essay about reading program

Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis

• December 2009
• Review of Educational Research 79(4):1391-1466
• 79(4):1391-1466

• Johns Hopkins University

• This person is not on ResearchGate, or hasn't claimed this research yet.

• The Chinese University of Hong Kong

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• Importance Of Reading Essay

Importance of Reading Essay

500+ words essay on reading.

Reading is a key to learning. It’s a skill that everyone should develop in their life. The ability to read enables us to discover new facts and opens the door to a new world of ideas, stories and opportunities. We can gather ample information and use it in the right direction to perform various tasks in our life. The habit of reading also increases our knowledge and makes us more intellectual and sensible. With the help of this essay on the Importance of Reading, we will help you know the benefits of reading and its various advantages in our life. Students must go through this essay in detail, as it will help them to create their own essay based on this topic.

Importance of Reading

Reading is one of the best hobbies that one can have. It’s fun to read different types of books. By reading the books, we get to know the people of different areas around the world, different cultures, traditions and much more. There is so much to explore by reading different books. They are the abundance of knowledge and are best friends of human beings. We get to know about every field and area by reading books related to it. There are various types of books available in the market, such as science and technology books, fictitious books, cultural books, historical events and wars related books etc. Also, there are many magazines and novels which people can read anytime and anywhere while travelling to utilise their time effectively.

Benefits of Reading for Students

Reading plays an important role in academics and has an impactful influence on learning. Researchers have highlighted the value of developing reading skills and the benefits of reading to children at an early age. Children who cannot read well at the end of primary school are less likely to succeed in secondary school and, in adulthood, are likely to earn less than their peers. Therefore, the focus is given to encouraging students to develop reading habits.

Reading is an indispensable skill. It is fundamentally interrelated to the process of education and to students achieving educational success. Reading helps students to learn how to use language to make sense of words. It improves their vocabulary, information-processing skills and comprehension. Discussions generated by reading in the classroom can be used to encourage students to construct meanings and connect ideas and experiences across texts. They can use their knowledge to clear their doubts and understand the topic in a better way. The development of good reading habits and skills improves students’ ability to write.

In today’s world of the modern age and digital era, people can easily access resources online for reading. The online books and availability of ebooks in the form of pdf have made reading much easier. So, everyone should build this habit of reading and devote at least 30 minutes daily. If someone is a beginner, then they can start reading the books based on the area of their interest. By doing so, they will gradually build up a habit of reading and start enjoying it.

Frequently Asked Questions on the Importance of Reading Essay

What is the importance of reading.

1. Improves general knowledge 2. Expands attention span/vocabulary 3. Helps in focusing better 4. Enhances language proficiency

What is the power of reading?

1. Develop inference 2. Improves comprehension skills 3. Cohesive learning 4. Broadens knowledge of various topics

How can reading change a student’s life?

1. Empathy towards others 2. Acquisition of qualities like kindness, courtesy

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5 Reasons Reading is So Important for Student Success

Insights from the School of Education and Social Policy at Merrimack College

It seems so simple. Of course, students should learn to read. That’s been understood for generations. No one is going to argue against the importance of student literacy.

However, many don’t understand just  how  important student literacy and reading are to student development, starting at a very young age.  The American Pediatrics Association  reports  that reading when young – even infants being read to by their parents – increases academic success down the road.

However, many children enter kindergarten without the skills needed to read well. Helping students bridge that skills gap falls to those who have  trained to become elementary school teachers . They play a significant role in the development of young minds in this vital area.

How important?

Here are some of the ways student literacy impacts a young mind.

Self esteem.

This might be the most important area of all. The sooner students develop reading skills, the more they gain ground in the areas listed below. That leads to more assurance in how they speak and write, as well as giving them the confidence of an expanded knowledge base. When students start at an early age to read about diverse people, distant places, and historical events, they become more creative and open. Also, those who have read a lot will naturally be asked to answer more questions – another confidence builder for a young student.

Improved Concentration

An emphasis on reading and student literacy helps develop higher levels of focus and concentration. It also forces the reader to sort things out in their own mind – including topics that might not be familiar to them at all (Paris at the end of World War II, for example, or another planet in a science fiction novel). This type of concentration on one topic – rather than trying to do many things at once – leads to better focus even after the book is put down.

Critical and Analytical Thinking Skills

The classic here is when a young reader becomes absorbed with a mystery book – Hardy Boys or Nancy Drew were examples for generations of Americans – and manages to solve the mystery in her head before the books reveal it. That’s a simple example of how reading helps students develop better critical and analytical skills, something that carries over even after they have put the book down.

Stronger Memory Skills

Think about reading. Even an elementary age child with a relatively simple book must keep in mind a group of characters, the setting, and past actions. Reading helps to strengthen memory retention skills. That’s a powerful tool for young students – and older adults, as well.

Expanded Vocabulary

How many times do we all search for just the right word to express what we’re trying to say? Readers do that less. They have a larger vocabulary, and the words that young readers learn in a book will eventually make their way into their speech.

These are some of the most powerful ways that reading is important for student success. For those who have decided to teach children at the elementary school level, the impact they make on students in this vital area can resonate throughout the rest of their lives.

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Read Every Day While You Can

By  Frank H. Wu

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When you are sick, and you are informed that you are likely to remain so, you take solace however you can. I have decided that I must read, in order that I might write. That is how I intend to cope with my condition.

I probably would be dismissed as a scold if I said we, even those of us in academe, do not read enough. So allow me to pin the criticism on myself: I do not read enough. Now that any of us, with the internet access we assume to constitute a prerequisite for civilized life, can publish ourselves with unprecedented ability to reach a mass audience, any character who fancies himself one declares he is a writer. Yet I realized long ago, and I remind myself constantly, that a writer is only as good as he is a reader, too.

I aspire to write a page every day. Thus I try to read at least two, ideally even three, orders of magnitude more than that: 10 or 100 pages of text per 24 hours that have elapsed. Otherwise, my own content is as vain as it is ignorant.

The word competes. But it has been bested. Images, sounds, videos, virtual reality and the many means by which we can alter our state of mind are too entertaining. They are beguiling because they are shiny, loud and fast -- neither needing nor benefiting from our own exertions. Yet literacy enables more than expression. It equips us for analysis. Reading precedes writing, and, as an act, the former necessarily takes priority over the latter. To read is to prepare to write, as by jotting notes in the margin, a preliminary draft of a potential critique.

Reading is social. It represents a falling away from the oral tradition. The concept of the “literal” is abused, but it would be appropriate in this instance. We no longer believe that ontogeny recapitulates phylogeny , but each individual advances through stages. Reading literally was once reciting. We start as thinkers by reading aloud, parent to child side by side, teacher to students seated in a circle. The activity holds us rapt.

Even as we progress to read by ourselves, silently, reading is a relationship with an author. It gives us the infinite. Writing risks solipsism. We withhold our praise from writing by committee, no matter how distinguished the members. Although the reader cannot but refer to a writer, the writer may enjoy no reader. Even the most peerless writer continues a conversation. They cannot fail to communicate. If they wish to disagree, they must be understood as doing so.

The truth is I read ceaselessly. I belong to a category of people whom I thought constituted all of humanity, until I became aware that a part of the population considers our conduct to be disgusting -- which I, in turn, regard as a bizarre reaction. I read while seated in the bathroom. It is quiet, peaceful and solitary, one of the very few spaces I occupy that is private and free of distraction.

Yet if I were honest, I also should confess that I am not reading as I ought to be reading. I am careless though purposeful, as my eyes pass over correspondence, memoranda, legal statutes and judicial opinions, student papers and official reports, and all manner of documents that, if I had a choice, I would not peruse at all. I am looking at these materials, scanning and skimming, processing them with a minimal comprehension and less interest, as displayed on a screen. Much of it would waste the paper if printed.

What is worse, I acquire books as if possession were the same as mastery. I have thousands of them, a respectable collection of titles classics and contemporary, fiction and non-, canonical and heretical. I have leafed through them; there are no volumes with uncut pages, as could still be found at the estate sale of any bona fide bibliophile. When I have time, I rationalized to myself as I made the purchase from the secondhand shop, this is how I will devote myself. Like much else, I had it backward, for it is my newfound consciousness of the lack of time that compels me.

That is why I have resolved to read again. I was recently diagnosed with an autoimmune disease, rare and serious. According to reputable sources, pemphigus vulgaris was more often than not fatal back in the day -- and in the course of less than two years. I am covered in sores. The blisters come on so acutely I can feel them form. In antiquity, and still now in some cultures, these would be symbolic of sin -- stigmata. The specialist treating me, however, assures me that with modern medicine, the ailment no longer so surely kills. I could lose my skin, succumb to secondary infection or have such horrific abscesses and pustules as to unable to eat or drink, but more plausible is a shortened lifespan. The salutary effect of the health scare is to motivate me, no less for the cliché of it. You focus on what matters. There is much to learn. Reading is as close to a cure as I can conceive.

I am not alone. A reader never is. The skeptic Montaigne, credited with creating the genre of the essay, was inspired by his kidney stones, accepting the pain, like death, as integral to life itself -- the deposits were an inheritance from his father, who had suffered the same, with terminal consequences. The son’s retirement from French politics to his lavishly appointed library in 1571 was enabled by family fortune made in the wine trade with salt herring on the side, which allowed him to take up a subject that proved infinitely interesting: himself.

He was at the moment of decease still revising his discourses, which set a standard for us tyros even now. Three editions came out during his existence, another posthumously. The subject of his own demise had been an idée fixe. He had hoped that the obsession would free him of foreboding. Much of his prose is dedicated to his constitution and bodily function, such as his friend’s impotence, in an era of remedies like purging and bloodletting. Recovering from a terrible horseback riding accident, he preferred penning prose to taking physic. His journal details how he passed each kidney stone, with its dimensions. I have set myself to the happy task of reading Montaigne in order to write like him. He is appealing, intelligent but not “intellectual,” and a writer who is addressing his reader as directly as possible.

If I read every day, then I will write every day. If I write every day, then I must read every day. These projects are one and the same. They are indivisible from life.

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Reading and making notes

• Introduction

Setting reading goals

Choosing the right texts, how many sources should you read, going beyond the reading list, active reading, reading techniques, common abbreviations in academic texts.

• Effective note-making
• Reading e-books for university study
• Using and evaluating websites

This guide will suggest ways for you to improve your reading skills and to read in a more focused and selective manner.

• Reading academic texts (video) Watch this brief video tutorial for more on the topic.
• Reading academic texts (transcript) Read the transcript.
• The best file formats and how to use them An interactive guide by the Technology Enhanced Learning team on the key features of alternative formats (such as PDF and ePUB), and how to make the most of these in developing your reading habits.

Before starting to read you need to consider why you are reading and what you are trying to learn. You will need to vary the way you read accordingly.

• If you are reading for general interest and to acquire background information for lectures you will need to read the topic widely but with not much depth.
• If you are reading for an essay you will need to focus the reading around the essay question and may need to study a small area of the subject in great depth. Jot down the essay question, make a note of any questions you have about it, and don't get side-tracked and waste time on non-relevant issues.

Below is an excellent short video tutorial on  reading and notemaking  developed by the Learning Development team at the University of Leicester.

• Reading and note making (video) Video tutorial from the Study Advice Team.
• Researching your assignment (video) A brief screencast on what you need to think about when starting your research.
• Researching for your assignment (transcript) Read the transcript.

It is unlikely that you will be able - or be expected - to read all the books and articles on your reading list. You will be limited by time and by the availability of the material.

To decide whether a book is relevant and useful:

• Look at the author's name, the title and the date of publication. Is it essential reading? Is it out of date?
• Read the publisher's blurb on the cover or look through the editor's introduction to see whether it is relevant.
• Look at the contents page. Does it cover what you want? Is it at the right level? Are there too few pages on the topic - or too many?
• Look through the introduction to get an idea of the author's approach.
• Look up an item in the index (preferably something you know a bit about) and read through one or two paragraphs to see how the author deals with the material.
• Look though the bibliography to see the range of the author's sources.
• Are the examples, illustrations, diagrams etc. easy to follow and helpful for your purpose?

To select useful articles from journals or research papers :

• Read the summary or abstract. Is it relevant?
• Look at the Conclusions and skim-read the Discussion, looking at headings. Is it worth reading carefully because it is relevant or interesting?
• Look through the Introduction. Does it summarise the field in a helpful way? Does it provide a useful literature review?
• It is a seminal piece of work – essential reading.
• It is highly relevant to your essay, etc.
• It is likely that you can get ideas from it.
• There is nothing else available and you are going to have to make the most of this.
• It is so interesting that you can't put it down!

If there is no reading list...

• Use the library website and look up  Subject help .
• Find a general textbook on the subject.
• Use encyclopaedias and subject based dictionaries.
• Do a web search BUT stay focused on your topic AND think about the reliability of the web sites. (For help with this, see the Library's guide to  Evaluating websites .)
• Browse the relevant shelves in the library and look for related topics.
• Ask your tutor for a suggestion for where to start.
• The Library also have advice on how to  and a series of brief videos  showing you how to find and access Library resources.
• To help you decide whether a source is appropriate for academic research, try this short training resource from the University of Manchester -  Know your sources 
• Subject guides Guides to specialist resources in subjects studied at the University.
• Evaluating websites Hints on assessing the reliability of information you find on the Internet.
• Library videos on YouTube A link to Library videos on how to use the Library and access resources
• Know your sources On-line training tutorial from Manchester University on evaluating academic sources

It is not a good idea to rely on 1 or 2 sources very heavily as this shows a lack of wider reading, and can mean you just get a limited view without thinking of an argument of your own.

Nor is it useful (or possible) to read everything on the reading list and try to fit it all into your assignment. This usually leads to losing your own thoughts under a mass of reading.

The best way is to be strategic about your reading and identify what you need to find out and what the best sources to use to find this information.

It can be better to read less and try to think about, and understand, the issues more clearly - take time to make sure you really get the ideas rather than reading more and more which can increase your confusion.

• Use the Library catalogue to find other books on that topic. Either click on the subject headings in the full record of the books you wanted; or make a note of their Call Numbers and check on the shelves for similar titles.
• Look for relevant journal articles using the Summon search box on the Library homepage or using key resources listed on the guide for your subject.
• Use online resources BUT always evaluate them to see if they are appropriate for academic purposes. (For help with this, see the Library's guide to  Evaluating websites .)  
• Ask around to see if any of your fellow students has the books you need. You may be able to borrow them briefly to photocopy any material you need. But be careful to return it promptly - and if you lend a Library book taken out with your ticket to someone else, make sure they take it back on time, or your account will be blocked!
• Don't forget to ask your friendly Academic Liaison Librarian for advice - they are happy to help you find relevant, academic sources for your assignments.
• Contact your Academic Liaison Librarian

Keep focused on your reading goals. One way to do this is to ask questions as you read and try to read actively and creatively. It is a good idea to think of your own subject related questions but the following may be generally useful

• What do I want to know about?
• What is the main idea behind the writing?
• What conclusions can be drawn from the evidence?
• In research, what are the major findings?

Questioning the writing

• What are the limitations or flaws in the evidence?
• Can the theory be disproved or is it too general?
• What examples would prove the opposite theory?
• What would you expect to come next?
• What would you like to ask the author?

Forming your own opinion

• How does this fit in with my own theory/beliefs?
• How does it fit with the opposite theory/beliefs?
• Is my own theory/beliefs still valid?
• Am I surprised?
• Do I agree?

Your reading speed is generally limited by your thinking speed. If ideas or information requires lots of understanding then it is necessary to read slowly. Choosing a reading technique must depend upon why you are reading:

• To enjoy the language or the narrative.
• As a source of information and/or ideas.
• To discover the scope of a subject - before a lecture, seminar or research project.
• To compare theories or approaches by different authors or researchers.
• For a particular piece of work e.g. essay, dissertation.

It is important to keep your aims in mind. Most reading will require a mixture of techniques e.g. scanning to find the critical passages followed by reflective reading.

Good for searching for particular information or to see if a passage is relevant:

• Look up a word or subject in the index or look for the chapter most likely to contain the required information.
• Use a pencil and run it down the page to keep your eyes focusing on the search for key words

Skim reading

Good to quickly gain an overview, familiarise yourself with a chapter or an article or to understand the structure for later note-taking

• Don't read every word.
• Do read summaries, heading and subheadings.
• Look at tables, diagrams, illustrations, etc.
• Read first sentences of paragraphs to see what they are about.
• If the material is useful or interesting, decide whether just some sections are relevant or whether you need to read it all.

Reflective or critical reading

Good for building your understanding and knowledge.

• Think about the questions you want to answer.
• Read actively in the search for answers.
• Look for an indication of the chapter's structure or any other "map" provided by the author.
• reasons, qualifications, evidence, examples...
• Look for "signposts" –sentences or phrases to indicate the structure e.g. "There are three main reasons, First.. Secondly.. Thirdly.." or to emphasise the main ideas e.g. "Most importantly.." "To summarise.."
• Connecting words may indicate separate steps in the argument e.g. "but", "on the other hand", "furthermore", "however"..
• After you have read a chunk, make brief notes remembering to record the page number as well as the complete reference (Author, title, date, journal/publisher, etc)
• At the end of the chapter or article put the book aside and go over your notes, to ensure that they adequately reflect the main points.
• Ask yourself - how has this added to your knowledge?
• Will it help you to make out an argument for your essay?
• Do you agree with the arguments, research methods, evidence..?
• Add any of your own ideas – indicating that they are YOUR ideas use [ ] or different colours.

Rapid reading

Good for scanning and skim-reading,  but  remember that it is usually more important to understand what you read than to read quickly. Reading at speed is unlikely to work for reflective, critical reading.

If you are concerned that you are really slow:

• Check that you are not mouthing the words – it will slow you down
• Do not stare at individual words – let your eyes run along a line stopping at every third word. Practise and then lengthen the run until you are stopping only four times per line, then three times, etc.
• The more you read, the faster you will become as you grow more familiar with specialist vocabulary, academic language and reading about theories and ideas. So keep practising…

If you still have concerns about your reading speed, book an  individual advice session  with a Study Adviser.

• ibid : In the same work as the last footnote or reference (from ibidem meaning: in the same place)
• op.cit: In the work already mentioned (from operato citato meaning in the work cited)
• ff: and the following pages
• cf: compare
• passim: to be found throughout a particular book.

You may also find journal titles abbreviated. You will often find a list in your Course Handbook of the most often used in your discipline. Or ask the Academic Liaison Librarian for your subject.

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• URL: https://libguides.reading.ac.uk/reading

Application Essays

What this handout is about.

This handout will help you write and revise the personal statement required by many graduate programs, internships, and special academic programs.

Before you start writing

Because the application essay can have a critical effect upon your progress toward a career, you should spend significantly more time, thought, and effort on it than its typically brief length would suggest. It should reflect how you arrived at your professional goals, why the program is ideal for you, and what you bring to the program. Don’t make this a deadline task—now’s the time to write, read, rewrite, give to a reader, revise again, and on until the essay is clear, concise, and compelling. At the same time, don’t be afraid. You know most of the things you need to say already.

Read the instructions carefully. One of the basic tasks of the application essay is to follow the directions. If you don’t do what they ask, the reader may wonder if you will be able to follow directions in their program. Make sure you follow page and word limits exactly—err on the side of shortness, not length. The essay may take two forms:

• A one-page essay answering a general question
• Several short answers to more specific questions

Do some research before you start writing. Think about…

• The field. Why do you want to be a _____? No, really. Think about why you and you particularly want to enter that field. What are the benefits and what are the shortcomings? When did you become interested in the field and why? What path in that career interests you right now? Brainstorm and write these ideas out.
• The program. Why is this the program you want to be admitted to? What is special about the faculty, the courses offered, the placement record, the facilities you might be using? If you can’t think of anything particular, read the brochures they offer, go to events, or meet with a faculty member or student in the program. A word about honesty here—you may have a reason for choosing a program that wouldn’t necessarily sway your reader; for example, you want to live near the beach, or the program is the most prestigious and would look better on your resume. You don’t want to be completely straightforward in these cases and appear superficial, but skirting around them or lying can look even worse. Turn these aspects into positives. For example, you may want to go to a program in a particular location because it is a place that you know very well and have ties to, or because there is a need in your field there. Again, doing research on the program may reveal ways to legitimate even your most superficial and selfish reasons for applying.
• Yourself. What details or anecdotes would help your reader understand you? What makes you special? Is there something about your family, your education, your work/life experience, or your values that has shaped you and brought you to this career field? What motivates or interests you? Do you have special skills, like leadership, management, research, or communication? Why would the members of the program want to choose you over other applicants? Be honest with yourself and write down your ideas. If you are having trouble, ask a friend or relative to make a list of your strengths or unique qualities that you plan to read on your own (and not argue about immediately). Ask them to give you examples to back up their impressions (For example, if they say you are “caring,” ask them to describe an incident they remember in which they perceived you as caring).

Now, write a draft

This is a hard essay to write. It’s probably much more personal than any of the papers you have written for class because it’s about you, not World War II or planaria. You may want to start by just getting something—anything—on paper. Try freewriting. Think about the questions we asked above and the prompt for the essay, and then write for 15 or 30 minutes without stopping. What do you want your audience to know after reading your essay? What do you want them to feel? Don’t worry about grammar, punctuation, organization, or anything else. Just get out the ideas you have. For help getting started, see our handout on brainstorming .

Now, look at what you’ve written. Find the most relevant, memorable, concrete statements and focus in on them. Eliminate any generalizations or platitudes (“I’m a people person”, “Doctors save lives”, or “Mr. Calleson’s classes changed my life”), or anything that could be cut and pasted into anyone else’s application. Find what is specific to you about the ideas that generated those platitudes and express them more directly. Eliminate irrelevant issues (“I was a track star in high school, so I think I’ll make a good veterinarian.”) or issues that might be controversial for your reader (“My faith is the one true faith, and only nurses with that faith are worthwhile,” or “Lawyers who only care about money are evil.”).

Often, writers start out with generalizations as a way to get to the really meaningful statements, and that’s OK. Just make sure that you replace the generalizations with examples as you revise. A hint: you may find yourself writing a good, specific sentence right after a general, meaningless one. If you spot that, try to use the second sentence and delete the first.

Applications that have several short-answer essays require even more detail. Get straight to the point in every case, and address what they’ve asked you to address.

Now that you’ve generated some ideas, get a little bit pickier. It’s time to remember one of the most significant aspects of the application essay: your audience. Your readers may have thousands of essays to read, many or most of which will come from qualified applicants. This essay may be your best opportunity to communicate with the decision makers in the application process, and you don’t want to bore them, offend them, or make them feel you are wasting their time.

With this in mind:

• Do assure your audience that you understand and look forward to the challenges of the program and the field, not just the benefits.
• Do assure your audience that you understand exactly the nature of the work in the field and that you are prepared for it, psychologically and morally as well as educationally.
• Do assure your audience that you care about them and their time by writing a clear, organized, and concise essay.
• Do address any information about yourself and your application that needs to be explained (for example, weak grades or unusual coursework for your program). Include that information in your essay, and be straightforward about it. Your audience will be more impressed with your having learned from setbacks or having a unique approach than your failure to address those issues.
• Don’t waste space with information you have provided in the rest of the application. Every sentence should be effective and directly related to the rest of the essay. Don’t ramble or use fifteen words to express something you could say in eight.
• Don’t overstate your case for what you want to do, being so specific about your future goals that you come off as presumptuous or naïve (“I want to become a dentist so that I can train in wisdom tooth extraction, because I intend to focus my life’s work on taking 13 rather than 15 minutes per tooth.”). Your goals may change–show that such a change won’t devastate you.
• And, one more time, don’t write in cliches and platitudes. Every doctor wants to help save lives, every lawyer wants to work for justice—your reader has read these general cliches a million times.

Imagine the worst-case scenario (which may never come true—we’re talking hypothetically): the person who reads your essay has been in the field for decades. She is on the application committee because she has to be, and she’s read 48 essays so far that morning. You are number 49, and your reader is tired, bored, and thinking about lunch. How are you going to catch and keep her attention?

Assure your audience that you are capable academically, willing to stick to the program’s demands, and interesting to have around. For more tips, see our handout on audience .

Voice and style

The voice you use and the style in which you write can intrigue your audience. The voice you use in your essay should be yours. Remember when your high school English teacher said “never say ‘I’”? Here’s your chance to use all those “I”s you’ve been saving up. The narrative should reflect your perspective, experiences, thoughts, and emotions. Focusing on events or ideas may give your audience an indirect idea of how these things became important in forming your outlook, but many others have had equally compelling experiences. By simply talking about those events in your own voice, you put the emphasis on you rather than the event or idea. Look at this anecdote:

During the night shift at Wirth Memorial Hospital, a man walked into the Emergency Room wearing a monkey costume and holding his head. He seemed confused and was moaning in pain. One of the nurses ascertained that he had been swinging from tree branches in a local park and had hit his head when he fell out of a tree. This tragic tale signified the moment at which I realized psychiatry was the only career path I could take.

An interesting tale, yes, but what does it tell you about the narrator? The following example takes the same anecdote and recasts it to make the narrator more of a presence in the story:

I was working in the Emergency Room at Wirth Memorial Hospital one night when a man walked in wearing a monkey costume and holding his head. I could tell he was confused and in pain. After a nurse asked him a few questions, I listened in surprise as he explained that he had been a monkey all of his life and knew that it was time to live with his brothers in the trees. Like many other patients I would see that year, this man suffered from an illness that only a combination of psychological and medical care would effectively treat. I realized then that I wanted to be able to help people by using that particular combination of skills only a psychiatrist develops.

The voice you use should be approachable as well as intelligent. This essay is not the place to stun your reader with ten prepositional phrases (“the goal of my study of the field of law in the winter of my discontent can best be understood by the gathering of more information about my youth”) and thirty nouns (“the research and study of the motivation behind my insights into the field of dentistry contains many pitfalls and disappointments but even more joy and enlightenment”) per sentence. (Note: If you are having trouble forming clear sentences without all the prepositions and nouns, take a look at our handout on style .)

You may want to create an impression of expertise in the field by using specialized or technical language. But beware of this unless you really know what you are doing—a mistake will look twice as ignorant as not knowing the terms in the first place. Your audience may be smart, but you don’t want to make them turn to a dictionary or fall asleep between the first word and the period of your first sentence. Keep in mind that this is a personal statement. Would you think you were learning a lot about a person whose personal statement sounded like a journal article? Would you want to spend hours in a lab or on a committee with someone who shuns plain language?

Of course, you don’t want to be chatty to the point of making them think you only speak slang, either. Your audience may not know what “I kicked that lame-o to the curb for dissing my research project” means. Keep it casual enough to be easy to follow, but formal enough to be respectful of the audience’s intelligence.

Just use an honest voice and represent yourself as naturally as possible. It may help to think of the essay as a sort of face-to-face interview, only the interviewer isn’t actually present.

Too much style

A well-written, dramatic essay is much more memorable than one that fails to make an emotional impact on the reader. Good anecdotes and personal insights can really attract an audience’s attention. BUT be careful not to let your drama turn into melodrama. You want your reader to see your choices motivated by passion and drive, not hyperbole and a lack of reality. Don’t invent drama where there isn’t any, and don’t let the drama take over. Getting someone else to read your drafts can help you figure out when you’ve gone too far.

Taking risks

Many guides to writing application essays encourage you to take a risk, either by saying something off-beat or daring or by using a unique writing style. When done well, this strategy can work—your goal is to stand out from the rest of the applicants and taking a risk with your essay will help you do that. An essay that impresses your reader with your ability to think and express yourself in original ways and shows you really care about what you are saying is better than one that shows hesitancy, lack of imagination, or lack of interest.

But be warned: this strategy is a risk. If you don’t carefully consider what you are saying and how you are saying it, you may offend your readers or leave them with a bad impression of you as flaky, immature, or careless. Do not alienate your readers.

Some writers take risks by using irony (your suffering at the hands of a barbaric dentist led you to want to become a gentle one), beginning with a personal failure (that eventually leads to the writer’s overcoming it), or showing great imagination (one famous successful example involved a student who answered a prompt about past formative experiences by beginning with a basic answer—”I have volunteered at homeless shelters”—that evolved into a ridiculous one—”I have sealed the hole in the ozone layer with plastic wrap”). One student applying to an art program described the person he did not want to be, contrasting it with the person he thought he was and would develop into if accepted. Another person wrote an essay about her grandmother without directly linking her narrative to the fact that she was applying for medical school. Her essay was risky because it called on the reader to infer things about the student’s character and abilities from the story.

Assess your credentials and your likelihood of getting into the program before you choose to take a risk. If you have little chance of getting in, try something daring. If you are almost certainly guaranteed a spot, you have more flexibility. In any case, make sure that you answer the essay question in some identifiable way.

After you’ve written a draft

Get several people to read it and write their comments down. It is worthwhile to seek out someone in the field, perhaps a professor who has read such essays before. Give it to a friend, your mom, or a neighbor. The key is to get more than one point of view, and then compare these with your own. Remember, you are the one best equipped to judge how accurately you are representing yourself. For tips on putting this advice to good use, see our handout on getting feedback .

After you’ve received feedback, revise the essay. Put it away. Get it out and revise it again (you can see why we said to start right away—this process may take time). Get someone to read it again. Revise it again.

When you think it is totally finished, you are ready to proofread and format the essay. Check every sentence and punctuation mark. You cannot afford a careless error in this essay. (If you are not comfortable with your proofreading skills, check out our handout on editing and proofreading ).

If you find that your essay is too long, do not reformat it extensively to make it fit. Making readers deal with a nine-point font and quarter-inch margins will only irritate them. Figure out what material you can cut and cut it. For strategies for meeting word limits, see our handout on writing concisely .

Finally, proofread it again. We’re not kidding.

Other resources

Don’t be afraid to talk to professors or professionals in the field. Many of them would be flattered that you asked their advice, and they will have useful suggestions that others might not have. Also keep in mind that many colleges and professional programs offer websites addressing the personal statement. You can find them either through the website of the school to which you are applying or by searching under “personal statement” or “application essays” using a search engine.

If your schedule and ours permit, we invite you to come to the Writing Center. Be aware that during busy times in the semester, we limit students to a total of two visits to discuss application essays and personal statements (two visits per student, not per essay); we do this so that students working on papers for courses will have a better chance of being seen. Make an appointment or submit your essay to our online writing center (note that we cannot guarantee that an online tutor will help you in time).

For information on other aspects of the application process, you can consult the resources at University Career Services .

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Asher, Donald. 2012. Graduate Admissions Essays: Write Your Way Into the Graduate School of Your Choice , 4th ed. Berkeley: Ten Speed Press.

Curry, Boykin, Emily Angel Baer, and Brian Kasbar. 2003. Essays That Worked for College Applications: 50 Essays That Helped Students Get Into the Nation’s Top Colleges . New York: Ballantine Books.

Stelzer, Richard. 2002. How to Write a Winning Personal Statement for Graduate and Professional School , 3rd ed. Lawrenceville, NJ: Thomson Peterson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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‘A Voice Can Change You’: The Week 5 Winner of Our Summer Reading Contest

In her 90-second video, Annie Ma, 14, explains how an essay by the singer Dessa hit home for her.

By The Learning Network

For 15 years, our Summer Reading Contest has been inviting teenagers around the world to tell us what New York Times pieces get their attention and why. This year, for the first time, students can submit either written comments or 90-second video responses.

In the fifth week of our 10-week challenge, we received 912 entries, and we list the finalists below. Scroll down to see the work of Annie Ma , our first-ever video winner. Then, check out the other videos we honor, and note the variety of topics that caught these students’ eyes, including “Inside Out 2,” Pride celebrations, Covid, the Supreme Court decision on presidential immunity, and pandemic pets.

You can read the work of all of our winners since 2017 in this column , and you can participate in the contest any or every week this summer until Aug. 16. Just check the top of this page , where we post updates, to find the right place to submit your response.

Annie Ma , a 14-year-old from Ontario, Canada, responds to the singer Dessa’s essay in The New York Times Magazine, “ Who Am I Without My Voice? ”

Qiaorui Zhang on “ What Does Anxiety Look Like? How Pixar Created the ‘Inside Out 2’ Villain ”

Emma Reznik on “ Defeated by A.I., a Legend in the Board Game Go Warns: Get Ready for What’s Next ”

Henry Hudson on “ Covid Cases Are Rising Again. Here’s What to Know. ”

Jianxi Wu on “ Is Xenophobia on Chinese Social Media Teaching Real-World Hate? ”

Madison Perreault on “ Pattern of Brain Damage is Pervasive in Navy SEALs Who Died by Suicide ”

Phineas Collins on “ Justices Give Trump Substantial Immunity ”

Sophie Lee on “ My Son Was in a Pyschiatric Hospital. Why Was I Celebrating? ”

Vivian W. Chang on “ Along the Hollywood Walk of Fame, a Struggle to Make a Living "

Honorable Mentions

Ethan Wu on “ Our Pandemic Puppy Brought Pure Joy. Losing Him, Pure Heartbreak. "

Anne on “ I Saw My Anxiety Reflected in ‘Inside Out 2.’ It Floored Me. ”

Christina Htay on “ The Angst and the Joy of Celebrating Pride Month in a Small Town ”

Lara on “ Are We in the Middle of a Spiritual Awakening? "

Lena Singh on “ Stampede at Religious Gathering in India Kills More Than 100 ”

Samira Kennerly on “ When Your Identical Twin Wins a Grammy ”

Zihao Ye on “ Can I Use A.I. to Grade My Students’ Papers? ”

(Note to students: If you are one of this week’s winners and would like your last name published, please have a parent or guardian complete our permission form [PDF] and send it to us at [email protected] .)