can you ask rhetorical questions in a college application essay

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What If We Told You Adcoms Cringe When You Ask Rhetorical Questions in Your Essays?

August 21, 2017 :: Admissionado

Why shouldn’t one use rhetorical questions in college application essays?

What’s so wrong with them?

Do college admissions committees really frown when they see a question mark in an essay?

Are you tired of this string of questions?

Do you wonder if we’re going to give you an answer anytime soon?

Don’t worry, we are.

If you haven’t guessed already, using rhetorical questions in your college application essays is one of those cringe-worthy mistakes that can significantly detract from an otherwise stellar essay, and even ding your application.

Why, you ask?

According to admissions consultancy experts it’s all about word count. Application essays almost universally have a pretty tight word limit, meaning every word you put down is valuable, and rhetorical questions are a waste of that precious resource. They don’t tell a story or convey your passion, and they are, by nature, impersonal. This is pretty much the exact opposite of what you want to do in an application essay, especially The Common App … where you should tell a story, share your passions, and get personal.

Even rhetorical questions at their best tend to serve only to introduce a point you are about to make; why not get right to the point? You will save on words, and avoid simply repeating the essay prompt; trust us, the application committee is pretty familiar with the prompt after a few hundred essays.

Besides wasting your valuable words, when you ask a question to introduce a thought this jerks the reader out of the essay by changing the tone and perspective. Suddenly you have shifted from sharing an experience, a belief, or an aspiration, to accosting the reader. Nobody likes to be accosted.

Surely there are exceptions, though, right? Not when it comes to application essays. Save that breaking-the-4th-wall-by addressing-the-audience for your creative writing!

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Rhetorical Questions in Essays: 5 Things you should Know

Rhetorical questions can be useful in writing. So, why shouldn’t you use rhetorical questions in essays?

In this article, I outline 5 key reasons that explain the problem with rhetorical questions in essays.

Despite the value of rhetorical questions for engaging audiences, they mean trouble in your university papers. Teachers tend to hate them.

There are endless debates among students as to why or why not to use rhetorical questions. But, I’m here to tell you that – despite your (and my) protestations – the jury’s in. Many, many teachers hate rhetorical questions.

You’re therefore not doing yourself any favors in using them in your essays.

Rhetorical Question Examples

A rhetorical question is a type of metacommentary . It is a question whose purpose is to add creative flair to your writing. It is a way of adding style to your essay.

Rhetorical questions usually either have obvious answers, or no answers, or do not require an answer . Here are some examples:

• Are you seriously wearing that?
• Do you think I’m that gullible?
• What is the meaning of life?
• What would the walls say if they could speak?

I understand why people like to use rhetorical questions in introductions . You probably enjoy writing. You probably find rhetorical questions engaging, and you want to draw your marker in, engage them, and wow them with your knowledge.

1. Rhetorical Questions in Academic Writing: They Don’t belong.

Rhetorical questions are awesome … for blogs, diaries, and creative writing. They engage the audience and ask them to predict answers.

But, sorry, they suck for essays. Academic writing is not supposed to be creative writing .

Here’s the difference between academic writing and creative writing:

• Supposed to be read for enjoyment first and foremost.
• Can be flamboyant, extravagant, and creative.
• Can leave the reader in suspense.
• Can involve twists, turns, and surprises.
• Can be in the third or first person.
• Readers of creative writing read texts from beginning to end – without spoilers.

Rhetorical questions are designed to create a sense of suspense and flair. They, therefore, belong as a rhetorical device within creative writing genres.

Now, let’s look at academic writing:

• Supposed to be read for information and analysis of real-life ideas.
• Focused on fact-based information.
• Clearly structured and orderly.
• Usually written in the third person language only.
• Readers of academic writing scan the texts for answers, not questions.

Academic writing should never, ever leave the reader in suspense. Therefore, rhetorical questions have no place in academic writing.

Academic writing should be in the third person – and rhetorical questions are not quite in the third person. The rhetorical question appears as if you are talking directly to the reader. It is almost like writing in the first person – an obvious fatal error in the academic writing genre.

Your marker will be reading your work looking for answers , not questions. They will be rushed, have many papers to mark, and have a lot of work to do. They don’t want to be entertained. They want answers.

Therefore, academic writing needs to be straight to the point, never leave your reader unsure or uncertain, and always signpost key ideas in advance.

Here’s an analogy:

• When you came onto this post, you probably did not read everything from start to end. You probably read each sub-heading first, then came back to the top and started reading again. You weren’t interested in suspense or style. You wanted to find something out quickly and easily. I’m not saying this article you’re reading is ‘academic writing’ (it isn’t). But, what I am saying is that this text – like your essay – is designed to efficiently provide information first and foremost. I’m not telling you a story. You, like your teacher, are here for answers to a question. You are not here for a suspenseful story. Therefore, rhetorical questions don’t fit here.

I’ll repeat: rhetorical questions just don’t fit within academic writing genres.

2. Rhetorical Questions can come across as Passive

It’s not your place to ask a question. It’s your place to show your command of the content. Rhetorical questions are by definition passive: they ask of your reader to do the thinking, reflecting, and questioning for you.

Questions of any kind tend to give away a sense that you’re not quite sure of yourself. Imagine if the five points for this blog post were:

• Are they unprofessional?
• Are they passive?
• Are they seen as padding?
• Are they cliché?
• Do teachers hate them?

If the sub-headings of this post were in question format, you’d probably – rightly – return straight back to google and look for the next piece of advice on the topic. That’s because questions don’t assist your reader. Instead, they demand something from your reader .

Questions – rhetorical or otherwise – a position you as passive, unsure of yourself, and skirting around the point. So, avoid them.

3. Rhetorical Questions are seen as Padding

When a teacher reads a rhetorical question, they’re likely to think that the sentence was inserted to fill a word count more than anything else.

>>>RELATED ARTICLE: HOW TO MAKE AN ESSAY LONGER >>>RELATED ARTICLE: HOW TO MAKE AN ESSAY SHORTER

Rhetorical questions have a tendency to be written by students who are struggling to come to terms with an essay question. They’re well below word count and need to find an extra 15, 20, or 30 words here and there to hit that much-needed word count.

In order to do this, they fill space with rhetorical questions.

It’s a bit like going into an interview for a job. The interviewer asks you a really tough question and you need a moment to think up an answer. You pause briefly and mull over the question. You say it out loud to yourself again, and again, and again.

You do this for every question you ask. You end up answering every question they ask you with that same question, and then a brief pause.

Sure, you might come up with a good answer to your rhetorical question later on, but in the meantime, you have given the impression that you just don’t quite have command over your topic.

4. Rhetorical Questions are hard to get right

As a literary device, the rhetorical question is pretty difficult to execute well. In other words, only the best can get away with it.

The vast majority of the time, the rhetorical question falls on deaf ears. Teachers scoff, roll their eyes, and sigh just a little every time an essay begins with a rhetorical question.

The rhetorical question feels … a little ‘middle school’ – cliché writing by someone who hasn’t quite got a handle on things.

Let your knowledge of the content win you marks, not your creative flair. If your rhetorical question isn’t as good as you think it is, your marks are going to drop – big time.

5. Teachers Hate Rhetorical Questions in Essays

This one supplants all other reasons.

The fact is that there are enough teachers out there who hate rhetorical questions in essays that using them is a very risky move.

Believe me, I’ve spent enough time in faculty lounges to tell you this with quite some confidence. My opinion here doesn’t matter. The sheer amount of teachers who can’t stand rhetorical questions in essays rule them out entirely.

Whether I (or you) like it or not, rhetorical questions will more than likely lose you marks in your paper.

Don’t shoot the messenger.

Some (possible) Exceptions

Personally, I would say don’t use rhetorical questions in academic writing – ever.

But, I’ll offer a few suggestions of when you might just get away with it if you really want to use a rhetorical question:

• As an essay title. I would suggest that most people who like rhetorical questions embrace them because they are there to ‘draw in the reader’ or get them on your side. I get that. I really do. So, I’d recommend that if you really want to include a rhetorical question to draw in the reader, use it as the essay title. Keep the actual essay itself to the genre style that your marker will expect: straight up the line, professional and informative text.

“97 percent of scientists argue climate change is real. Such compelling weight of scientific consensus places the 3 percent of scientists who dissent outside of the scientific mainstream.”

The takeaway point here is, if I haven’t convinced you not to use rhetorical questions in essays, I’d suggest that you please check with your teacher on their expectations before submission.

Don’t shoot the messenger. Have I said that enough times in this post?

I didn’t set the rules, but I sure as hell know what they are. And one big, shiny rule that is repeated over and again in faculty lounges is this: Don’t Use Rhetorical Questions in Essays . They are risky, appear out of place, and are despised by a good proportion of current university teachers.

To sum up, here are my top 5 reasons why you shouldn’t use rhetorical questions in your essays:

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
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Can I Use Rhetorical Questions in an Essay (Quick Answer)

by  Antony W

November 1, 2021

A rhetorical question is a powerful literary technique that lets you make a point or add a dramatic effect in an essay.

Unlike a standard question, being rhetoric doesn’t evoke direct response. Rather, it tends to be persuasive in form, and it helps an author shape the way his or her target readers look at an issue or think about a topic.

Given the diversity and flair they add in writing, and the extent to which the engage readers to consider and hypothesize what they just read, can you really use rhetorical questions in an essay or should you avoid them completely?

Can I Use Rhetorical Questions in an Essay?  

It’s not advisable to use rhetorical questions in an essay. While they are perfect for helping you come to grip with the essay topic in question, they’re not useful for the person reading the essay. 

You could include them in the essay as indirect questions, but the best approach is to rephrase the questions into statements or not use them at all. 

To understand why teachers hate rhetorical questions in essays, it’s important to look at the difference between creative and essay writing.

As you can see from the table above, rhetoric questions seek to spark excitement and suspense, which is the exact opposite of what academic writing is all about.

To take this even further, below are reasons why you shouldn’t use rhetorical question in academic writing.

1. Rhetorical Questions Add Unnecessary Words to an Essay 

You don’t have much writing real estate when writing an essay. With a tight word count limit, rhetorical equations are an obvious waste of resources.

Again, questions don’t tell a story, describe your claim, or defend your argument in an essay. And rightly so, they tend to leave readers with more questions than answers. 

2. Rhetorical Questions Introduce Redundancy 

You might think for the moment that rhetorical questions are good for introducing a point. But isn’t it better to get to the point?

Besides, we don’t think that essay readers, from college admissions committee to professors who have dozens of argumentative essays to review even have the patience to read questions you present.

The issue here is rhetorical questions introduce redundancy in the essay, taking up the space that you have otherwise used to explain an idea or an issue better.

Instead of filling the essay with questions, which may leave the reader unsure, go straight to the point and make your ideas clear . 

3. Rhetorical Questions Accost Readers 

Academic writing isn’t your place to ask questions because they change the tone and perspective of an essay just as quickly.

They are passive in form. In other words, using them in academic writing means you’re asking your readers to do the thinking and reflection for you

When you change from answering readers’ most important questions on an issue to questioning them instead, you accost them. Readers don’t appreciate when you aggressively demand something from them.

4. Rhetorical Questions Make Lousy Assumption that a Reader Knows 

While you’re welcome to use rhetorical questions in improving your creative writing , you shouldn’t do in academic writing.

Often with rhetorical questions, writers tend to assume that the audience already know the answer, which may not exactly be the case.

Since we don’t know if a reader knows the answer to a question, it’s best to express the question as a statement or else you risk being misunderstood.

Think about it:

Your instructor gave you an essay assignment because they want to see how you answer the question. In other words, they’re looking for answers, evidence, and arguments to your claim (position). They neither want to be entertained nor left in suspense.

How to Ask Rhetorical Question in an Essay?  

While we generally don’t recommend using rhetoric questions in an essay, there’s one exception to this rule. You can use rhetorical questions:

In the Title of an Essay 

It’s tempting to use rhetorical questions in an essay because they draw in the attention of the reader.

However, they can’t be effective in the body section of the essay, and we’ve already told you why. 

So if you feel the urge to use rhetorical questions, use it as a title for the essay.

In the Introduction of an Essay 

You may use it in the introduction provided you answer the question in the argument.

Notice here that you have to answer the question, not leave the reader to answer it for you.

An effective way to implement this literary device would be to ask the question in the opening paragraph and then use the thesis statement to answer the question before you get to the body part of the essay .

In Argumentative Essays 

Rhetorical questions can be good for persuading a reader to think or act in a certain way. As such, you may use them in writing argumentative essays .

If used correctly, such a question can often strengthen the magnitude of a claim and solidify your position.

However, you really shouldn’t include this kind of writing in your argument or persuasive essay unless it’s absolutely necessary.

Even if you feel like the rhetorical question would sound a lot more readable or convincing, it would be best to rephrase them in complete statements.

Get Essay Writing Help 

With all that said, feel free to get in touch with  Help for Assessment writers  if you need assistance with your essay writing.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Should you use Rhetoric Questions in an Essay?

Rhetorical questions are questions asked to make a point or to create a dramatic effect rather than to get an answer.

Many college professors discourage using rhetorical questions in essays, and the majority agree that they can be used only in specific circumstances.

While they are helpful for the person writing an essay, if you want to include them in an essay, ensure that you rephrase them into a sentence, indirect question, or statement.

It is essential to say that there is only minimal space for including rhetorical questions in academic writing.

This post will help you discover why professors discourage using rhetorical questions in essays and when it is okay to use them. Let's dive in!

Why do professors discourage the use of rhetorical questions in academic papers?

We love rhetorical questions for the flair they add to written pieces. They help authors achieve some sense of style when writing essays. However, since they have an obvious answer, no answer, or require no answer, they have no place in academic writing, not even the essay hooks. They are a way to engage the audience by letting them keep thinking of the answer as they read through your text. Avoid using rhetorical essays in academic writing unless you are doing creative writing. There is no room for suspense in academic writing. Let’s find out why professors discourage them so badly in any form of academic writing, not just essay writing alone!

1. Because they don't belong in academic writing

Rhetorical questions are awesome; they can help engage your readers and keep them interested in your writing. However, they are only perfect for creative writing, diaries, and blogs and are not appropriate for academic writing. This is because academic writing is about logic, facts, and arguments, while rhetorical questions are about entertainment. The two are incompatible; the questions do not belong in academic writing.

Rhetorical questions are typically utilized in creative writing to create flair and suspense. However, academic writing does not need flair or suspense. Because most academic writing assignments are based on facts, evidence, arguments, and analysis. Thus, there is no need for the creation of flair or suspense. In other words, there is no space for rhetorical questions in academic writing.

Another thing that shows that rhetorical questions don't belong in academic writing is that they are usually written in the first person. The fact that they are written in the first person means they do not fit in academic writing, where students are usually urged to write in the third person. So while it is okay for rhetorical questions to feature in creative writing where the author addresses the reader, it is not okay for the questions to feature in academic writing where everything should be matter-of-fact.

Lastly, rhetorical questions do not belong in academic writing because readers of academic works do not expect to see them. When you start reading an academic paper, you expect answers, and you don't expect suspense, flair, or entertainment. Therefore, you will most likely be confused and even upset when you see rhetorical questions in an academic paper.

2. Because they come across as passive

When writing an academic paper as a student, you are expected to show your mastery of the content; you are expected to demonstrate your command of the content. What you are not likely to do is to pose rhetorical questions, and this is because the questions are passive and, therefore, unsuitable for academic papers. Specifically, passive voice is unsuitable for academic papers because it is dull and lazy. What is appropriate and recommended for academic papers is active voice, and this is because it is clear and concise.

You now know why you should not use passive rhetorical questions in academic papers. Another reason why you should not use passive rhetorical questions is that they will make you sound as if you are unsure of yourself. If you are sure about the points and arguments you are making in your paper, you will not ask passive rhetorical questions. Instead, you will develop your paper confidently from the introduction to the conclusion.                  

When you ask your readers passive rhetorical questions, you will make them Google or think about the answer. These are not the things that readers want to be doing when reading academic papers. They want to see well-developed ideas and arguments and be informed, inspired, and educated. Thus, you should spare them the need to do things they do not plan to do by not using rhetorical questions in your academic paper.

3. Because they are seen as padding

When your professor sees a rhetorical question in your essay, they will think you are just trying to fill the minimum word count. In other words, they will think you are trying to cheat the system by filling the word count with an unnecessary sentence. This could lead to you getting penalized, which you do not want for your essay if you are aiming for a top grade.

Why do professors see rhetorical questions as padding? Well, it is because struggling students are the ones who typically use rhetorical questions in their essays. Therefore, when professors see these questions, they assume that the student struggled to meet the word count, so they throw in a few rhetorical questions.            

4. Because they are hard to get right

It is not easy to ask rhetorical questions correctly, especially in essays. This is because there are several things to consider when asking them, including the location, the words, the punctuation, and the answer. Most of the time, when students ask rhetorical questions in their papers, professors roll their eyes because most students ask them wrong.

The correct way to ask a rhetorical question is to ask it in the right place, in the right way, and to use the correct punctuation. You will discover how to do these things in the second half of this post. Don't just ask a rhetorical question for the sake of it; ask only when necessary.

5. Because professors hate them

If the other reasons why professors discourage rhetorical questions have not convinced you to give up on using them, this one should. Professors hate rhetorical questions, and they don't like them because they feel the questions don't belong in academic papers. Therefore, when you use them, you risk irking your professor and increasing your likelihood of getting a lower grade. So if you don't want a lower grade, you should give rhetorical questions a wide berth.

Your professor might love rhetorical questions. However, including rhetorical questions in your essay is a risk you do not want to take. Because your hunch about them liking rhetorical questions might be wrong, resulting in a bad grade for you.

When to use rhetorical questions in academic papers

You now know professors do not like seeing rhetorical questions in academic papers. However, this does not mean you cannot use them. There are situations when it is okay to use rhetorical questions in your academic papers. Below you will discover the instances when it is appropriate to use rhetorical questions in your essays.

1. When introducing your essay

When introducing your essay, you must try to grab the reader's attention with your first two or three sentences. The best way to do this is to use a hook statement – an exciting statement that makes the reader want to read the rest of the paper to find out more. And the best way to write a hook statement is as a rhetorical question.

When you write your hook statement as a rhetorical question, you will make your reader think about the question and the topic before they continue to read your introduction . This will most likely pique their interest in the topic and make them want to read the rest of your essay.

Therefore, instead of starting your essay with a dull and ordinary hook statement, you should start it with a powerful rhetorical question. This will undoubtedly hook your reader. Below is a good example of a rhetorical question hook statement:

Where could the world be without the United Nations?

Starting your essay with the question above will definitely hook any reader and give the reader an idea of the angle you want to take in your essay.

2. When you want to evoke emotions

Most academic papers are supposed to be written in the third person and should also be emotionless, well-organized, and to the point. However, there are some that can be written in the first person. Good examples of such essays include personal essays and reflective essays.

When you are writing personal essays, it is okay to express emotions. And one of the best ways to do it is by using rhetorical questions. These questions are perfect for evoking emotions because they make the reader think and reflect. And making your reader think and reflect is an excellent way to make them relate to your story.

The most appropriate way to use rhetorical questions to evoke emotions is to make your questions target specific feelings such as rage, hope, happiness, sadness, and so on. Targeted questions will help your reader think about certain things and feelings, which will undoubtedly influence what they will feel thereafter. Below is an excellent example of a rhetorical question used to evoke emotions:

Doesn't everyone deserve to be free?

This question makes you feel compassion for those who are not free and makes you think about them and the things they are going through.

3. When you want to emphasize something

Using a rhetorical question to emphasize a point is okay, especially in a personal essay. The right way to do this is to make the statement you want to highlight and ask a rhetorical question immediately after. Emphasizing a statement using a rhetorical question will help drive your message home, and it will also help leave an impact on the reader. Below is an excellent example of a rhetorical question used to emphasize the statement before it:

Nearly 1000 racehorses die or get injured every year. Is the killing and maiming of horses justified in this age of cars and underground trains?

The rhetorical question above brings into sharp focus the statement about the number of horses killed yearly and makes the reader think about the number of horses killed or injured annually.

4. When you want to make a smooth transition

One of the best ways to transition from one topic to the next is by using a rhetorical question. It is essential to transition smoothly from one point to the next if you want your essay to have an excellent flow.

A rhetorical question can help you to make a smooth transition from one point to the next by alerting the reader to a new topic. Below is an excellent example of a rhetorical question used to make a smooth transition from one paragraph to the next:

Did you know malaria remains one of Africa's leading causes of infant mortality? The tropical disease accounted for over half a million infant deaths in 2020.

The statement above smartly alerts the reader about a new topic and introduces it in a smooth and calculated manner.

Mistakes to avoid when using rhetorical questions

If you decide to use rhetorical questions in your essays, there are some mistakes you should avoid.

1. Overusing them

Using rhetorical questions in academic papers is okay, but you should never overuse them. The number of rhetorical questions in your essay should never exceed two, and more than two rhetorical questions are just too many for an essay.

2. Using them in research papers

Research papers are the most formal of academic papers. Most professors who give research paper assignments do not fancy seeing rhetorical questions in them. Therefore, you should never use rhetorical questions in research papers.

3. Never use them as your thesis statement

Your thesis statement should be a statement that is logical, concise, and complete. It should never be a question, let alone a rhetorical one.

As you have discovered in this article, rhetorical questions should ideally not be used in essays. This is because they do not belong, professors hate them, and so on. However, as you have also discovered, there are some situations when it is okay to use rhetorical questions. In other words, you can use rhetorical questions in the right circumstances. The fact that you now know these circumstances should enable you to use rhetorical questions in your essays, if necessary, correctly.

You should talk to us if you are too busy to write your essay or edit it to make it professional enough. Our company provides both essay writing and essay editing services at affordable rates. Contact us today for assistance or simply order your essay using our essay order page.

What are rhetorical questions?

Rhetorical questions are questions asked to make a point rather than to get an answer. They are often used in creative writing to create a dramatic effect or a sense of suspense.

When and how to use rhetorical questions in essays

Professors hate rhetorical questions in essays . You should only use them sparingly and when necessary. Otherwise, you should not use them at all.

What mistakes should you avoid when using rhetorical questions in essays?

You should never use a rhetorical question instead of a good thesis statement . You should also never use a rhetorical question in a research paper.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

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21 Stellar Common App Essay Examples to Inspire Your College Essay

What’s covered:, what makes a good common app essay, is your common app essay strong enough.

When you begin writing your Common App essay, having an example to look at can help you understand how to effectively write your college essay so that it stands apart from others. 

These Common App essay examples demonstrate a strong writing ability and answer the prompt in a way that shows admissions officers something unique about the student. Once you’ve read some examples and are ready to get started, read our step-by-step guide for how to write a strong Common App essay.  

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Read our Common App essay breakdown to get a comprehensive overview of this year’s supplemental prompts.

It’s Personal

The point of the Common App essay is to humanize yourself to a college admissions committee. The ultimate goal is to get them to choose you over someone else! You will have a better chance of achieving this goal if the admissions committee feels personally connected to you or invested in your story. When writing your Common App essay, you should explore your feelings, worldview, values, desires, and anything else that makes you uniquely you.

It’s Not Cliché

It is pretty easy to resort to clichés in college essays. This should be actively avoided! CollegeVine has identified the immigrant’s journey, sports injuries, and overcoming a challenging course as cliché topics . If you write about one of these topics, you have to work harder to stand out, so working with a more nuanced topic is often safer and easier.

It’s Well-Done

Colleges want good writers. They want students who can articulate their thoughts clearly and concisely (and creatively!). You should be writing and rewriting your essays, perfecting them as you go. Of course, make sure that your grammar and spelling are impeccable, but also put in time crafting your tone and finding your voice. This will also make your essay more personal and will make your reader feel more connected to you!

It’s Cohesive

Compelling Common App essays tell a cohesive story. Cohesion is primarily achieved through effective introductions and conclusions , which often contribute to the establishment of a clear theme or topic. Make sure that it is clear what you are getting at, but also don’t explicitly state what you are getting at—a successful essay speaks for itself.

Common App Essay Examples

Here are the current Common App prompts. Click the links to jump to the examples for a specific prompt, or keep reading to review the examples for all the prompts.

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

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

Prompt #3 :  Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Prompt #4 : Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? (NOTE: We only have an example for the old prompt #4 about solving a problem, not this current one)

Prompt #5 :  Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

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

Prompt #7 :  Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Note: Names have been changed to protect the identity of the author and subjects.

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

Prompt #1, example #1.

The room was silent except for the thoughts racing through my head. I led a spade from my hand and my opponent paused for a second, then played a heart. The numbers ran through my mind as I tried to consider every combination, calculating my next move. Finally, I played the ace of spades from the dummy and the rest of my clubs, securing the contract and 620 points when my partner ruffed at trick five. Next board.

It was the final of the 2015 United States Bridge Federation Under-26 Women’s Championship. The winning team would be selected to represent the United States in the world championship and my team was still in the running.

Contract bridge is a strategic and stochastic card game. Players from around the world gather at local clubs, regional events, and, in this case, national tournaments.

Going into the tournament, my team was excited; all the hours we had put into the game, from the lengthy midnight Skype sessions spent discussing boards to the coffee shop meetings spent memorizing conventions together, were about to pay off.

Halfway through, our spirits were still high, as we were only down by fourteen international match points which, out of the final total of about four hundred points, was virtually nothing and it was very feasible to catch up. Our excitement was short-lived, however, as sixty boards later, we found that we had lost the match and would not be chosen as the national team.

Initially, we were devastated. We had come so close and it seemed as if all the hours we had devoted to training had been utterly wasted. Yet as our team spent some time together reflecting upon the results, we gradually realized that the true value that we had gained wasn’t only the prospect of winning the national title, but also the time we had spent together exploring our shared passion. I chatted with the winning team and even befriended a few of them who offered us encouragement and advice.

Throughout my bridge career, although I’ve gained a respectable amount of masterpoints and awards, I’ve realized that the real reward comes from the extraordinary people I have met. I don’t need to travel cross-country to learn; every time I sit down at a table whether it be during a simple club game, a regional tournament or a national event, I find I’m always learning. 

I nod at the pair that’s always yelling at each other. They teach me the importance of sportsmanship and forgiveness.

I greet the legally blind man who can defeat most of the seeing players. He reminds me not to make excuses.

I chat with the friendly, elderly couple who, at ages ninety and ninety-two, have just gotten married two weeks ago. They teach me that it’s never too late to start anything.

I talk to the boy who’s attending Harvard and the girl who forewent college to start her own company. They show me that there is more than one path to success.

I congratulate the little kid running to his dad, excited to have won his very first masterpoints. He reminds me of the thrill of every first time and to never stop trying new things.

Just as much as I have benefitted from these life lessons, I aspire to give back to my bridge community as much as it has given me. I aspire to teach people how to play this complicated yet equally as exciting game. I aspire to never stop improving myself, both at and away from the bridge table.

Bridge has given me my roots and dared me to dream. What started as merely a hobby has become a community, a passion, a part of my identity. I aspire to live selflessly and help others reach their goals. I seek to take risks, embrace all results, even failure, and live unfettered from my own doubt.

This student draws readers in with a strong introduction. The essay starts ambiguous—“I led with a spade”—then intrigues readers by gradually revealing more information and details. This makes the reader want to keep reading (which is super important!) As the writer continues, there is a rather abrupt tone shift from suspenseful to explanatory with statements like “It was the final of the 2015 United States Bridge Federation Under-26 Women’s Championship” and “Contract bridge is a strategic and stochastic card game.” If you plan to start with an imagery-heavy, emotional, suspenseful, or dramatic introduction, you will need to transition to the content of your essay in a way that does not feel abrupt. 

You will often hear that essays need to “show, not tell.” This essay actually does both. First, the student tells readers the importance of bridge, saying “we gradually realized that the true value that we had gained wasn’t only the prospect of winning the national title, but also the time we had spent together exploring our shared passion” and “I’ve realized that the real reward comes from the extraordinary people I have met.” Then, the student shows the lessons they have learned from bridge through a series of parallel sentences: “I nod… sportsmanship and forgiveness” “I greet… not to make excuses” “I chat… it’s never too late to start anything” and so on. This latter strategy is much more effective than the former and is watered down because the student has already told us what we are supposed to get out of these sentences. Remember that your readers are intelligent and can draw their own conclusions. Avoid summarizing the moral of your story for them!

Overall, this essay is interesting and answers the prompt. We learn the importance of bridge to this student. The student has a solid grasp of language, a high-level vocabulary, and a valuable message, though they would be better off if they avoided summarizing their point and created more seamless transitions. 

Prompt #1, Example #2

Growing up, I always wanted to eat, play, visit, watch, and be it all: sloppy joes and spaetzle, Beanie Babies and Steiff, Cape Cod and the Baltic Sea, football and fussball, American and German.

My American parents relocated our young family to Berlin when I was three years old. My exposure to America was limited to holidays spent stateside and awfully dubbed Disney Channel broadcasts. As the few memories I had of living in the US faded, my affinity for Germany grew. I began to identify as “Germerican,” an ideal marriage of the two cultures. As a child, I viewed my biculturalism as a blessing. I possessed a native fluency in “Denglisch” and my family’s Halloween parties were legendary at a time when the holiday was just starting to gain popularity outside of the American Sector.

Insidiously, the magic I once felt in loving two homes was replaced by a deep-­rooted sense of rootlessness. I stopped feeling American when, while discussing World War II with my grandmother, I said “the US won.” She corrected me, insisting I use “we” when referring to the US’s actions. Before then, I hadn’t realized how directly people associated themselves with their countries. I stopped feeling German during the World Cup when my friends labeled me a “bandwagon fan” for rooting for Germany. Until that moment, my cheers had felt sincere. I wasn’t part of the “we” who won World Wars or World Cups. Caught in a twilight of foreign and familiar, I felt emotionally and psychologically disconnected from the two cultures most familiar to me.

After moving from Berlin to New York at age fifteen, my feelings of cultural homelessness thrived in my new environment. Looking and sounding American furthered my feelings of dislocation. Border patrol agents, teachers, classmates, neighbors, and relatives all “welcomed me home” to a land they could not understand was foreign to me. Americans confused me as I relied on Urban Dictionary to understand my peers, the Pledge of Allegiance seemed nationalistic, and the only thing familiar about Fahrenheit was the German after whom it was named. Too German for America and too American for Germany, I felt alienated from both. I wanted desperately to be a member of one, if not both, cultures.

During my first weeks in Scarsdale, I spent my free time googling “Berlin Family Seeks Teen” and “New Americans in Scarsdale.” The latter search proved most fruitful: I discovered Horizons, a nonprofit that empowers resettled refugees, or “New Americans,” to thrive. I started volunteering with Horizon’s children’s programs, playing with and tutoring young refugees.

It was there that I met Emily, a twelve­-year-­old Iraqi girl who lived next to Horizons. In between games and snacks, Emily would ask me questions about American life, touching on everything from Halloween to President Obama. Gradually, my confidence in my American identity grew as I recognized my ability to answer most of her questions. American culture was no longer completely foreign to me. I found myself especially qualified to work with young refugees; my experience growing up in a country other than that of my parents’ was similar enough to that of the refugee children Horizons served that I could empathize with them and offer advice. Together, we worked through conflicting allegiances, homesickness, and stretched belonging.

Forging a special, personal bond with young refugees proved a cathartic outlet for my insecurities as it taught me to value my past. My transculturalism allowed me to help young refugees integrate into American life, and, in doing so, I was able to adjust myself. Now, I have an appreciation of myself that I never felt before. “Home” isn’t the digits in a passport or ZIP code but a sense of contentedness. By helping a young refugee find comfort, happiness, and home in America, I was finally able to find those same things for myself.

Due to their endearing (and creative) use of language—with early phrases like “sloppy joes and spaetzle” as well as  “Germerican” and “Denglisch”—readers are inclined to like this writer from the get-go. Though the essay shifts from this lighthearted introduction to more serious subject matter around the third paragraph, the shift is not abrupt or jarring. This is because the student invites readers to feel the transition with them through their inclusion of various anecdotes that inspired their “feelings of cultural homelessness.” And our journey does not end there—we go back to America with the student and see how their former struggles become strengths.

Ultimately, this essay is successful due to its satisfying ending. Because readers experience the student’s struggles with them, we also feel the resolution. The conclusion of this essay is a prime example of the “Same, but Different” technique described in our article on How to End Your College Essay . As the student describes how, in the end, their complicated cultural identity still exists but transitions to a source of strength, readers are left feeling happy for the student. This means that they have formed a connection with the student, which is the ultimate goal!

Prompt #1, Example #3

“1…2…3…4 pirouettes ! New record!” My friends cheered as I landed my turns. Pleased with my progress, I gazed down at my worn-out pointe shoes. The sweltering blisters, numbing ice-baths, and draining late-night practices did not seem so bad after all. Next goal: five turns.

For as long as I can remember, ballet, in all its finesse and glamor, had kept me driven day to day. As a child, the lithe ballerinas, donning ethereal costumes as they floated across the stage, were my motivation. While others admired Messi and Adele, I idolized Carlos Acosta, principal dancer of the Royal Ballet. 

As I devoted more time and energy towards my craft, I became obsessed with improving my technique. I would stretch for hours after class, forcing my leg one inch higher in an effort to mirror the Dance Magazine cover girls . I injured my feet and ruined pair after pair of pointe shoes, turning on wood, cement, and even grass to improve my balance as I spun. At competitions, the dancers with the 180-degree leg extensions, endless turns, and soaring leaps—the ones who received “Bravos!” from the roaring audience—further pushed me to refine my skills and perfect my form. I believed that, with enough determination, I would one day attain their level of perfection. Reaching the quadruple- pirouette milestone only intensified my desire to accomplish even more. 

My efforts seemed to have come to fruition two summers ago when I was accepted to dance with Moscow’s Bolshoi Ballet at their renowned New York City summer intensive. I walked into my first session eager to learn from distinguished ballet masters and worldly dancers, already anticipating my improvement. Yet, as I danced alongside the accomplished ballerinas, I felt out of place. Despite their clean technique and professional training, they did not aim for glorious leg extensions or prodigious leaps. When they performed their turn combinations, most of them only executed two turns as I attempted four. 

“Dancers, double- pirouettes only.” 

Taken aback and confused, I wondered why our teacher expected so little from us. The other ballerinas seemed content, gracing the studio with their simple movements. 

As I grew closer with my Moscow roommates, I gradually learned that their training emphasized the history of the art form instead of stylistic tricks. Rather than show off their physical ability, their performances aimed to convey a story, one that embodied the rich culture of ballet and captured both the legacy of the dancers before them and their own artistry. As I observed my friends more intently in repertoire class, I felt the pain of the grief-stricken white swan from Swan Lake , the sass of the flirtatious Kitri from Don Quijote, and I gradually saw what I had overlooked before. My definition of talent had been molded by crowd-pleasing elements—whirring pirouettes , gravity-defying leaps, and mind-blowing leg extensions. This mindset slowly stripped me from the roots of my passion and my personal connection with ballet. 

With the Bolshoi, I learned to step back and explore the meaning behind each step and the people behind the scenes. Ballet carries history in its movements, from the societal values of the era to each choreographer’s unique flair. As I uncovered the messages behind each pirouette, kick, and jump, my appreciation for ballet grew beyond my obsession with raw athleticism and developed into a love for the art form’s emotive abilities in bridging the dancers with the audience. My journey as an artist has allowed me to see how technical execution is only the means to a greater understanding between dancer and spectator, between storyteller and listener. The elegance and complexity of ballet does not revolve around astonishing stunts but rather the evocative strength and artistry manifested in the dancer, in me. It is the combination of sentiments, history, tradition, and passion that has allowed ballet and its lessons of human connection to become my lifestyle both on and off stage.

The primary strength of this essay is the honesty and authenticity of the student’s writing. It is purposefully reflective. Intentional language creates a clear character arc that begins with an eager young ballerina and ends with the student reflecting on their past. 

Readers are easily able to picture the passion and intensity of the young dancer through the writer’s engagement with words like “obsessed,” “forcing,” and “ruined” in the second paragraph. Then, we see how intensity becomes pride as they “wondered why our teacher expected so little from us.” And ultimately, we see the writer humbled as they are exposed to the deeper meaning behind what they have worked so hard for. This arc is outstanding, and the student’s musings about ballet in the concl usion position them as vulnerable and reflective (and thus, appealing to admissions officers!)

The main weakness of this essay (though this is a stellar essay) is its formulaic beginning. While dialogue can be an effective tool for starting your essay, this student’s introduction feels a bit stilted as the dialogue does not match the overall reflective tone of the essay. Perhaps, in place of “Next goal: five turns,” the student could have posed a question or foreshadowed the growth they ultimately describe.

Prompt #1, Example #4

My paintbrush dragged a flurry of acrylic, the rich colors attaching to each groove in my canvas’s texture. The feeling was euphoric.

From a young age, painting has been my solace. Between the stress of my packed high school days filled with classes and extracurriculars, the glide of my paintbrush was my emotional outlet.

I opened a fresh canvas and began. The amalgamation of assorted colors in my palette melded harmoniously: dark and light, cool and warm, brilliant and dull. They conjoined, forming shades and surfaces sharp, smooth, and ridged. The textures of my paint strokes — powdery, glossy, jagged — gave my painting a tone, as if it had a voice of its own, sometimes shrieking, sometimes whispering.

Rough indigo blue. The repetitive upward pulls of my brush formed layers on my canvas. Staring into the deep blue, I felt transported to the bottom of the pool I swim in daily. I looked upward to see a layer of dense water between myself and the person I aspire to be, an ideal blurred by filmy ripples. Rough blue encapsulates my amorphous, conflicting identity, catalyzed by words spewed by my peers about my “oily hair” and “smelly food”. They caused my ever present disdain toward cultural assemblies; the lehenga I wore felt burdensome. My identity quivers like the indigo storm I painted — a duel between my self-deprecating, validation-seeking self, and the proud self I desire to be. My haphazard paint strokes released my internal turbulence.

Smooth orange-hued green. I laid the color in melodious strokes, forming my figure. The warmer green transitions from the rough blue — while they share elements, they also diverge. My firm brushstrokes felt like the way I felt on my first day as a media intern at KBOO, my local volunteer-driven radio station, committed to the voices of the marginalized. As a naturally introverted speaker, I was forced out of my comfort zone when tasked with documenting a KBOO art exhibition for social media, speaking with hosts to share their diverse, underrepresented backgrounds and inspirations. A rhythmic green strength soon shoved me past internal blue turbulence. My communication skills which were built by two years of Speech and Debate unleashed — I recognized that making a social change through media required amplifying unique voices and perspectives, both my own and others. The powerful green strokes that fill my canvas entrench my growth.

Bright, voluminous coral, hinted with magenta and yellow. I dabbed the color over my figure, giving my painting dimension. The paint, speckled, added depth on every inch it coated. As I moved the color in random but purposeful movements, the vitality ushered into my painting brought a smile across my face. It reminded me of the encounters I had with my cubicle-mate in my sophomore year academic autism research internship, seemingly insignificant moments in my lifelong journey that, in retrospect, wove unique threads into my tapestry. The kindness she brought into work inspired my compassion, while her stories of struggling with ADHD in the workplace bolstered my empathy towards different experiences. Our conversations added blobs of a nonuniform bright color in my painting, binding a new perspective in me.

I added in my final strokes, each contributing an element to my piece. As I scanned my canvas, I observed these elements. Detail added nuance into smaller pictures; they embodied complexities within color, texture, and hue, each individually delivering a narrative. But together, they formed a piece of art— art that could be interpreted as a whole or broken apart but still delivering as a means of communication.

I find beauty in media because of this. I can adapt a complex narrative to be deliverable, each component telling a story. Appreciating these nuances — the light, dark, smooth, and rough — has cultivated my growth mindset. My life-long painting never finishes. It is ever-expanding, absorbing the novel textures and colors I encounter daily.

This essay is distinct from others due to its melodic, lyrical form. This is primarily achieved because the student’s form follows the movements of the paintbrush that they use to scaffold their essay. As readers, we simply flow through the essay, occasionally picking up bits of information about its creator. Without even realizing it, by the end of the essay, admissions officers will know that this student is a swimmer, was in Speech and Debate, is Indian, and has had multiple internships.

A major strength of this essay is the command of language that the student demonstrates. This essay was not simply written, it was crafted. Universities are, of course, interested in the talents, goals, and interests of applicants, but an essay being well-written can be equally important. Writing skills are important because your reader will not learn about your talents, goals, and interests if they aren’t engaged in your essay, but they are also important because admissions officers know that being able to articulate your thoughts is important for success in all future careers.

While this essay is well-written, there are a few moments where it falls out of the flow and feels more like a student advertising their successes. For example, the phrases “media intern at KBOO” and “autism research internship” work better on a resume than they do in this essay. Admissions officers have a copy of your resume and can check your internship experiences after reading your essay! If you are going to use a unique writing style or narrative form, lean into it; don’t try to hybridize it with the standard college essay form. Your boldness will be attractive to admissions officers.

Readers are easily able to picture the passion and intensity of the young dancer through the writer’s engagement with words like “obsessed,” “forcing,” and “ruined” in the second paragraph. Then, we see how intensity becomes pride as they “wondered why our teacher expected so little from us.” And ultimately, we see the writer humbled as they are exposed to the deeper meaning behind what they have worked so hard for. This arc is outstanding, and the student’s musings about ballet in the conclusion position them as vulnerable and reflective (and thus, appealing to admissions officers!)

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

Prompt #2, example #1.

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

Here is a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful Common App essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.

Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.

The only part of this essay that could use a bit of work is the introduction. A short introduction can be effective, but this short first paragraph feels thrown in at the last minute and like it is missing its second half. If you are keeping your introduction short, make it matter.

Prompt #2, Example #2

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This Common App essay is well-written. The student is showing the admissions officers their ability to articulate their points beautifully and creatively. It starts with vivid images like that of the “rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free.” And because the prose is flowery, the writer can get away with metaphors like “I knew the cracks of the earth like the scars on my own rough palms” that might sound cheesy without the clear command of the English language that the writer quickly establishes.

In addition to being well-written, this essay is thematically cohesive. It begins with the simple introduction “Fire!” and ends with the following image: “When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.” This full-circle approach leaves readers satisfied and impressed.

While dialogue often comes off as cliche or trite, this student effectively incorporates their family members saying “Where’s the fire, Princess Clara?” This is achieved through the apt use of the verb “taunted” to characterize the questioning and through the question’s thematic connection to the earlier image of the student as a rustic princess. Similarly, rhetorical questions can feel randomly placed in essays, but this student’s inclusion of the questions “Was I so dainty?” and “Was I that incapable?” feels perfectly justified after they establish that they were pondering their failure.

Quite simply, this essay shows how quality writing can make a simple story outstandingly compelling.

Prompt #2, Example #3

The muffled voices behind thin walls heralded trouble.

They were fighting about money.

It wasn’t the first time this had happened and it wasn’t going to be the last. It was one of those countless nights I had to spend curled up under the blanket while pretending to be asleep. My father had been unemployed for five years now, and my mother, a local kindergarten teacher, was struggling to support the family alone. Our situation was bleak: Savings had run out and my parents could no longer hide our lack of money from me. To make matters worse, I was a few weeks away from starting high school, which would inevitably lead to college, yet another financial stressor for my family.

The argument didn’t sound like it would end soon.

“Why did you spend money on that?” my mother said, with an elongated sigh.

“I had to,” my father said, decidedly.

Every fight over the years had left me in despair and the idea of going through another fight daunted me. I had looked forward to my teen years all my life, an age that allows, for the first time, more responsibility. Indeed, after this fateful night, after my fourteenth birthday, I felt a mounting responsibility to help my family, and started brainstorming.

Always being fascinated by computers, I spent my childhood burying myself under computer cabinets, experimenting with computer parts. Naturally, I wondered if my skills in this area might be marketable.

The next morning, my friend, Naba, mentioned that her computer wasn’t working. A tuk-tuk ride later, and I was at her doorstep, and her mother was leading me to her room. I was off to work: I began examining her computer, like a surgeon carefully manages his scalpels and tools. A proper diagnosis was not far from reach, as I realized a broken pin in her computer’s SATA slot. After an hour of work, and a short trip to the hardware store, I successfully fixed the computer. To my pleasant surprise, Naba’s mother drew out two fresh 500 Rupee notes. One covered the cost of the parts I bought and the other was a token of appreciation. Bidding her goodbye, I went straight back home and put one of the 500 Rupee notes inside my family’s “savings-jar.”

Later that day, I devised a plan. I told my friends to spread the word that I was available to fix computers. At first, I got only one or two calls per week. I would pick up the computer from my client’s home, fix it quickly, and return it, thus earning myself a commission. While I couldn’t market my services at a competitive price, because I wasn’t able to buy the parts wholesale, I compensated by providing convenience. All my clients had to do was call me once and the rest was taken care of. Thus, my business had the best customer service in town.

At the beginning of my junior year, after two years of expanding my business through various avenues, I started buying computer parts from hardware suppliers in bulk at a cheaper rate. My business grew exponentially after that. 

Before long, I was my town’s go-to tech person. In this journey throughout high school, I started realizing that I had to create my own opportunities and not just curl up under a blanket, seeking only comfort, as I used to. Interacting with people from all walks of life became my forte and a sense of work ethic developed in me. My business required me to be an all-rounder– have the technical skills, be an easily approachable person, and manage cash flow. Slowly becoming better at this, I even managed to sway admins of a local institution to outsource their computer hardware purchases and repairs through me. As my business upsized throughout the years, I went from being helpless to autonomous – the teenager I always aspired to be.

This essay truly feels like a story—almost making you forget you are reading a college essay. The student’s voice is strong throughout the entire essay and they are able to give us insight into their thoughts, feelings, and motivations at every step of the story. Letting the reader into personal challenges like financial struggles can be daunting in a college essay, but the way this student used that setback to establish an emotional ethos to their narrative was well done.

Because the essay is essentially just telling a story, there’s a very natural flow that makes it enjoyable and easy to read. The student establishes the conflict at the beginning, then describes their solution and how they implemented it, and finally concludes with the lessons they took away from this experience. Transitions at the beginning of paragraphs effortlessly show the passage of time and how the student has progressed through the story.

Another reason this essay is so successful is because of the abundance of details. The reader truly feels like they are hiding in the room with the student as their parents yell because of the inclusion of quotes from the argument. We understand the precision and care they have for fixing computers because of the allusion to a surgeon with their scalpel. Not only does this imagery make the story more enticing, it also helps the reader gain a deeper appreciation for the type of person this student is and the adversity they have overcome.

If there were one thing this essay could do to improve, it would be to include a resolution to the conflict from the beginning. The student tells us how this business helped them grow as a person, but we don’t ever get to find out if they were able to lessen the financial burden on their parents or if they continued to struggle despite the student working hard. It doesn’t have to be a happy ending, but it would be nice to return to the conflict and acknowledge the effect they had on it, especially since this prompt is all about facing challenges.

Prompt #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Prompt #3, example #1.

When I was younger, I was adamant that no two foods on my plate touch. As a result, I often used a second plate to prevent such an atrocity. In many ways, I learned to separate different things this way from my older brothers, Nate and Rob. Growing up, I idolized both of them. Nate was a performer, and I insisted on arriving early to his shows to secure front row seats, refusing to budge during intermission for fear of missing anything. Rob was a three-sport athlete, and I attended his games religiously, waving worn-out foam cougar paws and cheering until my voice was hoarse. My brothers were my role models. However, while each was talented, neither was interested in the other’s passion. To me, they represented two contrasting ideals of what I could become: artist or athlete. I believed I had to choose.

And for a long time, I chose athlete. I played soccer, basketball, and lacrosse and viewed myself exclusively as an athlete, believing the arts were not for me. I conveniently overlooked that since the age of five, I had been composing stories for my family for Christmas, gifts that were as much for me as them, as I loved writing. So when in tenth grade, I had the option of taking a creative writing class, I was faced with a question: could I be an athlete and a writer? After much debate, I enrolled in the class, feeling both apprehensive and excited. When I arrived on the first day of school, my teacher, Ms. Jenkins, asked us to write down our expectations for the class. After a few minutes, eraser shavings stubbornly sunbathing on my now-smudged paper, I finally wrote, “I do not expect to become a published writer from this class. I just want this to be a place where I can write freely.”

Although the purpose of the class never changed for me, on the third “submission day,” – our time to submit writing to upcoming contests and literary magazines – I faced a predicament. For the first two submission days, I had passed the time editing earlier pieces, eventually (pretty quickly) resorting to screen snake when hopelessness made the words look like hieroglyphics. I must not have been as subtle as I thought, as on the third of these days, Ms. Jenkins approached me. After shifting from excuse to excuse as to why I did not submit my writing, I finally recognized the real reason I had withheld my work: I was scared. I did not want to be different, and I did not want to challenge not only others’ perceptions of me, but also my own. I yielded to Ms. Jenkin’s pleas and sent one of my pieces to an upcoming contest.

By the time the letter came, I had already forgotten about the contest. When the flimsy white envelope arrived in the mail, I was shocked and ecstatic to learn that I had received 2nd place in a nationwide writing competition. The next morning, however, I discovered Ms. Jenkins would make an announcement to the whole school exposing me as a poet. I decided to own this identity and embrace my friends’ jokes and playful digs, and over time, they have learned to accept and respect this part of me. I have since seen more boys at my school identifying themselves as writers or artists.

I no longer see myself as an athlete and a poet independently, but rather I see these two aspects forming a single inseparable identity – me. Despite their apparent differences, these two disciplines are quite similar, as each requires creativity and devotion. I am still a poet when I am lacing up my cleats for soccer practice and still an athlete when I am building metaphors in the back of my mind – and I have realized ice cream and gummy bears taste pretty good together.

This essay is cohesive as it centers around the theme of identity and the ability for two identities to coexist simultaneously (an interesting theme!). It uses the Full Circle ending strategy as it starts with a metaphor about food touching and ends with “I have realized ice cream and gummy bears taste pretty good together.”

The main issue with this essay is that it could come off as cliché, which could be irritating for admissions officers. The story described is notably similar to High School Musical (“I decided to own this identity and embrace my friends’ jokes and playful digs, and over time, they have learned to accept and respect this part of me”) and feels slightly overstated. 

At times, this essay is also confusing. In the first paragraph, it feels like the narrative is actually going to be about separating your food (and is somehow going to relate to the older brothers?). It is not entirely clear that this is a metaphor. Also, when the writer references the third submission day and then works backward to explain what a submission day is and that there are multiple throughout the semester, the timeline gets unnecessarily confusing. Reworking the way this paragraph unfolded would have been more compelling and less distracting.

Overall, this essay was interesting but could have been more polished to be more effective.

Prompt #3, Example #2

I walked into my middle school English class, and noticed a stranger behind my teacher’s desk. “Hello,” she said. “Today I will be your substitute teacher.” I groaned internally. “Let me start off by calling roll. Ally?” “Here!” exclaimed Ally. “Jack?” “Here.” “Rachel?” “Here.” “Freddie?” “Present.” And then– “…?” The awkward pause was my cue. “It’s Jasina,” I started. “You can just call me Jas. Here.” “Oh, Jasina. That’s unique.” The word “unique” made me cringe. I slumped back in my seat. The substitute continued calling roll, and class continued as if nothing had happened. Nothing had happened. Just a typical moment in a middle school, but I hated every second of it.

My name is not impossible to pronounce. It appears challenging initially, but once you hear it, “Jas-een-a”, then you can manage it. My nickname, Jas (pronounced “Jazz”), is what most people call me anyway, so I don’t have to deal with mispronunciation often. I am thankful that my parents named me Jasina (a Hebrew name), but whenever someone hears my name for the first time, they comment, and I assume they’re making assumptions about me. “Wow, Jas is a cool name.” She must be pretty cool.“I’ve never heard the name Jasina before.” She must be from somewhere exotic. “Jas, like Jazz?” She must be musical and artsy. None of these assumptions are bad, but they all add up to the same thing: She must be unique. 

When I was little, these sentiments felt more like commands than assumptions. I thought I had to be the most unique child of all time, which was a daunting task, but I tried. I was the only kid in the second grade to color the sun red. I knew it was really yellow, but you could always tell which drawings were mine. During snack time, we could choose between apple juice and grape juice. I liked apple juice more, but if everyone else was choosing apple, then I had to choose grape. This was how I lived my life, and it was exhausting. I tried to continue this habit into middle school, but it backfired. When everyone became obsessed with things like skinny jeans and Justin Bieber and blue mascara (that was a weird trend), my resistance of the norm made me socially awkward. I couldn’t talk to people about anything because we had nothing in common. I was too different. 

After 8th grade, I moved to Georgia, and I was dreading being the odd one out among kids who had grown up together. Then I discovered that my freshman year would be Cambridge High School’s inaugural year. Since there were students coming in from 5 different schools, there was no real sense of “normal”. I panicked. If there was no normal, then how could I be unique? That’s when I realized that I had spent so much energy going against the grain that I had no idea what my true interests were or what I really cared about. 

It was time to find out. I stopped concentrating on what everyone else was doing and started to focus on myself. I joined the basketball team, I performed in the school musical, and I enrolled in Chorus, all of which were firsts for me. I took art classes, joined clubs, and did whatever I thought would make me happy. And it paid off. I was no longer socially awkward. In fact, because I was involved in so many unrelated activities, I was socially flexible. My friends and I had things in common, but there was no one who could say that I was exactly like anyone else. I had finally become my own person.

My father named me Jasina because he wanted my nickname to be “Jazz.” According to Webster, “jazz” is “music characterized by syncopated rhythms, improvisation, and deliberate distortions of pitch.” Basically, jazz is music that is off-beat and unpredictable. It cannot be strictly defined. 

That sounds about right. 

Right off the bat, this essay starts extremely strong. The description of attendance in a class with ample quotes, awkward pauses, and the student’s internal dialogue immediately puts us in the middle of the action and establishes a lot of sympathy for this student before we’ve learned anything else. 

The strength of this essay continues into the second paragraph where the use of quotes, italics, and interjections from the student continues. All of these literary tools help the student express her voice and allow the reader to understand what this student goes through on a daily basis. Rather than just telling the reader people make assumptions about her name, she shows us what these assumptions look and sound like, and exactly how they make her feel.

The essay further shows us how the student approached her name by providing concrete examples of times she’s been intentionally unique throughout her life. Describing her drawing red suns and choosing grape juice bring her personality to life and allow her to express her deviance from the “norm” in a much more engaging and visual way than simply telling the reader she would go against the grain to be different on purpose.

One part of the essay that was a bit weaker than the others was the paragraph about her in high school. Although it was still well written and did a nice job of demonstrating how she got involved in multiple groups to find her new identity, it lacked the same level of showing employed in previous paragraphs. It would have been nice to see what “socially flexible” means either through a conversation she had with her friends or an example of a time she combined her interests from different groups in a way that was uniquely her.

The essay finishes off how it started: extremely strong. Taking a step back to fully explain the origin of her name neatly brings together everything mentioned in this essay. This ending is especially successful because she never explicitly states that her personality aligns with the definition of jazz. Instead, she relies on the points she has made throughout the essay to stick in the reader’s memory so they are able to draw the connection themselves, making for a much more satisfying ending for the reader.

Prompt #4 (OLD PROMPT; NOT THE CURRENT PROMPT): Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

Prompt #4, example #1.

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” 

Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation. 

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one. 

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand. 

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one. 

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself. 

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith. 

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities. 

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension. 

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities. 

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay is great because it has a strong introduction and a strong conclusion. The introduction is notably suspenseful and draws readers into the story. Because we know it is a college essay, we can assume that the student is one of the competitors, but at the same time, this introduction feels intentionally ambiguous as if the writer could be a competitor, a coach, a sibling of a competitor, or anyone else in the situation.

As we continue reading the essay, we learn that the writer is, in fact, the competitor. Readers also learn a lot about the student’s values as we hear their thoughts: “I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was.” Ultimately, the conflict and inner and outer turmoil is resolved through the “Same, but Different” ending technique as the student places themself in the same environment that we saw in the intro, but experiencing it differently due to their actions throughout the narrative. This is a very compelling strategy!

The main weakness of this essay is that it is slightly confusing at times—how the other students found coaches feels unintentionally under-explained (a simple phrase like “through pleading and attracting sympathy” in the fourth paragraph could have served the writer well) and a dojang is never defined. Additionally, the turn of the essay or “volta” could’ve packed a bigger punch. It is put quite simply with “I soon realized that I would have become the coach myself.” A more suspenseful reveal could’ve served the author well because more drama did come later.

Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Prompt #5, example #1.

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This essay feels real and tells readers a lot about the writer. To start at the beginning, the intro is 10/10. It has drama, it has emotions, and it has the reader wanting more.

And, when you keep going, you get to learn a lot about a very resilient and mature student. Through sentences like “I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover” and “Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities,” the reader shows us that they are aware of their resilience and maturity, but are not arrogant about it. It is simply a fact that they have proven!

Sometimes writing about adversity can feel exploitative or oddly braggy. This student backs up everything they say with anecdotes that prove and show their strength and resilience, rather than just claiming their strengths. When I read this essay, I want to cheer for its writer! And I want to be able to continue cheering for them (perhaps, if I were an admissions officer, that would make me want them at my school!).

Prompt #5, Example #2

Armed with a red pen, I slowly walked across the room to a small, isolated table with pink stools. Swinging her legs, my young student beamed and giggled at me, slamming her pencil bag on the table and bending over to pick up one of her toys. Natalie always brought some new toy with her to lessons—toys which I would sternly take away from her and place under the table until she finished her work. At the tutoring center where I work, a strict emphasis on discipline leaves no room for paper crowns or rubber chickens. 

Today, she had with her a large stuffed eagle from a museum. As she pulled out her papers, I slid the eagle to the other side of the table. She looked eagerly around, attempting to chat with other students as I impatiently called her attention to her papers. “I should name my eagle,” she chimed, waving her pencil in the air. I cringed—there was no wondering why Natalie always had to sit by herself. She was the antithesis of my academic values, and undoubtedly the greatest adversary of my teaching style.  

As the lesson progressed, Natalie became more fitful; she refused to release her feathered friend, and kept addressing the bird for help with difficult problems. We both grew increasingly more frustrated. Determined to tame this wryly, wiggling student, I stood my ground, set on converting this disobedient child to my calm, measured ways of study.  

As time slowly crept by, I noticed that despite Natalie’s cheerful tone and bright smile, the stuffed eagle was troublesomely quiet and stern-faced. Much like myself. Both the eagle and I were getting nowhere in this lesson—so we hatched a quick plan. Lifting the eagle up in the air, I started reading in my best impersonation of an eagle, squawking my way through a spelling packet. The result provided a sense of instant gratification I never knew I needed. She sang out every letter, clapped her hands at every page, and followed along with the eagle, stopping at every few letters to declare that “E is for eagle” and pet her teacher fondly on the beak.  

Despite my ostensibly dissatisfied attitude toward my students, I did not join the tutoring center simply to earn money. I had always aspired to help others achieve their fullest potential. As a young adult, I felt that it was time for me to step out of the role of a pupil and into the influential role of a teacher, naively believing that I had the maturity and skill to adapt to any situation and help these students reach their highest achievements academically. For the most part, the role of a stern-faced, strict instructor helped me get by in the workplace, and while my students never truly looked happy, I felt that it was part of the process of conditioning a child to learn. 

Ironically, my transition to adulthood was the result of a stuffed animal. It was indisputable that I always had the skill to instruct others; the only thing needed to instruct someone is knowledge of the subject. However, it was only upon being introduced to a stuffed bird in which I realized that students receive the most help not from instructors, but teachers. While almost anyone can learn material and spit it back out for someone, it takes the maturity and passion of a teacher not only to help students improve in their students, but also to motivate them and develop them into better citizens. From my young pupil and her little bird, I have undergone a change in attitude which reflects a growth in maturity and ability to improve the lives of others that I hope to implement in my future role as a student, activist, and physician. My newfound maturity taught me that the letter “e” stands for many things: empathy, experience, enthusiasm, and eagle.

In this essay, the student effectively explores their values (and how they learned them!) then identifies these values through a reflective conclusion. While the writer humbly recognizes the initial faults in their teaching style, they do not position their initial discipline or rigidity as mean or poorly intentioned—simply ineffective. This is important because, when you are discussing a transition like this, you don’t want admissions officers to think of you as having been a bad person. 

My favorite part about this essay is its subtlety. The major shift in the essay comes through the simple sentence “The result provided a sense of instant gratification I never knew I needed.” The facts of this narrative are not too complicated. Simply put, the writer was strict then learned that it’s sometimes more effective not to be strict. The complexity of this narrative comes through reflection. Notably, through the ending, the student identifies their values (which they hadn’t given a name to before): “it takes the maturity and passion of a teacher not only to help students improve in their students, but also to motivate them and develop them into better citizens.” 

The final sentence of this essay ties things up very nicely. Readers are left satisfied with the essay and convinced that its writer is a kind human with a large capacity for reflection and consideration. That is a great image to paint of yourself!

Prompt #5, Example #3

When it’s quiet, I can still hear the Friday night gossip and giggles of my friends. It’s a stark contrast from the environment I’ve known all my life, my home. My family has always been one to keep to themselves; introverts with a hard-working mentality—my father especially. He spent most of his time at work and growing up without him around, I came to be at peace with the fact that I’d probably never really get to know him. The thought didn’t bother me at the time because I felt that we were very different. He was stoic and traditional; I was trying to figure out who I was and explore my interests. His disapproval of the American music I listened to and my penchant for wearing hand-me-downs made me see him as someone who wanted to restrain my individuality. That explains why I relied heavily on my friends throughout middle and high school; they liked me for who I was. I figured I would get lonely without my friends during quarantine, but these last few months stuck at home gave me the time to make a new friend: my father. 

It was June. I had the habit of sleeping with my windows open so I wouldn’t need to set an alarm; the warmth of the sun and the sounds of the neighborhood children playing outside would wake me. One morning, however, it was not the chirping of birds or the laughter of children I awoke to, but the shrill of a saw. Through the window screen, on the grass below, my father stood cutting planks of wood. I was confused but didn’t question him—what he did with his time was none of my business. It was not until the next day, when I was attempting to work on a sculpture for an art class, that the sounds of hammering and drills became too much to ignore. Seeking answers, I trudged across my backyard towards the corner he was in. On that day, all there was to see was the foundation of what he was building; a shed. My intrigue was replaced with awe; I was impressed by the precision of his craft. Sharp corners, leveled and sturdy, I could imagine what it would look like when the walls were up and the inside filled with the tools he had spread around the yard. 

Throughout the week, when I was trying to finish my sculpture for art class—thinking about its shape and composition—I could not help but think of my father. Art has always been a creative outlet for me, an opportunity to express myself at home. For my dad, his craftsmanship was his art. I realized we were not as different as I had thought; he was an artist like me. My glue and paper were his wood and nails.

That summer, I tried to spend more time with my dad than I have in all my 18 years of life. Waking up earlier than usual so we could have our morning coffees together and pretending to like his favorite band so he’d talk to me about it, I took advantage of every opportunity I had to speak with him. In getting to know him, I’ve recognized that I get my artistry from him. 

Reflecting on past relationships, I feel I am now more open to reconnecting with people I’ve perhaps misjudged. In reconciling, I’ve realized I held some bitterness towards him all these years, and in letting that go, my heart is lighter. Our reunion has changed my perspective; instead of vilifying him for spending so much time at work, I can appreciate how hard he works to provide for our family. When I hear him tinkering away at another home project, I can smile and look forward to asking him about it later.

This is an outstanding example of the great things that can be articulated through a reflective essay. As we read the essay, we are simply thinking alongside its author—thinking about their past relationship with their father, about their time in quarantine, about aspects of themselves they think could use attention and growth. 

While we reflect, we are also centered by the student’s anecdote about the sculpture and the shed during quarantine. By centering us in real-time, the student keeps us engaged in the reflection.

The main strength here is the maturity we see on the part of its writer. The student doesn’t say “and I realized my father was the best dad in the world;” they say “and I realized my father didn’t have to be the best dad in the world for me to give him a chance.” Lots of students show themselves as motivated, curious, or compassionate in their college essays, but a reflective essay that ends with a discussion of resentment and forgiveness shows true maturity.

Prompt #5, Example #4

As a wide-eyed, naive seven-year-old, I watched my grandmother’s rough, wrinkled hands pull and knead mercilessly at white dough until the countertop was dusted in flour. She steamed small buns in bamboo baskets, and a light sweetness lingered in the air. Although the mantou looked delicious, their papery, flat taste was always an unpleasant surprise. My grandmother scolded me for failing to finish even one, and when I complained about the lack of flavor she would simply say that I would find it as I grew older. How did my adult relatives seem to enjoy this Taiwanese culinary delight while I found it so plain?

During my journey to discover the essence of mantou, I began to see myself the same way I saw the steamed bun. I believed that my writing would never evolve beyond a hobby and that my quiet nature crippled my ambitions. Ultimately, I thought I had little to offer the world. In middle school, it was easy for me to hide behind the large personalities of my friends, blending into the background and keeping my thoughts company. Although writing had become my emotional outlet, no matter how well I wrote essays, poetry, or fiction, I could not stand out in a sea of talented students. When I finally gained the confidence to submit my poetry to literary journals but was promptly rejected, I stepped back from my work to begin reading from Whitman to Dickinson, Li-Young Lee to Ocean Vuong. It was then that I realized I had been holding back a crucial ingredient–my distinct voice. 

Over time, my taste buds began to mature, as did I. Mantou can be flavored with pork and eggplant, sweetened in condensed milk, and moistened or dried by the steam’s temperature. After I ate the mantou with each of these factors in mind, I noticed its environment enhanced a delicately woven strand of sweetness beneath the taste of side dishes: the sugar I had often watched my grandmother sift into the flour. The taste was nearly untraceable, but once I grasped it I could truly begin to cherish mantou. In the same way the taste had been lost to me for years, my writer’s voice had struggled to shine through because of my self-doubt and fear of vulnerability.

As I acquired a taste for mantou, I also began to strengthen my voice through my surrounding environment. With the support of my parents, peer poets, and the guidance of Amy Tan and the Brontё sisters, I worked tirelessly to uncover my voice: a subtle strand of sweetness. Once I stopped trying to fit into a publishing material mold and infused my uninhibited passion for my Taiwanese heritage into my writing, my poem was published in a literary journal. I wrote about the blatant racism Asians endured during coronavirus, and the editor of Skipping Stones Magazine was touched by both my poem and my heartfelt letter. I opened up about being ridiculed for bringing Asian food to school at Youth Leadership Forum, providing support to younger Asian-American students who reached out with the relief of finding someone they could relate to. I embraced writing as a way to convey my struggle with cultural identity. I joined the school’s creative writing club and read my pieces in front of an audience, honing my voice into one that flourishes out loud as well.

Now, I write and speak unapologetically, falling in love with a voice that I never knew I had. It inspires passion within my communities and imparts tenacity to Asian-American youth, rooting itself deeply into everything I write. Today, my grandmother would say that I have finally unearthed the taste of mantou as I savor every bite with a newfound appreciation. I can imagine her hands shaping the dough that has become my voice, and I am eager to share it with the world.

This essay is structurally-sound, with the student’s journey learning to savor mantou and their journey trying to find their voice serving as outstanding parallels. Additionally, as they describe the journey to find a voice in their writing, they definitely show off their voice! The clear introduction provides a great image and draws us in with an intriguing question. Additionally, their little inserts like “a strand of sweetness” and “falling in love with a voice that I never knew I had” work very well.

When the student describes their first published poem, however, their writing gets a little more stilted. This is a common error students make when writing about their achievements. If this student is writing about the craft that goes into writing, we should hear the details of the craft that went into the poem, instead of simply learning that they “opened up about being ridiculed for bringing Asian food to school at Youth Leadership Forum.” This is interesting information but would be stronger if it were supplemented by descriptions of the voice they created, comparisons to the styles of other poets, and analysis of their stylistic choices. This would make the essay feel more cohesive, centering entirely around concepts of voice and style.

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

Note: We don’t have a stellar example for this prompt, so instead, we’re sharing a couple examples that need improvement, and what can be done to make the essays more engaging. 

Prompt #6, Example #1

What factors shape the depth and allure of a literary character? This is the exact question I asked myself as my eyes riveted on the white pages covered with little black letters.

I was reading my old novels. I’ve written three novels and many short stories. Each of them repetitively portrayed the hero as intelligent and funny, and the antagonists as cold and manipulative. I came to the appalling realization that my characters were flat, neither exciting nor original. They just didn’t stand out! 

As Oscar Wilde said, ‘Vice and virtue are to the artist material to an art.’ Their mixing makes a novel addictive because its plot is rich with turnarounds and its characters more engaging. In his famous work The Picture of Dorian Gray , Wilde deconstructs the psyche of his characters. He brilliantly plays with the protagonist’s youthful appearance and the decaying portrait to build a truly unique idiosyncratic identity. The persona of Dorian Gray is so complicated a psychologist could analyze it for hours on end!

Inspired by this character, It was my turn to explore good and evil into characters to make my stories more enthralling. I skillfully played with vice and virtue, separating, merging them… My latest novel is the fruit of this exercise. I chose to set it in 20th century London. Its opium dens and exclusive salons; middle-class workers, peasants and politicians breathed the same newly industrialized air; modernity in Blackfriars bridge and tradition in St Paul’s Cathedral; all of these contrasts set the perfect environment for my characters to grow. Following Laclos’ Valmont, Maupassant’s Georges Duroy and Duffy’s Myra Hindley, I played with those contrasts to present an intricate character, truly creative – unlike my previous ones. Insanity, religion, depravity and love are merged into each character, reflecting Edwardian London. As I reflected on my work, I realized vice and virtue altogether made them more human and credible. These characters stood out, they were interesting, I even wanted to know more about them! 

After rewriting, erasing, typing, and thinking countless times, I realized writing is a unique exercise. Nothing is definite when you are holding a fountain pen, hearing its screeching sound on the white paper and watching the ebony ink forming letters. When I wasn’t too happy about a change I made in my story, I simply erased and rewrote it. Everything I imagined could happen: white pages are the only place the mouse eats the cat or the world is taken by a zombie attack! 

This exact exercise of diversifying my characters satisfied my relentless curiosity. Asking myself ‘how could this character be if she had lost her parents in a maritime tragedy?’ allowed me to view the world from different perspectives (some very dissimilar to my own) and considering how each character would react to different situations brought them to life. As I was writing, I was aiming to change the usual narratives I had previously traversed. I loved experimenting with countless personality traits in my characters – minutes flowing, my hand dancing on the paper as my mind was singing words coming alive….

There were times where my hand just stopped writing and my mind stopped raging. I tried thinking differently, changing a character’s background, the story, the setting. I was inspired by Zola, A.Carter, Fitzgerald, the Brontë sisters… I could observe the different reactions of their characters, and reflect on mine theoretically. But it was only part one of the work: I then had to write, sometimes aimlessly, sometimes frantically, always leading to fresh ideas – I was exploring the practical, trying, erasing and rewriting. Both theory and practice are required to gain intellectual independence and experience, in writing and more globally: before I can change a character, I have to understand it. Before we can change the world, we have to understand it.

The main strength of this essay is the authenticity of the topic the student chose. They aren’t making anything up or stretching the truth. Writing is something that captivates them, and that captivation shines through—particularly through their fourth paragraph (where they geek out over specific plots and characters) and their fifth paragraph (where they joyfully describe how writing has no limitations). Admissions officers want to see this passion and intensity in applicants! The fact that this student has already written three novels also shows dedication and is impressive.

The main weakness of this essay is its structure. Ironically, it is not super captivating. The essay would have been more compelling if the student utilized a “anecdote – answer – reflection” structure. This student’s current introduction involves a reflective question, citations about their past writing experience, then their thoughts on Oscar Wilde’s Dorian Gray. Instead, this student could’ve provided one cohesive (and powerful!) image of them being frustrated with their own writing then being inspired by Dorian Gray. This would look something like:

“I stayed up three nights in a row studying my own writing—bored by my own writing. The only thing more painful than seeing failure in the fruits of your labor is not seeing a path for improvement. I had written three novels and numerous short stories, and all I could come up with was funny and intelligent heroes going up against cold and manipulative villains. What kind of writer was so consistently cliche? On the third night, I wandered over to my bookshelf. Mrs. Dalloway caught my eye (it has such a beautiful cover). I flipped through. Then, I grabbed Giovanni’s Room . I was so obsessed with my shortcomings that I couldn’t even focus long enough to see what these authors were doing right. I picked up The Picture of Dorian Gray and decided to just start reading. By the end of the night, I was captivated.”

An introduction like this would flow nicely into the student describing their experience with Dorian Gray then, because of that experience, describing how they have altered their approach to writing. The conclusion of this essay would then be this student’s time for reflection. Instead of repeating content about their passion—“I then had to write, sometimes aimlessly, sometimes frantically” and “I was exploring the practical, trying, erasing and rewriting”—, the student could dedicate their conclusion to reflecting on the reasons that writing is so captivating or the ways that (until the day they die) writers will always be perfecting their craft.

This essay is a great example of how important it is to pick a topic that truly excites you. It also illustrates how important it is to effectively structure that excitement.

Prompt #6, Example #2

Astonished by the crashing sound of waves in my ear, I was convinced this magical shell actually held the sound of the big blue sea — my six-year-old self was heartbroken when I couldn’t take the thirty-dollar artificial shell from SeaWorld’s gift shop . It distinctly reminded me of the awestruck feeling I had when I witnessed the churning waves of a windy night by the ocean the previous weekend; I lost track of time gazing at the distant moonlit border dividing our world from the ever-growing black void. Turning to my mom, I inquired curiously, “Can we go to the place where the water ends one day?”

She explained to me I could never reach the end of the ocean because the harsh line I had seen was actually an illusion called the horizon —  there was no material end to the ocean. For a mind as young as mine was, the idea of infinity was incomprehensible. As my infatuation with the ocean continued to grow, I finally understood that regardless of how far I travel, the horizon is unattainable because it’s not a physical limit. This idea is why the ocean captivates me — no matter how much you discover, there is always more to explore. 

Learning about and exploring the ocean provided an escape from one reality into another; though we are on the same planet, it’s an entirely separate world. Through elementary and middle school, I devoted vast amounts of my free time to learning about simpler concepts like a dolphin’s ability to echolocate and coral reef ecosystems. I rented countless documentaries and constantly checked out books from my local library — my all-time favorite was an episode of the television series Cosmos: A Spacetime Odyssey titled “The Lost Worlds of Planet Earth.” This episode remained memorable because it was centered around the impacts of fossil fuels on marine animals; it was the first time I’d learned about the impending crisis we are faced with due to the human mistreatment of our planet.

Prior to viewing that episode, I relied on the ocean as an outlet — I fueled all of my emotions into studying marine organisms. Once I learned of its grave future, I delved into the world of environmental activism. This path was much more disheartening than studying echolocation — inevitable death due to climate change took a toll on my mental health. I attended two climate strikes in November of my sophomore year. Following the strikes, I joined Sunrise Movement Sacramento, a youth-led climate justice organization advocating for the Green New Deal. While analyzing legislation and organizing protests were significant takeaways from my experience with climate activism, they were not the most important. I became an organizer because of my love for the ocean and I remain an organizer because of my passion for dissolving the disproportionalities marginalized groups face due to the sacrificing of people’s livelihood for the sake of profit. The more I learned about our modern society, the more hopeless I grew that I could see any significant change within my lifetime.

However, this hopelessness comes in waves; every day, I remind myself of the moment I discovered the horizon. Or the moment I first dove into the beautiful waters of the Hawaiian coast and immediately was surrounded by breathtaking seas of magnificent creatures and coral gardens — life felt ethereal and beautiful. I remind myself that like the ocean, the vast majority of the universe has yet to be discovered; that distant border holds infinite opportunity to learn. In a universe as vast as ours, and life as rare as ours, individuals still choose to prioritize avarice over our planet. Despite this grave individualism, the ocean reminds me every day there is hope in the fight for a better world. Though I will never discover every inch of the ocean’s floor, I will forever envision and reach for new horizons.

Sometimes the path to a great essay is taking something normal and using it to show admissions officers who you are and what you value—that is precisely this student’s approach! Finding the ocean fascinating is not unique to this student. Tons of kids (and adults, too!) are obsessed with the ocean. What this student does is take things a step further as they explain their curiosity about the ocean in relation to their pain about the destruction of the environment. This capacity for reflection is great!

This student shows a good control of language through their thematic centering on ocean and horizons that carries through their essay—with ”this hopelessness comes in waves” and “I will forever envision and reach for new horizons.” The details provided throughout are also effective at keeping readers engaged—things like “ my six-year-old self was heartbroken when I couldn’t take the thirty-dollar artificial shell from SeaWorld’s gift shop” and “ my all-time favorite was an episode of the television series Cosmos: A Spacetime Odyssey titled “The Lost Worlds of Planet Earth.”

The main weakness of this essay is the lack of reflection when the student discusses environmental activism. There’s reflection on the student’s connection to the ocean and horizons at the beginning and at the end, but when the student discusses activism, the tone shifts from focusing on their internal thoughts to their external actions. Remember, a lot of students write about environmental activism, but not a lot of students write about an emotional connection to the ocean as an impetus for environmental activism. This student would stand out more to admissions officers if they had dug into questions of what the ocean means to them (and says about them) in the paragraphs beginning “Learning about and exploring the ocean…” and “Prior to viewing that episode.”

Prompt #7: Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Prompt #7, example #1.

Scalding hot water cascades over me, crashing to the ground in a familiar, soothing rhythm. Steam rises to the ceiling as dried sweat and soap suds swirl down the drain. The water hisses as it hits my skin, far above the safe temperature for a shower. The pressure is perfect on my tired muscles, easing the aches and bruises from a rough bout of sparring and the tension from a long, stressful day. The noise from my overactive mind dies away, fading into music, lyrics floating through my head. Black streaks stripe the inside of my left arm, remnants of the penned reminders of homework, money owed and forms due. 

It lacks the same dynamism and controlled intensity of sparring on the mat at taekwondo or the warm tenderness of a tight hug from my father, but it’s still a cocoon of safety as the water washes away the day’s burdens. As long as the hot water is running, the rest of the world ceases to exist, shrinking to me, myself and I. The shower curtain closes me off from the hectic world spinning around me. 

Much like the baths of Blanche DuBois, my hot showers are a means of cleansing and purifying (though I’m mostly just ridding myself of the germs from children at work sneezing on me). In the midst of a hot shower, there is no impending exam to study for, no newspaper deadline to meet, no paycheck to deposit. It is simply complete and utter peace, a safe haven. The steam clears my mind even as it clouds my mirror. 

Creativity thrives in the tub, breathing life into tales of dragons and warrior princesses that evolve only in my head, never making their way to paper but appeasing the childlike dreamer and wannabe author in me all the same. That one calculus problem that has seemed unsolvable since second period clicks into place as I realize the obvious solution. The perfect concluding sentence to my literary analysis essay writes itself (causing me to abruptly end my shower in a mad dash to the computer before I forget it entirely).  

Ever since I was old enough to start taking showers unaided, I began hogging all the hot water in the house, a source of great frustration to my parents. Many of my early showers were rudely cut short by an unholy banging on the bathroom door and an order to “stop wasting water and come eat dinner before it gets cold.” After a decade of trudging up the stairs every evening to put an end to my water-wasting, my parents finally gave in, leaving me to my (expensive) showers. I imagine someday, when paying the water bill is in my hands, my showers will be shorter, but today is not that day (nor, hopefully, will the next four years be that day). 

Showers are better than any ibuprofen, the perfect panacea for life’s daily ailments. Headaches magically disappear as long as the water runs, though they typically return in full force afterward. The runny nose and itchy eyes courtesy of summertime allergies recede. Showers alleviate even the stomachache from a guacamole-induced lack of self-control. 

Honestly though, the best part about a hot shower is neither its medicinal abilities nor its blissful temporary isolation or even the heavenly warmth seeped deep into my bones. The best part is that these little moments of pure, uninhibited contentedness are a daily occurrence. No matter how stressful the day, showers ensure I always have something to look forward to. They are small moments, true, but important nonetheless, because it is the little things in life that matter; the big moments are too rare, too fleeting to make anyone truly happy. Wherever I am in the world, whatever fate chooses to throw at me, I know I can always find my peace at the end of the day behind the shower curtain.

This essay is relatable yet personal! The writer makes themself supremely human through discussing the universal subject of showering. That being said, an essay about showering could easily turn boring while still being relatable. This writer keeps its relatable moments interesting and fun through vivid descriptions of common feelings including “causing me to abruptly end my shower in a mad dash to the computer before I forget it entirely” and “the stomachache from a guacamole-induced lack of self-control.”

While describing a universal feeling, this student also cleverly and intentionally mentions small facts about their life through simple phrases like “I’m mostly just ridding myself of the germs from children at work sneezing on me” and “the childlike dreamer and wannabe author in me.” To put it simply, though we are talking about a shower, we learn about so much more!

And, at the end, the student lets us know that that is exactly why they love showers. Showers are more than meets the eye! With this insightful and reflective ending (“the big moments are too rare, too fleeting to make anyone truly happy”), readers learn about this student’s capacity for reflection, which is an important capacity as you enter college.

The one major error that this writer commits is that of using a trite transition. The inclusion of “Honestly though” at the beginning of this student’s ending detracts from what they are trying to say and sticks out in their writing.

Prompt #7, Example #2

Steam whooshed from the pot as I unveiled my newest creation: duck-peppercorn-chestnut dumplings. The spicy, hearty aroma swirled into the kitchen, mingling with the smell of fresh dough. Grinning, I grabbed a plump dumpling with chopsticks, blew carefully, and fed it into the waiting mouth of my little sister. Her eyes widening, she vigorously nodded and held up five stubby fingers. I did a little happy dance in celebration and pulled my notebook out of my apron pocket. Duck-peppercorn-chestnut: five stars.

In my household, dumplings are a far cry from the classic pork and cabbage. Our menu boasts everything from the savory lamb-bamboo shoot-watercress to the sweet and crispy apple-cinnamon-date. A few years ago, my sister claimed she was sick of eating the same flavors over and over. Refusing to let her disavow our family staple, I took her complaint as a challenge to make the tastiest and most unconventional dumplings to satisfy her. With her as my taste tester and Mum in charge of dough, I spent months experimenting with dozens of odd ingredient combinations. 

During those days spent covered in flour, my dumplings often reminded me of myself—a hybrid of ingredients that don’t usually go together. I am the product of three distinct worlds: the suburbs of Boston, the rural Chinese village of [location removed], and the coastal city of [location removed]. At school, I am both the STEM nerd with lightning-fast mental math and the artistic plant mom obsessed with funky earrings. I love all that is elegant, from Chinese calligraphy to the rolling notes of the Gourd flute, yet I can be very not elegant, like when my sister and I make homemade slime. When I’m on the streets, marching for women’s rights and climate action, I’m loud, bellowing from the bottom of my gut. In the painting studio, though, I don’t speak unless spoken to, and hours can slip by like minutes. I’m loud and quiet. Elegant and messy. Nerdy and artistic. Suburban, rustic, and metropolitan.

While I’m full of odd combinations, they are only seemingly contradictory. Just as barbeque pork and pineapple can combine beautifully in a dumpling wrapper, different facets of my identity also converge. After my tenth-grade summer, when I spent six weeks studying design at art school and another three researching the brain at Harvard Med, I began asking myself: What if I mixed art and neuroscience together? That fall, I collaborated with my school’s art museum for an independent research project, exploring two questions: How are aesthetic experiences processed in the brain? And how can neuroscience help museums design exhibits that maximize visitor engagement? I combed through studies with results from tightly controlled experiments, and I spent days gathering my own qualitative data by observing museum visitors and asking them questions. With the help of my artistic skills, I could identify the visual and spatial elements of the exhibits that best held visitors’ attention. 

By synergizing two of the ingredients that make me who I am—art and neuroscience—I realized I shouldn’t see the different sides of myself as separate. I learned to instead seek the intersections between aspects of my identity. Since then, I have mixed art with activism to voice my opinions nonverbally, created Spotify playlists with both Chinese and western pop, and written flute compositions using music theory and math. In the future, by continuing to combine my interests, I want to find my niche in the world. I can make a positive impact on society without having to choose just one passion. As of now, my dream is to be a neuroscientist who designs art therapy treatments for mental health patients. Who knows though? Maybe my calling is to be a dim sum chef who teaches pottery on the side. I don’t know where I’ll go, but one thing’s for sure—being a standard pork and cabbage dumpling is definitely not my style.

This essay is outstanding because the student seems likable and authentic. With the first image of the student’s little sister vigorously nodding and holding up “five stubby fingers,” we find ourselves intrigued by the student’s daily life. They additionally show the importance of family, culture, and creativity in their life—these are great things to highlight in your essay!

After the introduction, the student uses their weird dumpling anecdote to transition to a discussion of their unique intersections. This is achieved smoothly because weirdness/uniqueness is the focus of both of these topics. Additionally, the comparison is not awkward because dumplings are used as more than just a transition, but rather are the through-line of the essay—the student weaves in little phrases like “Just as barbeque pork and pineapple can combine beautifully in a dumpling wrapper,” “By synergizing two of the ingredients that make me who I am,” and “being a standard pork and cabbage dumpling is definitely not my style.” This gives the essay its cohesive feel.

Authenticity comes through in this essay as the student recognizes that they don’t know what the future holds. They just know what kind of a person they are—a passionate one! 

One change that would improve this student’s essay would be focusing on fewer intersections in their third and last paragraph. The student mentions STEM, music, family activities, activism, and painting, which makes it feel like a distraction in middle of the essay. Focus on the most important things you want to show admissions officers—you can sit at intersections, but you can’t be interested in everything.

Prompt #7, Example #3

“Everyone follow me!” I smiled at five wide-eyed skaters before pushing off into a spiral. I glanced behind me hopefully, only to see my students standing frozen like statues, the fear in their eyes as clear as the ice they swayed on. “Come on!” I said encouragingly, but the only response I elicited was the slow shake of their heads. My first day as a Learn-to-Skate coach was not going as planned. 

But amid my frustration, I was struck by how much my students reminded me of myself as a young skater. At seven, I had been fascinated by Olympic performers who executed thrilling high jumps and dizzying spins with apparent ease, and I dreamed to one day do the same. My first few months on skates, however, sent these hopes crashing down: my attempts at slaloms and toe-loops were shadowed by a stubborn fear of falling, which even the helmet, elbow pads, and two pairs of mittens I had armed myself with couldn’t mitigate. Nonetheless, my coach remained unfailingly optimistic, motivating me through my worst spills and teaching me to find opportunities in failures. With his encouragement, I learned to push aside my fears and attack each jump with calm and confidence; it’s the hope that I can help others do the same that now inspires me to coach. 

I remember the day a frustrated staff member directed Oliver, a particularly hesitant young skater, toward me, hoping that my patience and steady encouragement might help him improve. Having stood in Oliver’s skates not much earlier myself, I completely empathized with his worries but also saw within him the potential to overcome his fears and succeed. 

To alleviate his anxiety, I held Oliver’s hand as we inched around the rink, cheering him on at every turn. I soon found though, that this only increased his fear of gliding on his own, so I changed my approach, making lessons as exciting as possible in hopes that he would catch the skating bug and take off. In the weeks that followed, we held relay races, played “freeze-skate” and “ice-potato”, and raced through obstacle courses; gradually, with each slip and subsequent success, his fear began to abate. I watched Oliver’s eyes widen in excitement with every skill he learned, and not long after, he earned his first skating badge. Together we celebrated this milestone, his ecstasy fueling my excitement and his pride mirroring my own. At that moment, I was both teacher and student, his progress instilling in me the importance of patience and a positive attitude. 

It’s been more than ten years since I bundled up and stepped onto the ice for the first time. Since then, my tolerance for the cold has remained stubbornly low, but the rest of me has certainly changed. In sharing my passion for skating, I have found a wonderful community of eager athletes, loving parents, and dedicated coaches from whom I have learned invaluable lessons and wisdom. My fellow staffers have been with me, both as friends and colleagues, and the relationships I’ve formed have given me far more poise, confidence, and appreciation for others. Likewise, my relationships with parents have given me an even greater gratitude for the role they play: no one goes to the rink without a parent behind the wheel! 

Since that first lesson, I have mentored dozens of children, and over the years, witnessed tentative steps transform into powerful glides and tears give way to delighted grins. What I have shared with my students has been among the greatest joys of my life, something I will cherish forever. It’s funny: when I began skating, what pushed me through the early morning practices was the prospect of winning an Olympic medal. Now, what excites me is the chance to work with my students, to help them grow, and to give back to the sport that has brought me so much happiness. 

A major strength of this essay comes in its narrative organization. When reading this first paragraph, we feel for the young skaters and understand their fear—skating sounds scary! Then, because the writer sets us up to feel this empathy, the transition to the second paragraph where the student describes their empathy for the young skaters is particularly powerful. It’s like we are all in it together! The student’s empathy for the young skaters also serves as an outstanding, seamless transition to the applicant discussing their personal journey with skating: “I was struck by how much my students reminded me of myself as a young skater.”

This essay positions the applicant as a grounded and caring individual. They are caring towards the young skaters—changing their teaching style to try to help the young skaters and feeling the young skaters’ emotions with them—but they are also appreciative to those who helped them as they reference their fellow staffers and parents. This shows great maturity—a favorable quality in the eyes of an admissions officer.

At the end of the essay, we know a lot about this student and are convinced that they would be a good addition to a college campus!

Prompt #7, Example #4

Flipping past dozens of colorful entries in my journal, I arrive at the final blank sheet. I press my pen lightly to the page, barely scratching its surface to create a series of loops stringing together into sentences. Emotions spill out, and with their release, I feel lightness in my chest. The stream of thoughts slows as I reach the bottom of the page, and I gently close the cover of the worn book: another journal finished.

I add the journal to the stack of eleven books on my nightstand. Struck by the bittersweet sensation of closing a chapter of my life, I grab the notebook at the bottom of the pile to reminisce.

“I want to make a flying mushen to fly in space and your in it” – October 2008

Pulling back the cover of my first Tinkerbell-themed diary, the prompt “My Hopes and Dreams” captures my attention. Though “machine” is misspelled in my scribbled response, I see the beginnings of my past obsession with outer space. At the age of five, I tore through novels about the solar system, experimented with rockets built from plastic straws, and rented Space Shuttle films from Blockbuster to satisfy my curiosities. While I chased down answers to questions as limitless as the universe, I fell in love with learning. Eight journals later, the same relentless curiosity brought me to an airplane descending on San Francisco Bay.

“I wish I had infinite sunsets” – July 2019

I reach for the charcoal notepad near the top of the pile and open to the first page: my flight to the Stanford Pre-Collegiate Summer Institutes. While I was excited to explore bioengineering, anxiety twisted in my stomach as I imagined my destination, unsure of whether I could overcome my shyness and connect with others.

With each new conversation, the sweat on my palms became less noticeable, and I met students from 23 different countries. Many of the moments where I challenged myself socially revolved around the third story deck of the Jerry house. A strange medley of English, Arabic, and Mandarin filled the summer air as my friends and I gathered there every evening, and dialogues at sunset soon became moments of bliss. In our conversations about cultural differences, the possibility of an afterlife, and the plausibility of far-fetched conspiracy theories, I learned to voice my opinion. As I was introduced to different viewpoints, these moments challenged my understanding of the world around me. In my final entries from California, I find excitement to learn from others and increased confidence, a tool that would later allow me to impact my community.

“The beauty in a tower of cans” – June 2020

Returning my gaze to the stack of journals, I stretch to take the floral-patterned book sitting on top. I flip through, eventually finding the beginnings of the organization I created during the outbreak of COVID-19. Since then, Door-to-Door Deliveries has woven its way through my entries and into reality, allowing me to aid high-risk populations through free grocery delivery.

With the confidence I gained the summer before, I took action when seeing others in need rather than letting my shyness hold me back. I reached out to local churches and senior centers to spread word of our services and interacted with customers through our website and social media pages. To further expand our impact, we held two food drives, and I mustered the courage to ask for donations door-to-door. In a tower of canned donations, I saw the value of reaching out to help others and realized my own potential to impact the world around me.

I delicately close the journal in my hands, smiling softly as the memories reappear, one after another. Reaching under my bed, I pull out a fresh notebook and open to its first sheet. I lightly press my pen to the page, “And so begins the next chapter…”

The structuring of this essay makes it easy and enjoyable to read. The student effectively organizes their various life experiences around their tower of journals, which centers the reader and makes the different stories easy to follow. Additionally, the student engages quotes from their journals—and unique formatting of the quotes—to signal that they are moving in time and show us which memory we should follow them to.

Thematically, the student uses the idea of shyness to connect the different memories they draw out of their journals. As the student describes their experiences overcoming shyness at the Stanford Pre-Collegiate Summer Institutes and Door-to-Door Deliveries, this essay can be read as an Overcoming Obstacles essay.

At the end of this essay, readers are fully convinced that this student is dedicated (they have committed to journaling every day), thoughtful (journaling is a thoughtful process and, in the essay, the student reflects thoughtfully on the past), and motivated (they flew across the country for a summer program and started a business). These are definitely qualities admissions officers are looking for in applicants!

Prompt #7, Example #5

“We’re ready for take-off!” 

The tires hit the tarmac and began to accelerate, and I just realized what I had signed up for. For 24 hours straight, I strapped myself into a broken-down SUV whereas others chose the luxury of soaring through the skies for a mere two hours. Especially with my motion sickness and driving anxiety, I would call myself crazy too.

To say I have always remained in my comfort zone is an understatement. Did I always order chicken fingers and fries at a restaurant? Yup! Sounds like me. Did I always create a color-coded itinerary just for a day trip? Guilty as charged. Did I always carry a first-aid kit at all times? Of course! I would make even an ambulance look unprepared. And yet here I was, choosing 1,000 miles of misery from Las Vegas to Seattle despite every bone in my body telling me not to.

The sunlight blinded my eyes and a wave of nausea swept over me. Was it too late to say I forgot my calculator? It was only ten minutes in, and I was certain that the trip was going to be a disaster. I simply hoped that our pre-drive prayer was not stuck in God’s voicemail box. 

All of a sudden, I noticed brightly colored rocks in the distance, ones I had been dying to see for years. Their fluorescence popped amongst the magnificent winding hills as the sunset became romantic in hue. The desert glistened with mirages of deep blue water unlike anything I had ever seen. Nevada was home, but home always seemed to be just desert and casinos. For once, I looked forward to endless desert outside my window rather than a sea of clouds.

I never realized how little I discovered of the world beyond home. For years I complained about how there was nothing to do or discover outside. Not once did I set out to prove myself wrong. Instead, I chose a daily routine of homework at the kitchen table and late-night TV. However, as summer vacation ended, I decided to set my stubbornness aside and finally give this drive back home a chance. Little did I know that it would turn out to be my favorite trip of all time. 

As we drove along, the world chose to prove me wrong when I discovered Heaven on Earth along Shasta Lake. I stood out of the sunroof, surrounded by lush green mountains and fog. I extended my arms out and felt a sense of flight that no plane could ever take me on. As the water vapor kissed my face, I floated into a dreamland I never wanted to leave. I didn’t have to go to great lengths to discover the beauty of the world; it was right in front of me.  From this moment on, comfort and convenience would no longer be my best friends. Rather than only looking for famous travel destinations or following carefully mapped-out routes, I would let curiosity lead the way. 

Since then, my daily life has been anything but routine. I’m proud to boast of my family’s homemade kombucha attempts, of flights purchased and taken in one day, and of a home flooded with knick-knacks from thrifting trips. Every day I set out to try something new, see a different perspective, and go beyond normal. Whether it is by trying a new recipe using taro, making a risky fashion choice with wide-legged pants, or listening to a new music genre in Spanish, I always act with curiosity first.

Over the years, I have devoted my time towards learning Swedish, building computers, and swimming. Although my accent is horrid, some computers almost broke, and even a starfish would outswim me, I continue to enjoy activities I once criticized. For me, there is no enjoyment without some risk. Nobody I know is a kazoo-playing, boogie-board loving, boba connoisseur like me.

This essay is an Overcoming Challenges story that centers around a single anecdote. The structure works nicely as the student describes what they were like before their road trip, what happened on the road trip, and what they were like after. 

The most major improvement that this essay needs is better-communicated authenticity. At the beginning, it feels a bit gimmicky. The student describes their preparedness, particularly the fact that they always carry a first aid kit, and it’s not super believable. Then, when they write “Was it too late to say I forgot my calculator?” it feels like we are in a sitcom and the student is that funny obsessive kid. Sitcom characters don’t feel real and you want to make yourself appear profoundly real.

On a similar note, the narrative arc of this essay isn’t entirely believable. The student describes a large personality and value shift but doesn’t describe any struggles that accompany the shift. A quick shift like that is far from easy. On the other hand, if the immediacy of the shift was easy, they could write about moments after their shift in mindset when they have felt troubled by residual desires to stay in their comfort zone, instead of writing “I always act with curiosity first.”

The greatest strength of this essay is the paragraphs beginning “I never realized how little…” and “As we drove along…” The fixation on comfort seems much more believable when it involves “homework at the kitchen table and late-night TV.” The descriptions of the drive provide beautiful, evocative imagery. And it’s topped off with some nice reflection! Digging into this great portion of the essay would make this an even stronger essay!

Want to see more examples? Check out this post with 16 strong essay examples from top schools , including common supplemental essay questions.

At selective schools, your essays account for around 25% of your admissions decision. That’s more than grades (20%) and test scores (15%), and almost as much as extracurriculars (30%). Why is this? Most students applying to top schools will have stellar academics and extracurriculars. Your essays are your chance to stand out and humanize your application.

That’s why it’s vital that your essays are engaging, and present you as someone who would enrich the campus community.

Before submitting your application, you should have someone else review your essays. It’s even better if that person doesn’t know you personally, as they can best tell whether your personality shines through your essay. 

That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

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

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How to Use Rhetorical Questions in Essay Writing Effectively

Table of contents

If you prick us, do we not bleed? If you tickle us, do we not laugh?

If you poison us, do we not die? And if you wrong us, shall we not revenge?

These lines are from William Shakespeare’s play, The Merchant of Venice, wherein he uses consecutive rhetorical questions to evoke a sense of human empathy. This literary technique certainly worked here because the speech manages to move us and pushes us to think.

Writers have been incorporating rhetorical questions together for centuries. So, why not take inspiration and include it in your college essays, too?

A rhetorical question is asked more to create an impact or make a statement rather than get an answer. When used effectively, it is a powerful literary device that can add immense value to your writing.

How do you use rhetorical questions in an essay?

Thinking of using rhetorical questions? Start thinking about what you want your reader to take away from it. Craft it as a statement and then convert it into a rhetorical question. Make sure you use rhetorical questions in context to the more significant point you are trying to make.

When Should You Write Rhetorical Questions in Your Essay?

Are you wondering when you can use rhetorical questions? Here are four ways to tactfully use them to elevate your writing and make your essays more thought-provoking.

#1. Hook Readers

We all know how important it is to start your essay with an interesting essay hook that grabs the reader’s attention and keeps them interested. Do you know what would make great essay hooks? Rhetorical questions.

When you begin with a rhetorical question, you make the reader reflect and indicate where you are headed with the essay. Instead of starting your essay with a dull, bland statement, posing a question to make a point is a lot more striking.

How you can use rhetorical questions as essay hooks

Example: What is the world without art?

Starting your essay on art with this question is a clear indication of the angle you are taking. This question does not seek an answer because it aims to make readers feel that the world would be dreary without art.

#2. Evoke Emotions

Your writing is considered genuinely effective when you trigger an emotional response and strike a chord with the reader.

Whether it’s evoking feelings of joy, sadness, rage, hope, or disgust, rhetorical questions can stir the emotional appeal you are going for. They do the work of subtly influencing readers to feel what you are feeling.

So, if you want readers to nod with the agreement, using rhetorical questions to garner that response is a good idea, which is why they are commonly used in persuasive essays.

Example: Doesn’t everyone have the right to be free?

What comes to your mind when you are met with this question? The obvious answer is – yes! This is a fine way to instill compassion and consideration among people.

#3. Emphasize a Point

Making a statement and following it up with a rhetorical question is a smart way to emphasize it and drive the message home. It can be a disturbing statistic, a well-known fact, or even an argument you are presenting, but when you choose to end it with a question, it tends to draw more emphasis and makes the reader sit up and listen.

Sometimes, rather than saying it as a statement, inserting a question leaves a more significant impact.

Example: Between 700 and 800 racehorses are injured and die yearly, with a national average of about two breakdowns for every 1,000 starts. How many will more horses be killed in the name of entertainment?

The question inserted after presenting such a startling statistic is more to express frustration and make the reader realize the gravity of the situation.

#4. Make a Smooth Transition

One of the critical elements while writing an essay is the ability to make smooth transitions from one point or section to another and, of course, use the right transition words in your essay . The essay needs to flow logically while staying within the topic. This is a tricky skill, and few get it right.

Using rhetorical questions is one way to connect paragraphs and maintain cohesiveness in writing. You can pose questions when you want to introduce a new point or conclude a point and emphasize it.

Example: Did you know that Ischaemic heart disease and stroke are the world’s biggest killers? Yes, they accounted for a combined 15.2 million deaths in 2016.

Writing an essay on the leading causes of death? This is an intelligent way to introduce the reason and then go on to explain it.

What are the types of rhetorical questions?

There are three different kinds of rhetorical questions you can use in your essays:

Epiplexis : This rhetorical question is meant to express disapproval or shame to the reader. It is not meant to obtain an answer; it is a way to convince the reader by demonstrating frustration or grief.

Erotesis : This is used to express strong affirmation or denial. It usually implies an answer without giving the expectations of getting one. Erotesis or erotica is used to push the reader to ponder and reflect.

Hypophora : When a question is raised and is immediately answered, it is referred to as hypophora. It is used in a conversational style of writing and aids in generating curiosity in the reader. It’s also a way to make smooth transitions in the essay while letting the writer completely control the narrative.

What to AVOID while writing rhetorical questions in your essay?

It is important to use them sparingly and wherever appropriate. Rhetorical questions cannot be used in every piece of writing.

Using rhetorical questions in the thesis statement : Asking a rhetorical question in your thesis statement is an absolute no-no because thesis statements are meant to answer a question, not pose another question.

Overusing rhetorical questions : Sub7jecting the reader to an overdose of rhetorical questions, consequently or not, makes for an annoying reading experience.

Using rhetorical questions in research papers : Research papers require you to research a topic, take a stand and justify your claims. It’s a formal piece of writing that must be based on facts and research.

So, keep this literary device for persuasive or argumentative essays and creative writing pieces instead of using them in research papers.

20 Ideas of Good Rhetorical Questions to Start an Essay

• "What if the world could be free of poverty?"
• "Is it really possible to have peace in a world so full of conflict?"
• "Can we ever truly understand the depths of the universe?"
• "What does it really mean to be happy?"
• "Is technology bringing us closer together, or driving us apart?"
• "How far would you go to stand up for what you believe in?"
• "What if we could turn back time and prevent disasters?"
• "Can a single person really make a difference in the world?"
• "Is absolute freedom a blessing or a curse?"
• "What defines true success in life?"
• "Are we truly the masters of our own destiny?"
• "Is there a limit to human creativity?"
• "How does one moment change the course of history?"
• "What if we could read each other's thoughts?"
• "Can justice always be served in an imperfect world?"
• "Is it possible to live without regret?"
• "How does culture shape our understanding of the world?"
• "Are we responsible for the happiness of others?"
• "What if the cure for cancer is just around the corner?"
• "How does language shape our reality?"

While rhetorical questions are effective literary devices, you should know when using a rhetorical question is worthwhile and if it adds value to the piece of writing.

If you are struggling with rhetorical questions and are wondering how to get them right, don’t worry. Our professional essay writing service can help you write an essay using the correct literary devices, such as rhetorical questions, that will only alleviate your writing.

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Rhetorical Questions in Essays

Rhetorical Questions “Mr. Smith says that I shouldn’t use thought-provoking questions in my thesis statements,” said Issa. “May I read you my thesis?” “Sure. Let’s hear it,” responds Mandy. “My thesis is ‘Do people really want to be successful and happy?’” “Well, it is called a thesis statement , not a thesis question , ” Mandy replied. “Plus, doesn’t the  answer appear in the question itself?” “Oh, I get it. It’s one of those rhetorical questions,” says Issa. “But, do you really get it?” asks Mandy. “Ah… A rhetorical question. Very funny.” “Apparently not so funny to Mr. Smith,” says Mandy.

Definition and Examples

A rhetorical question is a statement formed as a question. Rhetorical questions can be manipulative because they are designed to appear objective and open-ended, but may actually lead the reader to a foregone conclusion.

The rhetorical question takes several forms:

• It may answer itself and require no response. Example: Do people want to be successful?
• It may be used to provoke thought. Example: What if this generation could solve hunger?
• It may be used to state the obvious. Example: Can students try a bit harder next time?
• It may have no possible answer. Example: What if there is no answer to this problem?

Read the rules.

Don’t use rhetorical questions as thesis statements. Conclusion paragraphs may include rhetorical questions to provide questions for further study beyond the essay itself.

In the following sentences, [bracket] the rhetorical questions.

• How could they know? Why are the couples traveling to Europe for business?
• Without the tools the project was impossible to complete. Why bother? Does this project have a purpose?
• What is the message within that painting? What if all works of art meant something?
• If love is the answer, what is the question? Why do people fall in love? Does everyone do so?
• What happens when dreams are delayed? Can dreams be real? Or are dreams simply dreams?

Revise the rhetorical question into a statement.

Of what use are rhetorical questions?

• [How could they know?] Why are the couples traveling to Europe for business?
• Without the tools the project was impossible to complete. [Why bother?] [Does this project have a purpose?]
• What is the message within that painting? [What if all works of art meant something?]
• [If love is the answer, what is the question?] [Why do people fall in love?] [Does everyone do so?]
• [What happens when dreams are delayed?] [Can dreams be real?] [Or are dreams simply dreams?]

For more essay rules and practice, check out the author’s  TEACHING ESSAYS BUNDLE .   This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards,   8 on-demand   writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision   and 64 rhetorical stance   “openers,”  writing posters, and helpful editing resources. 

Differentiate your  essay instruction in   this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs) ,

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Writing composition rules , essay rules , essay structure , essay style , essay writing , essay writing rules , five paragraph essays , how to write an essay , Mark Pennington , questions in conclusions , questions in essays , rhetorical devices , rhetorical questions , Teaching Essay Strategies , thesis statement questions , using questions to provoke thought , writing programs

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What Is a Rhetorical Question?

3-minute read

• 4th April 2023

Rhetorical questions can be an effective tool for writers and speakers to connect with their audience and convey their message more effectively. In this article, we’ll discuss rhetorical questions, how to use them, and some examples.

Definition of a Rhetorical Question

A rhetorical question is a question that isn’t meant to be answered. It’s asked to make a point or create an effect rather than to elicit an actual response. Here are a few examples:

·   Are you kidding me? ‒ Used to express disbelief or shock

·   Do you think I was born yesterday? ‒ Used to express suspicion or doubt

·   Why not? – Used to express willingness to try something

How to Use a Rhetorical Question

Rhetorical questions are rhetorical devices often used in writing and speech to engage the audience, emphasize a point, or provoke thought. They can be used to introduce a topic, make a statement, or open an argument.

Conversational Rhetorical Questions

Rhetorical questions are used in everyday speech and conversations. For example:

·   Who knows? ‒ Indicates that no one knows the answer

·   Isn’t that the truth? ‒ Used to express agreement with something

Introducing a Topic

Rhetorical questions are a common strategy in essay writing to introduce a topic or persuade the reader . Here are some essay questions with rhetorical questions you could use to introduce the topic:

Essay Question: Why should we care about climate change?

Rhetorical Question Introduction: Would you like to live on a dying planet?

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Essay Question: Are dress codes a good idea for school?

Rhetorical Question Introduction: Wouldn’t you like the freedom to choose what you want to wear?

Famous Examples of Rhetorical Questions

Rhetorical questions are a powerful and effective device to use in speech and writing, which is why you can find countless examples, from past and present figures, using them. Here are a few examples:

Here, Obama is using rhetorical questions to emphasize a point to his audience about what type of nation America is. The questions demonstrate his stance on immigration in America.

Dr. King used a variety of literary devices in his writing and speeches to inspire and invoke change and action in his audience. Here, he poses the rhetorical question, “Now, what does all of this mean in this great period of history?” to get his audience thinking. There’s no obvious answer here. He’s setting up his response to this seemingly unanswerable question.

Here, Sojourner Truth is speaking at the 1851 Women’s Convention to persuade the audience that women should have the right to vote like men. She’s emphasizing that she can do everything a man can do and more (childbirth), but she can’t vote like a man because she’s a woman.

Rhetorical questions are statements pretending to be a question. They’re not to be answered, as their answer should be obvious or there isn’t an obvious answer.

You can use rhetorical questions to emphasize a point, introduce a topic, or encourage your audience to think critically about an issue. If you’re looking to enhance your speaking or writing, check out our Literary Devices page to learn more.

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Rhetorical Questions in an Essay: Can You Use Rhetorical Questions in an Essay?

Rhetorical questions are some of the most widely employed figures of speech in literature. Many people use them in spoken or written form.

So, what is a rhetorical question? A rhetorical question is a statement formulated in form of a question; it is a question with an obvious answer or no answer at all.

Speakers and writers include rhetorical questions in their speeches and writings to engage the audience. They make the audience’s role more dynamic and exciting.

In this article, we look deeper at the role of rhetorical questions in an essay. Therefore, as a student or an essay writer read it comprehensively. Equip yourself with more knowledge and sharpen your essay-writing skills.

Can You Use Rhetorical Questions in an Essay?

You can definitely use rhetorical questions in an essay. They are an effective writing technique to use, especially in narrative and persuasive essays. They give the reader a chance to pause and consider the query. Because of this, they are good at grabbing a reader’s attention. Furthermore, they get the reader to consider their own thoughts on the subject at hand.

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Rhetorical questions channel attention to essential points, inject dramatic emphasis, or foster debates. These objectives get achieved when these questions are placed strategically in the paper. Writers use them in essays to formulate and grow critical pointers and themes. In addition, such writers employ them in their essays to reinforce particular key points in their arguments.

Although rhetorical questions are useful tools for getting people to think about a subject, it’s crucial to avoid overusing them. A reader may become confused and fail to grasp your main point if you employ too many. You can engage rhetorical questions more effectively if you use one or two in your essay and then provide a thorough explanation of your response.

Similarly, it is worth noting that not all essays accommodate the use of rhetorical questions. Academic and college application essays are examples of such essays. Remember, academic papers should be straight to the point. Instructors do not expect questions, but answers.

How to Write a Rhetorical Question in an Essay

Many linguists and literature experts are against the use of rhetorical questions in essays. However, the role these figures of speech play in an essay is unparalleled. Therefore, if you decide to use one in your essay, how do you write it? Please stick around and find out more.

In the title of your essay

Because they grab the reader’s attention, rhetorical questions are alluring to utilize in essays. They cannot, however, be successful in the essay’s body. Therefore, if you feel compelled to employ a rhetorical question, use it for the essay’s title.

Also see: can the title of an essay be a question? 

In the introduction of your essay

If you address the query in the argument, you may utilize it in the introduction. You should take note of the fact that you must respond to the question and cannot rely on the reader to do so.

An excellent way to apply this literary technique would be to pose the question in the first paragraph. Then, before moving on to the essay’s body, use the thesis statement to provide an answer.

In argumentative essays

You may use a rhetorical question to get a reader to perceive or behave a certain way. Therefore, you can use them when creating argumentative essays. When utilized properly, a question like this can frequently increase the weight of a claim and support your argument.

However, unless required, you shouldn’t use this type of writing in your argumentative or persuasive essay. It is best to rephrase them as complete sentences even if you believe the rhetorical question would seem far more accessible or persuasive.

Despite their role, there are common mistakes that you should avoid when writing rhetorical questions in your essay. These mistakes include;

• Using them in the thesis statement of your essay.  Remember, a thesis statement is written to answer a question rather than ask one. You would rather commence your introduction with a rhetoric question and answer it in the thesis statement.
• Overusing them in your essay . When you overuse rhetorical questions, it makes your essay annoying to the reader and makes it less impactful.
• Employing them in academic and research papers . Academic papers are written based on research and facts. They should, therefore, be straightforward and answer questions rather than asking.

The use of rhetorical questions in an essay is allowed and viable. As an essay writer ensure to use them strategically and sparingly for them to serve the intended purpose. All the best in your future writing.

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What Is a Rhetorical Analysis and How to Write a Great One

Helly Douglas

Do you have to write a rhetorical analysis essay? Fear not! We’re here to explain exactly what rhetorical analysis means, how you should structure your essay, and give you some essential “dos and don’ts.”

What is a Rhetorical Analysis Essay?

How do you write a rhetorical analysis, what are the three rhetorical strategies, what are the five rhetorical situations, how to plan a rhetorical analysis essay, creating a rhetorical analysis essay, examples of great rhetorical analysis essays, final thoughts.

A rhetorical analysis essay studies how writers and speakers have used words to influence their audience. Think less about the words the author has used and more about the techniques they employ, their goals, and the effect this has on the audience.

In your analysis essay, you break a piece of text (including cartoons, adverts, and speeches) into sections and explain how each part works to persuade, inform, or entertain. You’ll explore the effectiveness of the techniques used, how the argument has been constructed, and give examples from the text.

A strong rhetorical analysis evaluates a text rather than just describes the techniques used. You don’t include whether you personally agree or disagree with the argument.

Structure a rhetorical analysis in the same way as most other types of academic essays . You’ll have an introduction to present your thesis, a main body where you analyze the text, which then leads to a conclusion.

Think about how the writer (also known as a rhetor) considers the situation that frames their communication:

• Topic: the overall purpose of the rhetoric
• Audience: this includes primary, secondary, and tertiary audiences
• Purpose: there are often more than one to consider
• Context and culture: the wider situation within which the rhetoric is placed

Back in the 4th century BC, Aristotle was talking about how language can be used as a means of persuasion. He described three principal forms —Ethos, Logos, and Pathos—often referred to as the Rhetorical Triangle . These persuasive techniques are still used today.

Rhetorical Strategy 1: Ethos

Are you more likely to buy a car from an established company that’s been an important part of your community for 50 years, or someone new who just started their business?

Reputation matters. Ethos explores how the character, disposition, and fundamental values of the author create appeal, along with their expertise and knowledge in the subject area.

Aristotle breaks ethos down into three further categories:

• Phronesis: skills and practical wisdom
• Arete: virtue
• Eunoia: goodwill towards the audience

Ethos-driven speeches and text rely on the reputation of the author. In your analysis, you can look at how the writer establishes ethos through both direct and indirect means.

Rhetorical Strategy 2: Pathos

Pathos-driven rhetoric hooks into our emotions. You’ll often see it used in advertisements, particularly by charities wanting you to donate money towards an appeal.

Common use of pathos includes:

• Vivid description so the reader can imagine themselves in the situation
• Personal stories to create feelings of empathy
• Emotional vocabulary that evokes a response

By using pathos to make the audience feel a particular emotion, the author can persuade them that the argument they’re making is compelling.

Rhetorical Strategy 3: Logos

Logos uses logic or reason. It’s commonly used in academic writing when arguments are created using evidence and reasoning rather than an emotional response. It’s constructed in a step-by-step approach that builds methodically to create a powerful effect upon the reader.

Rhetoric can use any one of these three techniques, but effective arguments often appeal to all three elements.

The rhetorical situation explains the circumstances behind and around a piece of rhetoric. It helps you think about why a text exists, its purpose, and how it’s carried out.

The rhetorical situations are:

• 1) Purpose: Why is this being written? (It could be trying to inform, persuade, instruct, or entertain.)
• 2) Audience: Which groups or individuals will read and take action (or have done so in the past)?
• 3) Genre: What type of writing is this?
• 4) Stance: What is the tone of the text? What position are they taking?
• 5) Media/Visuals: What means of communication are used?

Understanding and analyzing the rhetorical situation is essential for building a strong essay. Also think about any rhetoric restraints on the text, such as beliefs, attitudes, and traditions that could affect the author's decisions.

Before leaping into your essay, it’s worth taking time to explore the text at a deeper level and considering the rhetorical situations we looked at before. Throw away your assumptions and use these simple questions to help you unpick how and why the text is having an effect on the audience.

1: What is the Rhetorical Situation?

• Why is there a need or opportunity for persuasion?
• How do words and references help you identify the time and location?
• What are the rhetoric restraints?
• What historical occasions would lead to this text being created?

2: Who is the Author?

• How do they position themselves as an expert worth listening to?
• What is their ethos?
• Do they have a reputation that gives them authority?
• What is their intention?
• What values or customs do they have?

3: Who is it Written For?

• Who is the intended audience?
• How is this appealing to this particular audience?
• Who are the possible secondary and tertiary audiences?

4: What is the Central Idea?

• Can you summarize the key point of this rhetoric?
• What arguments are used?
• How has it developed a line of reasoning?

5: How is it Structured?

• What structure is used?
• How is the content arranged within the structure?

6: What Form is Used?

• Does this follow a specific literary genre?
• What type of style and tone is used, and why is this?
• Does the form used complement the content?
• What effect could this form have on the audience?

7: Is the Rhetoric Effective?

• Does the content fulfil the author’s intentions?
• Does the message effectively fit the audience, location, and time period?

Once you’ve fully explored the text, you’ll have a better understanding of the impact it’s having on the audience and feel more confident about writing your essay outline.

A great essay starts with an interesting topic. Choose carefully so you’re personally invested in the subject and familiar with it rather than just following trending topics. There are lots of great ideas on this blog post by My Perfect Words if you need some inspiration. Take some time to do background research to ensure your topic offers good analysis opportunities.

Remember to check the information given to you by your professor so you follow their preferred style guidelines. This outline example gives you a general idea of a format to follow, but there will likely be specific requests about layout and content in your course handbook. It’s always worth asking your institution if you’re unsure.

Make notes for each section of your essay before you write. This makes it easy for you to write a well-structured text that flows naturally to a conclusion. You will develop each note into a paragraph. Look at this example by College Essay for useful ideas about the structure.

1: Introduction

This is a short, informative section that shows you understand the purpose of the text. It tempts the reader to find out more by mentioning what will come in the main body of your essay.

• Name the author of the text and the title of their work followed by the date in parentheses
• Use a verb to describe what the author does, e.g. “implies,” “asserts,” or “claims”
• Briefly summarize the text in your own words
• Mention the persuasive techniques used by the rhetor and its effect

Create a thesis statement to come at the end of your introduction.

After your introduction, move on to your critical analysis. This is the principal part of your essay.

• Explain the methods used by the author to inform, entertain, and/or persuade the audience using Aristotle's rhetorical triangle
• Use quotations to prove the statements you make
• Explain why the writer used this approach and how successful it is
• Consider how it makes the audience feel and react

Make each strategy a new paragraph rather than cramming them together, and always use proper citations. Check back to your course handbook if you’re unsure which citation style is preferred.

3: Conclusion

Your conclusion should summarize the points you’ve made in the main body of your essay. While you will draw the points together, this is not the place to introduce new information you’ve not previously mentioned.

Use your last sentence to share a powerful concluding statement that talks about the impact the text has on the audience(s) and wider society. How have its strategies helped to shape history?

Before You Submit

Poor spelling and grammatical errors ruin a great essay. Use ProWritingAid to check through your finished essay before you submit. It will pick up all the minor errors you’ve missed and help you give your essay a final polish. Look at this useful ProWritingAid webinar for further ideas to help you significantly improve your essays. Sign up for a free trial today and start editing your essays!

You’ll find countless examples of rhetorical analysis online, but they range widely in quality. Your institution may have example essays they can share with you to show you exactly what they’re looking for.

The following links should give you a good starting point if you’re looking for ideas:

Pearson Canada has a range of good examples. Look at how embedded quotations are used to prove the points being made. The end questions help you unpick how successful each essay is.

Excelsior College has an excellent sample essay complete with useful comments highlighting the techniques used.

Brighton Online has a selection of interesting essays to look at. In this specific example, consider how wider reading has deepened the exploration of the text.

Writing a rhetorical analysis essay can seem daunting, but spending significant time deeply analyzing the text before you write will make it far more achievable and result in a better-quality essay overall.

It can take some time to write a good essay. Aim to complete it well before the deadline so you don’t feel rushed. Use ProWritingAid’s comprehensive checks to find any errors and make changes to improve readability. Then you’ll be ready to submit your finished essay, knowing it’s as good as you can possibly make it.

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Helly Douglas is a UK writer and teacher, specialising in education, children, and parenting. She loves making the complex seem simple through blogs, articles, and curriculum content. You can check out her work at hellydouglas.com or connect on Twitter @hellydouglas. When she’s not writing, you will find her in a classroom, being a mum or battling against the wilderness of her garden—the garden is winning!

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Sat / act prep online guides and tips, getting college essay help: important do's and don’ts.

College Essays

If you grow up to be a professional writer, everything you write will first go through an editor before being published. This is because the process of writing is really a process of re-writing —of rethinking and reexamining your work, usually with the help of someone else. So what does this mean for your student writing? And in particular, what does it mean for very important, but nonprofessional writing like your college essay? Should you ask your parents to look at your essay? Pay for an essay service?

If you are wondering what kind of help you can, and should, get with your personal statement, you've come to the right place! In this article, I'll talk about what kind of writing help is useful, ethical, and even expected for your college admission essay . I'll also point out who would make a good editor, what the differences between editing and proofreading are, what to expect from a good editor, and how to spot and stay away from a bad one.

Table of Contents

What Kind of Help for Your Essay Can You Get?

What's Good Editing?

What should an editor do for you, what kind of editing should you avoid, proofreading, what's good proofreading, what kind of proofreading should you avoid.

What Do Colleges Think Of You Getting Help With Your Essay?

Who Can/Should Help You?

Advice for editors.

Should You Pay Money For Essay Editing?

The Bottom Line

What's next, what kind of help with your essay can you get.

Rather than talking in general terms about "help," let's first clarify the two different ways that someone else can improve your writing . There is editing, which is the more intensive kind of assistance that you can use throughout the whole process. And then there's proofreading, which is the last step of really polishing your final product.

Let me go into some more detail about editing and proofreading, and then explain how good editors and proofreaders can help you."

Editing is helping the author (in this case, you) go from a rough draft to a finished work . Editing is the process of asking questions about what you're saying, how you're saying it, and how you're organizing your ideas. But not all editing is good editing . In fact, it's very easy for an editor to cross the line from supportive to overbearing and over-involved.

Ability to clarify assignments. A good editor is usually a good writer, and certainly has to be a good reader. For example, in this case, a good editor should make sure you understand the actual essay prompt you're supposed to be answering.

Open-endedness. Good editing is all about asking questions about your ideas and work, but without providing answers. It's about letting you stick to your story and message, and doesn't alter your point of view.

Think of an editor as a great travel guide. It can show you the many different places your trip could take you. It should explain any parts of the trip that could derail your trip or confuse the traveler. But it never dictates your path, never forces you to go somewhere you don't want to go, and never ignores your interests so that the trip no longer seems like it's your own. So what should good editors do?

Help Brainstorm Topics

Sometimes it's easier to bounce thoughts off of someone else. This doesn't mean that your editor gets to come up with ideas, but they can certainly respond to the various topic options you've come up with. This way, you're less likely to write about the most boring of your ideas, or to write about something that isn't actually important to you.

If you're wondering how to come up with options for your editor to consider, check out our guide to brainstorming topics for your college essay .

Help Revise Your Drafts

Here, your editor can't upset the delicate balance of not intervening too much or too little. It's tricky, but a great way to think about it is to remember: editing is about asking questions, not giving answers .

Revision questions should point out:

• Places where more detail or more description would help the reader connect with your essay
• Places where structure and logic don't flow, losing the reader's attention
• Places where there aren't transitions between paragraphs, confusing the reader
• Moments where your narrative or the arguments you're making are unclear

But pointing to potential problems is not the same as actually rewriting—editors let authors fix the problems themselves.

Bad editing is usually very heavy-handed editing. Instead of helping you find your best voice and ideas, a bad editor changes your writing into their own vision.

You may be dealing with a bad editor if they:

• Add material (examples, descriptions) that doesn't come from you
• Use a thesaurus to make your college essay sound "more mature"
• Add meaning or insight to the essay that doesn't come from you
• Tell you what to say and how to say it
• Write sentences, phrases, and paragraphs for you
• Change your voice in the essay so it no longer sounds like it was written by a teenager

Colleges can tell the difference between a 17-year-old's writing and a 50-year-old's writing. Not only that, they have access to your SAT or ACT Writing section, so they can compare your essay to something else you wrote. Writing that's a little more polished is great and expected. But a totally different voice and style will raise questions.

Where's the Line Between Helpful Editing and Unethical Over-Editing?

Sometimes it's hard to tell whether your college essay editor is doing the right thing. Here are some guidelines for staying on the ethical side of the line.

• An editor should say that the opening paragraph is kind of boring, and explain what exactly is making it drag. But it's overstepping for an editor to tell you exactly how to change it.
• An editor should point out where your prose is unclear or vague. But it's completely inappropriate for the editor to rewrite that section of your essay.
• An editor should let you know that a section is light on detail or description. But giving you similes and metaphors to beef up that description is a no-go.

Proofreading (also called copy-editing) is checking for errors in the last draft of a written work. It happens at the end of the process and is meant as the final polishing touch. Proofreading is meticulous and detail-oriented, focusing on small corrections. It sands off all the surface rough spots that could alienate the reader.

Because proofreading is usually concerned with making fixes on the word or sentence level, this is the only process where someone else can actually add to or take away things from your essay . This is because what they are adding or taking away tends to be one or two misplaced letters.

Laser focus. Proofreading is all about the tiny details, so the ability to really concentrate on finding small slip-ups is a must.

Excellent grammar and spelling skills. Proofreaders need to dot every "i" and cross every "t." Good proofreaders should correct spelling, punctuation, capitalization, and grammar. They should put foreign words in italics and surround quotations with quotation marks. They should check that you used the correct college's name, and that you adhered to any formatting requirements (name and date at the top of the page, uniform font and size, uniform spacing).

Limited interference. A proofreader needs to make sure that you followed any word limits. But if cuts need to be made to shorten the essay, that's your job and not the proofreader's.

A bad proofreader either tries to turn into an editor, or just lacks the skills and knowledge necessary to do the job.

Some signs that you're working with a bad proofreader are:

• If they suggest making major changes to the final draft of your essay. Proofreading happens when editing is already finished.
• If they aren't particularly good at spelling, or don't know grammar, or aren't detail-oriented enough to find someone else's small mistakes.
• If they start swapping out your words for fancier-sounding synonyms, or changing the voice and sound of your essay in other ways. A proofreader is there to check for errors, not to take the 17-year-old out of your writing.

What Do Colleges Think of Your Getting Help With Your Essay?

Admissions officers agree: light editing and proofreading are good—even required ! But they also want to make sure you're the one doing the work on your essay. They want essays with stories, voice, and themes that come from you. They want to see work that reflects your actual writing ability, and that focuses on what you find important.

On the Importance of Editing

Get feedback. Have a fresh pair of eyes give you some feedback. Don't allow someone else to rewrite your essay, but do take advantage of others' edits and opinions when they seem helpful. ( Bates College )

Read your essay aloud to someone. Reading the essay out loud offers a chance to hear how your essay sounds outside your head. This exercise reveals flaws in the essay's flow, highlights grammatical errors and helps you ensure that you are communicating the exact message you intended. ( Dickinson College )

On the Value of Proofreading

Share your essays with at least one or two people who know you well—such as a parent, teacher, counselor, or friend—and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit. ( Yale University )

Proofread and then ask someone else to proofread for you. Although we want substance, we also want to be able to see that you can write a paper for our professors and avoid careless mistakes that would drive them crazy. ( Oberlin College )

On Watching Out for Too Much Outside Influence

Limit the number of people who review your essay. Too much input usually means your voice is lost in the writing style. ( Carleton College )

Ask for input (but not too much). Your parents, friends, guidance counselors, coaches, and teachers are great people to bounce ideas off of for your essay. They know how unique and spectacular you are, and they can help you decide how to articulate it. Keep in mind, however, that a 45-year-old lawyer writes quite differently from an 18-year-old student, so if your dad ends up writing the bulk of your essay, we're probably going to notice. ( Vanderbilt University )

Now let's talk about some potential people to approach for your college essay editing and proofreading needs. It's best to start close to home and slowly expand outward. Not only are your family and friends more invested in your success than strangers, but they also have a better handle on your interests and personality. This knowledge is key for judging whether your essay is expressing your true self.

Parents or Close Relatives

Your family may be full of potentially excellent editors! Parents are deeply committed to your well-being, and family members know you and your life well enough to offer details or incidents that can be included in your essay. On the other hand, the rewriting process necessarily involves criticism, which is sometimes hard to hear from someone very close to you.

A parent or close family member is a great choice for an editor if you can answer "yes" to the following questions. Is your parent or close relative a good writer or reader? Do you have a relationship where editing your essay won't create conflict? Are you able to constructively listen to criticism and suggestion from the parent?

One suggestion for defusing face-to-face discussions is to try working on the essay over email. Send your parent a draft, have them write you back some comments, and then you can pick which of their suggestions you want to use and which to discard.

Teachers or Tutors

A humanities teacher that you have a good relationship with is a great choice. I am purposefully saying humanities, and not just English, because teachers of Philosophy, History, Anthropology, and any other classes where you do a lot of writing, are all used to reviewing student work.

Moreover, any teacher or tutor that has been working with you for some time, knows you very well and can vet the essay to make sure it "sounds like you."

If your teacher or tutor has some experience with what college essays are supposed to be like, ask them to be your editor. If not, then ask whether they have time to proofread your final draft.

Guidance or College Counselor at Your School

The best thing about asking your counselor to edit your work is that this is their job. This means that they have a very good sense of what colleges are looking for in an application essay.

At the same time, school counselors tend to have relationships with admissions officers in many colleges, which again gives them insight into what works and which college is focused on what aspect of the application.

Unfortunately, in many schools the guidance counselor tends to be way overextended. If your ratio is 300 students to 1 college counselor, you're unlikely to get that person's undivided attention and focus. It is still useful to ask them for general advice about your potential topics, but don't expect them to be able to stay with your essay from first draft to final version.

Friends, Siblings, or Classmates

Although they most likely don't have much experience with what colleges are hoping to see, your peers are excellent sources for checking that your essay is you .

Friends and siblings are perfect for the read-aloud edit. Read your essay to them so they can listen for words and phrases that are stilted, pompous, or phrases that just don't sound like you.

You can even trade essays and give helpful advice on each other's work.

If your editor hasn't worked with college admissions essays very much, no worries! Any astute and attentive reader can still greatly help with your process. But, as in all things, beginners do better with some preparation.

First, your editor should read our advice about how to write a college essay introduction , how to spot and fix a bad college essay , and get a sense of what other students have written by going through some admissions essays that worked .

Then, as they read your essay, they can work through the following series of questions that will help them to guide you.

Introduction Questions

• Is the first sentence a killer opening line? Why or why not?
• Does the introduction hook the reader? Does it have a colorful, detailed, and interesting narrative? Or does it propose a compelling or surprising idea?
• Can you feel the author's voice in the introduction, or is the tone dry, dull, or overly formal? Show the places where the voice comes through.

Essay Body Questions

• Does the essay have a through-line? Is it built around a central argument, thought, idea, or focus? Can you put this idea into your own words?
• How is the essay organized? By logical progression? Chronologically? Do you feel order when you read it, or are there moments where you are confused or lose the thread of the essay?
• Does the essay have both narratives about the author's life and explanations and insight into what these stories reveal about the author's character, personality, goals, or dreams? If not, which is missing?
• Does the essay flow? Are there smooth transitions/clever links between paragraphs? Between the narrative and moments of insight?

Reader Response Questions

• Does the writer's personality come through? Do we know what the speaker cares about? Do we get a sense of "who he or she is"?
• Where did you feel most connected to the essay? Which parts of the essay gave you a "you are there" sensation by invoking your senses? What moments could you picture in your head well?
• Where are the details and examples vague and not specific enough?
• Did you get an "a-ha!" feeling anywhere in the essay? Is there a moment of insight that connected all the dots for you? Is there a good reveal or "twist" anywhere in the essay?
• What are the strengths of this essay? What needs the most improvement?

Should You Pay Money for Essay Editing?

One alternative to asking someone you know to help you with your college essay is the paid editor route. There are two different ways to pay for essay help: a private essay coach or a less personal editing service , like the many proliferating on the internet.

My advice is to think of these options as a last resort rather than your go-to first choice. I'll first go through the reasons why. Then, if you do decide to go with a paid editor, I'll help you decide between a coach and a service.

When to Consider a Paid Editor

In general, I think hiring someone to work on your essay makes a lot of sense if none of the people I discussed above are a possibility for you.

If you can't ask your parents. For example, if your parents aren't good writers, or if English isn't their first language. Or if you think getting your parents to help is going create unnecessary extra conflict in your relationship with them (applying to college is stressful as it is!)

If you can't ask your teacher or tutor. Maybe you don't have a trusted teacher or tutor that has time to look over your essay with focus. Or, for instance, your favorite humanities teacher has very limited experience with college essays and so won't know what admissions officers want to see.

If you can't ask your guidance counselor. This could be because your guidance counselor is way overwhelmed with other students.

If you can't share your essay with those who know you. It might be that your essay is on a very personal topic that you're unwilling to share with parents, teachers, or peers. Just make sure it doesn't fall into one of the bad-idea topics in our article on bad college essays .

If the cost isn't a consideration. Many of these services are quite expensive, and private coaches even more so. If you have finite resources, I'd say that hiring an SAT or ACT tutor (whether it's PrepScholar or someone else) is better way to spend your money . This is because there's no guarantee that a slightly better essay will sufficiently elevate the rest of your application, but a significantly higher SAT score will definitely raise your applicant profile much more.

Should You Hire an Essay Coach?

On the plus side, essay coaches have read dozens or even hundreds of college essays, so they have experience with the format. Also, because you'll be working closely with a specific person, it's more personal than sending your essay to a service, which will know even less about you.

But, on the minus side, you'll still be bouncing ideas off of someone who doesn't know that much about you . In general, if you can adequately get the help from someone you know, there is no advantage to paying someone to help you.

If you do decide to hire a coach, ask your school counselor, or older students that have used the service for recommendations. If you can't afford the coach's fees, ask whether they can work on a sliding scale —many do. And finally, beware those who guarantee admission to your school of choice—essay coaches don't have any special magic that can back up those promises.

Should You Send Your Essay to a Service?

On the plus side, essay editing services provide a similar product to essay coaches, and they cost significantly less . If you have some assurance that you'll be working with a good editor, the lack of face-to-face interaction won't prevent great results.

On the minus side, however, it can be difficult to gauge the quality of the service before working with them . If they are churning through many application essays without getting to know the students they are helping, you could end up with an over-edited essay that sounds just like everyone else's. In the worst case scenario, an unscrupulous service could send you back a plagiarized essay.

Getting recommendations from friends or a school counselor for reputable services is key to avoiding heavy-handed editing that writes essays for you or does too much to change your essay. Including a badly-edited essay like this in your application could cause problems if there are inconsistencies. For example, in interviews it might be clear you didn't write the essay, or the skill of the essay might not be reflected in your schoolwork and test scores.

Should You Buy an Essay Written by Someone Else?

Let me elaborate. There are super sketchy places on the internet where you can simply buy a pre-written essay. Don't do this!

For one thing, you'll be lying on an official, signed document. All college applications make you sign a statement saying something like this:

I certify that all information submitted in the admission process—including the application, the personal essay, any supplements, and any other supporting materials—is my own work, factually true, and honestly presented... I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree, should the information I have certified be false. (From the Common Application )

For another thing, if your academic record doesn't match the essay's quality, the admissions officer will start thinking your whole application is riddled with lies.

Admission officers have full access to your writing portion of the SAT or ACT so that they can compare work that was done in proctored conditions with that done at home. They can tell if these were written by different people. Not only that, but there are now a number of search engines that faculty and admission officers can use to see if an essay contains strings of words that have appeared in other essays—you have no guarantee that the essay you bought wasn't also bought by 50 other students.

• You should get college essay help with both editing and proofreading
• A good editor will ask questions about your idea, logic, and structure, and will point out places where clarity is needed
• A good editor will absolutely not answer these questions, give you their own ideas, or write the essay or parts of the essay for you
• A good proofreader will find typos and check your formatting
• All of them agree that getting light editing and proofreading is necessary
• Parents, teachers, guidance or college counselor, and peers or siblings
• If you can't ask any of those, you can pay for college essay help, but watch out for services or coaches who over-edit you work
• Don't buy a pre-written essay! Colleges can tell, and it'll make your whole application sound false.

Ready to start working on your essay? Check out our explanation of the point of the personal essay and the role it plays on your applications and then explore our step-by-step guide to writing a great college essay .

Using the Common Application for your college applications? We have an excellent guide to the Common App essay prompts and useful advice on how to pick the Common App prompt that's right for you . Wondering how other people tackled these prompts? Then work through our roundup of over 130 real college essay examples published by colleges .

Stressed about whether to take the SAT again before submitting your application? Let us help you decide how many times to take this test . If you choose to go for it, we have the ultimate guide to studying for the SAT to give you the ins and outs of the best ways to study.

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Rhetorical Question – Definition, Examples & Meaning

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In the study of language, a rhetorical question is recognized as a figurative inquiry employed in dialogue, not with the expectation of a response, but to highlight a point, provoke thought, or underscore a declaration. This stylistic device is not aimed at gathering information but serves to draw attention, stimulate contemplation, or reinforce an argument. This type of loaded question is a common and effective tool in the realms of literature, marketing, debates, and daily communication.

Inhaltsverzeichnis

• 1 Rhetorical question in a nutshell
• 2 Definition: Rhetorical questions
• 4 The 3 types
• 6 Benefits & problems
• 7 Rhetorical question vs. leading question

Rhetorical question in a nutshell

A rhetorical question is a stylistic device with a rhetorical question mark that seeks no response because the answer is implied or obvious.

Definition: Rhetorical questions

The word rhetorical has its origin in the Greek language as “rhetorikos,” meaning “skilled in speaking.” It is a figure of speech in the form of a question posed for stylistic and dramatic effect rather than to elicit an answer. Unlike regular questions, which seek information or clarification, rhetorical questions are used to make a point , persuade , provoke thought , or create a dramatic effect.

They are designed to encourage the listener or reader to consider the implied answer within the context of the question itself, rather than to respond verbally. They are commonly used in literature, speeches, and everyday conversation to emphasize a point, express irony, or lead the audience toward a particular conclusion. When talking about academic writing , rhetorical questions have no place in it since they are used for creative flair instead of clarity.

• You’re asking me if I want to go on an all-expenses-paid trip? Is the sky blue?

Rhetorical questions are employed across various contexts to engage audiences, provoke thought, emphasize points, or express emotions. Below you will find examples in different contexts and their functions.

Everyday life

Here are common example sentences used in daily communications.

• Do I look like I was born yesterday?
• Is money growing on trees?
• Have you ever seen me arrive late to anything?

Rhetorical questions in literature are often used to provoke thought, emphasize themes, or convey the characters’ emotions succinctly. Here are some short popular examples from various literary works.

• All animals are equal, but some animals are more equal than others, aren’t they?
• Was he not born of (a) woman?
• Can’t repeat the past? Why, of course, you can!

Below you’ll find several examples that could be seen in marketing and media.

• Want to save money on your car insurance?
• Why settle for less when you can have the best?
• Isn’t it time we talk about mental health?

In speeches and debates, especially of a political nature, rhetorical questions can be used to provoke an audience’s thoughts and guide them to a specific answer.

• How long will we tolerate injustice and remain silent?
• Is it not our duty to ensure every citizen has access to healthcare?
• Do we want to live in a society where education is a privilege and not a right?

Rhetorical questions with obvious answers

Most rhetorical questions asked have an obvious, implied answer.

• Is the sky blue?
• Don’t you want to win?
• Are you serious?

Rhetorical questions that have no answers

More rarely, a rhetorical question is expressed with no real answer implied. These are often used to make a strong negative point or to prompt further discussion.

• Why bother?

The 3 types

Rhetorical questions frequently appear in fiction, non-fiction, speeches, and everyday conversation. Some are so common they’re clichés. Rhetorical questions come in three flavors – anthypophora, erotesis, and epiplexis. Respectively, they argue the point, reinforce a point, or attack the question’s target.

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In the world of communication and rhetoric, rhetorical questions are powerful tools that can have profound effects on the listener or reader. Here are some of the theoretical and psychological impacts they have, along with plenty of examples.

Engagement and interest

Rhetorical questions draw the audience’s attention and engage them more deeply in the subject.

• Have you ever wondered what it means to live a good life?

This question invites the audience to reflect personally on the concept of a good life, making them more invested in the ensuing discussion.

They emphasize a point or highlight an issue, making it more memorable or striking.

• Is freedom of speech not the foundation of a democratic society?

By questioning the importance of free speech, the speaker underscores its critical role in democracy.

Provoking thought

Rhetorical questions encourage the audience to critical thinking and reflect on their beliefs or assumptions.

• What does it profit a man if he gains the whole world but loses his soul?

This question, derived from biblical context, prompts deep contemplation about the value of material vs. spiritual wealth.

Expressing irony or sarcasm

They can convey irony or sarcasm , critiquing a situation without directly stating the criticism.

• Oh, because we all have the luxury of time, don’t we?

Used in a context where time is limited, this question sarcastically comments on the unrealistic expectations of having ample time.

Creating a persuasive argument

Rhetorical questions can strengthen a persuasive argument by leading the audience to an intended conclusion.

• Can we really afford to ignore the environmental crisis any longer?

This question implies that the cost of inaction is too high, persuading the audience towards recognizing the urgency of environmental issues.

Building connection

They can create a sense of connection and rapport by involving the audience in the conversation.

• Haven’t we all been in a situation where we wished we had spoken up?

This question resonates with common human experiences, building a bond with the audience.

Challenging assumptions

Rhetorical questions challenge the audience to reconsider their assumptions or preconceived notions.

• Do we truly believe that all men are created equal?

It prompts the audience to reflect on their personal beliefs and the societal values around equality. By questioning the sincerity of the belief in equality, it encourages individuals to consider inconsistencies between stated values and actual practices or policies and societal justice.

Expressing frustration

They can express frustration , disbelief , or incredulity about a situation or behavior.

• Are we seriously still debating this issue?

This question expresses frustration over the prolonged discussion of what the speaker perceives as an obvious or resolved matter.

Benefits & problems

Since we have already discussed possible effects, these questions can offer several benefits in communication, but they also come with potential drawbacks. Understanding both can help in effectively leveraging rhetorical questions for desired outcomes.

Below, you’ll see several advantages rhetorical questions can offer.

While there are numerous advantages, disadvantages can also arise when using rhetorical questions that may make you consider using them.

Rhetorical question vs. leading question

A leading question (also, a suggestive question) is a question that prompts or encourages the desired answer . It’s often used in legal contexts, interviews, or surveys to guide the respondent toward a specific response, sometimes subtly implying it.

The key difference lies in their intent : rhetorical questions aim to engage thought or emphasize a point without expecting a response, while leading questions seek to elicit a specific response, steering the conversation or testimony in a desired direction.

• You saw the defendant at the scene, didn’t you?
• Don’t you agree that the product works wonders?

What's a rhetorical question?

It is a question that is asked for a specific purpose rather than obtaining information.

Why do authors and public speakers use rhetorical questions?

To better illustrate, emphasize, and reiterate the (persuasive) points they want to make. Rhetorical questions can also invite further, unguided thought — even if they’re unanswerable. Open-ended queries make good starting points for free-flowing seminars and rhetorical debates.

Is a rhetorical question ever inappropriate?

Occasionally, it can be. Poorly timed, targeted, or phrased rhetorical questions often appear to talk down to the reader — or appear to tell them what they should think. Accidental, pathetic humor (bathos) may result from questions that are too obscure or niche to be relatable or mistakenly express a truly unpopular opinion.

What is a rhetorical question example?

“How should I know?” is a question that shows frustration, while expecting no answer.

How do you know if a question is rhetorical?

Rhetorical means that it is made for style or effect, meaning a rhetorical question is used for mere effect, rather than an answer or information.

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Typical College-level Writing Genres: Summary, Analysis, Synthesis

Basic questions for rhetorical analysis, what is the rhetorical situation.

• What occasion gives rise to the need or opportunity for persuasion?
• What is the historical occasion that would give rise to the composition of this text?

Who is the author/speaker?

• How does he or she establish ethos (personal credibility)?
• Does he/she come across as knowledgeable? fair?
• Does the speaker’s reputation convey a certain authority?

What is his/her intention in speaking?

• To attack or defend?
• To exhort or dissuade from certain action?
• To praise or blame?
• To teach, to delight, or to persuade?

Who make up the audience?

• Who is the intended audience?
• What values does the audience hold that the author or speaker appeals to?
• Who have been or might be secondary audiences?
• If this is a work of fiction, what is the nature of the audience within the fiction?

What is the content of the message?

• Can you summarize the main idea?
• What are the principal lines of reasoning or kinds of arguments used?
• What topics of invention are employed?
• How does the author or speaker appeal to reason? to emotion?

What is the form in which it is conveyed?

• What is the structure of the communication; how is it arranged?
• What oral or literary genre is it following?
• What figures of speech (schemes and tropes) are used?
• What kind of style and tone is used and for what purpose?

How do form and content correspond?

• Does the form complement the content?
• What effect could the form have, and does this aid or hinder the author’s intention?

Does the message/speech/text succeed in fulfilling the author’s or speaker’s intentions?

• Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
• Can you identify the responses of historical or contemporary audiences?

What does the nature of the communication reveal about the culture that produced it?

• What kinds of values or customs would the people have that would produce this?
• How do the allusions, historical references, or kinds of words used place this in a certain time and location?
• Basic Questions for Rhetorical Analysis. Authored by : Gideon O. Burton. Provided by : Brigham Young University. Located at : http://rhetoric.byu.edu . Project : Silva Rhetoricae. License : CC BY: Attribution

• [email protected]

How to Write a Rhetorical Question in an Essay

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Rhetorical questions are an essential part of essay writing and mastering them can significantly improve the quality of your work. A rhetorical question is one that does not require an answer, but rather is used to emphasize a point or create a thought-provoking response from the reader. They are often used to convey a sense of emotion and provide insight into a deeper message.

In this guide, we will discuss the basics of rhetorical questions and how they can be used to strengthen an argument in an essay. We will look at the different types of rhetorical questions and how to use them effectively. We will also cover guidelines for writing rhetorical questions and offer tips on proofreading. By the end of the article, you will have a comprehensive understanding of how to write effective rhetorical questions in your essays .

A rhetorical question is composed of two elements: the question itself and the context in which it is asked. The question should be phrased in such a way to spark a reaction from the readers. It may be a question that is answered in the essay or simply used as a method of emphasizing a point. The context in which it is asked should be appropriate for the given situation, such as a debate or discussion.

When crafting a rhetorical question, it helps to consider the audience. The question should be relevant to the topic being discussed and the tone should be adjusted to fit the situation. Additionally, the grammar should be accurate and the syntax should be clear. With these elements in place, the question should solidify the writer’s point and add depth to the essay.

Finally, it is important to proofread any rhetorical questions you include in your essay. A poorly placed question can distract from the overall argument and take away from the essay’s effectiveness. Read through your paper to make sure that the question is clear and concise, and that its meaning is not misinterpreted by your reader.

Rhetorical questions can be a powerful tool when used correctly in an essay. As long as you keep in mind the guidelines discussed above, you can successfully add rhetorical questions to your writing in a way that enhances the overall argument.

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What is a Rhetorical Question?

A rhetorical question is a type of question that doesn’t require an answer—in fact, it can be a powerful tool to enhance your writing. Unlike other types of questions, rhetorical questions are made to generate discussion on a particular topic or to evoke an emotional response from the reader. By utilizing rhetorical questions in your essay, you can create a more engaging and effective piece of writing.

Difference between Rhetorical Questions and Other Questions

Rhetorical questions differ from other types of questions in a few important ways. For example, when you ask an open-ended question such as “What is the best way to approach this problem?” you are expecting an answer. With a rhetorical question, however, you are not expecting a direct answer, and the purpose of the question is simply to make a point. Another difference between rhetorical questions and other types of questions is their structure. Rhetorical questions often take the form of a declarative statement, which sets them apart from the more familiar types of questions.

The Power of Rhetorical Questions

Rhetorical questions can be a powerful tool for an essay writer since they can evoke an emotional response from the reader and foster a deeper level of engagement with the material. They also serve to spark further discussion on the topic and can help to better illustrate the writer’s point. By using rhetorical questions in your essay, you can ensure that your writing will be both engaging and effective.

Examples of Rhetorical Questions

A rhetorical question is a figure of speech where the question typically does not expect an answer, but instead serves as a device to create emphasis and provoke thought. Knowing how to skillfully use rhetorical questions in your writing can be a powerful tool and help you create more engaging content. Let’s take a look at some examples of rhetorical questions to better understand how they work.

One classic example of a rhetorical question is “C’mon, what do you think?” This conveys an implied message that the person you are asking should already know the answer or at least think critically about their opinion. It can be used when trying to make a point, or end a discussion.

Another example of a rhetorical question is “Why bother?” This is often used to express a feeling of apathy or suggest that something isn’t worth considering. It can have a persuasive effect as readers may be prompted to consider why they should even bother with something.

Finally, an example of a rhetorical question used for comic relief might be “Do I really need to explain this?” This is often used to show exasperation at a lack of understanding and can be useful for lightening the mood.

When constructing a rhetorical question, there are a few key elements to keep in mind. First, the question should be phrased in a way that does not expect an answer. Second, it should be relevant to the conversation or situation at hand. Finally, the rhetorical question should provide emphasis or clarity to what is being said.

By understanding how to effectively use rhetorical questions, you can add depth and power to your writing. We hope these examples have helped you better understand how to use rhetorical questions in your own writing.

Why Rhetorical Questions Are Important For Essay Writing

A rhetorical question is an important writing skill to have in your arsenal, particularly when it comes to essay writing . So why are rhetorical questions so important when crafting an essay? To put simply, they allow you to ask a question without requiring an answer. This can be a powerful tool to convey a point that you are attempting to make in your essay. By deliberately refraining from providing an answer, the reader is left with a thought-provoking question that will likely stay with them long after they’ve finished your essay.

Rhetorical questions should be used sparingly and judiciously, as overusing them can lead to confusion or give the impression that you haven’t done enough research on the topic at hand. When used effectively, however, they can be a great tool for ensuring that your readers are paying attention to the points you are making and engaging with the material in a meaningful way. One of the key advantages of rhetorical questions is that they can help ensure your essay is memorable and stays with the reader long after they’ve finished reading.

In this sense, a rhetorical question has the power to contribute significantly to your essay’s overall impact. They can also be used as an effective tool to transition between topics, helping to introduce a new idea while adding a sense of mystery and intrigue. Finally, they can be used to further reinforce solutions or arguments in your essay, helping to drive home the point you are trying to make.

As such, it is important to understand the purpose of rhetorical questions and the various ways you can use them to enhance your essay. When used effectively, rhetorical questions can add a great deal of depth and meaning to your essay, and help ensure that your readers stay engaged with your work.

Guidelines for Writing Rhetorical Questions

Rhetorical questions can be a powerful tool when used correctly in an essay. They are designed to draw the reader in and encourage them to think about the topic in new ways. When writing a rhetorical question, there are several guidelines that you should consider in order to make sure that you are conveying your message in the most effective way possible.

First, you should think carefully about the context of your question. Make sure that your question fits in with the rest of the essay’s theme and purpose. Additionally, think about the audience you are writing for and tailor your question so that it speaks to their specific interests and concerns.

Next, when crafting the question itself, make sure to use language that is direct and concise. Avoid using unnecessary words or overly complex sentence structures. Your goal should be to create a clear and direct message that is easy for the reader to comprehend.

You should also strive to craft your rhetorical question in a way that offers the reader an opportunity to think more deeply about the issue. Ask a question that challenges the reader on an intellectual level, encouraging them to view the topic from a new perspective.

Finally, pay careful attention to the structure of your question. Consider whether you should use a positive or negative statement, as this will have a significant impact on how your question is received. Additionally, think about the best way to phrase your question as it relates to the tone of your essay.

By taking the time to consider these guidelines, you can make sure that you are creating effective rhetorical questions that will engage your readers and keep them interested in the topic. If you take the time to craft each one carefully and make sure that it fits in with the overall concept of your essay, then you will be able to create an essay that is sure to leave a lasting impression on your readers.

Structures for Writing Rhetorical Questions

Learning how to effectively write rhetorical questions can make your writing more effective, persuasive, and engaging. Before you begin constructing your own rhetorical questions, it’s important to understand the structures used when crafting them.

Rhetorical questions come in many different forms and have various purposes, so knowing which structure is best suited for your purpose can help get your message across more clearly. Here are some of the most common structures for writing rhetorical questions:

• Meaningful Phrase: A meaningful phrase is a concise way to communicate an idea or an opinion. For example: “What’s the point?”
• Inverted Sentence Structure: This structure involves inverting the normal sentence structure to create a question. For example: “Shouldn’t we be asking why?”
• Parallelism: Parallelism is a technique that involves repeating words, phrases, or sentences in a specific pattern. This can help convey the point of the question more clearly. For example: “What have we done and what are we doing? What will we do?”
• Compound Question: A compound question consists of two or more questions linked together with a conjunction. This can be used to emphasize the importance of the question or to draw attention to multiple aspects of the topic. For example: “Do we really understand the consequences of our actions, and are we prepared to face them?”
• Implied Question: An implied question involves using a statement to imply a question. This structure can be useful if you want to create a certain tone or evoke a particular emotion. For example: “We can’t ignore the fact that this issue has far-reaching effects.”

When crafting rhetorical questions, it’s important to pay attention to the structure of the question in order to ensure that it communicates the desired message. By familiarizing yourself with these common structures, you can create powerful and effective rhetorical questions that will have a lasting impact on your readers.

Techniques for Writing an Effective Rhetorical Question

A rhetorical question is a powerful tool for an essay writer, as it can help to spark the reader’s interest, make them think critically about a topic, and draw their attention to certain details within your essay. To maximize the effectiveness of a rhetorical question, there are several writing techniques that you should keep in mind.

• Be brief: Your rhetorical question should be short and to the point, so that your readers can quickly grasp its meaning. Strive to capture the essence of the thought in just a few words.
• Use assertive language: When writing a rhetorical question, strive to use language that is assertive and authoritative, so that your reader will take the question seriously and take pause to consider its implications.
• Choose the right tone: The tone of your rhetorical question will also be important. Consider the context of the essay and how different tones may affect its impact. Likewise, use carefully chosen words to ensure that the intended meaning is conveyed clearly.
• Be specific: To really drive home the point of your rhetorical question, make sure that it is specific to the topic at hand. A good rhetorical question should be focused enough to make a statement about the topic, yet open-ended enough to raise questions that the reader can explore on their own.
• Keep it relevant: The rhetorical question should be relevant to the essay’s content and should not be seen as an unrelated or unnecessary addition. It should be used to further emphasize a point or to explore an issue more deeply.

By utilizing these techniques and considering their impact, you can write effective rhetorical questions that will contribute to the success of your essay . As with any writing skill, practice makes perfect, so don’t be afraid to experiment with different formats and tone until you feel confident in your ability to craft a powerful rhetorical question.

Dos and Don’ts: Tips for Writing Rhetorical Questions in Your Essay

Writing a rhetorical question in your essay can be a powerful way to engage readers and make an impact on your audience. However, if done incorrectly, these questions can be ineffective and even confusing. To ensure you get the most out of your rhetorical questions, here are some dos and don’ts to follow when incorporating them into your writing.

• Do: Make sure the rhetorical question challenges your reader to think about the topic at hand.
• Don’t: Use rhetorical questions as a crutch instead of offering a well-thought out argument or point of view.
• Do: Write your rhetorical questions in a concise, direct manner.
• Don’t: Waffle with words and clutter your rhetorical questions with excessive modifiers.
• Do: Ask a question that can’t actually be answered, serving to engage the reader instead.
• Don’t: Set up a false dichotomy by asking a rhetorical question that simplifies a complex issue.
• Do: Understand that rhetorical questions can be both positive or negative in nature.
• Don’t: Assume your readers will always interpret your rhetorical questions in the way you intend.
• Do: Frame your rhetorical questions in a way that encourages reflection and thought.
• Don’t: Use rhetorical questions as a tool for manipulation or to push a certain agenda.

Overall, using rhetorical questions in your writing can be a very effective way to engage readers in thoughtful discussion. As long as you consider the intention of your questions, avoid logical fallacies, and keep them concise, your rhetorical questions should make a powerful impact on your audience.

Editing/Proofreading: The Importance of Checking for Unintended Meaning

When it comes to writing a rhetorical question, you must be careful that the words you use do not create an unintended meaning. As rhetorical questions are meant to evoke thought in the reader, it is important to make sure the meaning you intend is conveyed and that any ambiguity is removed in the editing and proofreading process.

Editing and proofreading are key processes to ensuring your rhetorical question conveys the precise message or sentiment that you want it to. A simple misread or misspelling can turn a powerful piece of writing into something completely misconstrued. It is important to review your work several times to ensure that your rhetorical question does not inadvertently provide a different message than what you had intended.

When editing and proofreading your rhetorical questions, pay attention to the wording you use. Make sure that each term is in its correct form and that all words are spelled correctly. Also watch out for any words or phrases that may have multiple meanings that could lead to confusion or misinterpretation. This is why it’s important to read through the question several times and get input from a colleague or second set of eyes for feedback.

In addition to checking for clarity, you should also make sure that your rhetorical question flows naturally and reads well. Pay close attention to the sentence structure and how the words are arranged. Are there any awkward pauses or lengthy phrases that might confuse your readers? You may want to consider restructuring some of your sentences to improve the flow and clarity of the rhetorical question.

Editing and proofreading your rhetorical questions is an important step in the writing process. By taking the time to ensure that your question conveys the message you want and reads clearly, you’ll be able to effectively communicate with your readers and create a powerful impact.

Applications of Rhetorical Questions

A rhetorical question can be an incredibly powerful tool in any type of written communication, beyond just essays. In fact, rhetorical questions can do even more to engage readers and draw attention to certain points that you are making.

Rhetorical questions can be used to emphasize a point, engage readers in some self-reflection, or to simply draw the reader’s attention to something of importance. As such, it is important to be aware of the potential applications and how to use them effectively.

One way to use a rhetorical question to your advantage is to emphasize a key point that you are trying to make. For example, if you are arguing for a particular stance on an issue, you could ask a rhetorical question to draw attention to that point and challenge your readers to think about it. Another effective way to use rhetorical questions is to get your readers to consider their own situation and values. This can help to engage them more with the discussion by asking them to reflect on the material they have read.

When incorporating rhetorical questions into non-essay writing, it is important to keep the following in mind:

• Be selective with the questions you ask – make sure that they are relevant to the topic at hand.
• Keep your questions succinct and avoid using too many words.
• Make sure your questions are clear and easy to understand.
• Maintain a consistent tone throughout your writing.

By following these guidelines, you can harness the power of a rhetorical question to effectively communicate your message and engage your readers. Using rhetorical questions in this way can help to bring your writing to life and create impactful and memorable content.

Writing an effective rhetorical question can be a powerful tool for essay writers. In this guide, we have explored what is a rhetorical question, what are its purposes, and how to write one that truly has an impact on the reader. We’ve discussed common structures, techniques, and guidelines to consider when constructing a rhetorical question.

To conclude, here are the key points to remember when incorporating rhetorical questions into your writing:

• A rhetorical question should always serve a purpose within the essay or written piece.
• Choose the right structure and format for the rhetorical question.
• Employ specific techniques to make the rhetorical question compelling.
• Proofread the question to ensure accuracy and clarity.

If you follow the tips outlined in this guide , you will be able to write a rhetorical question that makes an impact and convinces your readers. So go ahead, give it a try!

Frequently Asked Questions about How to Write a Rhetorical Question in an Essay

• Q: What is a rhetorical question? A: A rhetorical question is a form of question that doesn’t require, or expect, an answer. It is usually used to make a point, create emphasis or draw attention to a certain piece of information.
• Q: What makes a rhetorical question different than other kinds of questions? A: Unlike other types of questions such as closed and open-ended questions, a rhetorical question does not require, nor expect, an answer. It requires the person reading it to reflect, rather than provide an answer.
• Q: What are some examples of rhetorical questions? A: Examples of rhetorical questions include “”How can I be expected to solve this problem?”” or “”What do they expect us to do?””.
• Q: What is the purpose of a rhetorical question in an essay? A: A rhetorical question can be a powerful tool for an essay writer as it invites readers to think critically about the topic being discussed and reflect upon the implications of the argument presented by the essay writer.
• Q: What elements should be included when constructing a rhetorical question? A: When constructing a rhetorical question, ensure that the question contains enough detail to provide context and leave room for interpretation. Additionally, make sure you relate the rhetorical question to your intended outcome.
• Q: Are there different structures and formats to consider when writing a rhetorical question? A: Yes, there are different approaches to writing a rhetorical question, such as questions with ellipses or exclamation mark at the end. Generally, the structure of the sentence should guide you on how best to express the rhetorical question.
• Q: What writing techniques can help enhance the quality of the rhetorical question and contribute to the essay’s effectiveness? A: Using vivid language, concrete examples and references can help to enhance the quality of the rhetorical question and make the essay more effective.
• Q: What Dos and Dont’s should readers be aware of when using rhetorical questions in their essays? A: Do keep your audience in mind when crafting your rhetorical question, ensure the question is relevant to the topic being discussed and pay attention to how it is being used. Don’t forget to proofread to check for errors and ambiguous phrasing.
• Q: Are there any potential applications of rhetorical questions beyond essays? A: Yes, rhetorical questions can also be used in oral presentations, creative writing and even in marketing campaigns.
• Q: What resources are available to help readers further expand upon what they have learnt in the post? A: There are a variety of blog posts, academic articles and books that can help readers gain a deeper understanding of the power and potential of rhetorical questions.

Nick Radlinsky

Nick Radlinsky is a devoted educator, marketing specialist, and management expert with more than 15 years of experience in the education sector. After obtaining his business degree in 2016, Nick embarked on a quest to achieve his PhD, driven by his commitment to enhancing education for students worldwide. His vast experience, starting in 2008, has established him as a reputable authority in the field.

Nick's article, featured in Routledge's " Entrepreneurship in Central and Eastern Europe: Development through Internationalization ," highlights his sharp insights and unwavering dedication to advancing the educational landscape. Inspired by his personal motto, "Make education better," Nick's mission is to streamline students' lives and foster efficient learning. His inventive ideas and leadership have contributed to the transformation of numerous educational experiences, distinguishing him as a true innovator in his field.

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How to use Rhetorical Questions in your Speech, with Examples

April 5, 2018 - Gini Beqiri

Rhetorical questions can be used as an effective communication tool during a speech. These questions provide you with a way of controlling the speech and thoughts of the audience.

They are especially useful in engaging the audience and  persuading them  to agree with you. In this article we discuss how to use rhetorical questions in a speech or presentation.

What is a rhetorical question?

A rhetorical question can be “an effective persuasive device, subtly influencing the kind of response one wants to get from an audience” – (Edward P.J. Corbett)

A rhetorical question is a question that’s asked for effect with no answer expected. The answer may be immediately provided by the questioner or obvious.

• The question may have an obvious answer
• The question may not have an answer
• The question may be answered immediately by the questioner

Examples of rhetorical questions

General examples.

Rhetorical questions with obvious answers are asked about well-known facts, or the answer is suggested based on the question’s context. They are used to emphasises an idea or point:

• Are you kidding me?
• Can birds fly?
• Is the Pope catholic?

Rhetorical questions which have no answers:

• What’s the meaning of life?
• How many times do I have to tell you not to…?

Examples from Obama and Shakespeare

President Obama’s immigration address

Ever since the  5th century BC , orators have put their points across by asking rhetorical questions whose implied answers clearly support their point. This rhetorical passage comes from Obama’s immigration speech:

“Are we a nation that tolerates the hypocrisy of a system where workers who pick our fruit and make our beds never have a chance to get right with the law? Are we a nation that accepts the cruelty of ripping children from their parents’ arms? Or are we a nation that values families, and works to keep them together?” –  Obama’s Immigration Address

William Shakespeare

Shall I compare thee to a summer’s day? – Sonnet 18

If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? – The Merchant of Venice

Mighty Caesar! Dost thou lie so low? Are all thy conquests, glories, triumphs, spoils, shrunk to this little measure? – Julius Caesar

Benefits of rhetorical questions

Rhetorical questions are not a necessity but they can be valuable. They can be used in many different ways to:

• Engage the audience
• Increase the variety of your presentation
• Influence and persuade the audience
• Subtly draw attention and emphasise specific points
• Introduce topics/ideas
• Make the listeners think about certain topics

How to use rhetorical questions in a speech

1. engage the audience.

Ask a rhetorical question to engage the audience and pause to allow them to think of an answer. This gets the audience to  actively participate  rather than passively listen as they create hypotheses or resolutions.

For example: asking “Why is practicing mindfulness beneficial for reducing anxiety?” would be more effective than saying “Practicing mindfulness exercises can reduce anxiety levels because…”

Speakers may start presentations with rhetorical questions to increase the likelihood of the audience staying engaged.

2. Personalise your questions

Make the audience feel as though you are speaking to each member individually by using “you” and “your.”

For example: asking “Do you want to lose weight without feeling hungry?” would be more effective than asking “Does anyone here want to lost weight without feeling hungry?”

3. Persuade the audience

To get your audience to agree with you, ask a rhetorical question where the answer is clearly a “yes”. Once the audience begins agreeing with you they are more likely to continue agreeing. You will be familiar with this type of persuasion in casual conversation, for example, “Nice weather today, isn’t it?”

Another way to get the audience to agree with you is to show them that you’re similar. Show your listeners that you have shared experiences and that you understand their problems.

For example, “We’ve all experienced being so stressed at work that we come home and don’t feel like doing anything, haven’t we?”

4. Evoke emotions

Make the audience feel the same way you do about something by asking questions that trigger emotional reactions.

For example, rather than saying “X has never helped our community” ask “What has X ever done for our community?” This will trigger a strong  emotional response  because the audience will come to that conclusion that “X haven’t done anything.”

5. Emphasise a statement

After a statement has been made use a rhetorical question to get the audience to think about that statement.

For example, “The amount of plastic in the ocean is rising at a considerable rate. How much damage will it take for you to help reduce this?”

6. Predict the audiences questions

Think about your topic and audience when planning your speech. Try to predict what the audience may want to ask. In your speech use the predictions as rhetorical questions and answer them.

For example, “As a dog owner you may think ‘What should I be focusing on to keep my dog healthy?’ The answer is providing your dog with the correct nutrition and therefore food.”

You could also introduce one or more rhetorical questions at the  start of your speech  and explain that you will answer them during your speech. For example: “In the next 20 minutes let’s explore the answers to these questions.” Asking these difficult questions and promising you will provide the answers will increase interest and attention.

7. Answer questions with questions

Answer a question, either an audience member’s or your own, using another rhetorical question. Generally both the questions have the same answer.

For example: “Have we met the targets again this year? Is the Pope Catholic?”

Try to make the second question unique and relatable to the audience because common examples can sound cheesy.

8. Consecutive rhetorical questions

– Increase the impact of your argument

Ask multiple rhetorical questions consecutively – each one more specific or more powerful than the previous. This way your content will have a greater impact on the listeners.

For example: “Isn’t their skin lovely? Don’t you think it looks really clear? Can you see any blemishes? Wouldn’t you like to have skin like that?”

– Show conflicting opinions

Use rhetorical questions consecutively to highlight the complexity of a topic by asking questions in which the answers provide conflicting viewpoints.

For example: “How can we reduce the crime rate in the UK? Should we rehabilitate offenders? Should criminals be punished with longer sentences? Should we create initiatives targeting at-risk children?” etc

If you start your speech with this technique, you can  structure your speech  or presentation around it, with each section addressing a different viewpoint.

– Show supporting opinions

You can also consecutively ask questions in which the answers provide similar viewpoints. This is similar to repetition which is used to continually highlight an important point.

For example: “Which company achieves over 90% in customer satisfaction? Which company provides one of the best employee benefits programs in the country? Which company scores highest in employee happiness and fulfilment? Of course, our company does!”

Rhetorical questions are an effective way to gain the support of the audience but ensure that you do your research beforehand. This means finding out  who your audience are , such as, their general views, attitudes, age etc. With this information you can plan rhetorical questions that will be appropriate and tailored to your listeners.