harvard essay questions 2021

Harvard University

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at Harvard University?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

Harvard University’s 2023-24 Essay Prompts

Diversity short response.

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

Intellectual Experience Short Response

Briefly describe an intellectual experience that was important to you.

Extracurricular Short Response

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

Future Goals Short Response

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

Roommate Short Response

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

Common App Personal Essay

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

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

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

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

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

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

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

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

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

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the Harvard University Essays 2023-2024

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

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

Read this Harvard essay example to inspire your own writing.

How to Write the Harvard University Supplemental Essays

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

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

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

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

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

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

Brainstorming Your Topic

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

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

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

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

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

Tips for Writing Your Essay

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

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

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

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

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

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

Mistakes to Avoid

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Where to Get Your Harvard Essays Edited

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

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

Related CollegeVine Blog Posts

The Ivy Coach Daily

• College Admissions
• College Essays
• Early Decision / Early Action
• Extracurricular Activities
• Standardized Testing
• The Rankings

August 4, 2021

Harvard University 2021-2022 Essay Prompts

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

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

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

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

You are permitted to use www.ivycoach.com (including the content of the Blog) for your personal, non-commercial use only. You must not copy, download, print, or otherwise distribute the content on our site without the prior written consent of Ivy Coach, Inc.

Related Articles

Should English Teachers Review College Essays?

June 13, 2024

Using ‘Impressive’ Vocabulary in College Essays

June 6, 2024

What Are the Consequences of College Essay Plagiarism?

May 16, 2024

Using A.I. to Write College Admission Essays

October 13, 2023

Word and Character Limits in College Essays

September 27, 2023

What English Teachers Get Wrong About Writing College Essays

Toward the conquest of admission.

If you’re interested in Ivy Coach’s college counseling,
fill out our complimentary consultation form and we’ll be in touch.

Fill out our short form for a 20-minute consultation to learn about Ivy Coach’s services.

The Admissions Strategist

How to write the harvard university supplemental essays 2020-2021: the elite guide.

Harvard University is one of the most recognizable names in American education, and it has an acceptance rate that hovers around 5% . It’s prestigious, selective, and difficult to get into.

Of course, that means that every portion of your application is important, including the Harvard Supplement.

In this article, we’ll give you all the necessary info on the Harvard Supplement, plus tips on how to complete it successfully!

Harvard Supplement Overview

The Harvard Supplement consists of an optional essay and two required questions. The required questions carry a word limit of 150 words each.

So do you actually need to write that optional essay?

Technically, no. But we highly recommend that you write it anyway. When applying to a selective school like Harvard, you should take any chance you can get to share more information about yourself and further impress admissions officers.

You may also notice that the optional essay has no word limit. This doesn’t mean that you should opt to write a quick paragraph or, on the other hand, a five-page essay.

Instead, we recommend writing around 500-700 words.

Harvard Supplemental Essay Guidelines

As you answer these questions and write your essay, keep in mind that you should offer information that can’t be found anywhere else in your application.

Click above to watch a video on Harvard Supplemental Essays.

This means that your essay should be substantially different from the essay you wrote for the Common App .

• So, if you’ve already mentioned that you’re the captain of the soccer team numerous times, write an essay that’s completely unrelated to soccer.

Instead of showing that you’re one dimensional or too well-rounded (yes, that’s a thing), use the essay to provide a new angle to your college application narrative.

• If you were captain of the soccer team, write about another activity or project that demonstrates your leadership skills, go-getter attitude, and work ethic.

Provide new information , let your authentic voice shine through, and demonstrate why you would be such a great addition to Harvard University.

Harvard Supplemental Essay 1

First, let’s take a look at the required questions you’ll encounter on the supplement.

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

This is a pretty standard application question. Choose to discuss an extracurricular activity or work experience that you haven’t elaborated on elsewhere in your application.

You only have 150 words, so you might not have the space to talk extensively about all of your job responsibilities or everything you did as part of this extracurricular activity. Instead, choose to focus on a few key points.

Try to include information that highlights qualities about you, such as leadership, problem-solving, teamwork, etc.

Above all, show action and results.  Use action verbs and numbers to tell a brief story of how you engaged your team or community and procured results. Results comprise of many things:

• Winning an FRC competition
• Raising group engagement by 15%
• Boosting enrollees by a thin margin
• Organizing a community drive to raise $200

You’ll want to choose an activity that is meaningful to you and that illustrates important aspects of your character.

Get personalized advice!

Harvard supplemental essay 1 examples.

I’m assembling a packet for a new baby when a woman in labor is pushed in on a wheelchair. “Oh god,” the charge nurse mumbles. All the delivery rooms are occupied. “We have to put her in the triage room,” she announces to the doctor. While I run to get the door for a visitor, another nurse hurriedly hands me a lab sample to deliver as she rushes to her next patient. Smiling, I walk down the hall with plastic bag in hand. I like the stress on busy days like this as much as I enjoy the relaxed days where nurses can finally sit down. The physical and mental strength of a labor and delivery nurse will always be something I respect after working as a family birth center volunteer at the Methodist Hospital. It would be an honor to work as a doctor alongside these professionals one day. 

At my internship, I got my first taste of machine learning. I was initially hesitant about the field’s practicality — considering my Chromebook would take almost 20 minutes to load one Google Doc, teaching a computer to think seemed like a drastic step. However, after training neural networks to detect carcinoma or sarcoma on a meager set of 400 images and generating fake X-rays realistic enough to trick a radiologist, my skepticism has transformed into awe. During each epoch, while considering the inner workings of dense and convolution layers, I often find myself wondering about machine learning’s future ramifications on the world at large. Will it replace humans? To what extent can it be used in humanitarian applications? Maybe the ways in which we see this technology driving the world are a bit too crazy; at the same time, maybe they’re not crazy enough.

Harvard Supplemental Essay 2

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

Harvard looks for students who are intellectually curious and passionate about learning. This question is asking you how you pursue learning outside of school.

Note that this question isn’t asking you to write in-depth about one intellectual activity. Here, you should list all intellectual activities that you’ve pursued outside of those required for school.

This can include:

• Books you’ve read in order to learn more about a particular topic.
• Educational summer camps you’ve attended (and haven’t mentioned elsewhere).
• Voluntary job shadowing
• Research into a particular job, etc
• Forming and testing your own thesis

Examples include:

• Earning a Google Ads certificate
• Working to hone and leverage your professional transferable skills
• Learning a language through an online course or program
• Testing the effects of nicotine on microscopic organisms
• Building a game or app

These are all items you can list for this question. And remember, Harvard wants to hear about activities that you haven’t mentioned anywhere else in the application!

Harvard Supplemental Essay 2 Examples

As a mathletes member, I collaborated with my team of 15 members to solve challenging math problems under time restrictions to practice for regional math competitions. Using existing mathematical concepts to break down and solve abstract riddles unlike those taught in class was very engaging to me. I have also been a karate student for five years, and a jiujitsu student for four. These sports are not only physically demanding but promote a great deal of discipline in strengthening focus, strategy, and an understanding of body mechanics. In karate, we are expected to memorize katas, or long routines of technique that simulate fighting, as well as daily run-throughs of basic techniques to develop muscle memory. In jiujitsu, we continuously learn new charts of technique to expand our repertoire of defense mechanisms in different situations. Much like in wrestling, we must continually strategize against our opponent in order to win.

Outside of academia, I indulge in the unwavering freedom to create. While you can often find me writing equations to solve for the zeros of a quadratic, I also craft screenplays about fake bacon-flavored cure-alls and a lacrosse bench-warmer turned soccer star (due to a gruesome arm injury). For years, my friends and I have enjoyed listening to podcasts; now, we create our own, introducing each episode with zany bits of copyright-free music and providing commentary on everything from the Dodgers to the latest Assassin’s Creed game. When a novel conceptualization dawns upon me, I take a break from being a questioning historian, astute mathematician, and analyst of rhetoric and transform myself into a set director, podcast host, and game developer. During these moments of self-determination, I create – not merely for a grade, but to fashion something I am proud of and enjoy watching, listening to, or playing.

The Primary Harvard Supplemental Essay

Now let’s get to the essay (the one you should definitely write, even though it’s called “optional”).

For the Harvard Supplement, you’re choosing only  one  of the options listed below as the topic for your essay.

No matter which topic you choose, remember the following:

• Try to keep your essay around 500-700 words.
• Talk about information that hasn’t been mentioned in other parts of your application.
• Always show; don’t tell. Use vivid details and specific examples to support your points.
• Write in your own authentic voice.
• Help admissions officers get to know you and how you will contribute to the school culture.
• Revise, edit, and let several others peer review your essay before submitting.

So, without further ado, here’s a quick list of your topic options:

Unusual circumstances in your life

Travel or living experiences in other countries

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

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

How you hope to use your college education

A list of books you have read in the past 12 months

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

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

Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates.

Below, we’ll dive into specific tips for each of these options.

Unusual Circumstances in Your Life Essay

Yes, this prompt does contain the word “unusual,” but you don’t have to write about something that’s extremely rare.

The goal here is to write about something that not everyone has experienced , focusing particularly on how these circumstances have influenced or shaped you as an individual. Be specific about how these events have changed you or helped you grow, and include examples or anecdotes to illustrate these points.

The essay doesn’t have to focus on a hardship or something sad.

• Maybe you grew up with eight siblings, or your family spent a year traveling the country in an RV.
• Perhaps your family fled a war-torn country
• Did you endure a significant sickness that added a disability to your life?

You can write about anything slightly unusual that has happened to you, as long as it’s something that has made an impact on you and your life. Even if you write an essay about a sad or hurtful experience, try to end on a positive note.

If you want to write this essay but are having trouble thinking or selecting a topic, think of these questions:

• Which story or event in my life lead to undue hardship?
• Name a time you struggled and had to reflect on your character to solve the problem.
• What significant personality or values change have I undergone, and what sparked it?

The stories and anecdotes that you think of are good ones to either write about or further explore.

This essay should ultimately reflect your strength, optimism, and ability to grow from adversity.

Travel or Living Experiences in Other Countries

You should only choose this topic if you’ve traveled or lived somewhere that has truly impacted or changed you. As with all of these options, the goal is to relate the topic back to you , and how it has impacted your personal growth.

• Don’t simply talk about where you’ve been and what you’ve seen; talk about how these experiences affected you.
• You’ll also want to avoid clichés.
• Don’t speak in general terms about how traveling the world has opened your mind and expanded your horizons, or about how traveling to less fortunate countries has made you more appreciative.

Instead, you’ll want to talk about a particular experience and how it has specifically impacted you.

• In what ways are you more open now?
• What have you learned about culture, food, people, architecture, the environment, etc.?
• How has that influenced you, your decisions, or your future career path?

If you can’t think of something specific, then this probably isn’t the right topic for you.

Most important, if you can’t think of an experience that has changed your character or contributed to your growth, skip it. Don’t risk writing a one-dimensional essay that provides no insight into your personality.

If you do choose this topic, make sure that you’re accurate and fair in your representation of other cultures.

Future Roommate Essay

If you choose this topic, try to avoid generic information about yourself. This is a topic that many people will address with similar information, so try to come up with something about yourself that’s a little quirky or different.

Maybe you want your roommate to know not only some of your key characteristics or personality traits, but also some stories about where they originated. This is also an appropriate place to use some humor, like mentioning an unusual fear or interesting quirk.

Don’t try to present yourself as too perfect, but also be sure that you don’t only focus on negative aspects of your character. A balanced, honest portrayal of yourself will work best.

Remember that although you’re writing about a roommate, you’re still addressing the admissions committee! For this reason, don’t write too informally or use slang.

Intellectual Experience Essay

This is a pretty broad essay topic, and you can take it in several different directions.

However you approach the topic, don’t forget to focus on your own intellectual growth.

• How has your experience influenced your academic interests and development as a learner and scholar?
• Describe the way it has changed how you learn or problem-solve.
•  How has it affected your career goals?

You may choose to write an “origin story” of how you became interested in your field or career of choice.

• Maybe you did a project in school that made you realize you wanted to be a marine biologist, or you went on a field trip that influenced your career choice.
• Perhaps a simulation you participated in at a summer camp on international diplomacy made you want to study international relations.

Alternatively, you could focus on an intellectual experience that took you outside of your comfort zone. Perhaps this experience helped you discover a new interest, and taught you not to limit yourself academically.

A foolproof way of writing this essay would be to begin with an extended anecdote or story – likely a flashback – that serves as a cold hook . You can begin with a:

• Proclamation
• Seemingly random detail

Then you can extrapolate the hook and connect it the rest of your story.

Remember to be specific and connect the essay to your growth as a person and student. Writing a dazzling cold hook and supporting it with cogent narration is useless if you don’t show how you grew from the experience.

Try to spend 30-40% of your essay demonstrating how you grew from this intellectual journey.

Using Your College Education

The execution of this essay is straightforward. Make this essay specific to Harvard.

• How will attending Harvard affect you throughout your life?
• What will you do with the experiences and knowledge that you gain at Harvard?

You may want to do some research if you choose to write this essay.

• What concentration will you pursue at Harvard? (Remember, Harvard has “concentrations” instead of “majors.”)
• Research the program, and come up with some specifics about what you will learn from this program and how you will put it to use after graduation.

In other words, this is another permutation of the conventional “Why This College” essay.

Don’t say something general about Harvard’s prestige or that you know they have “good programs” or “renowned professors” – Harvard’s admissions officers know it’s one of the best universities in the world.

It’s also important not to make your essay about financial gain.

You should also get specific about your plans after graduation.

• Instead of just saying you want to be a doctor, what kind of doctor do you want to be?
• What problems in the field do you see that you would like to address after earning a Harvard education?

In short, you should talk in-depth about what you would like to do or achieve (for yourself and for society) after college, and how Harvard, in particular, can help you do so.

If you’re having trouble picking one or two ideas, stick to ones that convey an ambitious, problem-solving version of yourself.

A List of Books

Although the prompt mentions a list, you should also provide commentary on the books you’ve read. You don’t have to go in depth for each one, but choose at least a few titles to talk about at length.

• You can include an original analysis (not one from SparkNotes or elsewhere on the Internet), a reflection on how this book has influenced you or your mindset, a lesson you’ve learned from a book on your list, etc.

This is a fun and unique topic if you’re a prolific reader.

But remember, if you’ve already mentioned your passion for reading and some of the titles you’ve read over the last year, you may want to choose a different topic (unless you have something completely new to add).

Irrespective of the literary works you choose, you  must show growth . To quickly find your growth points, create a list of the books you read. Next to the title, write what you learned.

This will help you create a narrative and outline for your essay. Your list should look like this:

•   Only the Paranoid Survive  by Andrew Grove: Aspiring business leaders need to constantly check their blind spots and competition. Therefore, I am a work in progress and want to develop as a future business leader.
• Team of Rivals  by Doris Kearns Goodwin: Collaboration is the bedrock of success. I’m learning how to ask for help.
• Shoe Dog  by Phil Knight: Never give up on your dreams. If you have an idea, then chase it.
• After Tamerlane  by John Darwin: History is messy and full of nuances that I, one day, hope to learn.

Integrity & Honesty Essay

Harvard values students with honesty and integrity.

If you choose this essay, you’ll need to tell a story about a time when you had a difficult choice to make. In the end, of course, this will be a time when you chose to act with honesty and integrity, even if this was the more difficult path.

• Pick an engaging story that not every student can tell.
• For instance, you probably don’t want to write about a time a teacher mistakenly gave you a higher grade than you deserved and you told her the truth.

It’s okay to write about a time when you initially lied or chose the wrong path, but later corrected it and learned a valuable lesson.

• However, make sure you don’t write about something illegal.
• You’ll also want to avoid anything related to plagiarism or cheating.

Essentially, you’ll present your dilemma, analyze how you reasoned through it, and reflect on what you learned about honesty and integrity. It’s easy to fall into clichéd writing for this topic, so be sure to avoid that trap.

Citizen-Leader Essay

This topic is typically viewed as one of the more challenging options, but it can be a good choice if you have a passion for leadership.

• You might want to start by talking about leadership experiences you’ve had in the past.
• Be sure to select experiences in which your leadership has actually made a contribution to your community or school.

Talk about your leadership style and what you did, as well as how it benefited others.

Make sure you then connect these leadership skills to how you’ll continue to be an effective leader in the future.

• You may want to mention a specific area in which you plan to lead or make a change after graduating from Harvard.

Don’t forget to mention the fact that you’re a good citizen as well. This might include times you weren’t in a leadership position, but worked with others to achieve an important purpose.

You may also discuss how you plan to be a good citizen in the future.

Deferring or Taking Time Off Essay

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

This is another advanced essay. You don’t get brownie points from admissions officers for choosing this option, even if your essay is sub-par.

We suggest you select this prompt only if you are entirely comfortable with it and/or you can’t relate to the other prompts.

Whether it’s something you missed out on or a goal you want to accomplish soon, make sure to write about a topic that demonstrates initiative and action on your part.

Instead of getting bogged down in the details, describe what you’d like to do and why. Get to the heart of your choice. Then, give an action plan or explanation of what you’d do.

“Topic of Your Choice” Essay

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

Of course, if none of these prompts appeal to you, you can write on a topic of your choice.

While this essay doesn’t outright state “topic of your choice,” it’s broad enough that you could write about almost anything intellectually stimulating or personally interesting about yourself.

• Just make sure your topic directly relates to something you can bring and positively contribute to the Harvard campus.

If you’ve written a really strong essay for another school, you can use it here (with some Harvard-specific adjustments).

If you decide to go this route, make sure you choose a topic that says something important about you.

Make sure that you’re descriptive, specific, and reflective. And again, be sure it’s something you haven’t already talked about in your application.

Writing on a topic of your choice is the best option if there’s something you want to talk about that doesn’t fit any of the other prompts.

Harvard Supplemental Essay 3 Examples

My grandmother likes to tell the story of three-year-old me in the grocery cart, screaming in Vietnamese the names of passing vegetables, much to the amusement of shoppers. Back then, Vietnamese was enough. In kindergarten, I faced my first language obstacle. At the toilet, I couldn’t undo my double-ring belt. How embarrassing would it be to interrupt the teacher in the middle of class and silently point to it, hoping she would get the message? I chose to sit on the toilet and cry. That was the first day I peed my pants in class but the last time language would ever come between me and going to the bathroom. I made learning English my mission. I remember begging my parents every summer for a workbook to prepare for the next school year. I loved working in those books because I could see myself improving at writing conventions and expanding my vocabulary. In third grade, I became obsessed with reading through the Harry Potter, Percy Jackson, and Boxcar Children series, making a routine visit to the public library every weekend for a new stack of books. Reading became my gateway into the English language, as well as American culture. By high school, I had finished so many workbooks and novels that the library had become my second home. Through learning English, I recognized the disparities between Western and Eastern culture. I began to understand the endless awe and reverence my grandparents had for the United States, being veterans and nurses who worked alongside Americans in the Vietnam War. My grandparents are the most patriotic people I know, despite having immigrated here in their senior years. Through my family, I’ve seen the extent to which people are willing to let go of their culture to integrate into this one. Knowing English at first was a sign of success, and still is. My parents never let me forget that because I was born here, I have opportunities that they never had in Vietnam. The better I am at English, the better I can connect with the world and take advantage of my opportunities. While language was a path to success, it is also the path I take to explore cultures and human connection. While volunteering in the hospital, when I ask a lost elderly couple if they speak Vietnamese, their eyes light up in relief. When a Spanish-speaking woman hurriedly calls her daughter over to translate, I tell them in Spanish not to worry, empathizing with the child who has the same role I once did. Language doesn’t just communicate information. It has been a tool for insight that connects me to people, from Vietnam veterans in a fast food restaurant to Mexican immigrants that my friend calls “mom and dad.” I would love to continue my exploration of language at Harvard by taking more language classes, participating in cultural clubs, and perhaps studying abroad to become more fluent in Spanish. I’m also considering learning French in my free time, as a homage to my ethnic linkage to French culture. Throughout my schooling, I’ve taught my parents a lot of English, and I still teach them new words every so often. When I make the occasional error, I jokingly but affectionately blame it on English being my second language. 

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

In my experience, High School Musical and Mean Girls are spot-on when it comes to teen conversations; during my first three years of high school, most of the discussions my friends and I had revolved around who was dating whom, criticism of the atrocious basketball coach, and spoilers of the latest Stranger Things season. While I enjoyed these chats, as my entrepreneurial fervor grew, I found myself feeling disjointed from my peers and looking for a community that would nurture my startup fever. When she noticed my budding interest, the head of a local incubator invited me to apply for their accelerator program. I initially felt unsure, but I gave it a shot, and as time went on, I felt as if I were transported to Ancient Athens during every Monday session. As a program meant to help individuals jumpstart and accelerate their businesses, the incubator prompted participants to think Socratically. We questioned and debated every preconceived notion regarding startups: how to conduct proper market research, when and why to shut down, and even whether a humanitarian venture could also be a profitable one. Our oratories were not dull, 10-minute long PowerPoints followed by the occasional golf clap; they were action-packed, 60-second elevator pitches accompanied by a barrage of inquiries and suggestions about statistical logos and story-telling pathos. Through numerous congregations within the polis, I gave a fellow participant the conviction to pursue his business of educating students on the college recruiting process, emphasizing how all of my friends loved athletics and wanted to go D1.  In return, he helped me see that the biggest problem with teens wasn’t always finding opportunities; it was being ready and professional enough to capture them. Despite channeling Alexander the Great’s cutthroat competitiveness at the beginning, our group personified Aristotle, Plato, and Socrates in the end, as we considered each other’s ventures and employed our own ethos to help one another. We didn’t all have to be our own Homers — our Iliad and Odyssey were the cumulative success of all of our companies, forged by the collaborative intertwining of our stories.

Conclusion: Writing the Harvard Supplemental Essays

The Harvard Supplement gives you another opportunity to showcase your personality, intellect, and potential to contribute at Harvard University.

You’ll answer two required questions with a 150-word limit, as well as an optional essay. The optional essay has no limit, but it’s best to write around 500-700 words. You’re given nine topic options, one of which is “a topic of your choice.”

No matter what you write, be sure that your essay is specific and descriptive. It should reveal information about you and your personal growth, and it should show Harvard University why you would be a great addition to their campus.

Learn how we can help you with college and career guidance! Check out our YouTube channel!

Click Here to Schedule a Free Consult!

Stay on track and ease your anxiety with our second-to-none college application assistance.

• Ethics & Honesty
• Privacy Policy
• Join Our Team

(732) 339-3835

[email protected]

Prompt's How-to Guide for Harvard's Essay Supplements

The harvard supplemental essay prompts, and how to write essays that will get you into harvard (2020-2021)..

In addition to requiring you to write a personal essay, Harvard asks for a few supplements. The full prompts are below; this list is the nutshell version:

• Required — Extracurriculars (50-150 words)
• Optional — Intellectual activities (150 words)
• Optional — Additional essay (no word limit)
• Required for international students — Future plans (0-50 words)

These supplemental questions are tough because they come after you’ve bared your soul in your personal essay. How do you follow up that showstopper?

Not to worry. We at Prompt have an in-depth guide for going above and beyond on every Harvard essay .

Finally, don’t forget that the best advice anyone can give you is simply to get feedback. Feedback is always a good idea for writing. But never more so than on this writing. And if you like the idea of personalized essay guidance from people who’ve done this thousands of times, try us at Prompt. Get started here .

Harvard College Supplemental Essays for 2020-21

Supplement #1 - Extracurriculars: Please briefly elaborate on one of your extracurricular activities or work experiences.

• 50-150 words.

Supplement #2 - Intellectual activities: Your intellectual life may extend beyond the academic requirements of your particular school. Please use the space below to list additional intellectual activities that you have not mentioned or detailed elsewhere in your application. These could include, but are not limited to, supervised or self-directed projects not done as school work, training experiences, online courses not run by your school, or summer academic or research programs not described elsewhere..

• 150-word max.

Supplement #3 - Additional essay: You may wish to include an additional essay if you feel that the college application forms do not provide sufficient opportunity to convey important information about yourself or your accomplishments. You may write on a topic of your choice, or you may choose from one of the following topics:

• Unusual circumstances in your life
• Travel, living, or working experiences in your own or other communities
• What you would want your future college roommate to know about you
• An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you
• How you hope to use your college education
• A list of books you have read during the past twelve months
• The Harvard College Honor code declares that we “hold honesty as the foundation of our community.” As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty.
• The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission?
• Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do?
• Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates.
• No word limit.

Supplement #4 - International students: What specific plan do you have, if any, for using the education you hope to receive?

• 0-50 words.
• Our tip: This is super short. It’s not about deep writing or thinking. There are two options here: either (1) you do have a specific plan for what you’ll do with your Harvard degree, in which case, lay out here briefly; or (2) you don’t . Maybe your ideas are pretty vague. That’s fine! Admit that your plans aren’t concrete, while giving a sense of the types of careers you think will excite you.

• Phone: (617) 993-4823

• October 15, 2021

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Unusual circumstances in your life

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

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

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

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

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

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

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

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

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

How you hope to use your college education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• College Applications , Ivy League , The College Essay

College Admissions Trends 2024

IB vs. AP: How to Choose the Right Program

What It’s Like to Be a First-Generation Student

• Partnerships
• Our Insights
• Our Approach

Our Services

• High School Roadmaps
• College Applications
• Graduate School Admissions
• H&C Incubator
• [email protected]

Terms and Conditions . Privacy policy

©2024 H&C Education, Inc. All rights reserved.

Which program are you applying to?

Accepted Admissions Blog

Everything you need to know to get Accepted

August 10, 2022

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

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

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

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

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

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

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

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

Harvard University supplemental essay prompts (optional)

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

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

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

Final thoughts on applying to Harvard

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

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

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

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

Related Resources:

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

About Us Press Room Contact Us Podcast Accepted Blog Privacy Policy Website Terms of Use Disclaimer Client Terms of Service

Accepted 1171 S. Robertson Blvd. #140 Los Angeles CA 90035 +1 (310) 815-9553 © 2022 Accepted

Harvard University Essay Examples (And Why They Worked)

The following essay examples were written by several different authors who were admitted to Harvard University and are intended to provide examples of successful Harvard University application essays. All names have been redacted for anonymity. Please note that Bullseye Admissions has shared these essays with admissions officers at Harvard University in order to deter potential plagiarism.

For more help with your Harvard supplemental essays, check out our 2020-2021 Harvard University Essay Guide ! For more guidance on personal essays and the college application process in general, sign up for a monthly plan to work with an admissions coach 1-on-1.

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

Feet moving, eyes up, every shot back, chants the silent mantra in my head. The ball becomes a beacon of neon green as I dart forward and backward, shuffling from corner to far corner of the court, determined not to let a single point escape me. With bated breath, I swing my racquet upwards and outwards and it catches the ball just in time to propel it, spinning, over the net. My heart soars as my grinning teammates cheer from the sidelines.

While I greatly value the endurance, tenacity, and persistence that I have developed while playing tennis throughout the last four years, I will always most cherish the bonds that I have created and maintained each year with my team.

Why this Harvard essay worked: From an ex-admissions officer

When responding to short essays or supplements, it can be difficult to know which info to include or omit. In this essay, the writer wastes no time and immediately captivates the reader. Not only are the descriptions vivid and compelling, but the second portion highlights what the writer gained from this activity. As an admissions officer, I learned about the student’s level of commitment, leadership abilities, resiliency, ability to cooperate with others, and writing abilities in 150 words.

I founded Teen Court at [High School Name Redacted] with my older brother in 2016. Teen Court is a unique collaboration with the Los Angeles Superior Court and Probation Department, trying real first-time juvenile offenders from all over Los Angeles in a courtroom setting with teen jurors. Teen Court’s foundational principle is restorative justice: we seek to rehabilitate at-risk minors rather than simply punish them. My work provides my peers the opportunity to learn about the justice system. I put in over fifty hours just as Secretary logging court attendance, and now as President, I mentor Teen Court attendees. My goal is to improve their empathy and courage in public speaking, and to expand their world view. People routinely tell me their experience with Teen Court has inspired them to explore law, and I know the effort I devoted bringing this club to [High School Name Redacted] was well worth it.

This writer discussed a passion project with a long-lasting impact. As admissions officers, we realize that post-secondary education will likely change the trajectory of your life. We hope that your education will also inspire you to change the trajectory of someone else’s life as well. This writer developed an organization that will have far-reaching impacts for both the juvenile offenders and the attendees. They saw the need for this service and initiated a program to improve their community. College Admissions Quiz: If you’re planning on applying to Harvard, you’ll want to be as prepared as possible. Take our quiz below to put your college admissions knowledge to the test!

Harvard University Supplemental Essay Option: Books Read During the Last Twelve Months

Reading Frankenstein in ninth grade changed my relationship to classic literature. In Frankenstein , I found characters and issues that resonate in a modern context, and I began to explore the literary canon outside of the classroom. During tenth grade, I picked up Jane Eyre and fell in love with the novel’s non-traditional heroine whose agency and cleverness far surpassed anything that I would have imagined coming from the 19th century. I have read the books listed below in the past year.

• Chimamanda Ngozi Adichie, Purple Hibiscus *
• Aravind Adiga, The White Tiger *
• Jane Austen, Sense and Sensibility
• Aphra Behn, The Fair Jilt ♰
• Mongo Beti, Mission Terminée * (in French)
• Kate Chopin, The Awakening
• Arthur Conan-Doyle, A Study in Scarlet
• Kamel Daoud, Meursault, contre-enquête * (in French)
• Roddy Doyle, A Star Called Henry *
• Mircea Eliade, The Sacred and the Profane *
• Ralph Ellison, Invisible Man
• William Faulkner, As I Lay Dying *
• Gustave Flaubert, Madame Bovary
• E. M. Forster, Maurice
• E. M. Forster, A Passage to India
• E. M. Forster, Where Angels Fear to Tread
• Eliza Haywood, The City Jilt ♰
• Homer, The Iliad
• Christopher Isherwood, All The Conspirators
• Christopher Isherwood, A Meeting by the River
• Christopher Isherwood, Sally Bowles
• Christopher Isherwood, A Single Man
• Shirley Jackson, We Have Always Lived in the Castle
• James Joyce, Portrait of the Artist as a Young Man
• Franz Kafka, The Metamorphosis
• Franz Kafka, The Trial
• Jhumpa Lahiri, Interpreter of Maladies *
• Morrissey, Autobiography
• Rudolph Otto, The Idea of the Holy *
• Boris Pasternak, Doctor Zhivago
• Charlotte Perkins-Gilman, Herland
• Marcel Proust, Swann’s Way
• Marcel Proust, Within a Budding Grove
• Mary Renault, Fire From Heaven
• Mary Renault, The Friendly Young Ladies
• Mary Renault, The King Must Die
• Mary Renault, The Persian Boy
• J. K. Rowling, Harry Potter and the Cursed Child
• Antoine de Saint-Exupéry, Terre des hommes * (in French)
• Shakespeare, Hamlet *
• Mary Shelley, The Last Man
• Tom Stoppard, Rosencrantz and Guildenstern Are Dead *
• Kurt Vonnegut, Breakfast of Champions
• Kurt Vonnegut, The Sirens of Titan
• Evelyn Waugh, Brideshead Revisited
• Evelyn Waugh, Scoop
• Evelyn Waugh, Vile Bodies
• Jeanette Winterson, The Passion
• Mary Wollstonecraft, Mary: A Fiction ♰
• Mary Wollstonecraft, Vindication of the Rights of Woman ♰
• Virginia Woolf, A Haunted House and Other Stories
• * indicates assigned reading
• ♰ indicates independent study reading

Harvard University Supplemental Essay Option: What would you want your future college roommate to know about you? (No word limit)

Hi Roomie!!!!

You probably have noticed that I put four exclamation points. Yes, I am that excited to meet you, roomie!

Also, I don’t believe in the Rule of Three. It’s completely unfair that three is always the most commonly used number. Am I biased in my feelings because four is my favorite number? Perhaps. However, you have to admit that our reason for the Rule of Three is kinda arbitrary. The Rule of Three states that a trio of events is more effective and satisfying than any other numbers. Still, the human psyche is easily manipulated through socially constructed perceptions such as beauty standards and gender roles. Is having three of everything actually influential or is it only influential because society says so? Hmm, it’s interesting to think about it, isn’t it?

But if you’re an avid follower of the Rule of three, don’t worry, I won’t judge. In fact, if there’s one thing I can promise you I will never do, it’s being judgmental. Life is too short to go around judging people. Besides, judgments are always based on socially constructed beliefs. With so many backgrounds present on campus, it really would be unfair if we start going around judging people based on our own limited beliefs. My personal philosophy is “Mind your own business and let people be,” So, if you have a quirk that you’re worrying is too “weird” and are afraid your roommate might be too judgy, rest assured, I won’t be.

In fact, thanks to my non-judginess, I am an excellent listener. If you ever need to rant with someone about stressful classes, harsh gradings, or the new ridiculous plot twists of your favorite TV show (*cough* Riverdale), I am always available.

Now, I know what you are thinking. A non-judgmental and open-minded roommate? This sounds too good to be true. This girl’s probably a secret villain waiting to hear all my deepest and darkest secrets and blackmail me with them!

Well, I promise you. I am not a secret villain. I am just someone who knows how important it is to be listened to and understood.

I grew up under the communist regime of Vietnam, where freedom of speech and thought was heavily suppressed. Since childhood, I was taught to keep my opinion to myself, especially if it is contradictory to the government’s. No matter how strongly I felt about an issue, I could never voice my true opinion nor do anything about it. Or else, my family and I would face oppression from the Vietnamese government.

After immigrating to America, I have made it my mission to fight for human rights and justice. Back in Vietnam, I have let fear keep me from doing the right thing. Now, in the land of freedom, I won’t use that excuse anymore. I can finally be myself and fight for what I believe in. However, I can still remember how suffocating it was to keep my beliefs bottled up and to be silenced. Trust me, a conversation may not seem much, but it can do wonders. So, if you ever need a listener, know that I am right here.

See, I just shared with you a deep secret of mine. What secret villain would do that?

See ya soon!!!!!

[Name redacted] : )

P/S: I really love writing postscripts. So, I hope you won’t find it weird when I always end my emails, letters, and even texts with a P/S. Bye for real this time!!!!!

Harvard University Supplemental Essay Option: Unusual circumstances in your life

I would like the Harvard Admissions Committee to know that my life circumstances are far from typical. I was born at twenty-four weeks gestation, which eighteen years ago was on the cusp of viability. Even if I was born today, under those same circumstances, my prospects for leading a normal life would be grim. Eighteen years ago, those odds were worse, and I was given a less than 5% chance of survival without suffering major cognitive and physical deficits.

The first six months of my life were spent in a large neonatal ICU in Canada. I spent most of that time in an incubator, kept breathing by a ventilator. When I was finally discharged home, it was with a feeding tube and oxygen, and it would be several more months before I was able to survive without the extra tubes connected to me. At the age of two, I was still unable to walk. I engaged in every conventional and non-conventional therapy available to me, including physical and speech therapy, massage therapy, gymnastics, and several nutritional plans, to try to remedy this. Slowly, I began to make progress in what would be a long and arduous journey towards recovery.

Some of my earliest childhood memories are of repeated, often unsuccessful attempts to grip a large-diameter crayon since I was unable to hold a regular pencil. I would attempt to scrawl out letters on a page to form words, fueled by either determination or outright stubbornness, persevering until I improved. I spent countless hours trying to control my gait, eventually learning to walk normally and proving the doctors wrong about their diagnoses. I also had to learn how to swallow without aspirating because the frequent intubations I had experienced as an infant left me with a uncoordinated swallow reflex. Perhaps most prominently, I remember becoming very winded as I tried to keep up with my elementary school peers on the playground and the frustration I experienced when I failed.

Little by little, my body’s tolerance for physical exertion grew, and my coordination improved. I enrolled in martial arts to learn how to keep my balance and to develop muscle coordination and an awareness of where my limbs were at any given time. I also became immersed in competition among my elementary school peers to determine which one of us could become the most accomplished on the recorder. For each piece of music played correctly, a “belt” was awarded in the form of a brightly colored piece of yarn tied around the bottom of our recorders- meant as symbols of our achievement. Despite the challenges I had in generating and controlling enough air, I practiced relentlessly, often going in before school or during my lunch hour to obtain the next increasingly difficult musical piece. By the time the competition concluded, I had broken the school record of how far an elementary school child could advance; in doing so, my love of instrumental music and my appreciation for the value of hard work and determination was born.

Throughout my middle and high school years, I have succeeded at the very highest level both academically and musically. I was even able to find a sport that I excelled at and would later be able to use as an avenue for helping others, volunteering as an assistant coach once I entered high school. I have mentored dozens of my high school peers in developing trumpet skills, teaching them how to control one’s breathing during musical phrases and how to develop effective fingering techniques in order to perform challenging passages. I believe that my positive attitude and hard work has allowed for not only my own success, but for the growth and success of my peers as well.

My scholastic and musical achievements, as well as my leadership abilities and potential to succeed at the highest level will hopefully be readily apparent to the committee when you review my application. Perhaps more importantly, however, is the behind-the-scenes character traits that have made these possible. I believe that I can conquer any challenge put in front of me. My past achievements provide testimony to my work ethic, aptitudes and grit, and are predictive of my future potential.

Thank you for your consideration.

In this essay, the writer highlighted their resilience. At some point, we will all endure challenges and struggles, but it is how we redeem ourselves that matters. This writer highlighted their initial struggles, their dedication and commitment, and the ways in which they’ve used those challenges as inspiration and motivation to persevere and also to encourage others to do the same.

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

I want to be a part of something amazing, and I believe I can. The first line of the chorus springs into my mind instantaneously as my fingers experiment with chords on the piano. In this moment, as I compose the protagonist’s solo number, I speak from my heart. I envision the stage and set, the actors, the orchestra, even the audience. Growing increasingly excited, I promptly begin to create recordings so I can release the music from the confines of my imagination and share it with any willing ears.

My brother [name redacted] and I are in the process of writing a full-length, two-act musical comprised of original scenes, songs, characters. I began creating the show not only because I love to write music and entertain my friends and family, but also with the hope that I might change the way my peers view society. Through Joan, the protagonist of my musical, I want to communicate how I feel about the world.

The story centers around Joan, a high schooler, and her connection to the pilot Amelia Earhart. Ever since I saw a theatrical rendition of Amelia Earhart’s life in fifth grade, she has fascinated me as an extraordinary feminist and a challenger of society’s beliefs and standards. As I began researching and writing for the show, I perused through biographies and clicked through countless youtube documentaries about the first woman to fly across the Atlantic, astounded by her bravery and ability to overcome a troubled childhood and achieve her dream. In my musical, as Amelia transcends 20th century norms, changing the way that people regard women and flight, Joan strives to convince her peers and superiors that the worth of one’s life spans not from material success and grades, but from self-love and passion.

As I compose, the essence of each character and the mood of each scene steer the flow of each song. To me, it seems as though everything falls into place at once – as I pluck a melody out of the air, the lyrics come to me naturally as if the two have been paired all along. As I listen to the newly born principal line, I hear the tremolo of strings underscoring and the blaring of a brass section that may someday audibly punctuate each musical phrase.

The project is certainly one of the most daunting tasks I’ve ever undertaken – we’ve been working on it for almost a year, and hope to be done by January – but, fueled by my passion for creating music and writing, it is also one of the most enjoyable. I dream that it may be performed one day and that it may influence society to appreciate the success that enthusiasm for one’s relationships and work can bring.

These essay examples were compiled by the advising team at Bullseye Admissions. If you want to get help writing your Harvard University application essays from Bullseye Admissions advisors , register with Bullseye today .

Personalized and effective college advising for high school students.

• Advisor Application
• Popular Colleges
• Privacy Policy and Cookie Notice
• Student Login
• California Privacy Notice
• Terms and Conditions
• Your Privacy Choices

By using the College Advisor site and/or working with College Advisor, you agree to our updated Terms and Conditions and Privacy Policy , including an arbitration clause that covers any disputes relating to our policies and your use of our products and services.

Add Project Key Words

How to Write the Harvard Supplemental Essays 2020-2021

Padya Paramita

July 20, 2020

Harvard University is without a doubt one of the most well-known schools anywhere in the world. To nobody’s surprise, it’s also one of the most selective. With an acceptance rate of less than 5%, the competition to receive an acceptance letter from this college is naturally very high. So if you’ve got your heart set on strolling through Harvard Yard in a crimson sweatshirt, use the Harvard supplemental essays 2020-2021 to show admissions officers that you’re not just in it for the bragging rights . 

Choose supplemental essay topics that allow you to discuss your interests and goals by showing admissions officers how you think and act. To guide you through the prompts for this year, I’ve outlined each question, elaborated on the approaches you should take, and added more tips to help you make the most out of your Harvard supplemental essays 2020-2021 .

Prompts for the Harvard Supplemental Essays 2020-2021

Required questions.

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

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

Even though the prompt says to “list,” if you have space, mention one or two facts about the courses or projects, such as your motivations behind pursuing them, whether they have impacted your goals, and your biggest takeaways from the experiences. Since admissions officers want to see whether you’re an individual who isn’t shy about pursuing new opportunities, take advantage of this prompt to provide new information about yourself that they might not have guessed from the rest of your application. 

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

When admissions officers read your answers to the Harvard supplemental essays 2020-2021 , they want to know whether you’ve fully taken advantage of your extracurricular opportunities. They’ll also use this mini essay - tucked in under the Activities section - to gauge how you might contribute to the Harvard community, so it would also be wise to choose an activity that you’re genuinely passionate about and can see yourself continuing after high school.

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

Download Every Supplemental Prompt Here!

Optional essay.

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

This really is a “topic of your choice” essay, but Harvard provides suggestions to give you a sense of the kind of narrative they are looking to hear. You can write about anything that captures a strong story that isn’t mentioned elsewhere in your application. Even though there’s no word limit for the essays, your response shouldn’t be longer than 500 words. Admissions officers have a lot of reading to do, and if you can’t get your point across in a couple of pages, they’re not going to appreciate slogging through thousands of words. This is not the place to write a research paper, so keep that in mind when thinking about how you will frame your answers to the prompt of your choice. 

The Harvard supplemental essays 2020-2021 might be optional, but you should fight all temptations to finish your application faster by skipping this essay. As you already know, Harvard does not run short on applicants. Missing out on a chance to further distinguish yourself from the rest of the application pool is not a risk you want to take. Choose the prompt that calls out to you over others and that can bring out the most powerful story. Here are some ways that Harvard suggests for how to approach the different prompts:

Unusual circumstances in your life

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

If you have a niche interest or activity that you haven’t written about, that could be a strategic choice to use when answering this prompt. No matter what the circumstance you're covering, talk about how the situation began, how it’s developed, or if it’s something that is more of a challenge than a blessing. Remember, this is your college application. Don’t write about something your brother is involved in or you’ve only heard about in the local news. Since you have nine other topics to choose from, don’t take this route if you’re unsure about whether your situation is truly unusual and personal. 

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

This prompt among the Harvard supplemental essays 2020-2021  might be a good place to explore how you’ve chosen to interact with different communities around you. Carefully think about the “travel,” “living” or “working” aspects. You could have done all three during a study abroad experience that fits right into the theme. 

Be very careful however if you want to write about a short-term community service experience or brief service trip abroad. Many students participate in extracurriculars like that, and they will not help you stand out in any way. In fact, it could actually end up seeming more as a display of your privilege if your essay solely talks about travel experiences. Your essay should focus on your biggest takeaways from the experience. Make sure you connect it back to yourself. Just citing what you did and where you were isn’t enough. How did the travel or work shape you? How has the event influenced your perspective? Are there lessons or values it taught that you’ll carry with you throughout college?

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

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

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

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

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

On another note, the topic doesn’t have to relate directly to your primary academic interest and can instead show that you are multifaceted. If there’s a deeper connection between your interests, that would also be interesting to write about here. Avoid common answers - dedicating your Harvard supplemental essays 2020-2021 to common books like A Brief History of Time or the topic of Einstein’s theory will not help you stand out. When editing this essay, think about whether admissions officers will sense your enthusiasm and be convinced that the paper or book means more to you than any other. 

How you hope to use your college education

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

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

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

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

Be honest in your answer to this prompt. If you haven’t read more than one or two books, or looked beyond books that were required reading at school, pick another prompt. If you’re an enthusiastic reader whose reading list for the year consisted of a wide variety of genres or drew from one particular area of interest, this option is a good one. Admissions officers will appreciate knowing that you’re well-read, intellectually curious, or knowledgeable about certain subjects.

Since you aren’t limited to a tight word limit, you could go ahead and add a line about your thoughts on the book - what you enjoyed (or didn’t), how you came across it or if it deepened your curiosity about the subject. The essay should be about you - use your book list to show who you are. Don’t summarize the plot - the Harvard supplemental essays 2020-2021 don’t ask for a book review. But it’s not a bad idea at all to take the reader deeper into your thought process about each book that you mention.

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

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

But you can definitely try your hand at this essay if there was a situation where you acted with integrity and it might be a good chance to showcase your qualifications as a leader and desirable candidate. Admissions officers don’t want you to draw conclusions such as “honesty is the best policy” - they already know that! They want to see how you act when faced with a tough situation and whether you’re someone who is reliable under pressure or who has grown from their mistakes.

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

This question follows the standard “how would you contribute to our campus community?” template that many schools use in their supplemental essays. Some factors Harvard considers when evaluating your application are whether “ other students want to room with you, share a meal, be in a seminar together, be teammates, or collaborate in a closely-knit extracurricular group. ” 

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

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

You can attempt this essay if you’re hoping to take a gap year, and show that you’ve put active thought into plans for the upcoming twelve months. Even if this isn’t your plan, the prompt could be used to talk about your passions outside of academics, or things on your bucket list. Hypothetically, if you had a year to pursue something, what would you do?

You could include places you might want to travel, projects you want to embark on or new hobbies that you want to try (Netflix doesn’t count). If you want to get a job, would it be something related to your academic field or something completely different? Whatever you write about, make sure the reader understands why the activity is important to you and why you would invest a year to pursue it. 

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

This is one of the most open-ended options among the Harvard supplemental essays 2020-2021 . There are, of course, many different parts of your identity to choose from - your cultural background, gender identity or sexual orientation, socioeconomic class, or even an activity that you participate in that is unusual. Whether it’s learning languages or playing a little-known instrument, your essay should stay focused on one or two things that make you different so that you can dedicate more words to each of these qualities. 

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

Note that this essay explicitly asks about diversity. What part of your identity most significantly distinguishes you from others? Admissions officers have seen plenty of students whose main extracurricular activity has been debate club. It won’t help you stand out!

Topic of Choice

All of the pre-assigned prompts in the Harvard supplemental essays 2020-2021 ask you to reflect on a different side of yourself - from your academic interests to what kind of roommate you’re likely to be. Use these topics as inspiration for brainstorming your own topic if you so choose. 

More Tips for Writing the Harvard Supplemental Essays 2020-2021

• Be as specific as possible - Not only are the Harvard supplemental essays 2020-2021  quite open-ended, there’s no strict word limit enforced for the optional essay. It can be very tempting to fit in as much information as possible in order to maximize your chances. However, admissions officers don’t want to know every single thing about you. They’ve only got a limited amount of time to look through your essays, so make sure your responses stay focused and show how you would benefit from a Harvard education. Don’t go off on tangents; avoid general statements; stick to characteristics and experiences that make you unique! 
• Demonstrate the characteristics that Harvard is looking for - Harvard looks for students who demonstrate “maturity, character, leadership, self-confidence, sense of humor, energy, concern for others, and grace under pressure.” When choosing a topic, think about how you can bring these qualities forward in your essays. During your brainstorming process, ask yourself whether your topic depicts you as a mature individual, whether you’ve shown that you work well under pressure, and if there are any places you can sprinkle your sense of humor in without it sounding forced. Since a lot of students who apply to Harvard have strong numbers and extracurriculars, you need to further establish yourself as the perfect fit for the school when writing your supplemental essays.
• Your choice of topic could make a difference - You have no shortage of options when it comes to picking your topic for the Harvard supplemental essays 2020-2021 . If you have a vague idea about what to answer for how you would use a year off, but feel much more comfortable talking about the books you’ve read in the past year, you should obviously choose the latter topic. If you feel like the essay you’ve written fits a prompt other than the one you initially tackled, that’s okay. Don’t forget to adjust accordingly to specific requirements asked by the new question!

Your Harvard supplemental essays 2020-2021  should complement your personal statement and discuss experiences that are unique to you. While it’s hard to stand out among over 44,000 applicants, if you carefully read through the prompts, avoid common answers, and show admissions officers that you possess the values that Harvard looks for, you’ll set yourself up for a chance at admission. Show admissions officers how you think and guide them through your aspirations and who knows, maybe this is the component that helps you get one step closer to that crimson sweatshirt. Best of luck!

Tags : writing harvard essays , harvard supplemental essays , harvard supplemental essays 2020-2021 , applying to harvard , how to get into harvard , getting into an ivy league school , ivy league essays

Schedule a free consultation

to find out how we can help you get accepted.

Harvard University 2023-24 Supplemental Essay Prompt Guide

Early Action: Nov 1

Regular Decision Deadline: Jan 1

You Have: 

Harvard University 2023-24 Application Essay Question Explanations

The Requirements: Five essays of 200 words or fewer

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

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

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

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

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

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

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

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

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

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

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

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

About Kat Stubing

View all posts by Kat Stubing »

We're waiting for your call.

Contact us for information on rates and more!

• I am a * Student Parent Potential Partner School Counselor Private College Counselor
• Name * First Last
• Phone Type Mobile Landline
• Street Address
• Address City State / Province / Region Afghanistan Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bonaire, Sint Eustatius and Saba Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory Brunei Darussalam Bulgaria Burkina Faso Burundi Cabo Verde Cambodia Cameroon Canada Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos Islands Colombia Comoros Congo Congo, Democratic Republic of the Cook Islands Costa Rica Croatia Cuba Curaçao Cyprus Czechia Côte d'Ivoire Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Eswatini Ethiopia Falkland Islands Faroe Islands Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and McDonald Islands Holy See Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Korea, Democratic People's Republic of Korea, Republic of Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Micronesia Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestine, State of Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Romania Russian Federation Rwanda Réunion Saint Barthélemy Saint Helena, Ascension and Tristan da Cunha Saint Kitts and Nevis Saint Lucia Saint Martin Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Sint Maarten Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Islands South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Sweden Switzerland Syria Arab Republic Taiwan Tajikistan Tanzania, the United Republic of Thailand Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkmenistan Turks and Caicos Islands Tuvalu Türkiye US Minor Outlying Islands Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Vanuatu Venezuela Viet Nam Virgin Islands, British Virgin Islands, U.S. Wallis and Futuna Western Sahara Yemen Zambia Zimbabwe Åland Islands Country
• Which best describes you (or your child)? High school senior High school junior College student College grad Other
• How did you find CEA? Internet Search New York Times Guidance counselor/school Social Media YouTube Friend Special Event Delehey College Consulting Other
• Common App and Coalition Essays
• Supplemental Essays
• University of California Essays
• University of Texas Essays
• Resume Review
• Post-Grad Essays
• Specialized Services
• Waitlist Letters
• Private School Essays
• General College Counseling
• School list with priorities noted:
• Anything else we should know?
• Name This field is for validation purposes and should be left unchanged.

School Stats:

• Agnes Scott College
• Alvernia University
• American University
• Amherst College
• Babson College
• Bard College
• Barnard College
• Baylor University
• Bennington College
• Bentley University
• Berry College
• Bethany College
• Bishop’s University
• Boston College
• Boston University (BU)
• Bowdoin College
• Brandeis University
• Brown University
• Bryn Mawr College
• Bucknell University
• Butler University
• California Institute of Technology (Caltech)
• California Lutheran University
• Capitol Technology University
• Carleton College
• Carnegie Mellon University
• Catawba College
• Centre College
• Chapman University
• Claremont McKenna College
• Clark University
• College of Mount Saint Vincent
• College of William and Mary
• College of Wooster
• Colorado College
• Colorado School of Mines
• Columbia University
• Cornell University
• Culver-Stockton College
• D'Youville University
• Dartmouth College
• Davidson College
• Drexel University
• Duke University
• Earlham College
• Elon University
• Emerson College
• Emory University
• Flagler College
• Fordham University
• George Mason University
• Georgetown University
• Georgia State University
• Georgia Tech
• Gonzaga University
• Harvard University
• Harvey Mudd College
• Haverford College
• Hillsdale College
• Hofstra University
• Illinois Institute of Technology
• Illinois Wesleyan University
• Indiana University Bloomington
• Ithaca College
• Johns Hopkins University
• Kalamazoo College
• Lafayette College
• Lehigh University
• Lewis and Clark College
• Linfield University
• Loyola Marymount University (LMU)
• Lynn University
• Macalester College
• Malone University
• Manchester University
• Marist College
• Mary Baldwin University
• Massachusetts Institute of Technology (MIT)
• Meredith College
• Monmouth College
• Moravian University
• Morehouse College
• Mount Holyoke College
• New York University (NYU)
• North Park University
• Northwestern University
• Occidental College
• Oklahoma City University
• Olin College of Engineering
• Pepperdine University
• Pitzer College
• Pomona College
• Princeton University
• Providence College
• Purdue University
• Rensselaer Polytechnic Institute
• Rice University
• Saint Elizabeth University
• Santa Clara University
• Sarah Lawrence College
• Scripps College
• Seattle Pacific University
• Smith College
• Soka University of America
• Southern Methodist University
• St. John’s College
• Stanford University
• Stonehill College
• Swarthmore College
• Syracuse University
• Texas A&M University
• Texas Christian University
• The College of Idaho
• The George Washington University
• The New School
• Trinity College
• Tufts University
• Tulane University
• University of California
• University of Central Florida (UCF)
• University of Chicago
• University of Cincinnati
• University of Colorado Boulder
• University of Florida
• University of Illinois Urbana-Champaign
• University of Maryland
• University of Massachusetts Amherst
• University of Miami
• University of Michigan
• University of Minnesota
• University of North Carolina at Chapel Hill (UNC)
• University of North Carolina at Charlotte
• University of North Carolina at Greensboro
• University of Notre Dame
• University of Oklahoma
• University of Oregon
• University of Pennsylvania
• University of Pittsburgh
• University of Richmond
• University of San Diego
• University of San Francisco
• University of Southern California (USC)
• University of Tulsa
• University of Vermont
• University of Virginia (UVA)
• University of Washington
• University of Wisconsin-Madison
• Vanderbilt University
• Vassar College
• Villanova University
• Virginia Tech
• Wake Forest University
• Washington and Lee University
• Washington University in St. Louis
• Wellesley College
• Williams College
• Worcester Polytechnic Institute (WPI)
• Yale University

Want free stuff?

We thought so. Sign up for free instructional videos, guides, worksheets and more!

One-On-One Advising

Common App Essay Prompt Guide

Supplemental Essay Prompt Guide

• YouTube Tutorials
• Our Approach & Team
• Undergraduate Testimonials
• Postgraduate Testimonials
• Where Our Students Get In
• CEA Gives Back
• Undergraduate Admissions
• Graduate Admissions
• Private School Admissions
• International Student Admissions
• Common App Essay Guide
• Supplemental Essay Guide
• Coalition App Guide
• The CEA Podcast
• Admissions Stats
• Notification Trackers
• Deadline Databases
• College Essay Examples
• Academy and Worksheets
• Waitlist Guides
• Get Started

Important Addresses

Harvard College

University Hall Cambridge, MA 02138

Harvard College Admissions Office and Griffin Financial Aid Office

86 Brattle Street Cambridge, MA 02138

Social Links

If you are located in the European Union, Iceland, Liechtenstein or Norway (the “European Economic Area”), please click here for additional information about ways that certain Harvard University Schools, Centers, units and controlled entities, including this one, may collect, use, and share information about you.

Application Tips

• Navigating Campus
• Preparing for College
• How to Complete the FAFSA

What to Expect After You Apply

• View All Guides
• Parents & Families
• School Counselors
• Información en Español
• Undergraduate Viewbook
• View All Resources

Search and Useful Links

Search the site, search suggestions, alert: juneteenth office closure.

The Admissions & Financial Aid Office will be closed Wednesday, June 19 to commemorate  Juneteenth . We will reopen with normal business operations on Thursday, June 20.

Last Updated: June 18, 5:15pm

Open Alert: Juneteenth Office Closure

We're here to help

To apply for admission as a first-year or transfer student at Harvard, you will start with the Application. Fill out the Common Application  or the Coalition Application, Powered by Scoir (choose one, we have no preference), followed by the supplement to help us get a better sense of who you are. Not sure where to start? We've gathered some helpful tips on how to fill out the main application and the Harvard supplement.

The Profile section is a place where you'll share detailed information about yourself, including contact information, demographics, and fee waiver request. It's always a good idea to review the information here and update any details, if necessary. Please note that none of the demographic questions in this section are required. 

Profile Section

Personal information: legal name.

Please fill out your name exactly as it will show up on all materials we receive for your application. Your teachers, college counselors and others should also use your legal name just as it will appear on your financial aid forms, official test score reports, etc. Use of a nickname can cause your application to be incomplete if we cannot match your materials to your application.

Citizenship

Citizenship does not in any way affect your chances of admission or eligibility for financial aid at Harvard. There is no admissions advantage or disadvantage in being a US citizen. This is not the case at all institutions.

For students who need a visa to study in the United States, this question is of critical importance: we begin to prepare the forms that qualify you for a visa immediately after acceptance. Any delay in this process can jeopardize your chances of arriving in Cambridge in time to begin the fall semester.

U.S. Social Security Number

Your U.S. Social Security number is kept strictly confidential and is used solely to match up your admissions and financial aid data if you are applying for aid.

U.S. Armed Forces Status

The applications of veterans are most welcome and your service is a positive factor in our admissions process. We’re proud to help veterans continue their education by participating in the Yellow Ribbon Program and Service to School’s VetLink program. Learn more about applying as a veteran here .

Application Fee Waiver

The application fee covers a very small portion of the administrative costs of processing applications. However, if the fee presents a hardship for you or your family, it will be waived. Each applicant applying with a fee waiver should select an option for a need-based fee waiver. Do not let the application fee stand in the way of applying! 

How to Request an Application Fee Waiver

Do not let the admissions application fee prevent you from applying! In the spirit of our  honor code , if the admissions application fee presents a hardship for you or your family, the fee will be waived. Please follow the steps below to request a fee waiver:

Common Application

• Confirm that you meet at least one of the indicators of economic need and then select “Yes” to the prompt “You are eligible for application fee waivers if you meet one or more of the following criteria."
• Complete the fee waiver signature.

Coalition Application

• Confirm that you meet at least one of the indicators of economic need listed in the Fee Waiver section of your Profile.
• If you do not meet one of the indicators of economic need, you may enter the Harvard-specific fee waiver code on the payment page: JH3S5Q2LX9

Transfer Applicants

• Please send an email to  [email protected]  to request a transfer application fee waiver.

In the family section, you'll share information about your household, your parents, and any siblings. Most colleges collect this information for demographic purposes. Even if you're an adult or an emancipated minor, you'll need to fill out this section.

Unknown Parent

Answer the questions as honestly and fully as you can, but don’t worry if you and your parent/guardian do not know all of the details about your family.

Family Information

Part of an admissions officer’s job in reading your application is to understand your background and how these circumstances have affected your upbringing, the opportunities available to you, academic preparation, and other factors relevant to the college admissions process.

Family life is an important factor in helping us to learn more about the circumstances and conditions in which you were raised, and how you have made the most of the opportunities provided by your family. We want to understand where you’re coming from, not only in school, but at home as well.

Parent Education

Parents almost always have a significant effect on students’ lives. Information about parents may indicate challenges you have faced – and overcome. In your essay you might elaborate on your family experiences in a wide variety of ways that can illuminate your character and personal qualities, including the positive aspects of your family life.

In the Education section is where you will share information about your current school or coursework, academic honors, and future education plans. Here are some tips on commonly asked questions.

Interruption in Education

It is not uncommon for students to change schools or take time off during high school. While this information will most likely appear on your transcript, hearing directly from you about any interruption in schooling will help us to fill in any gaps.

We always defer to the secondary school report for information about grades. If yours is not provided by the counselor or school, we will take into consideration what is self-reported, making sure to confirm with your school officials.

Current or Most Recent Year Courses

Please list the courses you are currently taking and/or are planning on taking before you graduate. If your schedule changes after you have submitted your application, please keep us updated by submitting additional materials in the Applicant Portal.

Honors & Level(s) of Recognition

This is a place to highlight any achievements or awards you have received. If you receive any significant honors or awards after submitting the application, you may notify us by submitting additional materials in the Applicant Portal and we will include this information with your application materials.

Future Plans & Career Interest

You do not need to have a ten year plan, but getting a sense of what kinds of professions you have considered gives us insight into your current plans. Don’t fret about it: put a few ideas down and move on with your application.

Since there are some students who do have a developed career interest already established while they are in high school, this question provides an opportunity to indicate such a plan.

The Testing section is where you'll enter your self-reported scores for any standardized tests that you've taken and wish to report to colleges. However, remember that if you self-report your SAT or ACT test scores and you are admitted and choose to enroll at Harvard, you'll be required to submit your official score reports from the College Board or ACT. View more information on our standardized testing requirements on our Application Requirements page.

Tests Taken

Test scores.

We have always looked at the best scores applicants choose to submit. If you haven’t yet taken the tests, please indicate which tests you are taking and when.

The TOEFL is not required for Harvard, but if you are taking it for another college, you may elect to submit it as part of your Harvard application. Your score can be one more piece of evidence regarding your English language proficiency, so you may choose to submit it if you feel it provides additional helpful information. 

AP/IB Tests

These exam scores are additional pieces of academic information which can help us as we think about your preparation and potential for college level work. Sometimes AP or IB scores can demonstrate a wide range of academic accomplishments.

If you have the opportunity to take AP and IB exams, the results may also be helpful for academic placement, should you be accepted and choose to enroll at Harvard. 

The activities section gives you the opportunity to tell schools more about who you are and activities you're involved with outside the classroom. You'll have the opportunity to list up to ten activities, but that doesn't mean you need to enter all ten.

How we use extracurricular activities and work experience in the admissions process

We are much more interested in the quality of students’ activities than their quantity so do not feel you need to fill in the entire grid! Contributions students make to the well-being of their secondary schools, communities and families are of great interest to us. So indicate for us the time you spend and the nature of the contribution to extracurricular activities, the local community, work experiences and help provided to your family. Activities you undertake need not be exotic but rather might show a commitment to excellence regardless of the activity. Such a commitment can apply to any activity in your life and may reflect underlying character and personal qualities.

For example, a student can gain a great deal from helping his or her family with babysitting or other household responsibilities or working in a restaurant to help with family or personal expenses. Such experiences are important “extracurricular” activities and can be detailed in the extracurricular section and discussed in essays.

Some students list only activities they feel will appear significant to the admissions office, while others endeavor to list every single thing they have ever done. Neither approach is right for everyone. Rather, you should think about the activities (in-school, at home, or elsewhere) that you care most about and devote most of your time doing, and list those.

We realize that extracurricular and athletic opportunities are either unavailable or limited at many high schools. We also know that limited economic resources in many families can affect a student’s chances for participation on the school teams, travel teams, or even prevent participation at all due to the costs of the equipment or the logistical requirements of some sports and activities. You should not feel that your chances for admission to college are hindered by the lack of extracurricular opportunities. Rather, our admissions committee will look at the various kinds of opportunities you have had in your lifetime and try to assess how well you have taken advantage of those opportunities.

For additional thoughts on extracurricular activities, please refer to this 2009 article in the New York Times:  Guidance Office: Answers From Harvard’s Dean, Part 3 .

Positions held, honors won, letters earned, or employer

In this section, please describe the activity and your level of participation. Please note that your description should be concise, or it may be cut off by the Common Application.

Participation Grade Level

The grades during which you have participated are important because they help us to understand the depth of your involvement in that activity and your changing interests over time. Not all extracurricular activities must be a four-year commitment for our applicants.

Approximate Time Spent

We are interested to know how you manage your time and to understand how you balance your life outside of the classroom. Some students dedicate their time to one or two activities, while others spread their time among many.

When did you participate

We know that students are often active both during the school year and the summer – working, babysitting siblings, enrolling in courses, traveling, playing sports, holding internships, etc. Distinguishing school-year activities from summer activities helps us understand how you have spent your time and taken advantage of opportunities available to you.

Plans to participate in college?

Harvard is a residential institution, and our students are actively engaged in college life. This section helps us to understand how you might contribute at Harvard. Some students who were involved in several activities during high school choose to narrow their focus in college and/or to try new activities not previously available.

What if there's not enough space?

Filling out the grid is an act of prioritization: your responses tell us what activities or work experiences are most meaningful to you. And there’s quite a bit of space there, too; almost everyone should be able to convey the breadth and depth of out-of-class commitments on the application. Conversely, please do not feel a need to fill every line!

The first section is the personal essay. Harvard requires the submission of the personal essay with your application. We also offer an opportunity to add any additional information.

Personal Essay

The Common Application essay topics are broad. Please note that Coalition essay questions may differ. While this might seem daunting at first, look at it as an opportunity to write about something you care about, rather than what you think the Admissions Committee wants to hear. The point of the personal statement is for you to have the chance to share whatever you would like with us. Remember, your topic does not have to be exotic to be compelling.

Essay topics include:

• 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.

Additional Information

Do not feel obligated to fill this space, but some students have used this opportunity to tell us about challenging circumstances in their lives such as illness or other difficulties that may have affected their grades. Any information that can tell us more about the person behind the test scores and grades can be helpful.

Harvard Questions

Each college or university that is a member of the Common Application and/or the Coalition Application - Powered by Scoir has an opportunity to ask applicants a series of school-specific questions separate from the common part of the application. The Harvard supplement contains a series of questions that help us learn more about your academic, extracurricular, and personal interests. You application is not considered complete until you submit the supplement. 

General: Applying for Financial Aid

Harvard has a need-blind admissions process and applying for aid is never detrimental to your admissions decision. We ask this question because we want to be able to calculate your financial need in advance of our April notification date so that we can send your admission letter and financial aid offer at the same time. One thing to note – not all institutions have such policies.

General: Submitting Supplementary Materials

Supplementary materials (art slides, music recordings, research papers, etc.) help when they reveal unusual talent. You absolutely do not have to include anything supplementary to gain acceptance to Harvard, and the vast majority of admitted students do not submit supplementary materials with their applications. You can submit art and media files through Slideroom  and any documents or articles directly in the Applicant Portal with an uploader tool.

Academics: Fields of Study

When you select from the full list of Harvard's academic concentrations, you give us a sense of the direction you may choose when it comes time for you to choose a concentration at Harvard in your sophomore year.

While we realize that this question is quite similar to the one asked on the Common Application, our own format allows us to fit this information into data fields that Harvard has been collecting for many years. While we know students might well change their minds once they are in college, it is helpful for us to get a sense of their current interests and those academic areas in which they have already spent time and effort.

We do not admit students into specific academic programs, and we have no quotas or targets for academic fields.

Academics: Future Plans

As a liberal arts institution with fifty academic concentrations and more than 450 extracurricular organizations, we expect and encourage our students to explore new opportunities. We understand that as you answer these questions, you may not be entirely sure of your plans, but this information helps us to understand how you might use Harvard.

One of the principal ways students meet and educate each other during college is through extracurricular activities. Your answer to this question gives us a better sense of the interests you might bring to college and how definite your academic, vocational, extracurricular or athletic interests might be. This information helps us understand better how you might use Harvard. Of course, one of the best things about a liberal arts education is that plans may change. There is no “right” answer to these questions.

If you have applied to Harvard before, we want to include your previous application with your current one. We also want to have a record of any other involvement at Harvard you may have had, including the Summer School and the Extension School and associated transcripts. This information adds to the context of your present application. It can be helpful for us to note changes in your application—perhaps areas where you have strengthened the academic and/or extracurricular aspects of your candidacy.

Writing Supplement

The supplement includes five required short-answer questions, each with a 200 word limit. We want to ensure that every student has the same opportunity to reflect on and share how their life experiences and academic and extracurricular activities shaped them, how they will engage with others at Harvard, and their aspirations for the future. Our continued focus is on considering the whole student in the admissions process and how they have interacted with the world.

Required Short Answer Questions

Each question has a 200 word limit. 

• Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?
• Briefly describe an intellectual experience that was important to you. 
• Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.
• How do you hope to use your Harvard education in the future?
• Top 3 things your roommates might like to know about you. 

Related Guides

Here you'll find information on tracking your application and interviews.

Financial Aid Fact Sheet

Get the facts about Harvard College's revolutionary financial aid program.

Guide to Preparing for College

Find information about selecting high school courses that best prepare you for liberal arts colleges with high academic demographic such as Harvard.

• Communities Pre-Med Medical Resident Audiology Dental Optometry Pharmacy Physical Therapy Podiatry Psychology Rehab Sci Veterinary
• What's new Trending New posts Latest activity
• Support Account Help Confidential Advising
• Vision, Values and Policies

• PreMed Communities
• Pre-Medical (MD)
• MD Medical School-Specific Discussions Prior Years

2021-2022 Harvard

• Thread starter wysdoc
• Start date Mar 28, 2021

Plain-spoken Texan

• Mar 28, 2021
• Briefly list your research interests/areas; use keywords only. This information is not binding. (100 characters)
• Please list publications, indicating for each whether it is published, submitted/under review, or in preparation. Limited to 1,000 characters (including spaces).
• Describe your reasons and motivations for pursuing a graduate degree in your chosen program of study at Harvard. What experiences led you to your research ambitions? Concisely state your past work in your intended field of study and in related fields. Briefly indicate your career objectives. Your statement should not exceed 1,000 words. Health Policy applicants should indicate the concentration(s) and policy area(s) of interest. For other Social Science PhD Programs, please refer to Program Details for any additional instructions pertaining to this essay.

Harvard Medical School Interview Feedback

rainbowpremed

Full member.

• May 4, 2021
• If you have already graduated, briefly (4000 characters max) summarize your activities since graduation.
• If there is an important aspect of your personal background or identity, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Many applicants will not need to answer this question. Examples might include significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine. (4000 character maximum).

NormalUsername42

• May 9, 2021

So we all shootin' our shots?  

Daydreamer2020

• May 10, 2021

NormalUsername42 said: So we all shootin' our shots? Click to expand...

• May 11, 2021

rainbowpremed said: For those considering applying, here's the previous cycle's secondary questions: If you have already graduated, briefly (4000 characters max) summarize your activities since graduation. If there is an important aspect of your personal background or identity, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Many applicants will not need to answer this question. Examples might include significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine. (4000 character maximum). Click to expand...

• G. The Committee on Admissions understands that the COVID-19 pandemic has impacted applicants in various ways. If you wish to inform the Committee as to how these events have affected you and have not already done so elsewhere in your application, please use this space to do so. (This is an optional essay; the Committee on Admissions will make no judgment based on your decision to provide a statement or not.)
• Our interview season runs from mid-September through January. Please indicate any significant (three or more weeks) restriction on your availability for interviews during this period. If none, leave blank.
• The HST MD program draws on the combined resources of Harvard and MIT to provide a distinct preclinical education tailored to preparing students for careers as transformative physicians who will shape the future practice of medicine. Our students come from the full spectrum of disciplines including biological, physical, engineering and social sciences. HST classes are small, commonly include graduate students and have an emphasis on quantitative and analytic approaches. The unique HST pre-clinical curriculum prepares students well for the HMS clinical education while also emphasizing disease mechanisms and preparing students to solve critical unmet needs in medicine and healthcare (ranging from novel diagnostics and therapeutics to applications of ‘big data’ and systems engineering). Please focus on how your interests, experiences and aspirations have prepared you for HST (rather than identifying specific HST faculty or research opportunities). Limit your comments to the equivalent of one page of single-spaced text with a font size of 10 or 12.

MedIsCool314

• Jun 3, 2021

Do people who apply for Harvard get automatically considered for HST by filling out the secondary for it or is there a step prior to be considered?  

chickenturkeyboi

• Jun 4, 2021

@MedIsCool314 You check a box to apply for HST on the secondary and submit the HST essay. No other step before or after.  

deleted1037524

• Jun 28, 2021

Habber22 said: **Add** The Committee on Admissions understands that the COVID-19 pandemic has impacted applicants in various ways. If you wish to inform the Committee as to how these events have affected you and have not already done so elsewhere in your application, please use this space to do so. (This is an optional essay; the Committee on Admissions will make no judgment based on your decision to provide a statement or not.) (4,00 character maximum) Click to expand...

• Jun 30, 2021

+1 IS secondary  

kokoriko said: In-state MD, secondary received. @wysdoc Secondary prompts: Harvard Medical School is committed to the enrollment of a diverse body of talented students who will reflect the character of the people whose health needs the medical profession must serve. The consensus is strong at HMS that the education of a physician is enhanced by diversity within the student body. At your option, please provide the following information not contained within the AMCAS application, to provide us with a more complete sense of your background: A. Marital Status: Married Single Number and ages of siblings: Number and ages of dependents: B. Are your parents/guardians Harvard Medical School alumni (MD or MD-PhD) or faculty members? Yes No C. How many hours per week did you devote to employment during the academic year? Freshman: Sophomore: Junior: Senior: D. If you have already graduated, briefly (4000 characters max) summarize your activities since graduation. Character Count Meter4000 E. If there is an important aspect of your personal background or identity, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Many applicants will not need to answer this question. Examples might include significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine.(4000 character maximum) The interview season for the 2021-2022 cycle will be held virtually and is anticipated to run from mid-September through January 2022. Please indicate any significant (three or more weeks) restriction on your availability for interviews during this period. If none, please leave this section blank. HST Essay: Instructions: The HST MD program draws on the combined resources of Harvard and MIT to provide a distinct preclinical education tailored to preparing students for careers as transformative physicians who will shape the future practice of medicine. Our students come from the full spectrum of disciplines including biological, physical, engineering and social sciences. HST classes are small, commonly include graduate students and have an emphasis on quantitative and analytic approaches. The unique HST pre-clinical curriculum prepares students well for the HMS clinical education while also emphasizing disease mechanisms and preparing students to solve critical unmet needs in medicine and healthcare (ranging from novel diagnostics and therapeutics to applications of ‘big data’ and systems engineering). Please focus on how your interests, experiences and aspirations have prepared you for HST (rather than identifying specific HST faculty or research opportunities). Limit your comments to the equivalent of one page of single-spaced text with a font size of 10 or 12. Click to expand...

• Jul 3, 2021

Is it weird I haven’t gotten the Harvard secondary if I submitted my primary May 27 in the morning?  

deleted1106140

• Jul 4, 2021

artist456 said: Is it weird I haven’t gotten the Harvard secondary if I submitted my primary May 27 in the morning? Click to expand...

apismnfla1003 said: haven't gotten mine either and also submitted on first day. Click to expand...

MrPankow said: The two in this thread are in state so maybe thats why? Assuming you guys are OOS Click to expand...

• Jul 5, 2021

Is it frowned upon to only use 1000 characters or so out of 4000 for the optional essay, rather than not writing anything at all?  

apismnfla1003 said: Is it frowned upon to only use 1000 characters or so out of 4000 for the optional essay, rather than not writing anything at all? Click to expand...

namaste2022

• Jul 6, 2021

OOS secondary received  

1800avogadro

For online coursework, does this also pertain to courses taken remotely due to the COVID-19 pandemic?  

deleted1074206

Secondary received OOS...also same question as above ^^^  

Secondary received  

1800avogadro said: For online coursework, does this also pertain to courses taken remotely due to the COVID-19 pandemic? Click to expand...

puppylove101 said: Secondary received OOS...also same question as above ^^^ Click to expand...

Morningnight

namaste2022 said: OOS secondary received Click to expand...

Billie Rubin

Anyone else having an issue in which all of your LORs have been marked as received, but the LOR category in the Home tab still has the red exclamation next to it?  

Billie Rubin said: Anyone else having an issue in which all of your LORs have been marked as received, but the LOR category in the Home tab still has the red exclamation next to it? Click to expand...

if you are submitting individual letters through interfolio does that count as "third party packet" or "from the letter writers to amcas"  

brown_skin_girl

nm_premedstudent said: Yay I already submitted and did not include those COVID hybrid courses Click to expand...

palmtrees1234

I'm assuming employment hours is only for paid employment? I.e. would I not include research "jobs" where I wasn't paid or unpaid internships?  

Measher809 said: if you are submitting individual letters through interfolio does that count as "third party packet" or "from the letter writers to amcas" Click to expand...

Morningnight said: Isn't there a third option "individual letters sent from the letter writers to AMCAS?" Click to expand...

overnightoats4ever

Measher809 said: yea that was the second option I put lol Click to expand...

sleepypremed22

OOS received and submitted! having the word "Harvard" in my inbox makes me feel fancy  

• Jul 7, 2021

For the hours of employment section of the secondary broken up into freshman, sophomore, junior, and senior years, what is an academic year defined as? Trying to figure out where to put summer employment hours  

yeehaw1999 said: For the hours of employment section of the secondary broken up into freshman, sophomore, junior, and senior years, what is an academic year defined as? Trying to figure out where to put summer employment hours Click to expand...

If you have already graduated, briefly (4000 characters max) summarize your activities since graduation. ^ I've graduated from undergraduate but currently in graduate school. Do I fill out this section?  

lupomed123 said: If you have already graduated, briefly (4000 characters max) summarize your activities since graduation. ^ I've graduated from undergraduate but currently in graduate school. Do I fill out this section? Click to expand...

premed-int'l

• Jul 8, 2021

Anyone having trouble with paying the fees? Mine keeps getting declined :/  

• Jul 9, 2021

are the secondary questions really optional/have there been successful applicants who have not answered any of the essay questions? I feel like none apply to me  

deleted555445

• Jul 11, 2021

If you apply HST and pathways, are you being reviewed completely separately for those, or is it the kind of thing where you can only be accepted into HST if you're already accepted into pathways?  

medicalapplicant46

puppylove101 said: are the secondary questions really optional/have there been successful applicants who have not answered any of the essay questions? I feel like none apply to me Click to expand...

are_u_not_entertained

Screamapillar said: If you apply HST and pathways, are you being reviewed completely separately for those, or is it the kind of thing where you can only be accepted into HST if you're already accepted into pathways? Click to expand...

are_u_not_entertained said: From their website : "Application to both tracks in no way prejudices the chance of acceptance to either one." This phrasing seems to indicate that you are reviewed for admission to HST and Pathways separately, should you select both. The above would also suggest that acceptance into one has no bearing on acceptance into the other! Click to expand...

Membership Revoked

• Jul 12, 2021

medicalapplicant0668 said: I am in the same boat but scared turning it in is like taking a $100 bill and flushing it down the toilet... Help! Click to expand...

• Jul 19, 2021

Screamapillar said: That's how I read that too, but wanted to check to be sure. Thanks! Click to expand...

Orims said: I got rejected from HST but got my Pathways interview invite in the same day. I think they review HST and Pathways application independently but roughly at the same time. Click to expand...

• Jul 22, 2021

IS and still haven’t received a secondary….big sad Edit: And just realized I never even added Harvard to my schools on AMCAS. Starting the cycle out well 🥴  

Being IS or OOS is not relevant in admissions to Harvard and like schools.  

Similar threads

• Apr 24, 2022

• koffeekween
• Mar 10, 2022

• Mar 17, 2023

• This site uses cookies to help personalize content, tailor your experience and to keep you logged in if you register. By continuing to use this site, you are consenting to our use of cookies and terms of service . Accept Learn more…

Peer Reviewed

How do social media users and journalists express concerns about social media misinformation? A computational analysis

Article metrics.

CrossRef Citations

Altmetric Score

PDF Downloads

This article describes partisan-based, accuracy-based, and action-based discussions through which U.S. social media users and journalists express concerns about social media misinformation. While platform policy stands out as the most highly discussed topic by both social media users and journalists, much of it is cast through a party politics lens. The findings call for shifting the news frame around misinformation for collective problem-solving. At the same time, discussions about user agency are more prevalent on social media than in news, offering hope for platforms and educators to empower social media users to engage in discussions and actions about addressing misinformation.

Department of Communication, University of South Florida, USA

School of Journalism and Mass Communication, University of Wisconsin-Madison, USA

Research Questions

• How frequently do social media users and journalists express concerns about social media misinformation through partisan-based, accuracy-based, or action-based discussions?
• How do partisan-based, accuracy-based, and action-based discussions co-occur with each other (i.e., in what ways are these topics being brought up simultaneously)?

Essay Summary

• Supervised machine learning is used to classify texts from U.S. mainstream broadcast news, Twitter (now X), and Facebook posts that discuss the topic of social media misinformation.
• Platform policy and party politics are the dominant types of discussions about social media misinformation among both journalists and social media users.
• Discussions about platform policy and party politics are the most likely to co-occur together among all discussions, suggesting that the very idea of platform intervention on misinformation is largely politicized.
• Discussions about user agency are more prevalent on Twitter and Facebook than in the news, frequently co-occurring with discussions about direct misinformation correction.
• Findings 1) call for journalists to shift away from politicized frames around platform policies aimed at mitigating misinformation, focusing on accuracy instead and 2) provide hope for platforms and educators to empower social media users to express and enact agency in addressing misinformation.

Implications

While social media misinformation constitutes a small percentage of an average American’s information diet in volume (Allen et al., 2020; González-Bailón et al., 2023; Guess et al., 2020), concerns and discussions aboutsocial media platforms’ power in fueling the spread of misinformation have continued to grow. Social media users frequently express concerns about misinformation spreading on platforms, often through identity-based languages (Li & Su, 2020). On the other hand, misinformation has become a prevalent theme in mainstream news coverage. Mainstream media not only are the gatekeeper and corrector of misinformation (Lwin et al., 2023), but also have routinized the coverage about misinformation, with many creating a “misinformation beat” (McClure Haughey et al., 2020).

This article describes five types of discussions through which U.S. social media users and journalists engage with the topic of social media misinformation: 1) party politics, 2) quality of knowledge and decisions, 3) direct corrections, 4) user agency, and 5) platform policy. These types of discussions are identified both deductively, by explicating the two dimensions of the theory of motivated reasoning in the context of discussions about social media misinformation, and inductively, with researchers and coders iteratively working with the sample data, engaging with existing research, and updating the coding scheme. They are identified based on their different foci, claims, and explanations about the importance of social media misinformation. In other words, we examine what the driving force is behind people’s expressed concern about social media misinformation.

We use the theory of motivated reasoning as a tool to map different lenses people adopt to express concerns about misinformation. While the theory of motivated reasoning is often applied to study how people process a specific piece of information, we argue that it is also useful for studying how people diagnose problems they see in an information environment overall. The theory of motivated reasoning outlines two basic types of motivations underlying all human reasoning (Taber & Lodge, 2006). The first is partisan motivation—the desire to defend preexisting partisan stance. In the context of talking about social media misinformation, being driven by partisan motivation means that people are concerned about social media misinformation because it benefits or harms a certain political party. We call this the party politics discussion, which is used to express concerns over social media misinformation through a lens of party conflict and competition. In this type of discussion, misinformation is seen as an arena where political strategies play out and a place that reflects political (dis)advantages.

In contrast, the second type of motivation outlined by the theory of motivated reasoning is the accuracy motivation—the desire to make accurate, optimal judgments. In the context of discussing the problem of social media misinformation, being motivated by accuracy means that people are concerned about misinformation primarily because it negatively affects the ability to hold accurate beliefs and make best decisions, for example, leading people to form inaccurate views about public affairs or make health decisions that result in illness for themselves or others. We call this the quality of knowledge and decisions discussion. The central concern in this discussion is not political gains or losses, but the verifiable truth itself, and the negative consequences that might flow from not believing the verifiable truth. Besides the quality of knowledge and decisions discussion that focuses on the negative impacts on accuracy, the direct corrections discussion shows accuracy on the spot. In the direct corrections discussion, accuracy is demonstrated through directly debunking misinformation, offering explanations on why a piece of misinformation is false, and transparently providing relevant facts.

While partisan- and accuracy-based discussions are direct applications of motivated reasoning, we also observed frequent discussions on solutions to misinformation from our data and from existing research on misinformation intervention (for a review, see Aghajari et al., 2023) that inherently cut across the binary of accuracy- or partisan-motivated reasoning. These solutions most frequently include calls for action from individual social media users and from social media platforms (Barthel et al., 2016; de Cock Buning, 2018). As such, we describe the user agency discussion that focuses on actions by ordinary social media users to address misinformation. The user agency discussion can express both accuracy and partisan concerns about misinformation. While the call for user agency can advocate for accuracy goals by offering tips on discerning fabricated headlines or encouraging people to read fact checks (Vraga et al., 2020), it can be also articulated to justify selectively seeking favorable information and turning away from uncongenial sources (Nelson & Lewis, 2023).

Finally, we describe the platform policy discussion that focuses on actions to counter misinformation by social media platforms. Platform policies such as exposing people to fact checks (Bode & Vraga, 2015) and banning elite accounts that repeatedly spread misinformation (Dwoskin & Timberg, 2021) may improve belief accuracy, but support for such policies is divided along partisan lines (Saltz et al., 2021). Platform actions aiming at reducing the harm of misinformation quickly become a fertile ground for debates over political bias and censorship. Taken together, action-based discussions, including user agency and platform policy , can intersect with and be fueled by both accuracy- and partisan-based discussions.

A worrying finding from our study is that platform policy and party politics are not only the most frequent types of discussions about misinformation but also most likely to co-occur together among all discussions about misinformation by both journalists and social media users. Tromble and McGregor (2019) argue that scholars should both weigh in on practical solutions for platforms to curb misinformation and provide a critical view on the very nature of platform policies and answer normative questions on social good and harm. This article offers a case for their argument. While empirical evidence shows the effectiveness of specific solutions that can be implemented on platforms, the very idea of platform intervention has been largely politicized, even in mainstream news sources widely thought as following norms of objectivity and nonpartisan reporting. This is consequential: News coverage on platform policy that centers partisan conflict and claims of bias can feed into the strategic frame, turning truth and falsehood into a matter of winning and losing. Such strategic frame in news coverage can decrease knowledge, increase cynicism, and demobilize the public (Zoizner, 2021). When party politics becomes the primary lens to talk about platform policy, it is more likely that political groups will talk past each other in debating partisan bias as compared to engaging in meaningful collective problem-solving, allowing technology companies to continue the current business model and keep the power in deciding how misinformation gets addressed. Moreover, party politics-style coverage can obscure attention to what is verifiably true and what is not as it tends to index competing partisan claims about issues (Bennett, 1990), failing to adjudicate between claims that are verifiably true and those that are verifiably false.

On the other hand, we also find that although less frequent than platform policy and party politics , accuracy-based discussions that highlight quality of knowledge and decisions or offer direct misinformation corrections still occupy a visible part of how both journalists and social media users talk about misinformation. Moreover, discussion about user agency is more frequent on social media than in news, frequently co-occurring with direct misinformation corrections. Contributing to the emerging research that demonstrates the potential for accuracy motivations to help combat misinformation (Pennycook et al., 2021), this finding offers hope that accuracy motivations—a normative ideal for an informed citizen—exist in real-world discussions about misinformation and that social media can be a productive space to foster accuracy-based discussions.

Practically, what can journalists, social media platforms, and ordinary social media users do in light of our findings? For journalists, changing news frames on misinformation is necessary to move past a contentious understanding of truth and falsehood. A first step is to de-emphasize party conflicts in coverage of misinformation policy and instead foster accuracy-based discussions by foregrounding how misinformation can impact the quality of people’s knowledge and decisions in multilayered ways above and beyond partisan differences. Journalists can also foster accuracy-based discussions by explicitly offering factual corrections when sources in the story make false statements. It is fruitful for future research to examine journalistic norms about covering misinformation to understand the reasons behind the dominance of certain types of coverage.

For social media platforms, our research points to the potential for platforms to implement interventions that highlight accuracy to motivate social media users to productively engage in discussions, corrections, and actions addressing misinformation. In line with this argument, a growing number of experiments has suggested that simple accuracy nudges that ask people to think about how accurate a headline is can be an effective strategy to curb misinformation across national contexts such as the United States (Pennycook et al., 2021), Australia (Butler et al., 2023), Korea (Shin et al., 2023), and China (Xiang et al., 2023).

For everyday social media users, it is important to be self-reflective about the underlying reasons for why one is skeptical towards misinformation before enacting agency. Emerging evidence suggests that skepticism rooted in accuracy can help combat misinformation while skepticism rooted in partisan identity cannot (Li, 2023). Complementing these experimental studies on accuracy nudges and accuracy-motivated skepticism, the current article looks at large-scale “real talk” by social media users and provides hopeful evidence that a substantial proportion of social media users do use an accuracy lens when expressing concerns about misinformation, signaling the realistic promise of fostering accuracy-based discussions among users. The descriptive findings in this study also provide a useful map of the variety of competing considerations that social media users have about misinformation, pointing to the need to ask why people are concerned about misinformation as compared to how much they are concerned.

Finding 1: Platform policy and party politics are the dominant lens through which misinformation is covered on mainstream broadcast news in the United States.

We started by describing discussions about social media misinformation in mainstream broadcast news (ABC, NBC, CBS) (Figure 1). The party politics discussion appeared in over a third of the mainstream broadcast news coverage about social media misinformation (36.63%). In comparison, accuracy-based discussions were less frequent: the quality of knowledge and decision discussion appeared in 23.76% of the segments and the direct corrections discussion appeared in 12.87% of the segments. As for action-based discussions, only 7.92% of mainstream broadcast news coverage about social media misinformation discussed user agency , while 56.44% discussed p latform policy .

Finding 2: In mainstream broadcast news, platform policy, party politics, and accuracy concerns are concurrent rather than isolated considerations.

Table 1 illustrates the ways in which different types of discussions co-occur with each other in mainstream broadcast news. Table 1 reports both (a) the relative percentage of co-occurrence and (b) the absolute percentage of co-occurrence. The relative percentage of co-occurrence is measured by the Jaccard index (the number of news segments where two types of discussions are both present divided by the number of news segments where either type is present). The relative percentage should be the primary focus to interpret co-occurrence, as it takes account of the discussions being very rare in the whole dataset. The absolute percentage of co-occurrence is measured by the number of news segments where two types of discussions are both present divided by total number of news segments.

A main takeaway from Table 1 is that platform policy and party politics not only were the most prevalent discussions but also most frequently co-occurred with each other. On average, when news coverage does address platform policy or party politics , about a third of the times these two topics are discussed together (28.77%). For example, a CBS Evening News segment that aired on October 15, 2020, discussed how Twitter reacted faster to misinformation against Hunter Biden in 2020 than to misinformation against Hillary Clinton in 2016, both of which were endorsed by Trump campaign. By explaining how in both cases misinformation was used “to cast a cloud over the front runner in the closing weeks of the campaign” and reflecting on the previous election loss and “all the headaches” (CBS Evening News, 2020) of Democratic Party in 2016, the segment emphasized how Twitter’s actions in 2016 versus in 2020 have implications for competitive advantages of political candidates.

Further, the accuracy-based discussion about quality of knowledge and decisions also co-occurred with discussions about platform policy and party politics , suggesting that accuracy motivation, partisan motivation, and call-to-action can be concurrent rather than isolated considerations. For example, a segment from NBC News Today Show that aired on October 28, 2020, juxtaposed accuracy and partisan concerns when discussing platform policy:

JO LING KENT: Today, Mark Zuckerberg will face off with Congress yet again, preparing to defend the company’s strategy to protect voters in 2020 … The CEOs of Twitter and Google also testifying today saying they, too, are taking action to combat disinformation and post that may incite violence before and after Election Day. But on both sides of the aisle, some Facebook users are worried about how divisive it’s become. […] JO LING KENT: Fifty-seven-year-old Romy Toussaint is mom to four sons. She used to love Facebook for staying in touch with family and friends, but now limits herself to fifteen minutes a day. How are you feeling about Facebook going into the 2020 election? How would you describe it? ROMY TOUSSAINT: I don’t trust anything that I see on Facebook, and I don’t think other people should. I don’t want for my speech to be censored but I do want for Facebook to take responsibility to let people know what they think is not true. […] JO LING KENT: On the other side, twenty-eight-year-old Molly Felling feels Facebook is biased. Some of her posts about coronavirus theories and hydroxychloroquine have been either flagged as false by the company or taken down. MOLLY FELLING: I was shocked. I couldn’t believe it. I think when it comes to an election, it’s important to have both sides. JO LING KENT: Do you think that Facebook is targeting conservatives? Do you think that they go too far? MOLLY FELLING: I feel like they’re a little more left leaning. You have to trust the public to be able to like inform themselves and make their own opinions. (NBC News Today Show, 2020)

Through one interviewee’s comment that “I do want for Facebook to take responsibility to let people know what they think is not true” and by pointing to the potential for misinformation to “incite violence before and after Election Day,” the news segment noted how misinformation can impact the quality of knowledge and decisions, justifying the necessity for platform policy to be based on accuracy considerations. Meanwhile, the segment “balanced” the first soundbite with a second soundbite. By asking “Do you think that Facebook is targeting conservatives? Do you think that they go too far?” the journalist used the party politics lens to interpret platform policies, propagating the frame that Facebook’s intervention on COVID-19 misinformation was ideologically biased and “left leaning.” Notably, the story did not weigh in about whether Molly Felling’s posts were accurate.

Finding 3: On Facebook and Twitter, platform policy and party politics still dominate the discussion, but user agency discussion takes a bigger share than in news.

Turning from news to Facebook and Twitter, the distributions of discussions largely held with minor differences (Figure 2). On social media, the party politics discussion constituted an even larger part of how social media users talk about misinformation than in news coverage (38.95%). Accuracy-based discussions, including quality of knowledge and decisions (22.13%) and direct corrections (12.31%) were relatively less frequent compared to the partisan-based discussion, replicating the pattern found in news. The platform policy discussion remained the most prevalent discussion (54.85%). Finally, the discussion on user agency , although still having a small share, was twice as frequent on social media (16.06%) than in news coverage (7.92%).

Finding 4: On Facebook and Twitter, platform policy and party politics still co-occur most frequently, while user agency and direct corrections are frequently discussed together.

Table 2 shows the ways in which different types of discussions co-occur with each other on Facebook and Twitter. The relative percentage of co-occurrence is measured by the Jaccard index (the number of posts where two types of discussions are both present divided by the number of posts where either type is present). The relative percentage should be the primary focus to interpret co-occurrence, as it takes account of the discussions being very rare in the whole dataset. The absolute percentage of co-occurrence is measured by the number of posts where two types of discussions are both present divided by total number of posts.

Similar to the pattern found in news coverage, we still observed the most frequent co-occurrence between platform policy and party politics on Facebook and Twitter (Table 2). For example, when quoting a tweet that said, “Twitter has not censored Joe Biden once but has censored Donald Trump more than 65 times,” a Twitter user wrote, “Because Donald Trump uses Twitter to spread venom, misinformation and lies. Joe Biden doesn’t. This isn’t hard.”

Quality of knowledge and decisions also had frequent co-occurrence with platform policy , replicating the pattern in news coverage (e.g., “Glad these false videos with misinformation about hydroxychloroquine are being taken down by Twitter, Facebook, and YouTube. Social media can amplify voices representing a very small minority, which in cases like this, can be deadly”). Again, these three types of discussions ( platform policy , party politics , quality of knowledge and decisions ) can co-occur together. For example, commenting about Facebook’s action to delete a post by Donald Trump based on its misinformation policy, a Twitter user said, “among the many errors/lies/falsehoods that Trump makes, this seems trifling. But there are a number of ways such stupidity can result in real harm, or even death. It is safer to assume that Trump is wrong, as a general rule.”

On the other hand, a difference emerged between news and social media co-occurrence findings. While the discussion about user agency did not co-occur with direct corrections in our news data, it was frequently used together with direct corrections among social media utterances. For example, one post from a public Facebook page said, “A few people have sent me a video of ‘America’s Frontline Doctors’ asking for my thoughts, so I decided to make a post. This video is dangerous. I will attempt to explain why.” It went on to offer direct corrections to hydroxychloroquine misinformation, “As more and more trials took place to study if hydroxychloroquine was effective, data started to demonstrate it was not, and it only increased risk of harm […] As of now, there is a pretty strong consensus in the medical community that hydroxychloroquine does not work for COVID and it is not a cure,” providing links to websites of National Institutes of Health and medical journals. Later, the post appealed to user agency by encouraging people to look for source credibility: “With all of that said, I invite you to consider the source of information […] When all else fails, always consider the source.” Similarly, another Facebook post offered direct corrections to election misinformation circulating in a local Facebook group claiming that polling locations will be shut down, explaining the availability of in-person voting. The post went on to discuss user agency by reminding social media users “to be extra vigilant about any voting or election information that does not come from a verified source like your county clerk.” Another post combined direct corrections and user agency by alerting people of impersonating social media accounts and asking social media users to act on it (e.g., “I need help from all of you to report these fake accounts”).

To examine news coverage, we collected news transcripts discussing the topic of social media misinformation from three major broadcast networks, ABC, NBC, and CBS ( n = 101) using relevant keywords. 1 (“social media” OR “Facebook” OR “Twitter”) AND (“misinformation” OR “disinformation” OR “fake news” OR “fake stories” OR “fake story” OR “fake information” OR “false news” OR “false stories” OR “false story” OR “false information” OR “made-up news” OR “made up news” OR “made-up stories” OR “made up stories” OR “made-up story” OR “made up story” OR “made-up information” OR “made up information”) These sources were chosen based on their large audience size as well as on being broadly recognized as “mainstream media” even among partisans (Pew Research Center, 2021; Shearer & Mitchell, 2021); future work should expand beyond these sources in the centrist and center-left media ecosystem (Benkler et al., 2018) and examine sources with a wider range of ideological perspectives. 2 Scholars disagree about the extent to which the three major networks are left-leaning and report considerable diversity between the three networks. Groseclose and Milyo’s (2005) influential work on media bias found, “The sixth and seventh most centrist outlets are ABC World News Tonight and NBC Nightly News ” (p. 1221) and that the CBS Evening News was quite liberal. Groeling (2008) found evidence of left-leaning bias in NBC and CBS newscasts using favorable poll coverage of Bill Clinton, but found that ABC was more likely to report favorable polls for any president studied. Bernhardt et al. (2023) found more evidence of an anti-government bias than an ideological bias, with network news coverage becoming more critical of the occupant of the White House, which switched from George W. Bush to Barack Obama during the time period they analyzed. Hassell et al. (2020) found no evidence of liberal bias in what mainstream news media chose to cover.

To examine social media discussions, we collected posts discussing topics relevant to social media misinformation from public Facebook pages and groups ( n = 22,578) and from Twitter ( n = 302,404) using relevant keywords. 3 (“social media” OR “Facebook” OR “Twitter” OR “this platform”) AND (“misinformation” OR “disinformation” OR “fake news” OR “fakenews” OR “fake stories” OR “fake story” OR “fake information” OR “false news” OR “false stories” OR “false story” OR “false information” OR “made-up news” OR “made up news” OR “made-up stories” OR “made up stories” OR “made-up story” OR “made up story” OR “made-up information” OR “made up information”) Facebook posts containing keywords were collected from CrowdTangle, a Meta-owned research tool that archived all posts from Facebook pages and groups that were set as public. Twitter posts containing keywords were collected from Synthesio, a third-party commercial data vendor. We only collected English-language posts with a U.S. geographical location, but the keyword-based social media data were not representative of U.S. general population. We then eliminated content posted by news media and journalists from the social media data (see Appendix for details) and the final data consisted of 15,578 posts from public Facebook pages and groups and 301,334 posts from Twitter. The timeframe for both news and social media data was July 28 to December 3, 2020.

Two undergraduate coders labeled a random sample of 1,168 unique social media posts and the entire corpus of 101 news transcripts. Krippendorff’s α was 0.85 for party politics , 0.94 for quality of knowledge and decisions , 0.92 for direct corrections , 0.76 for user agency , and 0.90 for platform policy . We used the Hopkins-King method to describe the proportions of discussions as research shows that it produces unbiased estimates for category proportions compared to individual classifiers (Hopkins & King, 2010). While the Hopkins-King method is superior in estimating category proportions, it does not offer information on how different discussions co-occur with each other because it does not classify individual documents. Thus, we tested three individual classifiers (Naïve Bayes, Support Vector Machine, Random Forest). Random Forest outperformed Support Vector Machine and Naïve Bayes in all discussions, producing an F1 score of 76.33% when classifying party politics , an F1 score of 78.61% when classifying quality of knowledge and decisions , an F1 score of 74.29% when classifying direct corrections , an F1 score of 73.44% when classifying user agency , and an F1 score of 79.09% when classifying platform policy .

• Mainstream Media
• / Social Media

Cite this Essay

Li, J., & Wagner, M. W. (2024). How do social media users and journalists express concerns about social media misinformation? A computational analysis. Harvard Kennedy School (HKS) Misinformation Review . https://doi.org/10.37016/mr-2020-147

Bibliography

Aghajari, Z., Baumer, E. P. S., & DiFranzo, D. (2023). Reviewing interventions to address misinformation: The need to expand our vision beyond an individualistic focus. Proceedings of the ACM on Human-Computer Interaction , 7 (CSCW1), 1–34. https://doi.org/10.1145/3579520

Allen, J., Howland, B., Mobius, M., Rothschild, D., & Watts, D. J. (2020). Evaluating the fake news problem at the scale of the information ecosystem. Science Advances , 6 (14), eaay3539. https://doi.org/10.1126/sciadv.aay3539

Barthel, M., Mitchell, A., and Holcomb, J. (2016, December 15). Many Americans believe fake news is sowing confusion . Pew Research Center. https://www.pewresearch.org/journalism/2016/12/15/many-americans-believe-fake-news-is-sowing-confusion/

Bennett, W. L. (1990). Toward a theory of press-state relations in the United States. Journal of Communication, 40 (2), 103–127. https://doi.org/10.1111/j.1460-2466.1990.tb02265.x

Benkler, Y., Faris, R., & Roberts, H. (2018). Network propaganda: Manipulation, disinformation, and radicalization in American politics . Oxford University Press.

Bernhardt, L., Dewenter, R., & Thomas, T. (2023). Measuring partisan media bias in US newscasts from 2001 to 2012. European Journal of Political Economy , 78 , 102360. https://doi.org/10.1016/j.ejpoleco.2023.102360

Bode, L., & Vraga, E. K. (2015). In related news, that was wrong: The correction of misinformation through related stories functionality in social media. Journal of Communication , 65 (4), 619–638. https://doi.org/10.1111/jcom.12166

Bode, L., Vraga, E. K., & Tully, M. (2020). Do the right thing: Tone may not affect correction of misinformation on social media. Harvard Kennedy School (HKS) Misinformation Review , 1 (4). https://doi.org/10.37016/mr-2020-026

Butler, L. H., Prike, T., Ecker, U. K. H. (2023). Nudge-based misinformation interventions are effective in information environments with low misinformation prevalence . Research Square. https://doi.org/10.21203/rs.3.rs-3736230/v1

CBS Evening News (2020, October 15). Hunter Biden tabloid story raises disinformation campaign fears [TV news transcript]. Nexis Uni. https://advance.lexis.com/api/document?collection=news&id=urn:contentItem:612Y-X761-DXH2-61R4-00000-00&context=1516831

de Cock Buning, M. (2018).  A multi-dimensional approach to disinformation: Report of the independent high level group on fake news and online disinformation . Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/6ef4df8b-4cea-11e8-be1d-01aa75ed71a1/language-en

Duan, Z., Li, J., Lukito, J., Yang, K.-C., Chen, F., Shah, D. V., & Yang, S. (2022). Algorithmic agents in the hybrid media system: Social bots, selective amplification, and partisan news about COVID-19. Human Communication Research , 48 (3), 516–542. https://doi.org/10.1093/hcr/hqac012

Dwoskin, E., & Timberg, C. (2021, January 16). Misinformation dropped dramatically the week after Twitter banned Trump and some allies. The Washington Post . https://www.washingtonpost.com/technology/2021/01/16/misinformation-trump-twitter/

González-Bailón, S., Lazer, D., Barberá, P., Zhang, M., Allcott, H., Brown, T., Crespo-Tenorio, A., Freelon, D., Gentzkow, M., Guess, A. M., Iyengar, S., Kim, Y. M., Malhotra, N., Moehler, D., Nyhan, B., Pan, J., Rivera, C. V., Settle, J., Thorson, E., … Tucker, J. A. (2023). Asymmetric ideological segregation in exposure to political news on Facebook. Science , 381 (6656), 392–398. https://doi.org/10.1126/science.ade7138

Gotfredsen, S. G. & Mehta, D. (2023). journalists-twitter-activity . Github. https://github.com/TowCenter/journalists-twitter-activity

Groeling, T. (2008). Who’s the fairest of them all? An empirical test for partisan bias on ABC, CBS, NBC, and Fox News. Presidential Studies Quarterly , 38 (4), 631–657. https://doi.org/10.1111/j.1741-5705.2008.02668.x

Groseclose, T., & Milyo, J. (2005). A measure of media bias. The Quarterly Journal of Economics , 120 (4), 1191–1237. https://doi.org/10.1162/003355305775097542

Guess, A. M., Nyhan, B., & Reifler, J. (2020). Exposure to untrustworthy websites in the 2016 US election. Nature Human Behaviour , 4 (5), 472–480. https://doi.org/10.1038/s41562-020-0833-x

Hassell, H. J. G., Holbein, J. B., & Miles, M. R. (2020). There is no liberal media bias in which news stories political journalists choose to cover. Science Advances , 6 (14), eaay9344. https://doi.org/10.1126/sciadv.aay9344

Hopkins, D. J., & King, G. (2010). A method of automated nonparametric content analysis for social science. American Journal of Political Science , 54 (1), 229–247. https://doi.org/10.1111/j.1540-5907.2009.00428.x

Jerzak, C. T., King, G., & Strezhnev, A. (2022). An improved method of automated nonparametric content analysis for social science. Political Analysis ,  31 (1), 42–58. https://doi.org/10.1017/pan.2021.36

Li, J., & Su, M.-H. (2020). Real talk about fake news: Identity language and disconnected networks of the US public’s “fake news” discourse on Twitter. Social Media + Society , 6 (2), 2056305120916841. https://doi.org/10.1177/2056305120916841

Lwin, M. O., Lee, S. Y., Panchapakesan, C., & Tandoc, E. (2023). Mainstream news media’s role in public health communication during crises: Assessment of coverage and correction of COVID-19 misinformation. Health Communication , 38 (1), 160–168. https://doi.org/10.1080/10410236.2021.1937842

McClure Haughey, M., Muralikumar, M. D., Wood, C. A., & Starbird, K. (2020). On the misinformation beat: Understanding the work of investigative journalists reporting on problematic information online. Proceedings of the ACM on Human-Computer Interaction , 4 (CSCW2), 1–22. https://doi.org/10.1145/3415204

NBC News Today Show (2020, October 28). Facebook’s Mark Zuckerberg and other social media CEOs facing tough questions on Capitol Hill [TV news transcript]. Nexis Uni. https://advance.lexis.com/api/document?collection=news&id=urn:contentItem:61BW-5511-JB20-G371-00000-00&context=1516831

Nelson, J. L., & Lewis, S. C. (2023). Only “sheep” trust journalists? How citizens’ self-perceptions shape their approach to news. New Media & Society , 25 (7), 1522–1541. https://doi.org/10.1177/14614448211018160

Pennycook, G., Epstein, Z., Mosleh, M., Arechar, A. A., Eckles, D., & Rand, D. G. (2021). Shifting attention to accuracy can reduce misinformation online. Nature , 592 (7855), 590–595. https://doi.org/10.1038/s41586-021-03344-2

Pew Reserch Center. (2021, July 13). Network news fact sheet . https://www.pewresearch.org/journalism/fact-sheet/network-news/

Saltz, E., Barari, S., Leibowicz, C., & Wardle, C. (2021). Misinformation interventions are common, divisive, and poorly understood. Harvard Kennedy School (HKS) Misinformation Review , 2 (5). https://doi.org/10.37016/mr-2020-81

Shearer, E. & Mitchell, A. (2021, May 7). Broad agreement in U.S. – even among partisans – on which news outlets are part of the ‘mainstream media.’ Pew Research Center. https://www.pewresearch.org/short-reads/2021/05/07/broad-agreement-in-u-s-even-among-partisans-on-which-news-outlets-are-part-of-the-mainstream-media/

Shin, D., Kee, K. F., & Shin, E. Y. (2023). The nudging effect of accuracy alerts for combating the diffusion of misinformation: Algorithmic news sources, trust in algorithms, and users’ discernment of fake news. Journal of Broadcasting & Electronic Media , 67 (2), 141–160. https://doi.org/10.1080/08838151.2023.2175830

Taber, C. S., & Lodge, M. (2006). Motivated skepticism in the evaluation of political beliefs. American Journal of Political Science , 50 (3), 755–769. https://doi.org/10.1111/j.1540-5907.2006.00214.x

Tromble, R., & McGregor, S. C. (2019). You break it, you buy it: The naiveté of social engineering in tech —and how to fix it. Political Communication , 36 (2), 324–332. https://doi.org/10.1080/10584609.2019.1609860

Vraga, E., Tully, M., & Bode, L. (2020). Empowering users to respond to misinformation about Covid-19.  Media and Communication, 8 (2), 475-479. https://doi.org/10.17645/mac.v8i2.3200

Xiang, H., Zhou, J., & Wang, Z. (2023). Reducing younger and older adults’ engagement with COVID-19 misinformation: The effects of accuracy nudge and exogenous cues. International Journal of Human–Computer Interaction , 1–16. https://doi.org/10.1080/10447318.2022.2158263

Zoizner, A. (2021). The consequences of strategic news coverage for democracy: A meta-analysis. Communication Research , 48 (1), 3–25. https://doi.org/10.1177/0093650218808691

This research was assisted by the Social Science Research Council’s Social Data Research and Dissertation Fellowships, with funds provided by Omidyar Network. This research was also supported by the John S. and James L. Knight Foundation.

Competing Interests

The authors declare no competing interests.

Institutional Review Board approval was not required for this study. This project collects publicly available data on news channels, Twitter, and public Facebook groups and pages. Data are reported on the aggregate level and anonymously. To avoid reverse identification of social media users, quotes from Twitter and Facebook posts are presented with minor editing in language and light paraphrasing while keeping substantial content.

This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided that the original author and source are properly credited.

Data Availability

All materials needed to replicate this study are available via the Harvard Dataverse: https://doi.org/10.7910/DVN/KZYJF6 .

Following Twitter’s and Facebook’s data sharing policy, we only share Tweet IDs and public Facebook post IDs (collected from public Facebook pages and public Facebook groups via CrowdTangle) for academic research purposes. Regarding mainstream news media data, TV news transcripts are not shared due to copyright restrictions.

Acknowledgements

The authors gratefully acknowledge insightful and helpful comments from Dhavan V. Shah, Sijia Yang, Chris Cascio, Michael Xenos, and Katherine J. Cramer.

10 Successful Harvard Application Essays | 2020

Our new 2022 version is up now.

Our 2022 edition is sponsored by HS2 Academy—a premier college counseling company that has helped thousands of students gain admission into Ivy League-level universities across the world. Learn more at www.hs2academy.com . Also made possible by The Art of Applying, College Confidential, Crimson Education, Dan Lichterman, Key Education, MR. MBA®, Potomac Admissions, Prep Expert, and Prepory.

I am standing behind my high school when a snowball pelts my side with a thud and splatters across my jacket, covering me with a fine, icy dust. My bewildered eyes trace the snowball’s trajectory until they fall upon a pair of snickering hoodlums crouched behind a small mountain of snowballs. They must have been waiting all afternoon for an unsuspecting student to walk by, and perhaps for emphasis, one of the boys looks me in the eye and raises a grimy middle finger. Quickly, I mold a handful of snow into a sphere with cupped hands and cock my arm back.

I haven’t thrown anything in a while, but muscle memory guides me through the requisite motions. I played softball for eight years, and my athletic strength was always my throwing arm; in fifth grade, when my coach asked me to throw the ball from third to first, I hurled the ball with such force that the catch knocked him off-balance. Upon entering high school, it seemed natural that I would play on the school’s softball team.

However, my body had other ideas. Throughout middle school I’d developed increasingly painful body aches, and in freshman year I awoke one morning with a brutal headache penetrating the crown of my head and the bones of my face as though a vice had been clamped to my skull overnight. After consulting more doctors than I can remember, I was diagnosed with fibromyalgia.

Fibromyalgia is characterized by chronic widespread pain and extreme sensitivity to touch. My neurologist describes fibromyalgia as “headache of the body.” Personally, I favor my father’s description; after one particularly painful and exhausting day he aptly proclaimed, “Fibromyalgia is your body’s way of giving you the finger.”

Agonizing muscle cramps mocked me constantly, preventing me from walking longer than five minutes without growing exhausted. The pressure above my eyes sneered at me whenever I attempted to read or write. Even after I found medications to temper the headaches just enough so I could return to school with sporadic attendance, sharp pains gnawed at my body with haughty derision if I even thought about returning to the softball fields and the activities I loved.

For months I tried to ignore the cruel obscenities fibromyalgia hurled my way, steadfastly believing the pain would soon subside and I would achieve everything I had planned for myself if I simply disregarded the taunting aches and worked doggedly to catch up at school. But when softball season arrived, it became apparent that while determination and intelligence could preserve my GPA in the face of fibromyalgia, there was no personal attribute or skill that could heal my body and allow me to join my teammates on the field.

It was time to confront the beast.

In doing so, I kept in mind the schoolyard aphorism that there is strength in numbers. I did not face fibromyalgia alone, but with mathematics by my side. Baseball is a game of statistics, and if fibromyalgia threatened to steal the sport I loved through physical deterioration, I would outsmart this insolent illness and reclaim ownership of baseball through intellectual pursuits. I began a mathematical research project, analyzing the effectiveness of current baseball statistics, as well as deriving my own.

Fibromyalgia forced me to redefine my goals and personal standards for success. This baseball project was my first step toward reclaiming my life and laying the foundation for victory over my illness. As calculations replaced pitching drills, my passion for baseball was channeled into a burgeoning love of science and math. Hours I had previously devoted to softball became filled with scientific journals and books, and summers I used to spend at athletic camps were devoted to research at local universities. Baseball provided a link to my pre-fibromyalgia life at a time when I desperately needed one, and through baseball I realized that if I wanted to beat fibromyalgia, I could not simply hope it would disappear overnight. Whether I modified my medications or adapted my schedule, I needed to devise my own way to face fibromyalgia’s antagonizing aches head-on.

So when that taunting rascal waves his middle finger in my direction, my cheeks do not flush with angry humiliation and my legs do not run away, but my hands mold a snowball and my arm pulls back. As I follow through with my throw, pain radiating up my arm, I know instantly that I will pay for this exertion in the morning. But my icy comeback hits the sniggering boy squarely in the chest, knocking him backward into the snow as his accomplice’s mouth lies agape in shock.

Well. I guess I’ve still got it.

Sarah's story opens with a vivid anecdote of being pelted by a snowball that brings the reader to the scene of the crime with detailed sensory descriptions. She skillfully ties the story to her talent for athletics, which in turn leads to her struggle with fibromyalgia and howin the face of physical limitation she redirected her passions to science and math. The story comes full circle and ties together nicely at the end with the conclusion of the snowball scene, which leaves the reader feeling victorious and vindicated for Sarah, as well as proud of her determination.

Sarah manages to cover a lot in this essay. The personal statement is an evident combination of overcoming obstacles and discovering academic passions, and also discreetly includes résumé- worthy accomplishments, such as her own mathematical research project on baseball statistics and summer research at local universities. What is important about her personal statement is that she goes beyond the résumé and gives the admissions officers a look at her character and personal struggle. Even though her essay is a bit long, Sarah does not waste a word and ensures that every detail she includes contributes in some way to the overall message she is trying to convey about herself. Rather than simply evoking sympathy for her situation, Sarah weaves humor and a cheeky attitude throughout her narrative. She introduces her love of mathematics with a creative twist on the common saying, “strength in numbers," and affectionately alludes to her father's depiction of fibromyalgia as "your body's way of giving you the finger."

Her vivacious and tenacious personality shines through in her colorful and descriptive language, painting a clear picture of Sarah as a determined person who doesn't let a chronic illness defeat her and instead finds another passion.

I look over at the digital clock at the front of the bus just as the time changes to 8:30. The engine begins to rumble, the seat begins to shake, and the bus slowly pulls onto Route 6 and heads toward JPA—the Jay Pritzker Academy—near Siem Reap, Cambodia. The bus is alive with chatter. Peace Corps volunteers trade stories about their experiences in their assigned villages; international schoolteachers discuss their plans for the day’s lessons. I overhear one of the Peace Corps volunteers, Deidre, say, “I have to say, the Peace Corps offers incredible health care. They medevaced me to Bangkok when I got dengue fever.”

Today, I find myself unable to join the conversation. I stare blankly at the blue cloth seat in front of me, trying to gently coax my knotted stomach out of my throat. All I can think about is the empty seat beside me and the uncomfortable feeling of entering uncertain territory alone.

My friend and co-teacher, Shahriyar, is in the Angkor Hospital recovering from a serious bout of amoebic dysentery. I visited him yesterday. He was lying in bed with his summer reading in his right hand and an IV in his left. Looking pale and exhausted, he weakly lifted his head and greeted me. “I don’t know if you know this yet,” he said, “but I’m flying home tomorrow. Are you coming with me?” Though the news didn’t surprise me, the question caught me off guard. As I left the hospital room, I couldn’t help but think how easily this could have been me in his situation.

The bus drives over a speed bump faster than it should have, and I’m jolted back to the present. I try to take my mind off Shahriyar and look out the window at the world around me. Everything is so much different than it is in Deerfield, yet it all somehow feels very natural to me. To my left I see an elderly woman wearing a mask sweeping dust off the street; I smile at her, but she doesn’t notice. As the bus gets closer and closer to JPA, the fact that I will have to teach today’s lessons by myself begins to set in. I wonder if I’m physically capable of teaching three hours of class by myself in the ninetydegree heat and 90 percent humidity. In the past, Shahriyar and I had always taken turns leading the class, giving each other a few moments to rest and rehydrate while the other taught. A part of me is afraid to do it. I’ve never had to lead the class without the comfort and support of having Shahriyar by my side. As I think about the challenges I will face, I realize how easy it would be to turn back. I only have to call Sokun—a local tuk-tuk driver and he’d take me to the airport. Knowing my co-teacher has become seriously ill, nobody would think less of me if I went home today.

As I sit in my seat, planning my trip home, the bus slows nearly to a stop and then turns onto a narrow red dirt road. I’ve suddenly plunged into a new world. The mess of worn-down concrete buildings and mopeds gives way to miles of flooded rice paddies stretching as far as I can see. Every few hundred yards I see boys and young men working barefoot in the fields. The bamboo huts that dot the landscape make me think back to my visit to the house of one of my students, Dari. I remember looking into his room and seeing a wooden table on his dirt floor. Close by, a bamboo shelf was filled with books. The globe he had won for being on the Honor Roll was proudly displayed on the bookshelf among his prized possessions. Smiling ear to ear, he told us that JPA was the best thing in his life. I realize that it really is too late to go home. I’ve already fallen in love with my students.

As the bus pulls into JPA’s driveway, the rest of the teachers begin gathering their materials. I remain seated, deep in thought. “Are you coming?” I hear a familiar voice ask me. I look up and see Deidre looking at me.

“Of course I am.”

In essays about community service, it is easy to fall into the trap of self-aggrandizement— emphasizing your own personal sacrifices and good deeds and in the process making yourself look like someone more interested in self-service than community service. Josh’s essay, on the other hand, steers well clear of this pitfall, skillfully conveying compassion, humility, and devotion to the people with and for whom he works—he does not stay on because he pities his students, but because he loves them. As a result, instead of coming off like résumé padding, Josh’s work feels motivated by a genuine desire to do good.

Structurally, Josh’s essay is solid—it traces the trajectory of his thought process from uncertainty to renewed resolve. This seemingly straightforward story arc is enlivened by choice details and images—the off-hand conversation about dengue fever in the first paragraph, for example, adds a good jolt of surprise, and the descriptions of the Cambodian countryside are vivid and well-executed. The passage detailing Josh’s visit to his student Dari’s home is one of the essay’s highlights, a scene that is both believable as the essay’s “inspiration moment” and memorable for the deep empathy it contains.

While it’s true that Josh has the advantage of a rather unique experience—not every Harvard applicant is in a position to write their personal statement about volunteering with the Peace Corps— the main strengths of his essay are certainly translatable beyond this context. Josh’s essay is a personal statement at its best: it not just narrates an experience but hints at deeper elements of his personality and expresses them in a way that does not come off as forced. Someone reading Josh’s essay can tell that his volunteering experience was far more to him than résumé fodder. And as the admissions office gets deluged with more and more applications every year, this spark of sincerity goes very far indeed.

I sat under the table, burying my head tightly in my folded arms, while the other children sat on the carpet, listening to the teacher’s story. The language barrier was like a tsunami, gurgling with strange and indistinguishable vocalizations. Elementary school wasn’t as fun as I expected at all.

Hearing a whisper, I raised my head up, only to notice a boy’s face merely inches away. I bolted up in surprise, my head colliding gracefully with the underside of the table. Yelping in pain, I noticed that the entire class was staring at me.

That was the story of how I met my first friend in Canada.

That boy, Jack, came to visit me during my lonely recesses. It was rather awkward at first—I could only stare at him as he rambled on in English. But it was comforting to have some company.

From there, our friendship blossomed. Our initial conversations must have been hilarious to the hapless bystander. Jack would speak in fluent English while I spurted sentence after sentence of Mandarin. It was like watching tennis—rallies of English and Mandarin back and forth. But I learned quickly, and in no time I was fluent.

Jack also showed me the ropes of Western culture. Heaven knows how embarrassing my birthday party would’ve been if he hadn’t told me about those so-called “loot-bags” beforehand.

Today, I volunteer at a community service agency for new immigrants where I work with children. I do it because I understand the confusion and frustration of dealing with a strange and sometimes hostile environment; I remember how it feels to be tangled up in an amalgam of unfamiliar words and sounds. And so I teach them; I give seminars on reading, writing, and speaking skills as well as Western culture, history, and sometimes, a bit of social studies.

But I strive to do more than just that. I try to be a friend—because I remember how Jack helped me. I organize field trips to the science center, the museum, and the symphony: double-whammy trips where children can have fun while improving their literacy skills.

Through these experiences, I try to understand each of them as unique individuals—their likes, dislikes, pet peeves, background.

Everyone needs a guiding light through the lonesome process of adaptation, a friendly bump to lift them from the dark shroud of isolation. That’s what Jack did for me—with a rather painful bump to the head—and it’s also what I do for these immigrant children.

My hope is that, one day, these children will also feel compelled to do the same, helping others adapt to an unfamiliar environment. With this, we can truly create a caring and cohesive network of support for the children of our society.

Lucien's essay depicts a personal connection with his community service activity and provides the why to an extracurricular that probably shows up college application. He starts off with an endearing anecdote of meeting his first friend in Canada and connects the encounter to his current passion, then delves even deeper by concluding with self- reflection and a bigger goal for society that he hopes to achieve. His personal statement gives the reader a glimpse at his background and assimilation into a new culture, and how his qwn experience as an immigrant motivates him to help other immigrants adapt to life in a new place.

The strengths of this essay lie in the vivid and charming recounting of his first encounter with Jack, his first friend in a foreign new environment, and how he uses that story to explain his passion for volunteering. He connects his community service to a bigger goal at the end of the essay that leaves the reader feeling inspired, and alludes to his thoughts, hopes, and dreams. There is a tone of humility and humor as he depicts how he met his first friend by bumping his head under the table, and makes a motif out of the head bump by referring to it again later when he's talking about helping other immigrant children. He modestly credits his noble deeds at the community service agency to meeting his first friend, and humbly reveals his hope that his own good deeds will inspire others to pay it forward. He does a good job of exhibiting his accomplishments in community service without sounding like he's bragging.

Lucien could also make the essay more memorable and distinctive by including anecdotes of his experiences at the community service agency where he gave seminars and organized field trips. He denotes his volunteering responsibilities in list form, which can seem a bit impersonal and résumé- like. For example, he mentions how he tried to understand the people he helped, but does not include how he goes about doing this, or whether learning about those unique individuals contributed to his experience. Adding a story of how he changed the lives of the immigrants he helped would enhance his message and create a fitting parallel with the anecdote of how Jack helped him as he assimilated only one line on the activities portion of his into Western culture. Overall, Lucien combines humor with humility and leaves the reader feeling inspired.

I think the most tragic part of my childhood originated from my sheer inability to find anything engraved with my name. I never had a CHAFFEE license plate on my hand-me-down red Schwinn. No one ever gave me a key chain or coffee mug with the beautiful loops of those double Fs and Es. Alas, I was destined to search through the names; longingly staring at the space between CHAD and CHARLOTTE hoping one day a miracle would occur. Fortunately, this is one of the few negative aspects of a name like “Chaffee Duckers.”

My name has always been an integral part of my identity. Sure, it sounds a bit like my parents created it from a bag of Scrabble tiles, but it comes from a long-lost ancestor, Comfort Chaffee. Now it’s all mine. In my opinion, a name can make or break a person. The ability to embody a name depends on the individual. My greatest goal in life is to be the kind of unique person deserving of a name so utterly random and absurd.

I began my journey in preschool. Nothing about me screamed normal. I was not prim, proper, and poised. I preferred sneaking away from my preschool classroom, barefoot, in the purple velvet dress I wore every single day to resting obediently during nap time.

I grew up in a family akin to a modified Brady Bunch. Stepsisters, half sisters, stepbrothers, and stepparents joined my previously miniscule household. But in a family of plain names like Chris, Bill, John, Liz, Katherine, and Mark, I was still the only Chaffee.

I was a bit of a reverse black sheep in my family. My name helped me carve an identity separate from my myriad of siblings. Instead of enriching my brain with Grand Theft Auto, I preferred begging my parents to take me to the bookstore. While my parents mandated homework time for my brothers, they never questioned my work ethic or wiretapped my assignment notebook. The thing that set me apart from the herd was that I was self-disciplined enough to take control of my own life. From the very beginning I never depended on my parents’ help or motivation to finish my schoolwork. Putting school first came naturally to me, much to the distaste and confusion of my siblings. My work ethic became known as the patented “Chaffee Method.”

As I got older, I began to embody my name more and more. I didn’t want to be that girl with the weird name in the back of the class eating her hair, so I learned how to project my ideas in both written and spoken forms. I was often picked to lead classroom discussions and my complete disregard for making a fool of myself bolstered that skill. The manner in which I operate academically is perfectly described as Chaffee-esque; including but not limited to elaborate study songs, complex pneumonic devices, study forts, and the occasional John C. Calhoun costume.

I take pride in the confusion on a person’s face when they first read my name. Seeing someone struggle over those two unfamiliar syllables fills me with glee. I feel as though I am adding a new word to their vocabulary. So on my last day as a page in the U.S. Senate, I prepared myself for the anticipated awkward stumbling as Senator Harry Reid thanked me by name in his closing address. But the stumble never came. I felt very humbled by his perfect pronunciation. Perhaps Chaffee is actually catching on!

Chaffee’s essay is strong because it follows a clear narrative, all enabled by her rather unusual name. While not everyone has a name as unique as “Chaffee,” and are therefore unable to use this approach, writing an essay about an experience or aspect of one’s life that is singular to oneself is a smart approach for any college essay. She shapes her development from preschool to high school in the lens of her name, demonstrating the importance that it has played throughout her life.

Chaffee’s initial anecdote immediately grips the reader; many people have shared the experience of looking for engraved merchandise, and the fact that she can find none bearing her name sets the stage for the rest of the essay. Chaffee quickly qualifies her discontent with her name, stating that this anecdote “is one of the few negative aspects of a name like ‘Chaffee Duckers.’” Unfortunately this qualification is a bit misplaced since she immediately returns to tell a story of her upbringing while failing to address any of the positive aspects of her name until paragraphs later. This is a bit of hedging that isn’t entirely necessary in the limited space allowed by most personal statements.

Yet, the essay works quite well. Chaffee spends a great deal of time elaborating on how she was different from both her family and others with examples of her transgressions in preschool and her penchant for schoolwork and education as opposed to procrastination or video games like Grand Theft Auto. Chaffee toots her own horn just a little bit when describing the merits of her work ethic, but it is still fairly endearing overall, and there is no shame in sharing a desire for learning. Chaffee states in the conclusion of her essay that she now takes “pride in the confusion on a person’s face,” as they try to read her name, demonstrating how she has now accepted and come to appreciate the fact that she does not share a name with the average Mary, Dick, or Jane.

“Let’s face it, you’re slow,” my violin teacher said.

He was, as always, complaining that running was detracting from my practice time.

That summed up what running had always meant to me, ever since I was a seventh grader, choosing his sport for the first time. I was fine and content, however. I always had Jeffrey and Archie, classmates like me who ran slowly. We were good friends. We laughed together; we raced together; we pushed each other, and endured tough workouts together. But after middle school the people I trained with went on to do things they were better at. I remained, even though I was not good enough to be considered for varsity.

High school running was hell. I struggled with workouts, most of which I had to run alone. In the hot, dry days of autumn, I often coughed on the dust trails left by my teammates as they vanished into the distance. During the workouts, I got passed incessantly, almost getting run over on occasion. It hurt not to be important; to be dead weight for the team. I looked forward to the next year, when I could hopefully run with the incoming freshmen.

It didn’t happen that way. Even a year later, I was still the slowest on the team. How could the freshmen who had snored off the whole summer beat me, a veteran from middle school and high school with decent summer training? I nevertheless reconsidered the effectiveness of my training, and looked forward to getting “back in shape.” It was only after my condition had been deteriorating steadily for a few weeks that I began to feel a new level of humiliation. I started to have trouble keeping up with old ladies in the park, and each day I worked frantically to prevent the discovery of that fact by my teammates, running toward the sketchy areas of the ramble, in the south, where there’s barely anybody. My mother, worried about the steady deterioration of my condition, contacted a doctor.

I was anemic.

The doctor prescribed a daily iron pill, and the results were exhilarating. I joked that I was taking steroids. I sunk into endless oxygen. I got tired less. During the workouts, I felt more machine than man. Iron therapy taught me something fundamental. It reminded me why I was running; why I had stuck to this damn sport for four straight years. When I was anemic, I struggled to gather what little motivation I had for those painfully slow jogs in those parks. Putting the effort in, and seeing the dramatic results fooled my mind like a well-administered placebo. Iron therapy was the training wheels that would jump-start my dramatic improvement.

It took four months—four months of iron pills, blood tests, and training—to get back to my personal best: the 5:46 mile that I had run the year before. Early February that year, the training wheels came off. I was running close to seven miles a day on my own. But I wasn’t counting. I could catch a light. I could walk as many stairs as I wanted without getting tired. I was even far ahead of where I was the year before. After two and a half years as a 5:50 miler, I finally had a breakthrough race. I ran a 5:30. I asked coach if I could eventually break 5 minutes. He told me to focus more on maintaining my fitness through spring break.

I ran the mile again, this time outdoors. Coach had me seeded at a 5:30. I ran the first lap, holding back. I didn’t want to overextend myself. I hoped to squeeze by with a 5:35. The euphoria was unprecedented as I realized by the second lap that I was a dozen seconds ahead and still holding back. I finished with a 5:14.

On the bus ride back from the meet, one of my long-standing dreams came true. I pretended to ignore Coach sitting next to me, but he kept on giving me glances. He was excited about my time. We talked a lot about the race. We talked about my continuous and dramatic improvement. He said it was early in the season and that I would break 5 minutes after only a few weeks of training.

Six weeks later, Mr. Song, my chemistry teacher, asked me if I had broken 5 minutes for the mile yet. I told him all about how I had run in three meets over the past month and had failed to break 5:15 on every one of them. I told him that 5 minutes was now for me a mirage in the distance. Mr. Song, however, did not show much concern: “You’re just overtrained. Once you ease up before the big meet, you’ll drop in time once more.”

Even though these consoling words were from the man who had baffled my nutritionist when he had guessed that I was anemic, I still doubted his wisdom. On Sunday, I would run the mile once. My last mile of the year. This was it. Using my tried-and-true racing strategy, I finished with a 5:02, a 12- second drop in time. Mr. Song’s predictions had again turned out to be correct.

Before I was anemic, the correlation between hard work and success was something that only appeared in the cliché success stories of the talented few. Now, I am running more mileage than I ever have before. And my violin teacher still complains.

But I smile. I know it’s going somewhere.

John opens this essay by illustrating the iconic “grabber” done well: simple, unexpected, and leaving the reader wanting more. Is he actually “slow” at the violin (but that doesn’t quite make sense, does it)? We then learn all about John’s true passion: running.

Although challenging (and not to mention the fact that he always finishes last), John has stuck with running for many years. Eventually, his “slowness” deteriorates to the point where he needs medical intervention and finds his kryptonite: iron. This magic mineral allows him to heal, excel in his running, and ultimately exceed his wildest expectations by almost breaking the 5-minute mark by a few seconds.

The themes that permeate this essay are perseverance and tenacity: that all-powerful “grit” that distinguishes this student. John guides us through his story through the lens of his infallible work ethic. Even though he did not reach his exact goal, he is seconds away from it, and the reader knows he will keep pushing to achieve it.

As a reader, I would love to hear more about what happens next. Is there another instance that demonstrates John’s persistence or has he applied this newfound confidence and self-awareness to other aspects of his life? This self-reflection section is the most important element of the essay as it allows admissions readers a window into what drives a student. It is important to develop this and “show” the evidence of how the student has changed or what they have learned from this experience.

As the essay culminates, John makes us smile as he smiles (even though his violin teacher is still not too happy with him). We know John has learned to appreciate the beauty of the journey rather than the destination and we are just thrilled for him!

Soft Wooden Heart

The backbone of my life is my writing desk. I like to describe its surface as an organized mess (despite my parents’ overdramatized description of a bomb site), a state of positive entropy and minimum energy. Math exercises overlap an organizer, set next to almost-empty tubes of paint and overdue library books. A constantly filled bottle of water sits behind a glasses’ case full of guitar picks, and carved into a mountain of paper, right in the middle, is a space reserved for my laptop—on days when I am slouching, The Complete Works of William Shakespeare needs to be slid under it. An eclectic desk shows an eclectic personality; mine has had the honor of being the training grounds prior to the Great (final) Battle (exam) of Chemistry, the peaceful meadow of relaxed reading afternoons, and all in all the pristine-turned-colorful canvas of an inquisitive mind.

I remember buying it with my mother five years ago, when my bruised knees protested against the tiny white-paint-gone-yellow one I had used since childhood. My new desk was made of native Rimu heartwood—solid, resilient, dependable—a perfect role model for me to grow into. Over the years, its material became representative of my New Zealand identity, its surface slowly coated in quirky personality, and its compartments filled with treasured memories; the heartwood desk echoed my heart.

At first, it did not fit with the decor of the rest of my room, which even now appears boxy and stark next to my grandiosely elegant writing desk, but its quiet strength is unafraid of individuality, just as I have learned to become. It has watched as I grew stronger branches, a straighter trunk, firmer roots; whereas I had once been but a shy young seedling, I sprouted leaves and with them the ability and yearning to provide shade for others. I have certainly physically grown into it, but although I would like to think that I have become completely independent, I remain human; in inevitable times of need, it is still my steadfast, sturdy desk that offers its support.

I sit here and, well, I write: joyfully, desolately, irately, wistfully—at times paralyzed by excitement, at others crippled by fear. I scrawl notes in my organizer (which is, naturally, not in the least organized), words overflow my blog, overemotional oranges and blues plague my illustrations; shallow scratch marks indent the wood from where I have pressed too passionately into paper. It may be solid, but it is elastic enough to be shaped, resilient enough to adapt: This is my soft wooden heart.

It can take it. My desk remains constant despite scars of experience—unassuming, stoic, ever watchful. Even when I dismembered dying cell phones, their frail key tones pleading for mercy, the desk stood there, nonchalant. Regardless of what fervor goes on from time to time, it knows there will eventually be a constant calm; my lively nest of rebuilt mobiles still calls this place home. Sometimes, I rest my uncertain head on its reassuring solid surface and the wood presses back into my heartbeat, communicating in Morse: “Don’t worry. Some things will never change.”

And, like a mother, it always turns out to be right. Beneath my seemingly chaotic coat of papers and objects; beneath the superfluous, temporary things that define my present life, my desk and my heart remain still—solid, stable, and evergreen, ready to be written onto and scratched into by experience.

Winnie’s piece shows us that a meaningful essay doesn’t have to be about a major accomplishment or a painful personal experience; oftentimes, the most inspired writing can evolve from something as simple and unexpected as a writing desk. Winnie’s essay is successful because it invites readers into her world, where we discover a smart, unique, and self-aware young woman. Through her “eclectic” desk, we see her interest in the arts, her academic prowess, and her challenges with procrastination. We glimpse her pride in her heritage, her struggles with self-doubt, and her faith in herself to adapt to change and embrace new experiences. By the final sentence, we feel that if we heard Winnie’s voice in a classroom or sat next to her in the library, we would recognize her right away.

Winnie’s ability to bring herself to life through language also creates some challenges in her essay. She has so much to show us and does so in such creative ways that readers can feel overwhelmed by the information and figurative language that competes for our attention. Your college essay is a valuable opportunity to show who you are, but it’s not necessary to weave every aspect of your life into 650 words. For even the most gifted writers, less is often more.

Why a Republican Read The Communist Manifesto

I am a conservative. Point-blank. I’m not talking “hardcore, no gay marriage, abortion equates to eternity in Hell, Catholicism is the only religion worthy of my acknowledgment” conservative, but I believe in limited government intervention in private business. I may seem like an unlikely candidate for such beliefs; I live in Springfield, Massachusetts, an urban environment where the majority of the population utilizes some sort of government assistance to supplement the costs of living. Well, maybe not the absolute majority, but I certainly see a lot of it. Though raised as a Catholic, I believe in nothing more than simple spirituality, and do not abide by all the stipulations of the strict Catholic community (although I do continue to attend church because I find the environment welcoming and the people overwhelmingly happy and uplifting). I attend the Drama Studio, a small, conservatory style acting community where I am considered the token Republican (artsy and conservative—is this what Harold Camping meant by the Rapture?) Not surprisingly, my colleagues have made many attempts at conversion (“Watch MSNBC, Danielle; I promise you’ll love it!”) But I stick to my guns— no pun intended. However, I have found that sharing the majority of my time with those of conflicting opinions has enlightened me in the ways of respect and compromise.

Enter Jacob Mueller. Literally the son of a preacher man (his father is the minister at Trinity United Methodist Church), his political views on Facebook are listed as “Member of the Communist Party of America.” Oh, boy … He entered my Advanced Scene Work class in its second semester, and as is the Drama Studio custom, I welcomed him with open arms and commenced what I soon discovered to be the long and interesting process of getting to know him. Through this, I discovered a few important things; like me, he loved politics. Like me, he was well informed. And, like me, he was more than willing to argue his opinion.

Through our Odd Couple dynamic, we found an endless number of conversation topics. Every day was a new, “Did you see what the Tea Party’s newest legislation entails?” countered by a, “How about that Scott Brown, eh?” I was the Michele Bachmann to his Al Gore. But the remarkable thing about our debates was not their intensity or their depth, but how much I was learning by listening to him talk.

A strange thing was happening to me. For the girl who had always been staunchly opinionated and stubborn, who had never been one for agreeing with the opposition, who took pride in her ability to stand her ground even when she represented the minority view, compromise suddenly had a new meaning. Its connotation was no longer negative. And, in turn my ability to not only understand but also respect a view contradictory to my own was growing in strength. In order to foster this newfound mind-set, I presented myself with the ultimate challenge. In a moment of excited passion, I logged on to Amazon.com and, for $4.95, ordered a copy of The Communist Manifesto. The little book, with its floppy laminated cover depicting a hammer and a sickle on a glossy black background and plain white block letters spelling out its title with inconspicuous innocence, took its place at the head of my bed, where it resided for the next month. Bit by bit, it began to fill with marks of pensive notation, speckles of yellow appearing in odd places where the highlighter had bled through, its fragile pages curving with the insistent pen marks that filled their margins.

As I devoured the words of Marx and Engels, I realized something remarkable. I’m not going to tell you I agreed with them; in a lot of instances, I didn’t. But I did understand what they were saying, and I was able to respect them both as visionaries and intellectuals. Where the old voice in my head would have said, “Wow, what idiots,” my new voice was open to more than just the fundamental ideas, but the intelligence it must have taken to form them and the thought process behind them.

When I register to vote, I will not be registering as a Democrat. You won’t see me at any PETA meetings, and you certainly won’t hear me speaking fondly about President Obama’s plans for health care. But I can proudly say that The Communist Manifesto taught this Republican what it means to compromise, and to respect.

Lessard's essay “works” and earned its author a spot at Harvard, yet it circumvents a general guideline of college essay writing by speaking directly about politics and religion—albeit in a funny and personal way. Lessard explains humorously and intimately her status as a curious conservative. If one is going to talk about controversial topics like politics in a college essay, avoid entirely (as this essay does—and even if you do make mention of The Communist Manifesto !) providing your own manifesto. The main problem with manifestoes is that they are not personal, but abstract. By contrast, the college essay needs to tell us all about you, ideally in an unforgettable, up-close, down-to-earth way. Nobody wants to read the RNC or DNC policy platform coughed up as an essay. Instead colleges want to get to know the real you.

One way this essay could be improved might include providing more detail about what exactly Lessard found meaningful in the works of Marx and Engels. As it stands, the essay only touches on The Communist Manifesto in a cursory way despite Lessard's reading of that work being pivotal to the arc of the essay. Even another couple of sentences explaining the writer’s “respect” (Is it grudging admiration for the Marxist theory of history? Some element of the text’s social critique?) could deepen the essay’s analysis.

Very effectively, however, Lessard positions herself in this essay as a person on an intellectual journey who is open to new ideas and experiences. This is an excellent posture to demonstrate to an admissions committee. College is all about learning—intellectually, socially, politically, and beyond—and colleges often find students irresistible when they are hellbent on learning to the utmost. Be an intellectual astronaut and demonstrate that in your college essay, as Lessard did quite effectively.

I wrap my scarf more firmly around my neck, feeling the chill of the brisk January air as I trudge my way to practice. The bus stop isn’t actually that far from the pool, but with a heavy backpack and the fancy shoes that my host sister insisted I wear, the three-minute trek seems to last forever. Turning the corner three blocks down, I finally make it to the parking lot and see one of my friends.

“Salut, Thomas.”

He knows that it’s me without even looking. “Salut, Danielle.” He finishes fiddling with his bicycle lock and stands to greet me. I lean in for my customary kiss, and he obliges, bisous-ing me once on each cheek, before we walk toward Piscine Bréquigny together.

Easy conversation flows between us as our well-trained feet follow the paths to our respective changing rooms. I punch in the code on the girls’ side and open the door. Familiar figures stand in various states of undress, and bisous go all around while we change and speculate on the various tortures Marc will put us through today. Then we head down to the pool deck, ready to meet our fates.

I get to our coach first, and mentally switch back into English. “Hey, Marc, what’s up?”

He shrugs. “Fine.”

I laugh and give him a high five, then move on to bisous and ça va? the rest of the boys. When I get to Islem, who is Algerian, the two of us proceed to execute our exceedingly complex non-French secret handshake, recently perfected at Tours during last week’s three-day meet. (We foreigners have to stick together, after all.) We end with a perfect fist bump, and I smirk.

Islem winks back at me. “Et ouais.” That’s how we roll.

Marc eventually yells at us to get to work, and we all start to put on our caps and goggles. I pull out my team cap from home, reflecting on how much I’ve changed since I left. Four months ago, I was mute, standing awkwardly to the side, hoping that English instructions for the new and frightening social interaction would suddenly appear out of thin air. Now, flawless French rolls off my lips as I greet my friends, laughing freely at inside jokes, not thinking twice about kissing swimsuit-clad swimmers on the cheek. I’m not just on the team anymore—I’m part of it, and every single bisous reminds of that fact.

Someone pushes me into the pool and my shriek is swallowed by the water. I surface and swear my revenge, glaring all the while at Pierre, the obvious culprit, who is grinning unabashedly. Then he yelps and falls as he himself is pushed in as well. The whole team eventually follows us into the water to start the day’s warm up, and a small smile, fond and content, flits across my face before I join them.

One of the first pieces of advice that I share about what makes a strong essay is for a student to not overthink it. Not everybody needs to cure a disease by the time they turn 16 or have had a research paper published in a professional journal. Let me get to know who you are as a person – and it’s often the simplest day-to-day stories that help students do this most effectively.

Admittedly, I’m not a big fan of athletes writing about sports (which often come across as thin and cliched) so I was bit trepidatious when I read the opening paragraph. I got over it quickly.

Here are the notes I took while reading this essay:

Opening: Sets the scene effectively, draws me in to want to learn more about her abroad experience, seems very friendly.

Changing room / interplay with team: Comes across as personable with a fun sense of humor. Exchanges with coach and the conversations and handshakes with teammates show adaptability and an ability to bring people together.

Practice / reflection moment: Spending four months away from home can be intimidating for most people, let alone a high schooler, and shows a true sense of commitment and perseverance. At the beginning of her trip she seemed scared and vulnerable but she learned to push past any initial anxiety and now presents herself as self-aware and appreciative.

End: She has grown from this abroad experience and her spirit, likability and sense of camaraderie are evident.

When I read an interesting and descriptive essay like this, it’s almost like I’m drawn into a mini-movie. I want to keep reading to see how things play out. By the end, I feel like I know the student and I have a sense of how their unique personal attributes would make them an appealing candidate to any college admissions officer.

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

A light breeze caressing the cornfield makes it look like a gentle swaying sea of gold under the ginger sun of late summer. A child’s chime-like laughter echoes. As I rush through the cornfield, I hear the rustling of leaves and the murmur of life hidden among the stems that tower over me.

I remember the joy of the day when I solved one of my first difficult combinatorics problems at my parents’ house in the countryside. I felt so exhilarated that I ran outside and into the cornfield. As I was passing row after row of stems, I realized the cornfield was actually a giant matrix with thousands of combinations of possible pathways, just like the combinatorics problem I had just solved. I looked at the sky and I thought about the great mathematicians of the past that contributed so much to this field and about how I have added yet another dimension to my matrix. Suddenly, mathematics appeared to me as a 3D live map where staggering arrays of ideas connect each other by steady flows of sheer wisdom.

Suddenly a loud laughter from the next room wakes me up from my reverie. I am back in my room in the drab dormitory where I lived since I was fifteen. The dim sunset barely lightens up my room, while the cold November wind rushes from the broken-and-mended-with-tape window on the hallway, whistling beneath my door. My roommates haven’t returned yet, and I feel alone and isolated.

In moments such as these I always take out the ultimate weapon against gloominess: the picture of my family. I look at myself, my parents, my little sister, and my grandfather at the countryside, under a clear blue sky, hugging, sharing the joy of being together. It reminds me of the old times, when life was simpler, but it also reminds me of why I came to Bucharest to live in a dormitory. It was because mathematics fascinated me with its beautiful and intricate theories and configurations, and my parents and my family supported me 150 percent. They put in long hours at work to pay for school costs and they selflessly accepted my long absences. I decided then to honor their support, follow our common dream, and become an accomplished mathematician.

Finally today I consider I matched at least an infinitesimal part of my parents’ work. After countless Olympiad stages and fierce selection programs, I managed to win a gold medal at the International Mathematical Olympiad, along with scoring what is called “an ace”: getting gold medals in the National Olympiad, the Balkan Olympiad, and the International Olympiad.

Math, for me, is a vast map of knowledge where theories intersect each other like pathways in a cornfield, and that explains the laws of nature and the universe itself. However, no matter what mathematical sphere shall I soar in, I will always have my family with me and the joy of that day when I was running freely in the cornfield.

Octav’s essay succeeds through its sophisticated use of narrative shift and juxtaposition. He transforms a youthful pastoral image of running through a cornfield into a wholly unexpected and exhilarating mathematical epiphany. The metaphor proves effective by merging his richly tactile experience with a cognitive experience that is maximally abstract: navigating a matrix of thousands of combinatorial pathways. Within this reverie, we see Octav’s intellectual freedom and ability to lose himself in both the contributions of great thinkers and his own original insights.

After leading the reader into his experience of pure mathematical reasoning, the essay takes a deft biographical turn. Through Octav’s austere study in a drab Bucharest boarding school we realize for the first time just how far he has travelled and how much has been sacrificed for his dream of becoming a mathematician. The cornfield takes on further dimensionality, now representing both a nostalgic connection to his family and the unbounded expansiveness that accompanies the life of the mind. When Octav mentions his mathematical “ace” it is almost besides the point–we already wholly believe in the promise of his curiosity-driven journey.

• SUGGESTED TOPICS
• The Magazine
• Newsletters
• Managing Yourself
• Managing Teams
• Work-life Balance
• The Big Idea
• Data & Visuals
• Reading Lists
• Case Selections
• HBR Learning
• Topic Feeds
• Account Settings
• Email Preferences

Build a Corporate Culture That Works

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their culture in such a way that the words become an organizational reality that molds employee behavior as intended.

All too often a culture is described as a set of anodyne norms, principles, or values, which do not offer decision-makers guidance on how to make difficult choices when faced with conflicting but equally defensible courses of action.

The trick to making a desired culture come alive is to debate and articulate it using dilemmas. If you identify the tough dilemmas your employees routinely face and clearly state how they should be resolved—“In this company, when we come across this dilemma, we turn left”—then your desired culture will take root and influence the behavior of the team.

To develop a culture that works, follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value statement.

Start by thinking about the dilemmas your people will face.

Idea in Brief

The problem.

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their corporate culture in such a way that the words become an organizational reality that molds employee behavior as intended.

What Usually Happens

How to fix it.

Follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value.

At the beginning of my career, I worked for the health-care-software specialist HBOC. One day, a woman from human resources came into the cafeteria with a roll of tape and began sticking posters on the walls. They proclaimed in royal blue the company’s values: “Transparency, Respect, Integrity, Honesty.” The next day we received wallet-sized plastic cards with the same words and were asked to memorize them so that we could incorporate them into our actions. The following year, when management was indicted on 17 counts of conspiracy and fraud, we learned what the company’s values really were.

• EM Erin Meyer is a professor at INSEAD, where she directs the executive education program Leading Across Borders and Cultures. She is the author of The Culture Map: Breaking Through the Invisible Boundaries of Global Business (PublicAffairs, 2014) and coauthor (with Reed Hastings) of No Rules Rules: Netflix and the Culture of Reinvention (Penguin, 2020). ErinMeyerINSEAD

Partner Center

• Share full article

Advertisement

Supported by

Harvard Says It Will No Longer Take Positions on Matters Outside of the University

The policy could ease pressure on the school to issue statements on current events. Officials were criticized for their handling of the Oct. 7 Hamas attacks.

By Vimal Patel and Anemona Hartocollis

Harvard said on Tuesday that it would now avoid taking positions on matters that are not “relevant to the core function of the university,” accepting the recommendations of a faculty committee that urged the university to dramatically reduce its messages on issues of the day.

If put into practice, Harvard would no longer issue official statements of empathy, which it did for Ukraine, after the Russian invasion, and for the victims of the Oct. 7 Hamas attacks in Israel, for example.

“In issuing official statements of empathy, the university runs the risk of appearing to care more about some places and events than others,” the report said. “And because few, if any, world events can be entirely isolated from conflicting viewpoints, issuing official empathy statements runs the risk of alienating some members of the community by expressing implicit solidarity with others.”

The university’s Institutional Voice Working Group, made up of eight faculty members, issued the report, with a set of principles and a recommended path forward, which the administration and governing board accepted.

“Harvard isn’t a government,” Noah Feldman, a Harvard law professor and a co-chair of the committee that developed the recommendations, said in an interview with The Harvard Gazette , released Tuesday as part of the university’s announcement. “It shouldn’t have a foreign policy or a domestic policy.”

The report, however, did not fully embrace “institutional neutrality” — a principle promoted by the University of Chicago, in which universities commit to staying out of political and social matters. Some universities, including Stanford University and Northwestern, announced shortly after the Hamas attack that they would adopt the policy.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

• Utility Menu

GA4 Tracking Code - DO NOT REMOVE

Front page site name and logo code, harvard divinity school, site name and logo, prospective students.

• Give to HDS

Harvard Divinity School: rigorous scholarship, supportive community, and real-world experience in religious studies in a richly diverse, nonsectarian setting. Offering Harvard’s unparalleled educational resources to make a world of difference.

Explore Degree Programs

Meet our faculty, connect with admissions, apply to hds.

Current students represent 46 religious traditions (and no tradition) across the US and around the world.

Receive Financial Aid

Most students receive institutional financial aid and are eligible for other support.

Harvard Divinity School students also take courses throughout Harvard University.

Featured Event

'magnify each other's light'.

Marla F. Frederick, Dean of the Faculty of Divinity, John Lord O'Brian Professor of Divinity, and Professor of Religion and Culture, was the faculty speaker during the Multireligious Commencement Service on May 22, 2023.

Latest News from HDS

Harvard Divinity School Names Raúl Zegarra Assistant Professor of Roman Catholic Theological Studies

Harvard Divinity School Appoints Nikki Hoskins Assistant Professor in Religion and Ecology

Photo Essay: Celebrating 2024 Commencement

See All Stories

HDS Events Calendar

Find more events.

Public Events Calendar

Multifaith Calendar

Harvard University Calendar

HDS on Instagram