college education importance essay

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What’s the Value of Higher Education?

Have political and fiscal debates about higher education lost sight of the value of education for individuals and society? Dr. Johnnetta Cole discusses how universities can inform and inspire.

• Dr. Johnnetta Cole President Emerita, Smithsonian National Museum of African Art; President Emerita, Spelman College and Bennett College

This interview was conducted at the Yale Higher Education Leadership Summit , hosted by Yale SOM’s Chief Executive Leadership Institute on January 30, 2018.

The value of a college degree can be measured in a number of different ways: increased lifetime earnings potential, a network of classmates and fellow alumni, subject-matter expertise, a signal of stick-to-itiveness, potentially a marker of class or the capacity to move across classes. There are also less tangible benefits, like becoming a more well-rounded individual and part of a well-informed public.

Yale Insights recently talked with Dr. Johnnetta Cole about how she measures the value of higher education. Cole is the former president of Spelman College and Bennett College, the only two historically black colleges and universities that are exclusively women’s colleges. After retiring from academia, she served as the director of the Smithsonian’s National Museum of African Art. In addition, she served on the boards of a number of corporations, including Home Depot, Merck, and Coca-Cola. She was the first African-American chair of the board for the United Way of America.

Q: Why does higher education matter?

I would say that we could get widespread agreement on what I’m going to call the first purpose of higher education: through this amazingly powerful process of teaching and learning, students come to better understand the world.

There might be some disagreement on the second purpose. I’d say it is to inspire students to figure out how they can contribute to helping to make the world better. Certainly, higher education is about scholarship, but it’s also about service. It’s about creativity. It’s about matters of the mind, but it’s also, or at least it should be, about matters of the heart and the soul.

Q: Has the public perception of universities changed in recent years?

Throughout the history—and herstory—of higher education, there have been doubters, those who have critiqued it. But I have a concern, and some polls tell us, in this period in which we are living, many people believe that higher education is not contributing in a positive way to American life.

That’s something that we need to work on, those of us who are deeply engaged in and care about higher education, because I think when one looks with as much objectivity as possible, the truth is, and it’s always been, that higher education contributes substantially.

Q: You’ve led two historically black colleges for women. What is the role of special mission institutions?

In my view, we still need special mission institutions. Remember Brandeis, Notre Dame, and Brigham Young are special mission institutions.

With respect to historically black colleges and universities (HBCU), not every African American wants to or does go to an HBCU. The same is true of women and women’s colleges. But for those who wish that kind of education, and if the fit is right, it’s almost magical.

I think it is as basic as having an entire community believe that you can. On these campuses, we believe that black students can do whatever they set their minds to do. On the women’s campuses, we believe that women can reach heights that have not been imagined for women.

HBCUs are not totally free of racism. Women’s colleges are not utopias where there are no expressions of gender inequality or sexism. But they come far closer than at our predominately white and co-ed institutions.

Q: One of the big issues with higher education now is cost. How do we solve the affordability problem?

The affordability question is highly complex and serious. James Baldwin said, “Not everything that is faced can be changed, but nothing can be changed that is not faced.” I believe that this is a perfect example. Colleges and universities are not just raising tuitions so they can make big profits. Pell grants are no longer at least a reasonable response to the affordability question.

We’ve got to figure this out because, in a democracy, accessibility to education is fundamental. The idea that something as precious, as powerful, as a solid education is only accessible to some and not to others, is an assault upon democracy.

Q: You came out of retirement to lead the Smithsonian National Museum of African Art. Why was the draw so strong?

I’ve managed, systematically, to get a failing grade in retirement.

I grew up in the South, in the days of legalized segregation—you could also call it state-sponsored racism. I didn’t have access to symphony halls. I didn’t have access to art museums. I still remember the library that I went to in order to travel the world through books, was the A. L. Lewis Colored Public Library.

As a young girl, I fell in love with the visual arts, especially African and African-American art. I went off to Fisk University at age 15 and began to see the real works of art for which we only had reproductions in my home. From Fisk, I went to Oberlin, where the Allen Memorial Art Gallery was a special place of solace for me

The opportunity with the Smithsonian wasn’t something I sought; I was asked to apply. My doctorate is in anthropology, not art history, so I was reluctant, but they told me they were looking for a leader, not an art historian. It was one of the most extraordinary experiences of my life. The work was an almost indescribable joy.

Generally, our museums across America do not reflect who America is, nor do they reflect how our world looks. They need to be far more diverse in terms of their boards, staff, exhibitions, educational programs, and visitorship.

What the African art museum has is a unique opportunity because it can speak to something that binds us together. If one is human, just go back far enough, I mean way back, and we have all come from a single place. It is called Africa.

Here’s a museum that says to its visitors, “No matter who you are, by race, gender, sexual orientation, religion, age, ability or disability, or nationality, come to a place where the visual arts connect you to the very cradle of humanity.”

During those eight years when I had the joy of being the director of the National Museum of African Art, I would greet our visitors by saying “Welcome home! Welcome to a place that presents the diverse and dynamic, the exquisite arts of Africa, humanity’s original home.”

Q: Do you think that our education and cultural institutions are properly valued in our society?

I have to say no. Because if we did, we would take better care of them. If we did, we would make sure that not some but all of our educational institutions from kindergarten through post-secondary education, into graduate and professional schools, have the means to do what needs to be done.

If we really value all of our cultural expressions, whether it’s dance or music, visual arts, theater, when there is a budget shortfall, we wouldn’t say, “These are the first things to go.” We wouldn’t say, “Kids can do without music in their public school.” It’s one thing to say we love an institution; it’s another to care for and protect an institution. I think we can do far better.

Does College Matter?

Find the right college for you..

College does matter and is absolutely worth it - if you choose a program that matches your career goals, graduate on time, and avoid too much debt.

Almost every job that leads to a promising career, with good pay and benefits, requires education or training beyond high school. For most high-paying professional jobs, that means a four-year college degree.

At the same time, career training or short-term educational programs for a growing number of technical fields can pay off, too.

For many, the question is: college or trade school?

Is college worth the cost?

If you stick with your studies and graduate in a reasonable time, college is worth the cost. The vast majority of college graduates are better off financially than their peers who didn’t complete college. College degrees are still in high demand from employers, and completing college is a strong sign that you’re ready for high-skilled work.

The key is finding a school where you’re likely to graduate and finish with low or modest debt. The national average is about $29,400 , which most graduates are able to pay off because their degree helped them earn a well-paying job. You can find detailed information about college graduation rates, the real cost of college over time, and how potential earnings vary by career field at bigfuture.org. And you can give yourself the opportunity to save time and money toward a degree while you’re in high school by scoring a 3 or higher on an AP Exam to earn college credit .

Students can get into trouble when they don’t graduate, or when they take on significant debt before they’re able to finish. Many college students don’t graduate on time, which makes a degree more expensive. Or they don’t finish at all, which means they don’t get the benefit of higher earnings.

Finishing college is the single most important thing you can do to make it affordable. Students who leave college without graduating are the most likely to have trouble with debt and future employment. As many as 4 in 10 students who start a 4-year degree program don’t finish in 6 years. Colleges with more resources, like generous financial aid funding, good counselors, and mentoring programs, typically have a better track record of graduating their students on time and with low debt.

What about career or technical training?

There are valuable training and credential options available, but there are also a lot of expensive programs that don’t add much to your résumé. It’s important to know what kind of training is most valuable for your planned career field.

Specific training programs in fields like construction, manufacturing, and healthcare can lead to immediate job opportunities and above-average pay. Job training credentials offered by community colleges, often in partnership with local employers, are some of the highest-rated programs.

Some larger tech companies like IBM, Google, and Apple will accept proof of specific coding or data analytics skills for entry-level jobs. However, they still normally require college degrees for higher-level positions.

Building a long-term career—taking on more responsibility, managing other people, earning more money—is often easier for those with both a college degree and industry-specific credentials. Employers usually see a college degree as meaning you have a set of flexible skills, like critical thinking and communication. Industry-specific credentials are a sign that you have hard skills like coding or database management.

Together, they make a stronger case that you’re ready for skilled work than either alone. Unless you have a very clear sense of your dream job and its required training programs, it’s generally better to pursue both college and industry credentials.

Should I go to college?

Thinking clearly about your goals and college options can help you make the right choice. Feeling confident about your next step after high school, whether that’s college or a high-value career path, will set you up for success.

Many variables affect your life and career, and it’s impossible to plan and predict all of them. It’s most important to find a field that genuinely interests you, then get all the valuable education and training you can in that field. Here are some tips on how to be successful after high school:

• Take classes in college or through a training program.
• Pursue internships with companies or organizations that can give you experience in your chosen field.
• Cultivate mentors who have built careers that interest you and ask how they did it.

You’re much more likely to complete a worthwhile degree or training program if you’re working toward a life and a job you’ll love. Focus on the future you want and be open to different options for getting there.

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Your chance of acceptance, your chancing factors, extracurriculars, why is a college education important, and how can i express this in my essay without sounding generic.

Hi! Almost every college wants to know why you think college is important in their essay prompts. How can I write about the importance of a college education in my essay without sounding like everyone else?

Hello! It's great that you're thinking critically about how to approach your essay. One effective strategy is to focus on personalizing the importance of a college education. Rather than discussing broad themes that could apply to anyone, zero in on specific experiences or goals that demonstrate its significance to you. For example, if a certain class, project, or extracurricular activity sparked a passion that you wish to explore further in college, use that as a jumping-off point. Discuss how a college education will provide you with the resources, mentorship, and opportunities to delve deeper into this interest. By giving concrete examples and connecting them to the opportunities you're looking forward to in college, your essay will resonate authentically with admissions committees and stand out from more generic responses.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

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• The State of American Jobs
• 5. The value of a college education

Table of Contents

• 1. Changes in the American workplace
• 2. How Americans assess the job situation today and prospects for the future
• 3. How Americans view their jobs
• 4. Skills and training needed to compete in today’s economy
• Acknowledgments
• Methodology

An extensive body of research has argued that obtaining a college diploma is a good deal for graduates on almost any measure – from higher earnings to lower unemployment rates. By the same token, those without a college degree can find their upward mobility in the job market limited by a lack of educational credentials: This survey finds that one-third of Americans who lack a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because that job required a bachelor’s degree.

But despite the potential benefits and opportunities available to college graduates – and the potential challenges faced by those who lack a college diploma – Americans have somewhat mixed attitudes about the effectiveness of traditional four-year colleges and other higher education institutions. On a personal level, many college graduates describe their own educational experience as having a generally positive impact on their personal and professional development. Roughly six-in-ten (62%) college graduates with two- or four-year degrees think their degree was very useful for helping them grow personally and intellectually, while roughly half think it was very useful for opening up job opportunities (53%) or for providing them with useful job-related skills and knowledge (49%).

Yet even as many college graduates view their own educational experience in positive terms, the public as a whole – including a substantial share of college graduates – expresses reservations about the extent to which various higher education institutions prepare students for the workforce more generally. Just 16% of Americans think that a four-year degree prepares students very well for a well-paying job in today’s economy, and 51% say this type of degree prepares students “somewhat well” for the workplace. Some 12% think that a two-year associate degree prepares students very well (46% say somewhat well), and 26% feel that certification programs in a professional, technical, or vocational field prepare students very well (52% say somewhat well).

The purpose of college: Americans view workforce-relevant skills and knowledge as more important than personal and intellectual growth

Americans’ views of what a college education should be tend to prioritize specific, workplace-related skills and knowledge rather than general intellectual development and personal growth. Half of Americans say that the main purpose of college should be to teach specific skills and knowledge that can be used in the workplace, while 35% think its main purpose should be to help students grow and develop personally and intellectually and 13% volunteer that these objectives are equally important. The public’s views on this issue have shifted slightly in favor of skills development since the last time Pew Research Center asked this question in 2011. At that point, 47% said main purpose of college should be to teach specific skills and knowledge and 39% said it should be to promote personal and intellectual growth.

Americans who have engaged in additional schooling beyond a bachelor’s degree are especially likely to say that the main purpose of college should be personal and intellectual growth, rather than the acquisition of specific skills and knowledge. Some 47% of those with a postgraduate or professional degree think the main purpose of college should be personal and intellectual growth, while 35% think it should be teaching workplace-relevant skills.

In contrast, those with limited college experience (or no college experience at all) are more likely to prioritize the development of specific skills over general intellectual improvement. For instance, 56% of Americans with a high school diploma or less say college should be primarily a place to develop specific work-oriented knowledge and skills, while just 31% see it primarily as a place for personal and intellectual growth.

There is also a partisan element to these views, with Republicans and Democrats expressing highly differing opinions on the purpose of college. Democrats (including Democratic-leaning independents) are about evenly split on which of these objectives is more important: 42% say colleges should prioritize personal and intellectual growth, while 43% say they should prioritize the development of workforce-relevant skills. But among Republicans and Republican leaners, 58% say that the main purpose of college should be teach specific skills – while just 28% feel that the main purpose should be general personal and intellectual growth.

These partisan differences hold true even after accounting for differences in educational attainment. Democrats and Democratic leaners with high levels of educational attainment are more likely to prioritize personal and intellectual growth relative to Democrats and Democratic leaners with lower levels of educational attainment.

But Democrats and Democratic-leaning independents at all educational levels are more likely than Republicans and Republican-leaning independents with similar levels of education to believe that personal and intellectual growth should be the main purpose of college.

Along with Democrats and those who have progressed beyond a bachelor’s degree, younger adults (those ages 18 to 29) are more likely than older adults to feel that personal and intellectual growth should be the primary purpose of college: some 43% of 18- to 29-year olds feel this way, compared with roughly one-third of those in older age groups.

In addition, Americans who themselves work in the education field tend to place a greater emphasis on personal and intellectual growth as the primary purpose of college: 46% believe that this should be the main purpose of a college degree, while 35% believe that college should mainly be a place to develop specific skills and knowledge (19% of those who work in the education industry consider them equally important).

Most college graduates regard their college experience as very useful for intellectual growth; views are more mixed when it comes to job opportunities and marketable skills

When asked to assess certain aspects of their own educational experience, about six-in-ten (62%) college graduates (including those who graduated from a two-year degree program) feel that their time in college was very useful in helping them grow personally and intellectually. About half say their college experience was very useful in helping them access job opportunities (53%) or in helping them develop skills and knowledge they could use in the workplace (49%).

The further people have progressed in their college career, the more likely they are to consider their experience very useful. Those with a postgraduate or professional degree are more likely to say that their college education was very useful in each of these respects compared with four-year degree holders, who are in turn more likely than those with a two-year associate degree to say that their education was very useful across each of these measures. For example, while two-thirds of those with a postgraduate or professional degree say their college education was very useful in opening doors to job opportunities, 56% of those with a four-year degree, and an even smaller share (40%) among those with a two-year degree, say the same. And while 57% of those with more than a bachelor’s degree say college was very useful in helping them develop marketable skills, about half or a smaller share among those with a four- or two-year degree hold this view (49% and 43%, respectively).

When it comes to helping them grow professionally and intellectually, majorities of those with a postgraduate or professional degree (77%) and those with a bachelor’s degree (64%) say college was very useful, compared with 46% of those with a two-year college degree.

Americans have mixed views about the extent to which college prepares students for a well-paying job in today’s economy

When asked a broader set of questions about the impact of college more generally, the public expresses somewhat mixed views about the extent to which a college education prepares students for success in the workforce.

Two-thirds of Americans (67%) think that a traditional four-year degree prepares students for a well-paying job in today’s economy at least somewhat well, but just 16% think it prepares them very well, and 29% think it does not prepare them well. A somewhat smaller share of Americans (58%) think that a two-year community college degree prepares students for a well-paying job either very (12%) or somewhat (46%) well, while 38% think that these programs do not prepare students well.

Interestingly, Americans with a four-year college degree are generally no more positive – or negative – than those with less education about the relationship between a four-year degree and a well-paying job: 13% of those with a bachelor’s degree or more education say a four-year degree prepares people very well, as do 11% of those with a two-year associate degree, 12% of those with some college experience but no degree, and 17% of those with a high school diploma. Among those who did not complete high school, however, 40% believe that a four-year college degree does a very good job of preparing people for a well-paying job.

When it comes to assessments of a two-year college degree, about one-in-six (16%) Americans who hold this type of degree say it prepares workers very well for a well-paying job. This is considerably larger than the share of those with at least a bachelor’s degree (7%) who say a two-year degree prepares people very well, but not necessarily more positive than the views of those with less education.

Blacks and Hispanics are more likely than whites to say four- and two-year degrees prepare people very well for a job in today’s economy. For example, about three-in-ten (29%) Hispanics and about a quarter (24%) of blacks say this about a four-year degree, compared with 12% of whites. And while about one-in-five blacks and Hispanics (18% each) say a two-year associate degree prepares people very well, one-in-ten whites share this view.

These findings are consistent with previous Pew Research Center surveys that found that black and Latino parents view college as more essential for their children’s success than do white parents.

A substantially larger share of the public has positive attitudes towards certification programs in a professional, technical or vocational field in the context of workforce development. Some 78% of Americans think that these programs prepare students well for a job in today’s economy, including 26% who think they prepare students very well. Just roughly one-in-five (19%) think they do not prepare students well. It is important to note, however, that respondents were not asked about the effectiveness of certification programs instead of a college education.

Positive assessments of certificate programs as a way to prepare workers for jobs in today’s economy are particularly widespread among those who did not complete high school; 44% in this group say these types of programs prepare people very well, compared with about a quarter (27%) of those with a high school diploma and a similar share of those with some college, but no degree (22%), a two-year degree (28%), or a four-year degree or more education (22%). Certificate programs are also particularly well-regarded among Hispanics, 39% of whom say they prepare people very well for a good job in today’s economy. About a quarter of blacks (25%) and whites (23%) say the same.

One-third of Americans without a bachelor’s degree have elected to not apply for a job they felt they were qualified for because it required a four-year degree

Recent research has argued that there is a “ credentials gap ” in today’s workforce, as employers increasingly require a bachelor’s degree for positions that did not demand this level of schooling in the past. And the survey finds that 33% of Americans who do not have a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because it required a bachelor’s degree.

Americans who have engaged in some type of formal education beyond high school (short of obtaining a bachelor’s degree) are particularly likely to believe they’ve been adversely affected by credentialing requirements as they work their way up the educational ladder. Some 25% of Americans with a high school diploma or less and no additional schooling beyond that have not applied for a job because of a bachelor’s degree requirement. But that figure rises to 34% among those with a high school diploma plus additional vocational schooling, to 38% among those with some college experience but no degree, and to 44% among those with a two-year associate degree. Put somewhat differently, as people receive additional formal education without actually obtaining a bachelor’s degree, they may develop relevant skills without the on-paper credentials to match.

In addition, adults younger than 50 are much more likely than older adults to have refrained from applying to a job they felt they were qualified for because they didn’t meet the formal educational requirements. About four-in-ten non-college graduates ages 18 to 29 (41%) and ages 30 to 49 (44%) say this has happened, compared with 31% of those ages 50 to 64 and just 12% of those 65 and older.

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Why College is Important Essay

Many high school graduates tend to ask a lot of questions concerning the importance and relevance of college education. The current education system has made it difficult for one to access any meaningful employment without being a college graduate. The desire to make quick money after gradating from high school has made many high school graduates to be skeptical about higher education (Warren 35).

Although many high school graduates may secure employment without college education, the truth of the matter is that they have limited opportunities. The earning potential in today’s economy is highly dependent on one’s academic credentials. Despite college education being costly and time consuming, its benefits have no limits.

The idea of venturing into income generation directly after high school may be an appealing thought to many high school graduates but the truth of the matter is that lack of higher education can not guarantee them a bright future (Warren 35). This paper will discuss why college education is important to all high school graduates.

The first reason why college education is important to a person is the number of opportunities they are bound to have with their college degree or diploma. The job market has become very completive in recent times as compared to previous years. The many opportunities that high school graduates used to get are no longer available due increased competition and the ever changing economic trends (Wilson 71). Many economies across the world have changed from being manufacturing based to knowledge based.

Many employers are looking for qualified professionals who can bring fresh ideas to the company. This gives high school graduates little room to survive in the current job market. College qualifications help employers to set standards for a particular job as well in identifying the right candidate for a particular job (Wilson 78).

College education presents one with a perfect opportunity to read many books with thought provoking content (Gardner 122). These materials are vey useful for social, economic and economic growth. Many companies use advanced technology in their operations which forces them to hire qualified college graduates.

It is always a great risk for company to gamble with high school graduates during recruitment. Colleges normally invite experts from different fields to lecture students on different issues. By listening from different experts, one is always in a better position to explore different ideas.

The most knowledgeable people teach in colleges and therefore students have the privilege of being taught by the best intellectuals that the country can offer. Having a mind that is open to new ideas and development gives college graduates a competitive edge in the crowded job market (Gardner 123).

By interacting with people from different professional backgrounds, one is in a better position to learn new things that makes them to be all round graduates. A well developed intellectual mind is the key to making the right decisions. The college experience offers additional social and intellectual growth that is needed in the current job market.

College education equips one with the required resources for working. College is a perfect place to get the right contacts and connections that might be very useful when looking for a job (Levine 67).

The more the connections made at college, the higher the probability of getting a better job. After being employed, college graduates have a great advantage when it comes to promotion. Employers will always seek to promote employees with good academic qualifications. College education is therefore very important for career development.

The knowledge gained in college is always very useful in starting one’s business (Levine 67). Running a business without any professional training is always a great challenge and it is normally hard for one to exploit their full potential. High school education does not teach the relevant skills that are fundamental in the current job market.

It is important to note that the importance of college education is not entirely restricted on jobs and career growth. The college experience provides one with a perfect opportunity to socialize at a higher level and in the process improving their social life. At college, one is able to interact with people from different cultures, nationalities and races.

These interactions create mutual respect as one learns how to tolerate what they are not used to (Warren 65). Colleges have got serious clubs and associations that provide a good platform for leadership development and participation in activities that are beneficial to the society.

In conclusion, it is mandatory to have college education in order to survive in the current job market. The importance of college education was not clear in the previous years because of the many job opportunities that were always available for high school graduates at the time.

The increasing number of college graduates has made it even more difficult for high school dropouts to have any real opportunities. Apart from producing graduates with a greater earning potential, college education has also proved to be important in the social and mental development of a person. The college experience equips one with vital life skills that high school education can not offer.

Works Cited

Gardner, John. Your College Experience: Strategies for Success. New York: Cengage Learning, 2008. Print.

Levine, Daniel. Society and Education. New York: Allyn and Bacon, 1992. Print.

Warren, Elizabeth. 2 Income Trap . New York: Basic Books, 2004. Print.

Wilson, Gwenn. 100% Student Success. New York: Cengage Learning, 2011. Print.

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Admit-a-bull // official admissions blog, why a college education is important.

By Joe Emerson | Last Updated: Jul 15, 2022

Defining why a college education is important involves more than just identifying the superficial benefits of more career opportunities. At a deeper level, college is where you will map a path through life that can take you to places you never expected to go.

The beauty of postsecondary education is that college can yield tangible and intangible benefits for you that in turn benefit others – even if school doesn’t awaken your sleeping Pablo Picasso, Stephen Hawking, or Bill Gates.

Tangible Benefits of a College Education

It’s well established that a college education delivers measurable material benefits. If you were to rattle off the list of reasons you’re attending school, chances are these are the first ones you’ll mention.

College Education and Wages

A handful of money definitely qualifies as a tangible benefit, and research has matched levels of education to payroll expectations and the ability to find a job:

• In 2015, bachelor’s degree holders earned 64 percent more than those with a high school diploma.
• Bachelor’s degree recipients can expect to earn about $1 million more over a lifetime than a person who doesn’t go to college.
• A postsecondary education is expected to be required for about two-thirds of available jobs by 2020.

A recent study broke the higher education benefits down even further, finding among other things, that a bachelor’s degree now means the holder will earn 84 percent more than someone with no postsecondary education. The report went even further, projecting lifetime earnings based on virtually all education levels:

• Lifetime wages of a high school dropout – $973,000
• Lifetime wages of a high school graduate – $1.3 million
• Lifetime wages of someone with some college but no degree – $1.5 million
• Lifetime wages of an associate degree holder – $1.7 million
• Lifetime wages of a bachelor’s degree holder – $2.3 million
• Lifetime wages of a master’s degree holder – $2.7 million
• Lifetime wages of a person with a doctorate – $3.3 million
• Lifetime wages of a professional degree holder –$3.6 million

Based on U.S. Census Bureau data , the usual median weekly earnings in 2017 for people of varying education levels was:

• Doctoral degree holder’s median weekly earnings – $1,743
• Professional degree holder’s median weekly earnings – $1,836
• Master’s degree holder’s median weekly earnings – $1,401
• Bachelor’s degree holder’s median weekly earnings – $1,173
• Associate degree holder’s median weekly earnings – $836
• Person with some college (no degree) median weekly earnings – $774
• High school diploma (only) holder’s median weekly earnings – $712
• Person without high school diploma median weekly earnings – $520

The unemployment rates in 2017 for people in those education categories was 1.5 percent for doctoral degree holders, 1.5 percent for professional degree holders, 2.2 percent for master’s degree holders, 2.5 percent for bachelor’s degree holders, 3.4 percent for associate degree holders, 4 percent for people with some college, 4.6 percent for people with a high school diploma, and 6.5 percent for people without a high school diploma.

Better Jobs Equal Better Benefits, Perks

A college education also usually translates to great benefits and perks as well:

• Typical white-collar benefits: health insurance, eyecare insurance, vacation and other paid time off, dental insurance, maternity/paternity leave, pension plan, 401(k)
• Potential white-collar perks: transportation and parking reimbursement and/or company car, free food and beverages, flexible schedules and freedom to work from home (or elsewhere), concierge services, golden parachutes (high-dollar severance packages)

For Some, College Is the First Real Adventure

College takes you out of familiar surroundings and presents new challenges. But college doesn’t only pave the way for intangible experiences. Adapting to new faces in a fresh place is just the start. The education process can mean internships, overseas travel, exciting research opportunities, and exploration of multiple career paths, all of which can lead to some very tangible results when you start working.

And academic success opens doors to careers where, quite literally in some cases, even the sky and moon aren’t the limits. Think aerospace engineering.

Connections that Can Last a Lifetime

The thousands of people you meet, study with, and work alongside in college will range from peers to mentors, along with power players in your chosen field and others. These are connections you will make note of and potentially use to advance yourself and your ideas.

And as far as relationships go, the only romantic label as common as “high school sweetheart” is “college sweetheart.”

Intangible Benefits of a College Education

A college education can open doors for your career and your own personal growth. For example, college helps develop many important skills, such as self-awareness, global-mindedness, critical thinking, and more.

People by Nature Desire Knowledge

That is a paraphrase of a premise that the Greek philosopher Aristotle states in his Metaphysics . It is affirmed by the connection of head and heart when the study of history helps you forecast the future, when math adds up to real-life solutions, and when the development of skills allows you to produce a masterpiece worthy of the Library of Congress, Metropolitan Museum of Art, or U.S. Patent Office.

In Pursuit of Critical Thinking

Results are in on colleges and critical thinking. During one recent study , researchers began with the notion that everyone wants colleges to teach critical-thinking skills and that the challenge routinely is accepted. Here’s a key finding: Data show that a student who begins college with critical thinking skills in the 50 th percentile can expect to be in the 72 nd percentile after four years.

Critical thinking is, according to the Foundation for Critical Thinking , “that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it.” Developing that skill yields endless opportunities to enrich your life both personally and professionally.

College Advances Self-Realization

A college education, if pursued honestly and earnestly, gives you the knowledge and skills needed to pursue a career and your passions. The degree also can bring hard-to-match personal satisfaction. A huge part of ensuring that self-realization process is finding a school that is right for you , where you’ll feel safe and comfortable enough to let yourself grow and explore.

Our USF admissions advisors are happy to answer your questions about the USF admissions process, so contact us online or by phone at 813-974-3350 .

About Joe Emerson

Joe Emerson spent 30 years as a magazine and newspaper reporter, editor and copyeditor who turned to freelancing after 20 years with The Tampa Tribune, which closed in 2016 after 125 years of serving the Tampa Bay area. Writing and delivering valuable information remain his passion.

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College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

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

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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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Home / Essay Samples / Life / Why is College Important / Why College Education Is Important

Why College Education Is Important

• Category: Education , Life
• Topic: College Education , Graduation , Why is College Important

Pages: 2 (1130 words)

Views: 2090

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• Boyd-Franklin, N., & Franklin, A. J. (2000). Boys into men: Raising our African American teenage sons. Penguin Putnam Publishing Group, 405 Murray Hill Parkway, East Rutherford, NJ 07073.Retrieved from https://eric.ed.gov/?id=ED443918
• DeVaney, S. A., & Chen, Z. (2003). Job satisfaction of recent graduates in financial services. Retrieved on, 12(12), 2006. Retrieved from: https://www.bls.gov/opub/mlr/cwc/job-satisfaction-of-recent-graduates-in-financial-services.pdf
• Hill, K., Hoffman, D., & Rex, T. R. (2005). The value of higher education: Individual and societal benefits. Arizona State University, Tempe, AZ, USA. Retrieved from http://precisionmi.com/precisionmi/Materials/PMILearningMat/ValueFullReport_final_october2005.pdf
• Hudson, A. (n.d.). College education is important. Retrieved from www.financeplaza.org: http://www.financeplaza.org/10-reasons-a-college-education-is-so-important/
• Kyllonen, P. C. (2012). The Importance of Higher Education and the Role of Noncognitive Attributes in College Success La importancia de la educación superior y el rol de los atributos no cognitivos en el éxito en dichas instituciones. Pensamiento Educativo, 49(2), 84-100.Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3947&rep=rep1&type=pdf
• Malik, S., & Courtney, K. (2011). Higher education and women’s empowerment in Pakistan. Gender and Education, 23(1), 29-45.Retrieved from https://www.tandfonline.com/doi/abs/10.1080/0954025100367407
• Price, M. (n.d). Reasons why you should not go to college and things to do instread. Retrieved from www.huffingtonpost.com: https://www.huffingtonpost.com/michaelprice/7-reasons-why-shouldn_1_b_5501111.html
• Sandy, B., & Kathleen, P. (2005). The benefits of higher education for individuals and society. Education pays 2013, trends in higher education series, 7.Retrieved from https://trends.collegeboard.org/sites/default/files/education-pays-2013-full-report.pdf
• Rose, R. (2013, 11 ). The value of college degree. Retrieved from cew.georgetown.edu: https://cew.gorgetown.edu/wp-content/uploads/2013/11/TVOACD.SR_.pdf
• Wang, W. (2011, 08 17). How important is a college education? Retrieved from www.pwesicialtrends.ord: http://www.pewsocialtrends.org/2011/08/17/ii-how-important-is-a-college-education/
• https://www.tandfonline.com/doi/full/10.1080/01425690701737457?src=recsys

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