A Sample Of This Year's Essay Questions & More

- Could not resist sharing these thought provoking essay prompts just released by the University of Chicago for this season's prospective students - included are also some classic questions from previous years. Actually, it's a read for anyone.

Essay Option 1
Find x.
Inspired by Benjamin Nuzzo, an admitted student from Eton College, UK

Essay Option 2
Dog and Cat. Coffee and Tea. Great Gatsby and Catcher in the Rye. Everyone knows there are two types of people in the world. What are they?
Inspired by an alumna of the Class of 2006

Essay Option 3
Salt, governments, beliefs, and celebrity couples are a few examples of things that can be dissolved. You’ve just been granted the power to dissolve anything: physical, metaphorical, abstract, concrete… you name it. What do you dissolve, and what solvent do you use?
Inspired by Greg Gabrellas, A.B. 2009

Essay Option 4
“Honesty is the best policy, but honesty won’t get your friend free birthday cake at the diner.” - Overheard in the city of Chicago.
Does society require constant honesty? Why is it (or why is it not) problematic to shift the truth in one’s favor, even if the lie is seemingly harmless to others? If we can be “conveniently honest,” what other virtues might we take more lightly?
Inspired by Eleanor Easton, a second-year in the College

Essay Option 5
In the spirit of adventurous inquiry, pose a question of your own. If your prompt is original and thoughtful then you should have little trouble writing a great essay. Draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the University of Chicago; take a little risk and have fun.

Some Classic Questions From Previous Years

- Chicago author Nelson Algren said, “A writer does well if in his whole life he can tell the story of one street.” Chicagoans, but not just Chicagoans, have always found something instructive, and pleasing, and profound in the stories of their block, of Main Street, of Highway 61, of a farm lane, of the Celestial Highway. Tell us the story of a street, path, road—real or imagined or metaphorical.
(2008–2009)

Chicago professor W. J. T. Mitchell entitled his 2005 book What Do Pictures Want? Describe a picture and explore what it wants.
Proposed by Anna Andel, a graduate of Bard High School Early College, New York, NY (2007–2008).

- In Jorge Luis Borges’s Labyrinths, he writes a parable entitled “Borges y yo,” which translates as “Borges and I.” In it, Borges writes about “the other one,” his counterpart, who shares his preference for “hourglasses, maps, eighteenth century typography, the taste of coffee, and the prose of Stevenson,” but is not the same as he. “The other one” is the famous author; “the other one” is the one “things happen to.” He concludes this parable with the line “I do not know which of us has written this page.” Write a page. Who has written it?
Proposed by Zhuyi Elizabeth Sun, a graduate of Inglemoor High School, Bothell, WA (2007–2008).

- Modern improvisational comedy had its start with The Compass Players, a group of University of Chicago students, who later formed the Second City comedy troupe. Here is a chance to play along. Improvise a story, essay, or script that meets all of the following requirements:
It must include the line “And yes I said yes I will Yes” (Ulysses, by James Joyce).
Its characters may not have superpowers.
Your work has to mention the University of Chicago, but please, no accounts of a high school student applying to the University—this is fiction, not autobiography.
Your work must include at least four of the following elements: a paper airplane, a transformation, a shoe, the invisible hand, two doors, pointillism, a fanciful explanation of the Pythagorean Theorem, a ventriloquist or ventriloquism, the Periodic Table of the Elements, the concept of jeong, number two pencils.
(2007–2008)

- “Don’t play what’s there, play what’s not there.”—Miles Davis (1926–91)
Inspired by Jack Reeves, a graduate of Ridgefield High School, Ridgefield, CT (2006-2007)

- The Cartesian coordinate system is a popular method of representing real numbers and is the bane of eighth graders everywhere. Since its introduction by Descartes in 1637, this means of visually characterizing mathematical values has swept the globe, earning a significant role in branches of mathematics such as algebra, geometry, and calculus. Describe yourself as a point or series of points on this axial arrangement. If you are a function, what are you? In which quadrants do you lie? Are x and y enough for you, or do you warrant some love from the z-axis? Be sure to include your domain, range, derivative, and asymptotes, should any apply. Your possibilities are positively and negatively unbounded.
Inspired by Joshua Nalven, a graduate of West Orange High School, West Orange, NJ (2006–2007)

- The instructor said,
Go home and write
 a page tonight.
And let that page come out of you—
Then, it will be true.
—“Theme for English B” by Langston Hughes
Perhaps you recognize this poem. If you do, then your mind has probably moved on to the question the next line poses: “I wonder if it’s that simple?” Saying who we are is never simple (read the entire poem if you need evidence of that). Write a truthful page about yourself for us, an audience you do not know—a very tall order. Hughes begins: “I am twenty-two, colored, born in Winston-Salem./I went to school there, then Durham, then here/to this college on the hill above Harlem./I am the only colored student in my class.” That is, each of us is of a certain age and of a particular family background. We have lived somewhere and been schooled. We are each what we feel and see and hear. Begin there and see what happens.
(2005-2006)

- University of Chicago alumna and renowned author/critic Susan Sontag said, “The only interesting answers are those that destroy the questions.” We all have heard serious questions, absurd questions, and seriously absurd questions, some of which cannot be answered without obliterating the very question. Destroy a question with your answer.
Inspired by Aleksandra Ciric, Oyster Bay High School, Oyster Bay, New York (2005-2006)


- Superstring theory has revolutionized speculation about the physical world by suggesting that strings play a pivotal role in the universe. Strings, however, always have explained or enriched our lives, from Theseus’s escape route from the Labyrinth, to kittens playing with balls of yarn, to the single hair that held the sword above Damocles, to the basic awfulness of string cheese, to the Old Norse tradition that one’s life is a thread woven into a tapestry of fate, to the beautiful sounds of the finely tuned string of a violin, to the children’s game of cat’s cradle, to the concept of stringing someone along. Use the power of string to explain the biggest or the smallest phenomenon.
Inspired by Adam Sobolweski, Pittsford Mendon High School, Pittsford, New York (2005–2006)

- Have you ever walked through the aisles of a warehouse store like Costco or Sam’s Club and wondered who would buy a jar of mustard a foot and a half tall? We’ve bought it, but it didn’t stop us from wondering about other things, like absurd eating contests, impulse buys, excess, unimagined uses for mustard, storage, preservatives, notions of bigness…and dozens of other ideas both silly and serious. Write an essay somehow inspired by super-huge mustard.
Based on a suggestion by Katherine Gold of Cherry Hill High School East, Cherry Hill, NJ (2004–2005)

- People often think of language as a connector, something that brings people together by helping them share experiences, feelings, ideas, etc. We, however, are interested in how language sets people apart. Start with the peculiarities of your own personal language—the voice you use when speaking most intimately to yourself, the vocabulary that spills out when you’re startled, or special phrases and gestures that no one else seems to use or even understand—and tell us how your language makes you unique. You may want to think about subtle riffs or idiosyncrasies based on cadence, rhythm, rhyme, or (mis)pronunciation.
Based on a suggestion by Kimberly Traube of La Jolla Country Day School, La Jolla, CA (2004–2005)

- If you could balance on a tightrope, over what landscape would you walk? (No net.)
Inspired by Emma Ross, a graduate of West Windsor-Plainsboro High School North, Plainsboro, NJ (2003–2004)

- Albert Einstein once said, “The most beautiful thing we can experience is the mysterious. It is the source of all true art and science.” Propose your own original theory to explain one of the 16 mysteries below. Your theory does not need to be testable or even probable; however, it should provide some laws, principles, and/or causes to explain the facts, phenomena, or existence of one of these mysteries. You can make your theory artistic, scientific, conspiracy-driven, quantum, fanciful, or otherwise ingenious—but be sure it is your own and gives us an impression of how you think about the world.
Love, Non-Dairy Creamer, Sleep and Dreams, Gray, Crop Circles, The Platypus, The Beginning of Everything, Art, Time Travel, Language, The End of Everything, The Roanoke Colony, Numbers, Mona Lisa’s Smile, The College Rankings in U.S. News and World Report, Consciousness
Inspired by Akash Goel, a graduate of Saint Bede Academy, Peru, IL (2003–2004)

- How do you feel about Wednesday?
Inspired by Maximilian Pascual Ortega, a graduate of Maine Township High School South, Park Ridge, IL (2002–2003)

What Goes Into A Great College Essay

SELECTED AS "BEST ANSWER" ON LINKEDIN.COM!

A great college essay, I suspect, is more than a good story.

Which character attributes should shine through?
Ability to work with others? Adaptability? Independence? Maturity?

What topics give the student something good to write about?
Work or volunteer experiences? Academic achievement? Overseas travel? Family life?

What happens to those applicants who don't seem to have the experiences to draw from?

What else should I have included?

This was selected as Best Answer

Jeannie Borin, M.Ed.
President & Founder at College Connections
Best Answers in:
Education and Schools (1)

Which character attributes should shine through?
Ability to work with others? Adaptability? Independence? Maturity? All of these work - it's okay also to be less than perfect as we all are just that

What topics give the student something good to write about?
Work or volunteer experiences? Academic achievement? Overseas travel? Family life? These are good but too general - isolate an event or one experience

What happens to those applicants who don't seem to have the experiences to draw from? writing about small daily occurrences can produce excellent essays

Here are tips for writing an excellent college admissions essay:

1) Make yourself shine within your own story: It’s important that you don’t repeat what has already been stated on your activity resume, but you should highlight your accomplishments in your essay- weave them into your story. Reveal your personality and perhaps your future goals in your writing.

2) Be humble but don’t be modest: Don’t underestimate yourself in any way and be proud and secure in who you are. Sincerely describe your most impressive accomplishments but don’t overdo it.

3) Be confident in your statements: It’s important to write as though you deserve gaining acceptance. Present yourself as unique with specific skills and passion.

4) Use personal stories: You really own your essay in this way and no one else can tell your story; this is what makes you unique.

5) Write descriptively: Engage the reader and be specific about your experience. If writing a memorable story about a ride in the car and what you saw, have that reader sitting there with you. A good story is priceless and you will catch attention in this way. Use powerful imagery and personal anecdotes whenever you can. Leave readers with a lasting impression and it will serve you well come decision time!

DOS & DON’TS in college essay writing:

DO

Use personal detail: show, don’t tell.
Be concise.
Vary sentence structure and use transitions.
Use active voice verbs.
Answer the question and follow directions.
Seek a few opinions.
Stay focused as you have a limited word count.
Revise, revise, revise and proofread.

DON’T

Write chronologically—it can be boring.
Thesaurus-ize: don’t write what you think admission officers want to hear or use language that is not your own.
State a point of view without backing it up with details and examples.
Repeat what is listed on your activity resume.
Use slang.

Your character is the hardest thing for admission officers to measure. The essay is your chance to reveal who you are- your passions, values, authenticity and sincerity. Be yourself!

College Application Essays That Will Get You Accepted

November 23, 2009

Writing college application essays can be intimidating for most aspiring applicants. College admissions can be competitive; it’s essential for students to find a way to stand out from the crowd. Extracurricular activities can be helpful, as can personal letters of reference, but most experts agree that college application essays are the best way for students to express their individuality and attract the attention of admissions officers at the college or university of their choice.

The most important advice for college applicants is to invest time in their college application essays. By devoting a significant amount of time to writing a compelling and personal essay and then editing the result until it is a finely-honed piece of writing, students can make a good first impression. College application essays can say a lot about the applicant; it’s essential that it speaks well for his or her ability to form coherent sentences, use good grammar, and demonstrate proper flow and structure in written discourse.

Keep it personal. A well-written, detailed essay about the price of tea in China may well win awards and praise from teachers and friends, but it reveals precisely nothing about the student in question. Writing from the heart is essential in order to make the best impression. By explaining various choices, discussing a difficult decision, or outlining the challenges faced in various endeavors, students can make a positive impression and allow college admissions officers a real basis on which to base their decisions.
For students applying to several different institutions, it’s important to tailor college application essays to the academic strengths of the specific institution in question. While it is possible and even desirable to use elements of one basic essay for all the schools under consideration, this will require certain changes depending on the specific college’s general atmosphere. Some schools pose specific questions for their essay requirement; ensure that each of these questions is adequately answered in the submitted essay. Failure to fulfill the requirements is usually grounds for the essay being discounted in the college admissions process; this can seriously limit the chances of a student being accepted to that school.
Demonstrate analytical skills and logical thinking in the essay. By showing a keen, rational understanding of basic issues, students can produce more clear and coherent results. Especially since college application essays are often the first point of contact between the student and the admissions committee, it’s essential that it unmistakably highlights the academic strengths and character of the student.

Lastly, get as much feedback as possible on the finished essay. Have relatives, friends, college counselors and teachers read and proofread it and give their commentary. While the final decision on incorporating changes must rest with the student, soliciting the input and help of objective readers can help to produce the best essay possible. Additionally, college applicants can get a better sense of the impression that the essay is likely to make on admissions officers by noting the feedback from friends, teachers, and family. Polished, personal college application essays offer a far greater chance for a positive response and for achieving the desired outcome.

By: Elizabeth Kraus

When Less Is More

Inside Higher Ed
September 23, 2009
For years now, applicants to highly competitive colleges have complained that they feel that they must do more and more to demonstrate why they should be admitted.

This year, following a pattern that had already taken hold among less competitive institutions (for different reasons), some institutions are asking a little less of applicants, at least when it comes to how much they have to write. The Massachusetts Institute of Technology is replacing a longer essay (500 words) with several short questions of about 200 words. The University of Pennsylvania has decided to combine two essay questions about the student's fit into the institution into one, saving students maybe 200 words.

For book-writing academics, 200 words here or there may seem irrelevant. But the admissions officers behind the decisions say that they are asking for less out of the view that they may learn more about applicants by not overwhelming them with so many questions. They also said that it may be time for admissions deans to balance more carefully what they would like to know about applicants -- and the demands on applicants' time.

"At one level, within the admissions office, we constantly ask ourselves what information we would like to receive to get to know a student better.... But at another level, we need to try to put ourselves in the student's shoes, and think about how we can get the information in the most efficient manner, about being judicious with the number of questions," said Eric J. Furda, dean of admissions at Penn.

Penn made the changes in its supplement to the Common Application, Furda noted, so applicants have already answered questions there before turning to Penn's university-specific questions. He also noted that Penn has an optional student autobiographical essay, so those who want to say more have the ability to do so. But he said it was important to consider the benefits of asking for less.

For instance, he said that he believes he may learn more about applicants from very short questions than from longer essays, which many admissions officers in recent years have feared are becoming opportunities for coaching if not ghost writing.

Going short with requirements "in some ways makes it less filtered for students," Furda said. "As you are approaching the longer essay, there is this sense of creating the masterpiece, as opposed to 'they are asking me a straightforward question, let me answer it.' "

At MIT, applicants are now given short prompts (such as describing how they have used their creativity) that might have once been the basis for longer essays.

Stu Schmill, dean of admissions at MIT, said that the reason for the switch is that those reviewing applicant files found they were learning more from shorter responses than longer ones. "We have for a long time had two shorter essays on the application, and from those we got very direct, clear answers to our questions," he said.

The MIT application instructions also stress that students should not view the short prompts as setting up writing exams. "Remember that this is not a writing test. These are the places in the application where we look for your voice -- who you are, what drives you, what's important to you, what makes you tick. Be honest, be open, be real -- this is your opportunity to connect with us," it says.

A column in The Tech, MIT's student paper, backed the change, but also noted some reservations. Ethan Solomon writes that he thought the longer essay gave him a chance to truly "tell a story about myself." But he also believes that the shorter questions are less stressful.

He notes the "significantly more relaxed tone of the short essays ('Tell us about something you do simply for the pleasure of it.… This isn’t a trick question.'). From an applicant’s perspective, these kinds of questions aren’t as worrisome and probably result in much less polished responses than a long, 'Common Application' style essay. They force the student to respond directly and, at least from my experience, tend to elicit more honesty -- which is great from an admissions perspective."

In fact, the Common Application doesn't push on length. Rob Killion, executive director, said that until three years ago, the essay was described as having a maximum length of 500 words, and that it was then changed to set a minimum of 250 words. "The intent wasn't to get longer essays, but rather to clarify a minimum, and drop a maximum that most kids ignored anyway," he said.

Of the 268 Common Application members that require supplements from applicants, more require short answer questions (152) than full essays (111).

Kevin Crockett, president and CEO of Noel-Levitz, a company that consults with colleges on admissions and enrollment issues, said he's not surprised by Penn's and MIT's changes, given that many colleges that are not competitive in admissions have already cut back or even eliminated essay requirements.

With colleges that admit most students, he said, many admissions offices found that they weren't using the essays at all, or were considering them only for a minority of applicants. These colleges find value, he said, in a streamlined application that doesn't ask for more than the admissions office needs and doesn't add to the burdens of applicants.

"What you don't want to do is put requirements on everybody that you'll use only in a minority of cases," he said. Crockett noted that if colleges cut back on essay length, and then find that they want more writing from a particular applicant, they can always ask.

Despite that trend, plenty of competitive colleges aren't shortening their essay requirements. Pomona College has optional essays that it encourages applicants to consider in its supplement to the Common Application.

Bruce Poch, vice president and dean of admissions at Pomona, said that the writing the college receives from the Common Application is "more polished" than the samples in response to the college's more informal questions, such as "Although it may appear to the contrary, we do know that people have a life beyond what they do to get into college. Tell us about an experience you've had outside of your formal classroom and extracurricular activities that was just plain fun and why."

Poch said that question "has proven to be a great 'reveal' because it clearly was written more informally and likely with some haste nearer the deadlines."

Pomona receives "periodic complaints from counselors that we are asking for too much work and should just stick to the Common App, but I still see the Common App as a common core and that each college may want something more particular to their community or mission," Poch said.

And he said there can be value in asking for more. "I'd personally rather ask for a bit more and get completed applications from those who were serious enough to follow through," he said.

— Scott Jaschik