exploited in trafficking in Malaysia in 2007, beaten, tortured, and held captive in the jungle.  But as the 41-year-old now shares, that is not how his story ends.  His motivation to support fellow survivors has long motivated him to serve as a member of ANIRBAN (‘the flame that will not fade ‘ ), a trafficking support platform made up of survivors who raise awareness about human trafficking and advocate for survivors and their rights.

Noyon believes education is one of the best ways to insulate Bangladesh’s next generation from the perils of human trafficking.  He assists with safe migration campaigns at schools across Bangladesh and has supported thousands of students whose families are migrants or trafficking survivors secure academic scholarships.

Known by anti-trafficking stakeholders in the Bangladesh government, multilateral organizations, and likeminded partners, Noyon steadfastly supports others despite very real risks to his own safety.

Marcela Martinez Activist/Lawyer

Ms. Martinez is an accomplished Bolivian lawyer from La Paz and a leading anti-trafficking activist, who has demonstrably changed the direction of Bolivian and regional efforts to combat trafficking in persons, providing hope for families affected by human trafficking in Bolivia.

In 2017, Ms. Martinez formed the Social Responsibility Area of her law firm, from which the #RedAlertTempranaZar 🦋 hashtag operates.  This hashtag is modeled after the Amber Alert system in the United States to help activate searches for victims in Bolivia.  They also provide training, talks, workshops, and prevention webinars to schools, universities, neighborhood associations, and other civil society organizations.  To date, more than 18,000 volunteers participate in the network and have helped authorities locate more than 150 victims.

Ms. Martinez’s work has been instrumental in the prosecution of traffickers, protection of survivors, and prevention of victims.  She helped draft and lobbied for the passage of the first comprehensive Bolivian national law that gives law enforcement and prosecutors new tools and resources to combat trafficking in persons.  She also created the National Trafficking in Persons Council to coordinate all Bolivian government efforts to fight human trafficking.

She was part of the NinaSonko Heart of Fire Women’s Circle, which provides support and holistic and business coaching to survivors of trafficking and violence and supports social reintegration.  She has also served as a trainer through UNODC, training judges, prosecutors, and police officers on victim care at the national level.  Through her tireless efforts, Ms. Martinez has reduced human trafficking in Bolivia.

Maria Werlau Founder/Executive Director Free Society Project

Maria Werlau is co-founder and Executive Director of Free Society Project, also known as Cuba Archive, a non-profit think tank that defends human rights through information.  She began in 2009 researching, documenting, and denouncing exploitation and forced labor in Cuba’s labor export program and advocating for its victims and survivors.  In 2010, she published her first academic work on the issue and authored an opinion piece in The Wall Street Journal denouncing the labor export program as a trafficking scheme benefiting the Cuban government.  At the time, Cuba’s “internationalism” was mostly known from the slanted narrative of altruistic solidarity.

Since then, Maria has interviewed dozens of Cuban workers, mostly doctors coerced to work across the globe.  Through her work at Cuba Archive, she has exposed the dark aspects of Cuba’s medical missions, emphasizing the abuses faced by the workers: violence, sexual harassment, family separation, exploitation, forced labor, wage confiscation, restriction of movement, passport retention, repression, forced exile, psychological trauma, loss of life, and more.  She has also documented and exposed the labor export program’s lesser-known impact on the public health systems of Cuba and host countries, as well as its economic, political, and geostrategic value to the Cuban regime.

Maria has authored numerous works on Cuba in English and Spanish, including on healthcare, and provided expert testimony on Cuban labor trafficking to the U.S. Congress and at the OAS and the European Parliament.

Mustafa Ridha Mustafa al-Yasiri Director – Anti-Human Trafficking Directorate Ministry of Interior

Brigadier General Mustafa Ridha Mustafa al-Yasiri has courageously worked in Iraq’s Ministry of Interior (MOI) to combat trafficking in persons throughout a career dedicated to defending Iraq’s most vulnerable.  Brigadier General Mustafa vastly improved the Government of Iraq’s efforts to combat trafficking in persons and enhanced services for women trafficking victims, only months after being appointed in March 2023 as the Director of MOI’s Anti-Human Trafficking Directorate.  With support from the Minister of Interior, Brigadier General Mustafa immediately increased government resources dedicated to fighting trafficking in persons; appointed women Trafficking in Persons officers and employees to better assist trafficking victims; and appointed new investigative officers and officials knowledgeable on trafficking in persons, victim identification, and violence against women.  Together with the Iraqi judiciary, Mustafa established a strategy to identify victims more accurately and better address sexual exploitation and other forms of trafficking.

In addition, Brigadier General Mustafa worked with hiring companies to ensure they publish and display signs detailing Iraqi workers’ rights and the MOI’s Trafficking in Persons hotline.  On a weekly basis, he visited shelters to speak with victims, compile lists of needed food and hygienic and medical supplies, and help victims make calls to their families.  He also personally accompanied trafficking victims to court to help with their hearings and legal procedures.  Every day, motivated by personal conviction, Brigadier General Mustafa is realizing a professional goal to serve and protect many of the most vulnerable citizens of Iraq.

Edith Murogo Founder/Chief Executive Officer Centre for Domestic Training and Development

Edith Murogo is a beacon of hope on the frontlines of the fight against human trafficking and labor exploitation.  When Edith started training domestic workers more than two decades ago, she met victims of human trafficking and gender-based violence.  This experience prompted her to pioneer initiatives that transformed anti-trafficking efforts in Kenya.

After establishing the Centre for Domestic Training and Development (CDTD) in 2001, Edith became a leading advocate for domestic workers’ rights and lobbied the government for strengthened protections of migrant workers.  Edith initiated training to professionalize domestic workers and convinced the government to develop the curriculum and establish a certificate program for domestic workers seeking employment abroad.  Since opening, CDTD has assisted over 50,000 domestic workers with advocacy, skills, and knowledge to prevent them from becoming victims of trafficking.

In 2012, Edith opened the Talia Agler Girls Shelter (TAGS) – a safe house providing comprehensive assistance to girls and young women, especially for survivors of sexual and gender-based violence exploited in human trafficking. TAGS has assisted over 1,000 girls with removal from trafficking situations, recovery, and reintegration support services as well as education, mentorship, and leadership opportunities.

During the COVID-19 pandemic, Edith established Kenya’s National Shelters Network to coordinate shelter services across Kenya and ensure all survivors receive crucial protection services.  Edith is a tireless advocate working with government and civil society to strengthen anti-trafficking laws and responses.  The Department of Labor and BBC have highlighted her work in several documentaries about human trafficking.

Oumou Elkhairou Niaré Samaké Coordinator National Integrated Program for the Fight Against Drug Trafficking and Organized Crime; National Committee for the Fight Against Trafficking in Persons and Similar Practices

Oumou Elkhairou Niaré Samaké (Oumou), a well-known Malian magistrate, currently serves as the coordinator of Mali’s National Integrated Program for the Fight against Drug Trafficking and Organized Crime and as Coordinator of the National Committee for the Fight Against Trafficking in Persons and Similar Practices.  Oumou is a fierce advocate for human rights, gender-based violence, and trafficking in persons issues.  She has spearheaded Mali’s recent adoption of a new Action Plan to Combat Trafficking in Persons; championed the development of Mali’s new draft penal code to criminalize trafficking in persons; and fought to increase prosecutions over the past year of hereditary slavery cases.

In 2020 and 2021, the Trafficking in Persons Committee became relatively inactive.  However, upon her appointment in 2022, Oumou reinvigorated Mali’s anti-trafficking efforts.  First, she reestablished regular coordination meetings and published the Trafficking in Persons Committee’s overdue 2021 and 2022 annual reports.  Next, she spearheaded the development, drafting, and adoption of Mali’s new National Action Plan to Combat Trafficking in persons, launched in October 2023.  She has maintained high level standard of contacts with partners, donors, and national and international stakeholders in the fight against trafficking in persons and hereditary slavery.

Samson Inocencio Jr. Vice President International Justice Mission Philippines Program Against Online Sexual Exploitation of Children

Samson “Sam” Inocencio has dedicated over 20 years to combating trafficking in persons through his work with the International Justice Mission (IJM) Philippines.  He has contributed to 147 convictions for commercial sexual exploitation and 220 for online sexual exploitation (OSEC) crimes since 2005.  After becoming National Director of IJM in 2016, Sam assisted in the removal of 544 children from situations of commercial sexual exploitation and 1,237 children who were at risk of OSEC.

Sam led IJM’s efforts under the U.S.-Philippine Child Protection Compact (CPC) Partnership to combat OSEC crimes and advocated for a 347 percent budget increase for the Philippine National Police – Women and Children Protection Center.  As IJM’s representative to the Government of the Philippines’ Interagency Council Against Trafficking, Sam has assisted the Philippines in its efforts to combat the commercial sexual exploitation of children and OSEC related crimes, to hold offenders accountable in courts of law, and to safeguard Filipino children.

He collaborated with the Government of the Philippines in 2016 to develop a “roadmap to Tier 1” in the U.S. Department of State Trafficking in Persons Report.  The Philippines has been ranked Tier 1 for eight years due to the merits of its efforts.  Sam’s leadership and dedicated service have strengthened the government and civil society’s response to trafficking and protected thousands, especially children, from exploitation.

Marijana Savić Founder/Director Atina

Marijana Savić, the founder and director of NGO Atina, is an activist dedicated to advancing women’s and girls’ rights.  For over two decades, she has provided vital support and recovery programs for survivors of trafficking and gender-based violence in Serbia.  Her efforts have led to important progress in policy reform to combat human trafficking and support women and girls, who were victims of commercial sexual exploitation.

Under Marijana’s guidance, Atina has become a pivotal organization in Serbia’s anti-trafficking sector.  Marijana also actively contributes by helping integrates survivor experiences into law and human rights policies, in Serbia and abroad.  Her commitment extends to economic empowerment through the social enterprise Bagel Bejgl, which she founded in 2015.  This initiative – which provides employment to trafficking survivors – supports Atina’s sustainability by directing its profits to anti-trafficking programming.

Marijana works with international bodies, including the Council of Europe, as an expert in combating trafficking, especially labor exploitation.  An alumnus of the Human Rights Advocates Program at Columbia University, Marijana is also involved in global advocacy as a member of the Global Fund for Children’s board, Canada’s Equality Fund Investment Advisory Council, and the UN Voluntary Trust Fund for Victims of Human Trafficking board.

Marijana’s relentless activism and leadership have earned widespread acclaim and numerous awards for Atina, highlighting her role in shaping a safer, more equitable society for women and girls across Serbia and globally. Her work exemplifies a profound commitment to human rights and the empowerment of the most vulnerable groups.

Rosa Cendón Advisor – Human Trafficking and Gender-based Violence Catalonia Regional Ministry for Equality and Feminism

Rosa Cendón has devoted her life to assisting victims, raising awareness, and combating human trafficking in Spain.

As a social worker and educator based in Barcelona, Rosa has led advocacy and institutional relations for SICARcat, the largest anti-trafficking NGO in the Catalonia region, for 20 years.  SICARcat offers assistance to women and children survivors of trafficking by providing them with shelter and legal, psychological, medical, and social support.  Since 2022, Rosa has served as an expert advisor for combating human trafficking and gender-based violence at the Catalonia regional Ministry of Equality and Feminism.  She continues to promote change by raising awareness of human trafficking and designing public policy.

Rosa is at the forefront of anti-trafficking efforts in Catalonia.  Her victim-centered approach has influenced regional and national anti-trafficking and victim protection policies.  She contributed to designing the regional Catalonian and Barcelona city protocols for victim protection.  Under her leadership, SICARcat developed tools for the detection and intervention of human trafficking cases working closely with law enforcement agencies.  She regularly conducts specialized training for key actors.

During the height of the European migration crisis, Rosa helped found the ASIL.CAT network of human rights NGOs that coordinated shelter, protection, and services for the influx of refugees.  She worked to ensure that anti-trafficking efforts were included in the asylum reception system.  As a result of Russia’s invasion of Ukraine, Spain has received over 200,000 Ukrainian refugees and Rosa has been at the forefront in providing support to the refugees arriving to Barcelona.

Letitia Pinas Inspector of Police – Head of the Trafficking in Persons Unit Suriname Police Force

Inspector Letitia Pinas launched her career with the Suriname Police Force in 1998.  After serving in the Youth Affairs Department and the Public Relations Department, she was assigned the role of Acting Head of the 14-person Trafficking in Persons Unit in November 2020, to determine its continued usefulness.  Inspector Pinas overhauled the underperforming unit by drafting a strategic plan that improved the unit’s ability to investigate suspects and identify and serve victims, its presence in and outreach to the community, and the public’s trust in it.

With no NGOs working on human trafficking, Inspector Pinas assumed a disproportionate burden not only to investigate cases properly and effectively but also ensured efforts continued in the areas of protection and prevention, including expanded awareness.  Despite the government facing a multi-year financial crisis, she successfully lobbied for funds from the police to establish an emergency shelter within her office to house victims in the initial stages of an investigation.  She closely collaborated with the Prosecutors’ Office for funding to create a long-term shelter for both male and female victims.  Through improved collaboration with the Maritime Police and the Military Police, the Trafficking in Persons Unit actively participates in inspections of incoming vessels, while also checking for potential victims amongst incoming travelers at the airport.  These efforts have led to increased numbers of identified victims, including many who have trusted the police enough to self-report.  Her collaboration with senior police officials resulted in the development of a website that raises awareness on human trafficking and provides society with a tool to anonymously report suspected cases of trafficking.

• Child Soldiers Prevention Act List

Section 402 of the Child Soldiers Prevention Act, as amended (CSPA) requires publication in the annual TIP Report of a list of foreign governments identified during the previous year as having governmental armed forces, police, or other security forces, or government-supported armed groups that recruit or use child soldiers, as defined in the CSPA.  These determinations cover the reporting period beginning April 1, 2023 and ending March 31, 2024.

For the purpose of the CSPA, and generally consistent with the provisions of the Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict, the term “child soldier” means:

•  any person under 18 years of age who takes a direct part in hostilities as a member of governmental armed forces, police, or other security forces;
• any person under 18 years of age who has been compulsorily recruited into governmental armed forces, police, or other security forces;
• any person under 15 years of age who has been voluntarily recruited into governmental armed forces, police, or other security forces; or
• any person under 18 years of age who has been recruited or used in hostilities by armed forces distinct from the armed forces of a state.

The term “child soldier” includes any person described in clauses (ii), (iii), or (iv) who is serving in any capacity, including in a support role, such as a “cook, porter, messenger, medic, guard, or sex slave.”

Governments identified on the list are subject to restrictions, in the following fiscal year, on certain security assistance and commercial licensing of military equipment.  The CSPA prohibits assistance to governments that are identified in the list under the following authorities: International Military Education and Training, Foreign Military Financing, Excess Defense Articles, and Peacekeeping Operations, with exceptions for some programs undertaken pursuant to the Peacekeeping Operations authority.  The CSPA also prohibits the issuance of licenses for direct commercial sales of military equipment to such governments. Beginning October 1, 2024, and effective throughout Fiscal Year 2025, these restrictions will apply to the listed countries, absent a presidential waiver, applicable exception, or reinstatement of assistance pursuant to the terms of the CSPA.  The determination to include a government in the CSPA list is informed by a range of sources, including first-hand observation by U.S. government personnel and research and credible reporting from various UN entities, international organizations, local and international NGOs, and international and domestic media outlets.

The 2024 CSPA List includes governments of the following countries: Afghanistan, Burma, Cameroon, Central African Republic, Democratic Republic of the Congo, Iran, Libya, Mali, Russia, Rwanda, Somalia, South Sudan, Sudan, Syria, Türkiye, Venezuela, and Yemen.

• When the Government is the Trafficker: State-Sponsored Trafficking in Persons

While the TVPA Minimum Standards for the Elimination of Trafficking In Persons and the UN TIP Protocol call on governments proactively to address trafficking crimes, some governments are part of the problem, directly compelling their citizens or other individuals into sex trafficking or forced labor.   Some governments exploit individuals in forced labor in local or national public works projects, military operations, economically important sectors, as part of government-funded projects or missions abroad, or in sexual slavery on government compounds.   Governments extract this work or service by threatening the withdrawal of public benefits; withholding salaries; intentionally failing to adhere to limits on national service; manipulating the lack of legal status of stateless individuals and other minority groups; threatening to punish family members; or conditioning services, food, or freedom of movement on labor or sex.

In 2019, Congress amended the TVPA to acknowledge that governments can also act as traffickers, referring specifically to a “government policy or pattern” of human trafficking; human trafficking in government-funded programs; forced labor (in government-affiliated medical services, agriculture, forestry, mining, construction, or other sectors); sexual slavery in government camps, compounds, or outposts; or employing or recruiting child soldiers.   While the TVPA already directs the Secretary to consider the extent to which “officials or employees of the government have participated in, facilitated, condoned, or were otherwise complicit in” trafficking when determining whether the government is making significant efforts to meet the minimum standards, this section directly links a government’s “policy or pattern” of trafficking to a Tier 3 ranking.

The 2024 TIP Report includes the following 13 countries with a documented “policy or pattern” of human trafficking, trafficking in government-funded programs, forced labor in government-affiliated medical services or other sectors, sexual slavery in government camps, or the employment or recruitment of child soldiers:    

• Afghanistan*
• China, People’s Republic of
• Korea, Democratic People’s Republic of
• South Sudan
• Turkmenistan

* The TIP Report describes the state of human trafficking within a country and with respect to Afghanistan, assesses the actions of Afghan ministries, as well as the Taliban, without implying recognition of the Taliban or another entity as the government of Afghanistan.

• Methodology

The Department of State prepared this report using information from U.S. embassies, government officials, nongovernmental and international organizations, published reports, news articles, academic studies, consultations with authorities and organizations in every region of the world, and information submitted to [email protected] .   This email address provides a means by which organizations and individuals can share information with the Department of State throughout the year on government progress in addressing human trafficking.

U.S. diplomatic posts and domestic agencies reported on the human trafficking situation and governmental action to fight trafficking based on thorough research that included meetings with a wide variety of government officials, local and international NGO representatives, officials of international organizations, journalists, academics, and survivors.   U.S. missions overseas are dedicated to covering human trafficking issues year-round.   The 2024 Trafficking in Persons Report covers government efforts undertaken from April 1, 2023 through March 31, 2024, to the extent concurrent reporting data is available.

Tier Placement

The Department places each country in this report onto one of four categories.   This placement is based not on the size of a country’s problem but on the extent of government efforts to meet the Trafficking Victims Protection Act’s (TVPA) minimum standards for the elimination of human trafficking (see page XX), which are generally consistent with the Palermo Protocol.

While Tier 1 is the highest ranking, it does not mean that a country has no human trafficking problem or that it is doing enough to address the crime.   Rather, a Tier 1 ranking indicates that a government has made efforts to address the problem that meet the TVPA’s minimum standards.   To maintain a Tier 1 ranking, governments need to demonstrate appreciable progress each year in combating trafficking.   Tier 1 represents a responsibility rather than a reprieve.

Tier rankings and narratives in the 2024 Trafficking in Persons Report reflect an assessment of the following:

• enactment of laws prohibiting severe forms of trafficking in persons, as defined by the TVPA, and provision of criminal punishments for trafficking crimes;
• criminal penalties prescribed for human trafficking crimes which are sufficiently stringent and commensurate with those prescribed for other grave crimes;
• implementation of human trafficking laws through vigorous prosecution of the prevalent forms of trafficking in the country and adequate sentencing of traffickers;
• proactive victim identification measures with systematic procedures to guide law enforcement and other government-supported front-line responders in the process of victim identification;
• government funding and partnerships with NGOs to provide victims with access to primary health care, counseling, and shelter, allowing them to recount their trafficking experiences to trained counselors and law enforcement in an environment of minimal pressure;
• victim protection efforts that include access to services and shelter without detention and with legal alternatives to removal to countries in which victims would face retribution or hardship;
• the extent to which a government ensures victims are provided with legal and other assistance and that, consistent with domestic law, proceedings are not prejudicial to victims’ rights, dignity, or psychological well-being;
• the extent to which a government ensures the safe, humane, and, to the extent possible, voluntary repatriation and reintegration of victims;
• governmental measures to prevent human trafficking, including efforts to curb practices identified as contributing factors to human trafficking, such as employers’ confiscation of foreign workers’ passports and allowing labor recruiters to charge fees to prospective migrants; and
• governmental efforts to reduce the demand for commercial sex acts and extraterritorial sexual exploitation and abuse.

Tier rankings and narratives are NOT affected by the following:

• efforts, however laudable, undertaken exclusively by nongovernmental actors in the country;
• general public awareness events—government-sponsored or otherwise—lacking concrete ties to the prosecution of traffickers, protection of victims, or prevention of trafficking; and
• broad-based law enforcement or developmental initiatives.

A Guide to the Tiers

Countries whose governments fully meet the TVPA’s minimum standards for the elimination of trafficking.

Countries whose governments do not fully meet the TVPA’s minimum standards but are making significant efforts to bring themselves into compliance with those standards.

Tier 2 Watch List

Countries whose governments do not fully meet the TVPA’s minimum standards but are making significant efforts to bring themselves into compliance with those standards, and for which:

• the estimated number of victims of severe forms of trafficking is very significant or is significantly increasing and the country is not taking proportional concrete actions;
• there is a failure to provide evidence of increasing efforts to combat severe forms of trafficking in persons from the previous year, including increased investigations, prosecutions, and convictions of trafficking crimes, increased assistance to victims, and decreasing evidence of complicity in severe forms of trafficking by government officials.

Countries whose governments do not fully meet the TVPA’s minimum standards and are not making significant efforts to do so.

The TVPA, as amended, lists additional factors to determine whether a country should be on Tier 2 (or Tier 2 Watch List) versus Tier 3:

• the extent to which the country is a country of origin, transit, or destination for severe forms of trafficking;
• the extent to which the country’s government does not meet the TVPA’s minimum standards and, in particular, the extent to which officials or government employees have been complicit in severe forms of trafficking;
• reasonable measures that the government would need to undertake to be in compliance with the minimum standards in light of the government’s resources and capabilities to address and eliminate severe forms of trafficking in persons;
• the extent to which the government is devoting sufficient budgetary resources to investigate and prosecute human trafficking, convict and sentence traffickers; and obtain restitution for victims of human trafficking; and
• the extent to which the government is devoting sufficient budgetary resources to protect victims and prevent the crime from occurring.

In addition, the TVPA directs the Secretary of State to consider, as proof of a country’s failure to make significant efforts to fully meet the TVPA’s minimum standards, a government policy or pattern of: human trafficking; human trafficking in government-funded programs; forced labor (in government-affiliated medical services, agriculture, forestry, mining, construction, or other sectors); sexual slavery in government camps, compounds, or outposts; or employing or recruiting child soldiers.

The TVPA also provides that any country that has been ranked Tier 2 Watch List for two consecutive years and that would otherwise be ranked Tier 2 Watch List for the next year will instead be ranked Tier 3 in that third year.   The Secretary of State is authorized to waive the automatic downgrade only once, in that third year, based on credible evidence that a waiver is justified because the government has a written plan that, if implemented, would constitute making significant efforts to meet the TVPA’s minimum standards for the elimination of trafficking and is devoting sufficient resources to implement the plan.   The following year, a country must either go up to Tier 2 or down to Tier 3.   Additionally, the TVPA limits a country to one year on Tier 2 Watch List after that country received a waiver to stay on Tier 2 Watch List and was subsequently downgraded to Tier 3.

Funding Restrictions for Tier 3 Countries

Pursuant to the TVPA, governments on Tier 3 may be subject to certain restrictions on foreign assistance, whereby the President may determine not to provide U.S. government nonhumanitarian, nontrade-related foreign assistance as defined in the TVPA.   In addition, the President may determine to withhold funding for government official or employee participation in educational and cultural exchange programs in the case of certain Tier 3 countries.   Consistent with the TVPA, the President may also determine to instruct the U.S. Executive Director of each multilateral development bank and the International Monetary Fund to vote against and use their best efforts to deny any loans or other uses of the institutions’ funds to a designated Tier 3 country for most purposes (except for humanitarian, trade-related, and certain development-related assistance).   Alternatively, the President may waive application of the foregoing restrictions upon a determination that the provision to a Tier 3 country of such assistance would promote the purposes of the TVPA or is otherwise in the national interest of the United States.   The TVPA also authorizes the President to waive these restrictions if necessary to avoid significant adverse effects on vulnerable populations, including women and children.

Applicable assistance restrictions apply for the next Fiscal Year, which begins October 1, 2024.

• TVPA Minimum Standards for the Elimination of Trafficking in Persons

Trafficking Victims Protection Act of 2000, Div. A of Pub. L. No. 106-386, § 108, as amended.

(1) The government of the country should prohibit severe forms of trafficking in persons and punish acts of such trafficking.

(2) For the knowing commission of any act of sex trafficking involving force, fraud, coercion, or in which the victim of sex trafficking is a child incapable of giving meaningful consent, or of trafficking which includes rape or kidnapping or which causes a death, the government of the country should prescribe punishment commensurate with that for grave crimes, such as forcible sexual assault.

(3) For the knowing commission of any act of a severe form of trafficking in persons, the government of the country should prescribe punishment that is sufficiently stringent to deter and that adequately reflects the heinous nature of the offense.

(4) The government of the country should make serious and sustained efforts to eliminate severe forms of trafficking in persons.

Indicia of “Serious and Sustained Efforts”

1. Whether the government of the country vigorously investigates and prosecutes acts of severe forms of trafficking in persons, and convicts and sentences persons responsible for such acts, that take place wholly or partly within the territory of the country, including, as appropriate, requiring incarceration of individuals convicted of such acts.   For purposes of the preceding sentence, suspended or significantly reduced sentences for convictions of principal actors in cases of severe forms of trafficking in persons shall be considered, on a case-by-case basis, whether to be considered an indicator of serious and sustained efforts to eliminate severe forms of trafficking in persons.   After reasonable requests from the Department of State for data regarding investigations, prosecutions, convictions, and sentences, a government which does not provide such data, consistent with a demonstrably increasing capacity of such government to obtain such data, shall be presumed not to have vigorously investigated, prosecuted, convicted or sentenced such acts.

2. Whether the government of the country protects victims of severe forms of trafficking in persons and encourages their assistance in the investigation and prosecution of such trafficking, including provisions for legal alternatives to their removal to countries in which they would face retribution or hardship, and ensures that victims are not inappropriately incarcerated, fined, or otherwise penalized solely for un-lawful acts as a direct result of being trafficked, including by providing training to law enforcement and immigration officials regarding the identification and treatment of trafficking victims using approaches that focus on the needs of the victims.

3. Whether the government of the country has adopted measures to prevent severe forms of trafficking in persons, such as measures to inform and educate the public, including potential victims, about the causes and consequences of severe forms of trafficking in persons, measures to establish the identity of local populations, including birth registration, citizenship, and nationality, measures to ensure that its nationals who are deployed abroad as part of a diplomatic, peacekeeping, or other similar mission do not engage in or facilitate severe forms of trafficking in persons or exploit victims of such trafficking, a transparent system for remediating or punishing such public officials as a deterrent, measures to pre-vent the use of forced labor or child labor in violation of international standards, effective bilateral, multilateral, or regional information sharing and cooperation arrangements with other countries, and effective policies or laws regulating foreign labor recruiters and holding them civilly and criminally liable for fraudulent recruiting.

4. Whether the government of the country cooperates with other governments in the investigation and prosecution of severe forms of trafficking in persons and has entered into bilateral, multilateral, or regional law enforcement cooperation and coordination arrangements with other countries.

5. Whether the government of the country extradites persons charged with acts of severe forms of trafficking in persons on substantially the same terms and to substantially the same extent as persons charged with other serious crimes (or, to the extent such extradition would be inconsistent with the laws of such country or with international agreements to which the country is a party, whether the government is taking all appropriate measures to modify or replace such laws and treaties so as to permit such extradition).

6. Whether the government of the country monitors immigration and emigration patterns for evidence of severe forms of trafficking in persons and whether law enforcement agencies of the country respond to any such evidence in a manner that is consistent with the vigorous investigation and prosecution of acts of such trafficking, as well as with the protection of human rights of victims and the internationally recognized human right to leave any country, including one’s own, and to return to one’s own country.

7. Whether the government of the country vigorously investigates, prosecutes, convicts, and sentences public officials, including diplomats and soldiers, who participate in or facilitate severe forms of trafficking in persons, including nationals of the country who are deployed abroad as part of a diplomatic, peacekeeping, or other similar mission who engage in or facilitate severe forms of trafficking in persons or exploit victims of such trafficking, and takes all appropriate measures against officials who condone or enable such trafficking.   A government’s failure to appropriately address public allegations against such public officials, especially once such officials have returned to their home countries, shall be considered inaction under these criteria.   After reasonable requests from the Department of State for data regarding such investigations, prosecutions, convictions, and sentences, a government which does not provide such data, consistent with a demonstrably increasing capacity of such government to obtain such data, shall be presumed not to have vigorously investigated, prosecuted, convicted, or sentenced such acts.

8. Whether the percentage of victims of severe forms of trafficking in the country that are non-citizens of such countries is insignificant.

9. Whether the government has entered into effective, transparent partnerships, cooperative arrangements, or agreements that have resulted in concrete and measurable outcomes with –

a. domestic civil society organizations, private sector entities, or international nongovernmental organizations, or into multilateral or regional arrangements or agreements, to assist the government’s efforts to prevent trafficking, protect victims, and punish traffickers; or

b. the United States toward agreed goals and objectives in the collective fight against trafficking.

10. Whether the government of the country, consistent with the capacity of such government, systematically monitors its efforts to satisfy the criteria described in paragraphs (1) through (8) and makes available publicly a periodic assessment of such efforts.

11. Whether the government of the country achieves appreciable progress in eliminating severe forms of trafficking when compared to the assessment in the previous year.

12. Whether the government of the country has made serious and sustained efforts to reduce the demand for –

a. commercial sex acts; and

b. participation in international sex tourism by nationals of the country.

• Countries in the 2024 TIP Report that are not Party to the Protocol to Prevent, Suppress and Punish Trafficking In Persons, Especially Women and Children, supplementing the United Nations Convention against Transnational Organized Crime
• Congo, Republic of the
• Korea, Democratic People’s Republic of the
• Marshall Islands
• Papua New Guinea
• Solomon Islands

Between April 2023 and March 2024, Uganda became a State Party to the Protocol.

• Global Law Enforcement Data

The 2003 reauthorization of the TVPA added to the original law a new requirement that foreign governments provide the Department of State with data on trafficking investigations, prosecutions, convictions, and sentences in order to fully meet the TVPA’s minimum standards for the elimination of trafficking (Tier 1).  The 2004 TIP Report collected this data for the first time.  The 2007 TIP Report showed for the first time a breakout of the number of total prosecutions and convictions that related to labor trafficking, placed in parentheses.

The above statistics are estimates derived from data provided by foreign governments and other sources and reviewed by the Department of State. Aggregate data fluctuates from one year to the next due to the hidden nature of trafficking crimes, dynamic global events, shifts in government efforts, and a lack of uniformity in national reporting structures.

“As we work to help people disproportionately affected by human trafficking, including members of racial and ethnic minorities, women and girls, the LGBTQI+ community, and migrants, we remain committed to learning from and partnering with survivors to support their recoveries and to recruit their help in better spotting and preventing these too often overlooked crimes.”

President Joseph R. Biden Jr. President

“I believe history will show that this was the moment when we had the opportunity to lay the groundwork for the future of AI.  And the urgency of this moment must then compel us to create a collective vision of what this future must be.  A future where AI is used to advance the public interest.”

Vice President Kamala Harris, United States

“Combating trafficking requires a strong coalition of local and global partners to share resources and information, better equip front-line workers, and track and respond to evolving trafficking trends.”

Antony Blinken, Secretary of State

“The Intelligence Community in close partnership with law enforcement has been improving its production of detailed data analysis and reporting to better discern patterns and trends in human trafficking of migrants.  And with the help of new tools for conducting such analysis, we’re investing in these efforts, we think to good effect, as we also work to continually improve our connection to both local and federal law enforcement as well as the Department of Homeland Security to assist them in their work to countering the problem.”

Avril Haines, Director of National Intelligence 

“Survivors are the real experts.  Their experiences and their perspectives can help inform and motivate our policies so that we will do more, not less, and accelerate our efforts to combat this heinous cruelty.”

U.S. Representative Chris Smith   (R-NJ)

“Yet traffickers continue to operate with impunity.  Their crimes are receiving not nearly enough attention.  This must change.  We must invest much more in detection and protection.  We must strengthen law enforcement to bring criminals that commodify human beings to justice.  And we must do more to help survivors rebuild their lives.”

A ntonio Guterres, UN Secretary-General

“We need to step up our efforts to reach every trafficking victim, by strengthening detection, investigating cases, and prosecuting the criminals involved.  We also need to proactively identify, assist, and support survivors of this crime to truly leave no one behind.  This requires support from all sectors of society, from healthcare to social services to law enforcement.”

Ghada Waly, Executive Director of UNODC

“The scourge of human trafficking continues to evolve.  Civil unrest and war across the globe, natural disasters, climate change, and the advent and increasing reach of social media all pose significant challenges.”

Sameer Jain, Member of U.S. Advisory Council on Human Trafficking

“If we are to ever defeat trafficking, and this undoubtedly must be our shared ambition, effective approaches to prevention must be the bedrock upon which our anti-trafficking efforts are built.  Preventing trafficking in human beings from taking place is the best way to truly protect vulnerable groups and deprive traffickers of the illicit proceeds the crime generates.”

OSCE Secretary General Helga Maria Schmid

“Traffickers prey on the marginalized and most vulnerable.  But we are witnessing an emerging trend where the demographic profile of trafficking victims is also expanding, at pace with the digital developments in which we are living.”

Dr. Kari Johnstone , OSCE Special  Representative and Co-ordinator for Combating Human Trafficking

“We have to talk about those things that make us uncomfortable, especially if we want to work for an end to human trafficking.  Part of that is acknowledging that when we say nothing and do nothing in the face of many of these issues we are perpetuating the same violence that was done to us.”

Rafael Bautista, Member of the U.S. Advisory Council on Human Trafficking

“Building consensus around an affirmative vision is the first line of our tech diplomacy.  But the rules, the standards, the norms that societies follow are going to determine whether this technology is used for good or whether it’s used for ill.”

• Tier Placements List

A note on Kiribati:  Reports during the 2024 reporting period indicated human trafficking crimes may have occurred in Kiribati.  However, information on anti-trafficking efforts from the Government of Kiribati and the nature and scope of trafficking in persons in Kiribati were insufficient to undertake a full assessment for the 2024 Report.  The Department of State will continue gathering information in the coming year and assess appropriate reporting for the 2025 TIP Report.

• Regional Maps

The Regional Maps will be included in the PDF accessible online version.  Below includes the region-specific Global Law Enforcement Data.

• Stopping Human Trafficking and Sexual Exploitation and Abuse (SEA) by International Peacekeepers and Civilian Personnel

This section summarizes actions taken by the United Nations (UN), the North Atlantic Treaty Organization (NATO), and the Organization for Security and Co-operation in Europe (OSCE) to prevent trafficking in persons or the exploitation of victims of trafficking during calendar year 2023.

• Relevant International Conventions

The chart below shows the Ratification, Accession (a), or Acceptance (A) of relevant international conventions for those countries that have ratified, acceded to, or accepted any such conventions between April 2023 and March 2024.  A complete list that includes the status of all of the countries covered by the Trafficking in Persons Report is available at: https://www.state.gov/international-conventions-relevant-to-combating-trafficking-in-persons/

• International, Regional, and Sub-Regional Organizations Combating Trafficking in Persons

For the 2024 Trafficking in Persons Report, the Framework Documents and other Relevant Guidance section has been consolidated to show only documents published during the reporting year: April 1, 2023 – March 31, 2024.  If you would like to review documents from previous years, please refer to the 2023 Trafficking in Persons Report .

• Annual Report to Congress on the Use of Child Soldiers under Section 405(c) of the Child Soldiers Prevention Act of 2008

This report is submitted in accordance with section 405(c) of the Child Soldiers Prevention Act of 2008 (22 U.S.C. 2370c-2(c)) (CSPA).  Section 1 lists the countries identified as being in violation of the standards under the CSPA in 2023.  Section 2 provides a description and the amounts of assistance withheld pursuant to section 404(a) of the CSPA.  Section 3 provides a list of waivers or exceptions exercised under the CSPA.  Section 4 contains the justifications for such waivers.  Section 5 provides a description and the amounts of assistance provided to countries pursuant to such waivers.

Section 1. Countries in Violation of the Standards Under the CSPA in 2023.

The Secretary of State identified the following countries as having governmental armed forces, police, or other security forces or government-supported armed groups that recruited or used child soldiers within the meaning of section 404(a) of the CSPA during the reporting period of April 1, 2022 – March 31, 2023: Afghanistan, Burma, Central African Republic (CAR), Democratic Republic of the Congo (DRC), Egypt, Eritrea, Iran, Libya, Mali, Russia, Rwanda, Somalia, South Sudan, Syria, Türkiye, Venezuela, and Yemen.

Section 2. Description and Amount of Assistance Withheld Pursuant to Section 404(a).

No security assistance subject to section 404(a) of the CSPA was planned to be provided to Afghanistan, Burma, Eritrea, Iran, Mali, Russia, Rwanda, South Sudan, Syria, or Venezuela in fiscal year (FY) 2024.

Section 3. List of Waivers or Exceptions Exercised under Section 404(a).

On September 15, 2023, the President determined that it is in the national interest of the United States to waive the application of the prohibition in section 404(a) of the CSPA with respect to Egypt; to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to Türkiye for International Military Education and Training (IMET) and Peacekeeping Operations (PKO) assistance, issuance of direct commercial sales (DCS) licenses, and support provided pursuant to 10 U.S.C. 331 and 10 U.S.C. 333, to the extent that the CSPA would restrict such assistance or support; to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to Libya and Somalia to allow for the provision of IMET and PKO assistance, and support provided pursuant to 10 U.S.C. 331 and 10 U.S.C. 333, to the extent that the CSPA would restrict such assistance or support; to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to the Democratic Republic of the Congo to allow for the provision of IMET and PKO assistance and issuance of DCS licenses in connection with the reexport of transport aircraft, to the extent that the CSPA would restrict such assistance; to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to the Central African Republic and Yemen to allow for the provision of IMET and PKO assistance, to the extent that the CSPA would restrict such assistance; and to waive the application of the prohibition in section 404(a) of the CSPA to allow for the issuance of DCS licenses related to other U.S. government assistance for the above countries and, with respect to the Russian Federation, solely for the issuance of DCS licenses in connection with the International Space Station (ISS).  The President has further certified that the governments of the above countries are taking effective and continuing steps to address the problem of child soldiers.

Section 4. Justifications for Waivers and Exceptions.

Pursuant to section 404(c) of the Child Soldiers Prevention Act of 2008 (CSPA) (22 U.S.C. 2370c-1(c)), the President has determined that it is in the national interest of the United States to waive the application of the prohibition in section 404(a) of the CSPA with respect to Egypt; to waive, in part, the application of the prohibition with respect to the Central African Republic, the Democratic Republic of the Congo, Libya, Somalia, Türkiye, and Yemen, including to allow for the issuance of direct commercial sales (DCS) licenses related to other U.S. government assistance for these countries that is not subject to the prohibition in section 404(a); and, with respect to Russia, to waive, in part, the application of the prohibition solely for DCS licenses in connection with the International Space Station.  The President has further certified that the governments of the above countries are taking effective and continuing steps to address the problem of child soldiers.  The justification for this determination and certification with respect to each country is set forth in this Memorandum.

The Central African Republic (CAR)

The President has determined it is in the national interest of the United States to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to CAR to allow for the provision of International Military Education and Training (IMET) and Peacekeeping Operations (PKO) assistance and has certified that the CAR Government (CARG) is taking effective and continuing steps to address the problem of child soldiers.

Armed groups in CAR continue to threaten civilians and pose a longstanding risk to stability.  The waiver for PKO and IMET assistance for CAR will support the professionalization of the military to better provide security to the people of CAR while respecting human rights and international humanitarian law (IHL).  Additionally, IMET programming allows the United States to invest in CAR military officers to promote professional military education and foster relationships with foreign military personnel rooted in democratic values.

The CARG is taking effective and continuing steps to address the problem of child soldiers through meaningful engagement with U.S. and UN officials in seeking assistance to eradicate trafficking in persons, including the recruitment or use of child soldiers by CAR security forces and armed groups.  Recent efforts have included the adoption of a national plan to counter trafficking in children, government directives prohibiting the presence of children around military bases, and collaboration with the UN and implementing partners to reintegrate children affected by conflict.

The Democratic Republic of the Congo (DRC)

The President has determined it is in the national interest of the United States to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to DRC to allow for the provision of IMET and PKO assistance and issuance of licenses for DCS in connection with the reexport of transport aircraft and has certified that the Government of the DRC (GDRC) is taking effective and continuing steps to address the problem of child soldiers.

The proliferation of armed groups amidst ongoing conflict in eastern DRC continues to threaten security and stability for the people of the DRC.  IMET and PKO assistance for the DRC enables the United States to continue professionalization efforts of the Armed Forces of the Democratic Republic of the Congo (FARDC) by enhancing its capacity to provide security within its territory while respecting human rights and IHL.  IMET and PKO assistance provide mechanisms to support security sector governance reforms and training in areas such as military justice, civil-military relations, respect for human rights and IHL, military engineering, and resource management and logistics, which enhance security and help make the FARDC a more transparent, accountable institution.

The GDRC is taking effective and continuing steps to address the problem of child soldiers through sustained commitment to implement its 2012 Action Plan to end and prevent the recruitment and use of child soldiers in partnership with the UN.  Additionally, in 2022 the GDRC adopted a national strategy for the implementation of the Demobilization, Disarmament, Community Recovery and Stabilization Program, which signals an important step in prioritizing children affected by armed conflict, particularly in eastern DRC.

The President has determined it is in the national interest of the United State to waive, in full, the application of the prohibition in section 404(a) of the CSPA with respect to Egypt and has certified that the Government of Egypt is taking effective and continuing steps to address the problem of child soldiers.

Egypt is an important U.S. partner in counterterrorism, anti-trafficking, and regional security operations, which advance both U.S. and Egyptian security. The decades-long defense partnership is a pillar for regional stability and key to securing peace with Israel, supporting the Multinational Force and Observers missions, and enhancing security of the Suez Canal.  Since 1978, the United States has provided more than $54 billion in military assistance for Egypt, which has contributed to Egypt’s capabilities to protect and defend its land, air, and maritime borders and to confront an evolving terrorist threat, including in the Sinai Peninsula.

The Government of Egypt is taking effective and continuing steps to address the problem of child soldiers, even as the scope and intensity of the counterterrorism fight in the Sinai continues to see a significant downturn; 2023 is on track to report the lowest levels of violence in the Sinai since the conflict began in 2011.  The U.S. government is not aware of the Egyptian military, police, or other security forces recruiting or using child soldiers.  Consistent with Egypt’s domestic laws and its obligations under the Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict, the Egyptian government effectively prohibits persons under the age of 18 from being forcibly recruited into the armed forces.  The Government of Egypt provides critical influence in addressing the recruitment or use of child soldiers by tribal militias, and the U.S. government will continue to engage the Egyptian government regarding reports of recruitment of child soldiers by government-supported Sinai tribal forces.

The President has determined it is in the national interest of the United States to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to Libya to allow for the provision of IMET and PKO assistance and DoD support provided pursuant to 10 U.S.C. 331 and 10 U.S.C. 333 and has certified that the Government of National Unity (GNU) in Libya is taking effective and continuing steps to address the problem of child soldiers.

The U.S. government selected Libya as a priority country for implementation of the U.S. Strategy to Prevent Conflict and Promote Stability.  The Department of State further assesses that in Libya the most durable solution to the unlawful recruitment of child soldiers, including by GNU-aligned units and the self-styled Libyan National Army, is a negotiated political settlement that ends Libya’s instability and the cycles of conflict.  IMET assistance will facilitate English language proficiency to improve interoperability and promote civil-military relations, including civilian control of a unified military.  PKO assistance will build upon the October 2020 ceasefire and support U.N. efforts to advance Libya’s transition to a unified, democratically elected, and inclusive political system based on respect for human rights.  PKO provides the U.S. government a tool to support UNSMIL in its ceasefire monitoring function.  Department of Defense support will build the capacity of Libyan military institutions in support of progress towards civilian-controlled, accountable, defense institutions that uphold human rights, combat terrorism, and address security challenges.

The GNU is taking effective and continuing steps to address the problem of child soldiers through engagement with the UN and the U.S. government in the context of our recurring bilateral Security Dialogue.  Through cooperation with UNSMIL, representatives of the Libyan 5+5 Joint Military Commission, comprised of senior military officers from both the east and west, engage with UNICEF on preventing child soldier recruitment.  The U.S. government is not aware of the GNU’s military, police, or other governmental security forces recruiting or using child soldiers.  Further, GNU security sector leaders provide critical influence to prevent and end the recruitment or use of child soldiers by armed groups in Libya and mitigate the reliance on external forces or groups for internal security.

Russian Federation

The President has determined it is in the national interest of the United State to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to the Russian Federation to allow for issuance of licenses for DCS solely in connection with the International Space Station (ISS) and has certified that the Government of the Russian Federation is taking effective and continuing steps to address the problem of child soldiers.

It is in the U.S. national interest to work with Russia to maintain the safety of ISS operations.  Maintaining longstanding U.S.-Russia ISS operations requires the ability to issue DCS licenses for defense articles and defense services in support of the ISS until the planned termination of its operation, which the National Aeronautics and Space Administration estimates will be in 2030.  This waiver will allow such activities to continue and will enable the issuance of licenses necessary to support the safe operation of the ISS, U.S.-Russia integrated crew missions to the ISS, and the safety of U.S. and other personnel onboard the ISS.

The Russian Federation is taking effective and continuing steps to address the problem of child soldiers.  In accordance with the Russian Federation’s Law on the Ratification of the Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict of 2008, the Government of the Russian Federation effectively prohibits persons under the age of 18 from being forcibly recruited into the armed forces.

The President has determined it is in the national interest of the United States to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to Somalia to allow for the provision of IMET and PKO assistance, and DoD support provided pursuant to 10 U.S.C. 331 and 10 U.S.C. 333 and has certified that the Federal Government of Somalia (FGS) is taking effective and continuing steps to address the problem of child soldiers.

Foreign terrorist organizations including al-Shabaab continue to threaten security and stability for the people of Somalia.  The waiver for IMET and PKO assistance for Somalia enables the United States to continue professionalization efforts of the Somali National Army (SNA) by enhancing their capacity to provide security within their territory while respecting human rights and IHL.  Further, a waiver for support provided by the Department of Defense pursuant to 10 U.S.C. 331 and 10 U.S.C. 333 will allow for U.S. government assistance to build the Somali military’s capacity to conduct effective, sustained counterterrorism operations against al-Shabaab and help reinforce U.S. values, including those related to preventing and ending the unlawful recruitment or use of child soldiers.

The FGS is taking effective and continuing steps to address the problem of child soldiers through sustained commitment to implement its 2019 “road map” to accelerate progress on its 2012 Action Plan on ending the recruitment and use of children by the Somali National Armed Forces in partnership with the UN.  The SNA’s Child Protection Unit continued to make progress in implementing screening procedures, training, and disseminating media to prevent the recruitment and use of child soldiers.  The FGS also continued implementation of standard operating procedures for the handover of children allegedly associated with armed groups.

The President has determined it is in the national interest of the United States to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to Türkiye for IMET and PKO assistance, issuance of DCS licenses, and DoD support provided pursuant to 10 U.S.C. 331 and 10 U.S.C. 333 and has certified that the Government of Türkiye is taking effective and continuing steps to address the problem of child soldiers.

Türkiye has been an important U.S. security partner and valued NATO Ally since 1952, regulating passage, in accordance with international law, through the straits of the Bosporus and the Dardanelles, which link the Black Sea with the Mediterranean. Further, Türkiye’s military capability and geographic location are vital to the United States’ integrated deterrence strategy and ability to respond to regional events including with respect to counterterrorism, humanitarian assistance, and disaster relief operations. Türkiye’s support, including defense and security cooperation, to NATO Allies and partners deters malign influence in the region. This waiver will assist in maintaining NATO cohesion and continued interoperability, bolster regional security, and advance bilateral cooperation.

The Government of Türkiye is taking effective and continuing steps to address the problem of child soldiers, including those present in elements of the Syrian National Army receiving support from the Government of Türkiye.  The United States is not aware of the Turkish military, police, or other security forces recruiting or using child soldiers.  Consistent with Türkiye’s domestic laws and its obligations under the Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict, the Turkish military effectively prohibits persons under the age of 18 from being forcibly recruited into the armed forces.  Further, the Government of Türkiye provides critical influence in addressing the problem of child soldiers with respect to the Syrian National Army.

The President has determined that it is in the national interest of the United States to waive, in part, the application of the prohibition in section 404(a) of the CSPA with respect to Yemen to allow for provision of IMET and PKO assistance and has certified that the Government of the Republic of Yemen (ROYG) is taking effective and continuing steps to address the problem of child soldiers.

It is in the U.S. national interest to support UN-led efforts to achieve an inclusive negotiated political resolution to the conflict in Yemen.  The waiver for IMET assistance for Yemen enables the United States to continue to support professionalization and interoperability efforts of the Yemeni Armed Forces (YAF) by enhancing their capacity to provide inclusive security within their territory while respecting human rights and IHL.  Further, this waiver will improve the YAF’s capacity to conduct effective, sustained counterterrorism operations, ensuring freedom of navigation through the Bab Al-Mandeb Strait, and securing the space for restoring effective governance institutions.

The ROYG is taking effective and continuing steps to address the problem of child soldiers through sustained commitment to implement its 2018 “road map” to accelerate progress on its 2014 Action Plan to end and prevent the recruitment of children by Yemeni Armed Forces in partnership with the UN.  The ROYG established child protection units within all military regions, issued directives banning child recruitment, and conducted numerous senior government field visits to monitor the implementation of screening procedures to prevent child recruitment and remove children from military units.

Section 5. Description and Amount of Assistance Provided Pursuant to a Waiver.

The information provided below only includes assistance obligated as of April 20, 2024.  Additional assistance will be obligated during FY 2024.

Central African Republic

International Military Education Training $101,124

As of April 20, 2024, IMET funding was obligated for the following activity: professional military education and training.

Democratic Republic of the Congo

International Military Education Training $177,238

International Military Education Training $1,352,782

International Military Education Training $31,284

Peacekeeping Operations $31,917,530.44

As of April 20, 2024, PKO funding was obligated for Somali National Army and Somali Ministry of Defense for the following activities:

logistical support; advisory support; equipment; and program oversight.

10 U.S.C. 333 $4 ,668,640.56

As of April 20, 2024, 333 funding was obligated for the following activities: training and equipment.

International Military Education Training $182,098

International Military Education Training $339,662

As of April 20, 20, 2024, IMET funding was obligated for the following activity: professional military education and training.

• GLOSSARY OF ABBREVIATIONS

Notes:  Local currencies have been converted to U.S. dollars ($) using the currency exchange rates reported by the U.S. Department of the Treasury on December 31, 2023.

• Acknowledgments

The Staff of the Office to Monitor and Combat Trafficking in Persons Is:

Mekhribon Abdullaeva

Sylvia Amegashie

Katrina Askew-Alston

Andrea Balint Garza

Shonnie R. Ball

Suzanne Balson

Matt Becker

Getoria Berry

Brooke Beyer

Caris Boegl

Michelle C. Bloom

Alexandria Boling

Katherine Borgen

Gregory Borgstede

Kelsey Brennan

Joshua Bull

Carla M. Bury

Renée Callender

Jessica Cisneros

Kate Cooper

Camila Crowley

Reena Dalwadi

Sarah Davis

Steven Davis

Anca DiGiacomo

Daniel Evensen

Anna Fraser

Lauren Frey

Mark Forstrom

Lucia Gallegos

Beatriz Garcia Velazquez

Brianna Gehring

Chauna Gibson

Natasha Greenberg

Andrew Grimmer

Takiyah Golden

Denise Harrison

Jocelyn Harrison

Emmanuel Hector

Caitlin B. Heidenreich

Ashley Hernandez

J. Brett Hernandez

Matthew Hickey

Crystal Hill

Megan Hjelle-Lantsman

Jennifer M. Ho

Marta Hoilman

Ariana Holly

Moira Honohan

Renee Huffman

Veronica Jablonski

Harold Jahnsen

Sarah Jennings

Devin Johnson

Maurice W. Johnson

Kari A. Johnstone

Chelsea Kaser

Patrick Kelly

Emily Korenak

Kendra L. Kreider

Mary Lagdameo

Valery Lavigne

James Lensen-Callas

Rebecca Lesnak

Abigail Long

Samantha Lord

Jean McAnerney

Cameron Malcom

Bryan Marcus

LaTina Marsh

Sunny Massa

Kerry McBride

Rendi McCoy

Tamara McCoy

Maura K. McManus

Leah F. Meyer

Rebecca Morgan

Ericka Moten

Ryan Mulvenna

Dan Muncaster

Cristina Narvaez

Amy O’Neill Richard

Zury Palencia

Lauren Parnell

Ashlei Perry

Marissa Pietrobono

Sanjana Polapragada

Justin D. Pollard

David Rabinovich

Patrick Read

Andrea E. Reed

Casey Risko

Angie Rivas

Amy Rustan Haslett

Manith Sarik

Aram Schvey

Tori Jamese Scott-Senghor

Adrienne Sgarlato

Jessica Singh

Stephen Shade

Kaela Shear

Soumya Silver

Cornelius Slayton

Susan Snyder

Megan Stalder

Latoshae Summers

Desirée Suo Weymont

Jamie Sutter

Francesca J. Tadle

Atsuki Takahashi

James Taylor

Anna Thiessen

Cecilia Thompson

Juan Jose Tierjo

Wanda Toney

Andrea Ugolini

Melissa Verlaque

Matthew Villemain

Myrna E. Walch

Frances Wallman

Bianca Washington

Pauline Werner

Danielle (Nikki) Wetsel

Terry Whenry

Sharifa White

Joshua Williams

Willow Williamson

Joshua Youle

Salia Zouande

Special thanks to Brian Piaquadio, Julia Maruszewski, LeGrand Latney, Kimberly Ross, and the creative services team at Global Publishing Solutions.  Special thanks also to the ECA Bureau and technical project managers Tasha Wilkinson and Ed Williams.

Special thanks to Bukola Oriola, Dawn Schiller, Christine Cesa, Jeri Moomaw, Harold D’Souza, Jessa Crisp, Jill Brogdon, Megan Lundstrom, Rafael Bautista, Tanya Gould, and other subject matter experts with lived experience of human trafficking from the Department of State’s Human Trafficking Expert Consultant Network for their contributions to the TIP Report.

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U.s. department of state, the lessons of 1989: freedom and our future.