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10 Stellar Princeton University Essay Examples

What’s covered:.

• Essays 1-2: Why This Major
• Essay 3: Extracurricular
• Essay 4: Difficult Topic
• Essays 5-7: Civic Engagement
• Essays 8-10: Quotation and Values
• Where to Get Your Essay Edited for Free

Princeton University is consistently ranked within the top three colleges in the nation, and is world-renowned for its quality of education. Admissions is extremely selective, with an acceptance rate dropping lower every year. Since most applicants will have a strong academic profile, writing interesting and engaging essays is essential to standing out. 

In this post, we’ll share Princeton essay examples that real students have submitted to give you a better idea of what makes a strong essay. We will also explain what each essay did well and where they could improve.

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

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

Essay Example #1: Why This Major

Prompt: If you are interested in pursuing a B.S.E. (Bachelor of Science in Engineering) degree, please write a 300-500 word essay describing why you are interested in studying engineering, any experiences in or exposure to engineering you have had, and how you think the programs in engineering offered at Princeton suit your particular interests. (300-500 words)

In 7th grade, I was assigned a research project. Although I didn’t know it at the time, this project would end up sparking an interest which would guide me throughout the rest of my public school career. The project was simple: using Google and other resources, I had to find a potential career I’d be interested in pursuing later in life. Being a naive 7th grader, I had virtually no idea where to start. I knew I had a strong preference for STEM, but as to which area of STEM to pursue, I was clueless. After looking at a myriad of other careers, I finally came across aerospace engineering. 

At first, I was intrigued by the name. I remember thinking that it sounded awesome, and I was compelled to learn more. Fast forward a few days and many hours of research, and aerospace engineering stole my heart. When I got to high school, I took all of the classes my school offered that would be beneficial for an aerospace engineer. AP Physics, Multivariable Calculus, PLTW engineering courses, and countless others made the list, and all the while my desire to become an aerospace engineer intensified. I joined numerous STEM clubs to nurture this interest, and in doing so I not only became a better engineer, but also a better person. I also began looking into outstanding aerospace colleges, and Princeton made the very top of my list.

When I look back on it now, I’m not surprised that aerospace engineering is what called to me in that project. In fact, I’ve been fascinated with planes and rockets since a very young age! I would often build models out of LEGOs, and there are numerous times I spent way too many hours playing Kerbal Space Program. When I discovered there was a career dedicated to those parts of my personality, it makes sense that I’d be drawn to it. I find it fascinating that just by using the arsenals of math and science, we can fabricate every tool needed to explore and catalog the cosmos. If that isn’t powerful, I don’t know what is.

Although aerospace engineering has been my main interest throughout high school, I’ve also felt a pull towards mechanical engineering and robotics. Princeton is unique in that it offers a joint major in mechanical AND aerospace engineering, which is something I haven’t seen at any other school. In addition, Princeton’s certificate program in Robotics and Intelligent Systems will allow me to pursue robotics in the context of aerospace engineering. In particular, if I am admitted to Princeton University, I would love to have the opportunity to conduct research in the Intelligent Robot Motion Lab. The IRoM-Lab’s focus on how robots function in complex environments safely and efficiently has me especially excited, and I’ve come up with a few ideas of my own to be pursued. 

Engineering is the driving force behind progress in society, and I am willing to do everything I can to contribute to that progress.

What the Essay Did Well

This essay does a nice job of covering each aspect of the prompt. We learn why this student wants to study aerospace engineering, what steps they have taken to explore their interest in the subject, and how they will expand on their passion at Princeton. It’s important to make sure you touch on every part of the prompt, so going through each paragraph and finding where you address each question is a nice way to check when you are editing.

Another positive aspect of this essay is the open and conversational tone. It feels like the reader is having a casual discussion with this student about where their love for engineering came from and where they hope to go with it. Using phrases like “ f ast forward a few days, ” “ in fact, ” and “ awesome ” grounds the essay by being more informal. Although you’ve been told in school informality is a bad thing, in college essays it allows you to be more open and comfortable with the admissions officers reading your work and makes you seem more like a person, and less like an application.

Finally, this student did a good job of picking something about Princeton’s engineering program that is unique . Many students reference opportunities at a school that are widely available at other colleges as well, for example an aerospace engineering club. However, this student was very clear about why they are so attracted to Princeton’s program: “ Princeton is unique in that it offers a joint major in mechanical AND aerospace engineering, which is something I haven’t seen at any other school. ” This tells us that finding a joint program is something very important to this student and that they are applying to Princeton for more than the name and recognition—they genuinely value the unique offerings this school has!

What Could Be Improved

One thing this essay could work on is showing, not telling. They tell the reader “ aerospace engineering stole my heart ,” that joining STEM clubs made them a “ better engineer, but also a better person, ” and that they have “ felt a pull towards mechanical engineering and robotics, ” just to name a few.

What we don’t know is what about aerospace engineering stole their heart; was there a particular topic, a movie they watched, or some new revelation they had from studying it? What we don’t know is how they became a better person by joining STEM clubs; did they engineer a useful tool that became implemented in their school or community? What we don’t know is what about mechanical engineering and robotics excites them; was there a specific experience that influenced them or do certain emotions overtake them when they construct a robot.

If the essay used more active language and relied more heavily on placing the reader in stories, rather than recounting their takeaways from 17 years of experience, we would have answers to those questions posed above. It can sometimes feel like you need to summarize your life experiences to make everything fit in a college essay, but we promise that if you take the time to focus on individual anecdotes and the impact they had on you, your reader will take away so much more than if you gave them a rushed summary.

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Essay Example #2: Why This Major

Prompt: As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your interests? (Please respond in 250 words or fewer)

The twang of the strings as the delicately strung horsehair bow grazes the steel strings, the enraptured sensation of my hand cramping as I write, and the feeling of connection as my hands dig deep into the damp earth as I nurture my plants. As an academic and most importantly a teen my interests are bilateral. My need for stimulation and innate inquisitive nature are reflected in my academic interests as well.  

As I learned about the intricacies of cell biology and genetics I was enthralled. My love for understanding how the world and humans work from a scientific lens stem from my love for humanity. When I learned about CAS 9 CRISPR and the future of science I felt I had stumbled onto my passion. Furthermore, familiarizing myself with scientific ethicality, I knew this field was for me.  

Princeton recognizes the importance of academics, and the humanities as do I. At Princeton I will take “Scientific Integrity in the Practice of Molecular Biology” where I will explore the conflict between innovation and morality. I can see myself appreciating the wonderful art around Princeton’s campus as I walk to my classes. I look forward to the exchange of knowledge at Princeternship where I will be able to spend time with well-versed individuals to further my knowledge.  

Princeton’s acknowledgment of the arts and humanities align with mine and I am sure yearning for the arts will grow alongside my intellect; gaining enough knowledge to potentially change the world with CRISPR.  

There are three important things that all students should do in their “Why This Major?” Essay : share how their academic interest developed, describe their reasoning and goals, and explain their school choice. While this student’s presentation needs improvement, they at least attempt to meet each of these requirements.

One good thing that this student does (that many students forget) is referencing the specific resources at Princeton — the class “Scientific Integrity in the Practice of Molecular Biology” and the resource of Princeternships. 

What Could Be Improved 

While this student attempts to satisfy the three requirements of a “Why This Major?” Essay , they have room to improve.

The first requirement is sharing how your academic interest developed. This student writes:

As I learned about the intricacies of cell biology and genetics I was enthralled. My love for understanding how the world and humans work from a scientific lens stem from my love for humanity. When I learned about CAS 9 CRISPR and the future of science I felt I had stumbled onto my passion. Furthermore, familiarizing myself with scientific ethicality, I knew this field was for me.

This would be more compelling if it was anchored by a story or anecdote. For example, they could begin with:

“You know how the Sorcerer’s Stone was awesome, but became super dangerous in the wrong hands?” I looked around and everyone was on the edge of their seats. “That’s CRISPR.”

I first learned about the revolutionary genome technology in my AP Biology class, and I must admit, I didn’t get it. Mrs. Gertry said it was powerful, but she didn’t say how. To make matters worse, when I stayed after class to ask how, she said “Honestly kid, I don’t fully get it myself. I just know the experts say that we are on a precipice of DNA advancement, and that’s exciting.”

Since that day, my excitement has steadily developed. It develops as I read The Scientific American blog under the covers each night. It develops as I walk to the UCLA research lab on Friday afternoons. And it will continue to develop until one day I become the expert that Mrs. Gertry told me about. 

Relatedly, the current start to this essay — “The twang of the strings as the delicately strung horsehair bow grazes the steel strings, the enraptured sensation of my hand cramping as I write, and the feeling of connection as my hands dig deep into the damp earth as I nurture my plants” — is confusing, grammatically incorrect, and does not advance the student’s response to the question they are asked. This paragraph should be cut altogether.

The second requirement is describing your reasoning and goals. This student tells us that they want to “change the world with CRISPR.” Though this is more specific than simply changing the world, it is not specific enough. The student should outline more specific, tangible goals like:

• Advancing treatment techniques for neurodegenerative patients
• Improving early identification of viruses like COVID-19
• Creating CRISPR-modified foods that are better for the human body and the environment
• Developing an economically-viable procedure for biodiesel production

The third requirement is explaining your school choice. While this student references a few Princeton-specific resources, they also write “Princeton recognizes the importance of academics, and the humanities as do I” and “I can see myself appreciating the wonderful art around Princeton’s campus as I walk to my classes.” Every college is interested in academics and humanities and every college has art on campus. These superfluous comments take words away from topics that need more exploration.

Finally, this essay could use editing. Grammatical errors interrupt the flow and confuse the reader. For example, the first sentence we read is not actually a sentence, but rather a series of clauses, and there are multiple instances where the student is missing offsetting commas.

To avoid this issue, have friends, family, teachers, and peers read your essays before submitting them to your top schools. Spelling and grammar errors can make a student seem unmotivated, which is the last thing you want in college admissions.

Essay Example #3: Extracurricular Essay

Prompt: Please briefly elaborate on one of your extracurricular activities or work experiences that was particularly meaningful to you. (150 words)

Soft melodies float in the air, feathery sounds of consonance and dissonance create a cloud of harmonies I fall into each night. Born into a family of musicians, I began practicing the piano at four years old. Thirteen years later, I still look forward to sitting at the piano day after day, embarking on adventures to transform a monochrome score into a piece of art with color and dimension. 

Although I relish the thrill of piano competitions and performances, the intellectual challenge that accompanies learning a piano piece in its entirety is an unmatchable experience. In light of the multitasking that musicians must master, the piano has first taught me discipline, that creating anything meaningful requires practice, patience, and persistence. But in the end, the many hours, days, and weeks practicing the piano are rewarded when I can share an emotional experience with others not by speaking, but through the movement of hands that make a piece come alive. 

This essay starts on a euphoric high point, placing the student and reader in the midst of music all around them. The use of delicate diction like “ soft melodies ” and “ feathery sounds ” creates a sense of beauty and comfort, conveying this student’s attraction towards the piano without explicitly stating it. The student continues to use their mastery of language to make the essay come alive with phrase, “ transform a monochrome score into a piece of art with color and dimension.”

Another positive aspect of this essay is how the student includes the effect playing piano has on them. Admissions officers aren’t just asking this question to get a longer summary of your extracurriculars than the 100 characters in your activities section; they want to see your personal reflection on the meaning this activity has to you. How have you grown? How has this shaped your personality? What is your emotional response to participating in this activity?

This essay touches upon those ideas to bring more depth and color to their essay. This lends to a nice structural separation of the two ideas. In the first paragraph, we see the physical aspect of playing the piano and understand the sounds of it. The essay shifts from physical to emotional description in the second paragraph by detailing the practice and discipline they have developed through their years of playing. Having this clear contrast makes it easier to focus on each idea on its own, so when the reader finishes the essay, we can appreciate the activity for both of its components.

The second paragraph could use a more emotional backbone. The student tells us about how practicing piano taught them skills like discipline and how they enjoy sharing an “ emotional experience with others ” by playing. Other than that, the rest of the second paragraph doesn’t convey anything new about the student and their emotional relationship to the piano. A more impactful paragraph might look like this:

“ Words get lost on my tongue but my music, the melodic crescendos of those black and white keys, fills the silence. When sitting on that stool, practicing and perfecting for hours on end, I replay the warm smiles, the tear-streaked cheeks, and the shaky breaths I coax from my audience, connecting us in a way no conversation ever has. Those images have instilled more discipline in me than a drill  sergeant’s whistle. Repeating the same three bars, I see my mom’s face as she hears my rendition of Clair de la Lune. Stretching my fingers to reach an octave, I hear my friends’ clapping as I finish Beethoven’s Moonlight Sonata. I can’t count the hours I’ve spent alone with my piano. All I know is it’s worth every second when I get to play for others.”

This paragraph reveals the same two central tenets but brings infinitely more emotional impact. One of the ways it is able to do this is by showing, not telling. If this student had shown what it looks like to connect with others and practice endlessly, the essay would have revealed much more about the student and been more engaging to read.

Essay Example #4: Difficult Topic

Prompt: At Princeton, we value diverse perspectives and the ability to have respectful dialogue about difficult issues. Share a time when you had a conversation with a person or a group of people about a difficult topic. What insight did you gain, and how would you incorporate that knowledge into your thinking in the future? (350 words)

Superhero cinema is an oligopoly consisting of two prominent, towering brands: Marvel and DC. I’m a religious supporter of Marvel, but last year, I discovered my friend, Tom, was a DC fan. After a 20-minute vociferous quarrel about which was better, we decided to allocate one day to assemble coherent arguments and have a professional debate.

One week later, we both brought pages of notes, evidence cards, and I had my Iron-Man bobblehead for moral support. Our moderator – a Disney fan – sat in the middle with a stopwatch – open-policy style. I began the debate by discussing how Marvel accentuated the humanity of the storyline – such as Tony Stark’s transformation from an egotistical billionaire to a compassionate father – which drew in a broader audience because more people resonated with certain aspects of the characters. Tom rebutted this by capitalizing on how Deadpool was a duplicate of Deathstroke, Vision copied Red Tornado, and DC sold more comics than Marvel. 

40 minutes later, we reached an impasse. We were out of cards, and we both made excellent points, so our moderator failed to declare a winner. Difficult conversations aren’t necessarily always the ones that make political headlines. Instead, a difficult discussion involves any topic with which we share an emotional connection. Over the years, I became so emotionally invested in Marvel that my mind erected an impenetrable shield, blocking out all other possibilities. Even today, we haven’t decided which franchise was better, but I realized that I was undermining DC for no reason apart from ignorance. 

The inevitability of diversity suggests that it is our responsibility to understand the other person and what they believe. We may not always experience a change in opinions, but we can grant ourselves the opportunity to expand our global perspective. At Princeton, I will continue this adventure to increase my awareness as a superhero aficionado, activist, and student by engaging in conversations that require me to think beyond what I believe and viewing the world from others’ perspectives. 

And yes, Tom is still my friend. 

Diversity doesn’t always have to be about culture or heritage; diversity exists all around us, even in comics. The genius of this essay lies in the way the student flipped the traditional diversity prompt on its head and instead discussed their diverse perspective on a topic they are passionate about. If you don’t have a cultural connection you are compelled to write about, this is a clever approach to a diversity prompt—if it is handled appropriately.

While this student has a non-traditional topic, they still present it in a way that pays respect to the key aspects of a diversity essay: depicting their perspective and recognizing the importance of diverse views. Just as someone who is writing about a culture that is possibly unfamiliar to the reader, the student describes what makes Marvel and DC unique and important to them and their friend. They also expand on how a lack of diversity in superhero consumption led to them feeling ignorant and now makes them appreciate the need for diversity in all aspects of their life.

This student is unapologetically themselves in this essay which is ultimately why this unorthodox topic is able to work. They committed to their passion for Marvel by sharing analytical takes on characters and demonstrating how the franchise was so important to their identity it momentarily threatened a friendship. The inclusion of humor through their personal voice—referring to the argument as a professional debate and telling us the friendship lived on—contributes to the essay feeling deeply personal.

Choosing a nonconventional topic for a diversity essay requires extra care and attention to ensure you are still addressing the core of the prompt, but if you accomplish it successfully, it makes for an incredibly memorable essay that could easily set you apart!

While this is a great essay as is, the idea of diversity could have been addressed a little bit earlier in the piece to make it absolutely clear the student is writing about their diverse perspective. They position Marvel and DC as two behemoths in the superhero movie industry, but in the event their reader is unfamiliar with these two brands, there is little elaboration on the cultural impact each has on its fans. 

To this student, Marvel is more than just a movie franchise; it’s a crucial part of their identity, just as someone’s race or religion might be. In order for the reader to fully understand the weight of their perspective, there should be further elaboration, towards the beginning, on how important Marvel is to this student. Maybe they found parallels between a struggle they were going through and a character, maybe seeing Marvel movies was a bonding activity with their father, or perhaps the escapism brings them a peace they can’t find anywhere else. Letting the reader in on whatever the reason is would bring more weight to the story.

Essay Example #5: Civic Engagement

Prompt: Princeton has a longstanding commitment to service and civic engagement. Tell us how your story intersects (or will intersect) with these ideals. (250 words)

Many students had no choice but to engage in online learning during the pandemic. However, due to the nature of digital learning, many students have faced a gap in education that may take years to remedy. I am passionate about the importance of education. Everyone should have access to quality education regardless of race, zip code, or socioeconomic status. The cold facts are that while some students have access to resources that might lessen the effects of online learning, many do not. Through no fault of their own, students are held back from achieving their full potential. To help close this learning gap, my peers and I offered free tutoring during the pandemic. I taught math and reading to elementary and middle school students, concentrating on the African American community. From this experience, I was exposed to the deficiencies of the public school system and the consequent impact on its students. Nevertheless, I genuinely enjoyed my experience instructing those children. Their warm spirit, limitless energy, and ready minds are all characteristics that I wish to emulate. Due to my experience, I never take my education for granted and am forever grateful for the future it has helped me build. I hope I can work on the public education system and make it more accessible and profitable for the children it is supposed to serve and further give back to the community. 

Essays with lower word counts require students to be focused in their answers. This student does a great job of choosing a specific issue — education access — and sticking to it. While they reference the intersections of race/education and wealth/education (which are important!) they do not get sidetracked from their overall focus. 

They also provide evidence of their interest in education by mentioning their free tutoring initiative. This is important. Admissions officers read lots of essays where students claim interest in issues but do nothing to improve them. This student puts their money where their mouth is. 

The main issue with this essay is that the writing style and structure are not engaging or personal. 

For example, while you may not have space for a “hook” or introduction in a shorter response, your first sentences must draw the reader in. This student begins with stilted sentences that tell us nothing about them — neither their life experiences nor their personality. The first personal sentence that the student writes is “I am passionate about the importance of education,” which comes too late and is not written with personality.

Structurally, for a short Political/Global Issues Essay , we recommend that students focus on their personal connection to an issue rather than the issue itself. This student primarily discusses their issue — education access —, and when they do mention their own experiences, they fall into the unfortunate trap of telling instead of showing. 

To remedy this, the student should pick an anecdote that shows their personal connection to education, then use it as an avenue for communicating their values to admissions officers.

This student’s anecdote could be:

• Their experience with online learning during the pandemic
• How they started their free tutoring program
• A specific moment with a specific student while they were tutoring
• Forecasting a moment in the future when they are continuing to prioritize education access

Essay Example #6: Civic Engagement

When I began my internship in my state’s Division of Human Rights, some family members scoffed upon hearing the nature of certain cases I dissected. To them, it was a malapportionment of time to heed race-based workplace discrimination when genocides were ongoing. To them, these government institutions reflected the weakness of modern western culture. Despite this deterrence, I stayed confident that preventing severe human rights violations begins with taking more minor instances seriously.       

Exercising my critical thinking while putting justice into action was fulfilling regardless of a complaint’s validity — I dealt with companies firing employees upon discovering their illness diagnoses. I helped interview a woman claiming language harassment as an English speaker in a majority-Hispanic workplace. I accounted for factors such as respondents having attorneys (unlike complainants) when recommending determinations in the face of contradicting claims. I wasn’t discouraged when the same man called the office for the 10th time that day, shouting his demand that we process his case immediately.       

Bureaucracy can cause waste, yet when I compare human rights protections in the Middle East and the United States, I realize that upholding ethics through the law is necessary for many sectors. The same elements that slow the processing of cases safeguard moral consistency, allowing genuine complaints to be separated from frivolous ones. When “insignificant” discrimination slips through the cracks, more severe violations ensue. At Princeton, I’d extend my work in regional human rights to a global scale, building a safer future for vulnerable populations in the Arab world.

This essay engages a simple yet effective structure. Within 12 words, the prompt has been answered. How has the student shown vivid engagement? Through their internship in their state’s Division of Human Rights.

But they don’t stop there. They humanize their experience accepting the internship by describing the backlash they received from their family. They help us understand the nature of their work by describing the people they interact with. And they forecast what their civic engagement will look like at Princeton. This structure is pulled off beautifully. 

Additionally, the student’s moments of reflection do a great job of showing admissions officers their positive qualities:

• THEY ARE THOUGHTFUL — This is seen as they recognize the importance of cumulative effects over time in the sentence “When “insignificant” discrimination slips through the cracks, more severe violations ensue.”
• THEY ARE STRONG-WILLED — They do not let their family’s opinions shake their values and beliefs. They are invested in the cause of human rights, no matter the consequences in their personal life.
• THEY ARE MATURE — They acknowledge that positives and negatives can exist at the same time, a mature concept. This is specifically seen in the sentence “The same elements that slow the processing of cases safeguard moral consistency, allowing genuine complaints to be separated from frivolous ones.” 
• THEY ARE MOTIVATED — This student has taken on an intense job at a very young age. They are a hard worker, motivated, and willing to go above and beyond.

In a short essay, it is important to cut the fat. Every word should be intentional and any phrases that do not contribute to the essay should be cut. The main issue with this essay is that the student keeps a lot of fat.

For example, the sentence “Exercising my critical thinking while putting justice into action was fulfilling regardless of a complaint’s validity” can become “Exercising my critical thinking was fulfilling, regardless of a complaint’s validity.” The tighter version does not change the meaning of the sentence and helps the essay flow better.

The student also writes “when I compare human rights protections in the Middle East and the United States, I realize that upholding ethics through the law is necessary for many sectors .” The phrase “through the law” is fluff and the lack of precision about “many sectors” detracts from what the student is trying to say. 

Read each sentence you write individually and make sure it makes perfect sense. Make sure it is clear, tight, and does not require extensive mental acrobatics to understand. 

Secondly, while this student makes the wise decision to forecast their future, their forecasting should be more specific. They write “At Princeton, I’d extend my work in regional human rights to a global scale, building a safer future for vulnerable populations in the Arab world.”

Specific examples would make this forecasting more effective. This could look like:

At Princeton, I plan to continue my human rights work through PAJ organizations. As a vocal member of the Princeton Students for Immigration Empowerment, I will use my administrative skills and legal knowledge to help students acquire visas, housing, and support as quickly and easily as possible.

Essay Example #7: Civic Engagement

Since childhood, I have observed the adults of my life giving up their ideals due to financial struggle. My lawyer mother’s dream of justice was disrupted by the corrupt legal system revolving around bribery. My father’s architectural aspiration collapsed after his company’s bankruptcy. They wanted to contribute positively in society: my mother to protect the righteousness and fairness of the laws, and my father to creatively beautify the world surrounding him. Due to the constant pressure of satisfying the basic needs and the appeal of luxuries, they failed. They were not the only ones as illustrated by politicians whose words promise the people security yet their actions submit to corporations’ contributions. Thus, growing up, I chose to pursue money. Though it sounds like a disingenuous excuse for my own greed, I believe that studying finance and economics can exert positive changes on society because these disciplines are interwoven with industries and the well-being of individuals. Interning with a local financial service firm showed me the importance of financial security, which could produce a significant difference in more community involvement, philanthropy, and personal happiness, even among a small community. Whether it is improving financial literacy locally or addressing the wealth gap nationally, an understanding of money and its effects are necessary for meaningful changes to happen. Everyone seeks to solve world hunger, gender inequality, or climate change. Yet to each of these social problems exists an economic perspective that drives its entire operation to which I am committed to target.

One of the most important parts of writing a Political/Global Issues Essay , or a Civic Engagement Essay, is picking an issue close to your life. This student structures their essay around their family history, which helps the essay feel relatable.

The student humanizes themself by approaching their family history with vulnerability. They write about painful subjects — dreams being broken and hopes being let down — honestly, admitting that their parents were motivated by a desire for luxury and by corporate incentives. 

This student’s maturity also transfers to a larger scale. They have identified that capitalism rules the world at a very young age and are committed to working within the system with the ultimate goal of advancing service and philanthropy.

Though this may be a polarizing approach to capitalism, the student addresses it in a non-polarizing way. They position their desire to work in finance as motivated by the greater good. Lots of young people don’t have complex opinions on politics and the economy so, at the very least, this student showed that they have thought about the confines of capitalism and have an opinion.

A few changes could make this essay less confusing.

One simple but important change would be adding a paragraph break to separate the student’s discussion of their family history and their discussion of their life plans. This would help the essay flow better.

The break would occur before “Though it sounds like a disingenuous…” and would turn the preceding sentence — “Thus, growing up, I chose to pursue money” — into a transitional sentence, smoothly carrying us from the student’s childhood to their present life.

Second, as the student discusses their family history, they could more clearly communicate the facts of the story. For example, after reading the sentence “My lawyer mother’s dream of justice was disrupted by the corrupt legal system revolving around bribery,” we can’t tell if the writer’s mother was implicated in a scandal, if someone attempted to bribe her, or if she was disillusioned when she saw the success of a bribe. With tighter writing, we would have fewer questions.

Additionally, if we knew the details of the parents’ stories, the summarizing sentence “Due to the constant pressure of satisfying the basic needs and the appeal of luxuries, they failed” would be more effective. 

Lastly, because the connection between this student’s essay and civic engagement is looser than we’ve seen in other examples, it would benefit them to emphasize “civic engagement” at the end of the essay.

The student writes:

Whether it is improving financial literacy locally or addressing the wealth gap nationally, an understanding of money and its effects are necessary for meaningful changes to happen. Everyone seeks to solve world hunger, gender inequality, or climate change. Yet to each of these social problems exists an economic perspective that drives its entire operation to which I am committed to target. 

Instead, they could write:

While everyone seeks to solve world hunger, gender inequality, and climate change, most people fail to recognize that understanding money must come first. For civic engagement to be effective, it has to be financially informed. 

Essay Example #8: Quotation and Values

Prompt: Using a favorite quotation from an essay or book you have read in the last three years as a starting point, tell us about an event or experience that helped you define one of your values or changed how you approach the world. Please write the quotation, title and author at the beginning of your essay. (250-650 words)

“I will be the gladdest thing under the sun! I will touch a hundred flowers and not pick one.” – Edna St. Vincent Millay, “Afternoon on a Hill” (Renascence and Other Poems, 1917) 

My teenage rebellion started at age twelve. Though not yet technically a teenager, I dedicated myself to the cause: I wore tee shirts with bands on them that made my parents cringe, shopped exclusively at stores with eyebrow- pierced employees, and met every comforting idea the world offered me with hostility. Darkness was in my soul! Happiness was a construct meant for sheep! Optimism was for fools! My cynicism was a product of a world that gave birth to the War in Afghanistan around the same time it gave birth to me , that shot and killed my peers in school, that irreversibly melted ice caps and polluted oceans and destroyed forests. 

I was angry. I fought with my parents, my peers, and strangers. It was me versus the world. 

However, there’s a fundamental flaw in perpetual antagonism: it’s exhausting. My personal relationships suffered as my cynicism turned friends and family into bad guys in my eyes. As I kept up the fight, I found myself always tired, emotionally and physically. The tipping point came one morning standing at the bathroom sink before school. I looked in the mirror and didn’t recognize the tired, sad girl that looked back with pallid skin and purple eye bags. That morning, I found my mother and cried in her arms. I decided that the fight was over. 

I took a break from fighting. I let go of my constant anger about global problems by first focusing on the local ones that I could do something about, and then learning to do things not because they fixed a problem, but for the simple joy of trying. I apologized to friends that I wronged previously, said yes when my mom asked me to go grocery shopping with her, and spent afternoons alone in the park, just reading. I baked brownies in the kitchen because it made me happy. I slept in on weekends when I could, but I also made an effort to get out of bed and move. I made an effort to be nice-optimistic, even-with the people around me, but more importantly, I made an effort to be nice to myself. 

After a period of self-care, the fight in me recharged, but this time I didn’t rush to spend it in anger. Now, it’s a tool I use wisely. I’ve channeled it into tangible causes: I don’t want the feeling of loneliness and anger to fester inside of anybody else, so I work with school administration to create community-building events for my senior class. From being the first to implement a class messaging system to starting a collaborative playlist with all 800 of my peers, I’ve turned my energy into positive change in my community. 

I’ve still got a few more years of teenage angst in me, but the meaning of my rebellion has changed. It’s not about responding to a world that’s wronged me with defiance, anger, and cynicism, but about being kind to myself and finding beauty in the world so that I can stay charged and fight for the real things that matter. 

I’ve realized that the world is my afternoon on a hill, full of sunlight and optimism if only I can see them. Now, I am the gladdest thing under the sun! I can be vulnerable and open, and I can show my passion to the world through love. I will touch a hundred flowers, seize a hundred opportunities, and love a hundred things. I will not pick just one. 

This essay does a really nice job of providing an overview of this student’s personality and how it came to be. The reader sees clear growth in the student as they progress through the essay. They weren’t afraid to be vulnerable, sharing details about feeling exhausted and lonely, which helped build empathy for the journey of self-discovery and reflection they’ve been on. Understanding their past personality allows readers to understand how confronting that personality formed their new, positive outlook on life.

There was a noticeable shift in the tone from the first paragraph to the second that brought the vulnerability with it. The beginning reads as a funny anecdote where the stereotype of a moody teenager is established. What the reader doesn’t expect is the sharp turn towards discussing the emotional impact of being a moody teenager. The tone shift subverts the reader’s expectations by surprising them with deep, personal reflection that makes them read the rest of the essay with more empathy.

This essay really captures the student’s outlook on life in different stages of their development, which provides so much insight to the admissions officers reading it. They reveal so much about themselves by continuously focusing the essay on how their internal feelings dictated their external actions.

One thing this essay could have done better was work the quote into the piece as a whole. The essay had a great story, but it was difficult to piece together how the story was connected to the quote until the student explicitly explained it in the last paragraph. It would’ve been helpful to keep the theme of the quote running through the entire essay so the reader could draw a connection. For example, using metaphors of sunshine and flowers throughout the piece would have called attention back to the quote and reminded the reader of why this quote is so important. 

Essay Example #9: Quotation and Values

“One of the great challenges of our time is that the disparities we face today have more complex causes and point less straightforwardly to solutions.” 

– Omar Wasow, assistant professor of politics, Princeton University.  This quote is taken from Professor Wasow’s January 2014 speech at the Martin Luther King Day celebration at Princeton University . 

The air is crisp and cool, nipping at my ears as I walk under a curtain of darkness that drapes over the sky, starless. It is a Friday night in downtown Corpus Christi, a rare moment of peace in my home city filled with the laughter of strangers and colorful lights of street vendors. But I cannot focus. 

My feet stride quickly down the sidewalk, my hand grasps on to the pepper spray my parents gifted me for my sixteenth birthday. My eyes ignore the surrounding city life, focusing instead on a pair of tall figures walking in my direction. I mentally ask myself if they turned with me on the last street corner. I do not remember, so I pick up the pace again. All the while, my mind runs over stories of young women being assaulted, kidnapped, and raped on the street. I remember my mother’s voice reminding me to keep my chin up, back straight, eyes and ears alert. 

At a young age, I learned that harassment is a part of daily life for women. I fell victim to period-shaming when I was thirteen, received my first catcall when I was fourteen, and was nonconsensually grabbed by a man soliciting on the street when I was fifteen. For women, assault does not just happen to us— its gory details leave an imprint in our lives, infecting the way we perceive the world. And while movements such as the Women’s March and #MeToo have given victims of sexual violence a voice, harassment still manifests itself in the lives of millions of women across the nation. Symbolic gestures are important in spreading awareness but, upon learning that a surprising number of men are oblivious to the frequent harassment that women experience, I now realize that addressing this complex issue requires a deeper level of activism within our local communities. 

Frustrated with incessant cases of harassment against women, I understood at sixteen years old that change necessitates action. During my junior year, I became an intern with a judge whose campaign for office focused on a need for domestic violence reform. This experience enabled me to engage in constructive dialogue with middle and high school students on how to prevent domestic violence. As I listened to young men uneasily admit their ignorance and young women bravely share their experiences in an effort to spread awareness, I learned that breaking down systems of inequity requires changing an entire culture. I once believed that the problem of harassment would dissipate after politicians and celebrities denounce inappropriate behavior to their global audience. But today, I see that effecting large-scale change comes from the “small” lessons we teach at home and in schools. Concerning women’s empowerment, the effects of Hollywood activism do not trickle down enough. Activism must also trickle up and it depends on our willingness to fight complacency. 

Finding the solution to the long-lasting problem of violence against women is a work-in-progress, but it is a process that is persistently moving. In my life, for every uncomfortable conversation that I bridge, I make the world a bit more sensitive to the unspoken struggle that it is to be a woman. I am no longer passively waiting for others to let me live in a world where I can stand alone under the expanse of darkness on a city street, utterly alone and at peace. I, too, deserve the night sky.

There are many positives to this essay. To begin with, launching into the essay with multi sensory imagery in the anecdote was really effective at drawing the reader in. The audiovisual context (laughter, street vendors) keeps the scene alive and fully immerses the reader, while the internal narration illustrates how this student looks at the world. The contrast between the imagery of the external scene and the internal thoughts and feelings fully immerses the reader in the essay and alludes to the overarching theme of things being more complicated than they seem on the outside.

Another good thing this essay did was provide a personal account of this student’s experiences with harassment. This established their authority to speak on the topic and underscores their essay with authenticity. They then “zoom out” to provide relevant background information that supplies additional context for readers who might not be that familiar with the extent of the issue at hand. By relating their personal stories to the large-scale issue at hand, they simultaneously develop a personal connection while demonstrating an understanding of a serious global issue.

What really could’ve made or broken this essay was the quote the student chose. Allowing you to choose any quote, this is an extremely open-ended prompt which gives students the opportunity to write about whatever they choose. This student did an excellent job of picking a quote that isn’t well-known or significant, but fit perfectly into the narrative they were trying to express in this essay. The approach the student likely took with this prompt is figuring out what experience they wanted to discuss and finding a quote that fit, rather than picking a quote first. This approach made for an essay that existed independently from the quote and didn’t rely on it as a crutch.

All together, the essay feels cohesive with every part relating back to the overarching theme of diving deeper than the surface level of things. The student’s vulnerability and personal reflection throughout the essay helps carry the theme through each paragraph. Even the conclusion does a great job of circling back to the anecdote at the beginning, bringing the societal problem the student addressed back down to the personal level to remind the reader the student’s personal stake in the issue.

One potential criticism of this essay could stem from the ratio of background to active work. The author spends a lot of time setting up their personal connection and the global context of the issue; however, their essay could stand to gain from more content centered on their actual actions towards fighting harassment against women. They could discuss another small-scale discussion or project they led or elaborate more on their current inclusion. Dedicating two paragraphs to this rather than one gives admissions officers a better idea of their leadership skills and active role in fighting harassment.

Essay Example #10: Quotation and Values

“If any man stopped and asked himself whether he’s ever held a truly personal desire, he’d find the answer. He’d see that all his wishes, his efforts, his dreams, his ambitions are motivated by other men . . . A stamp of approval, not his own. He can find no joy in the struggle and no joy when he has succeeded.”

Essay/Book: The Fountainhead Author: Ayn Rand —

The US Open.

My parents had asked me if I wanted to come along, and I agreed. We got there; we took pictures next to a giant tennis ball, bought some tennis rackets, and finally headed over to our seats. It was absolutely freezing–and as the match continued, the world around me got darker and darker. An open stadium, I could see the stars in the sky just as clearly as I could feel the cold seeping through my coat. Trying to forget about my discomfort, I gazed up at the stars and listened to the vaguely muffled sounds of grunts and balls hitting the court.

A million things ran through my head.

The persistent cold that I was trying to forget. The beauty of the twinkling lights in the sky. The vast emptiness of the world around me.

And, even as I pulled closer to my mom and dad, an abject feeling of loneliness settled over me, my isolation from the excitement of the crowd making itself apparent as I felt none of the frustration, disappointment, or adrenaline-fueled excitement that the crowd and the players were feeling–a million miles away from my surroundings, insignificant in this moment.

And, it dawned on me, I am. I am insignificant–we all are. Even the tennis players whom we so eagerly watch are only really significant for the few hours of their game–and, is that insignificance necessarily a bad thing? Why should I pursue significance–and essentially, recognition–throughout my life? Why do I feel the need to be recognized? Should I not just want to aid in world progress–whether that be dancing to promote emotional expression, or engineering to promote prosperity and scientific advancement?

I began to understand the futility of ambition revolving solely around world recognition. Why should the entire world know my name? Shouldn’t success be just knowing that I created something, something that helped someone or something somewhere, something that advanced the face of knowledge or innovation, regardless of whether I gained actual ‘credit’ for it?

Having changed my definition of success, I no longer search for significance. My absolute insignificance has never been clearer, clearing the way for me to discover myself in my passions, rather than discovering passions in the hope of gaining relevance. My success is no longer defined by the approval or recognition of anyone but myself, making my successes sweeter and my hard work more gratifying.

This leaves no bar on my dreams, no curb on my goals. I’m an aspiring engineer because I love how math and physics and purpose click together as you design and invent and innovate, how the electricity of passion sparks through my fingertips as I stay up late working on my model rockets and deriving simple harmonic equations. I’m a dancer because I love how the music and movements feel in my muscles and bones, how fiery adrenaline rushes through my veins when I am in the middle of a performance. I’m a hopeful social entrepreneur because I want to give purpose to my innovations; I’m a singer because I like to feel the vibrations of songs collecting in my throat; I’m a programmer because I like to ‘logic’ my way through problems. None of its for money, or for a prize, or for world recognition–because even that significance doesn’t last long. I’m insignificant, and whether or not I remain so–as long as I fulfill my own purpose and achieve my own goals–it makes no difference to me.

This essay has a strong opening that does an excellent job of setting the scene for the perspective shift this student is about to have. There is clearly a sense of the student’s indifference to attending through explaining the match was their parents’ idea, their focus on the freezing cold weather, and explaining how their mind drifted to think about anything but the match. Establishing how removed they were in the moment is a nice segway to their feeling of insignificance. Because we know how they weren’t able to appreciate a moment everyone around them hyped up and cherished, we better understand how they came to the conclusion they are insignificant. 

Even once the student delves into philosophical questions about our purpose—a topic that it is easy to lose your readers on—we stay engaged because of their continued use of rhetorical questions. Especially when discussing more abstract topics in your essay, asking questions is a great tactic to help the reader see things from your perspective and break complex ideas down into more manageable chunks.

This essay concludes by telling us a lot about the student and their passions. The repetition of the phrase “ I’m a… ” creates a sense of continuity throughout their multiple identities and builds momentum for what’s to come. Not only do they reveal they are an engineer, a dancer, a singer, a programmer, and a social entrepreneur, but they also explain their reasoning and purpose for pursuing each of these passions. Sharing all of this student’s facets is a nice way to demonstrate to admissions officers that although they have a unique perspective on success, they are still an engaged and active member of their community.

There are a few ways this essay could be tightened up. The first would be to better incorporate the anecdote of the US Open throughout the rest of the essay. While there is nice set-up, the student basically abandons their story after they shift to talking about insignificance. Yes, the prompt asks for an experience that changed how you approached the world, but that experience should have more of an impact on you than just the location of your life-altering perspective shift. It would have been nice to see them grapple with how they differ from the US Open crowd who idolizes significance or even simply utilizing tennis metaphors to keep the theme going.

Another thing this essay needs to work on is being less vague. Take this sentence for example: “ Shouldn’t success be just knowing that I created something, something that helped someone or something somewhere, something that advanced the face of knowledge or innovation, regardless of whether I gained actual ‘credit’ for it?”  That is wordy and reveals nothing about the student. They use a word containing “some” six times in a singular sentence—lazy writing! Although this is a particularly vague sentence, much of the essay focuses on the abstract idea of embracing insignificance without relating it personally to the student. Bringing in more concrete ideas and tangible thoughts or actions this student has to demonstrate their insignificance would leave a much stronger impression on the reader.

It’s also important to make sure your quote fits in perfectly with your essay. Since it’s the first thing your reader will see, it creates an immediate impression going into the story, but if it doesn’t obviously tie into your essay it will be forgotten by the time your reader finishes. This essay unfortunately lost the quote by the end because it wasn’t clearly connected to the essay. It possibly would have been better had they picked a quote about being insignificant, or even about staring up into the night sky and feeling alone, seeing as that was the moment that their perspective changed. Your quote doesn’t need to be moving and inspirational, it just needs to effortlessly align with your essay.

Where to Get Your Princeton Essays Edited

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

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

Other Princeton Essay Resources

• Princeton Essay Guide
• How to Answer Princeton’s “More About You” Questions
• How to Write the Princeton Civic Engagement Essay
• How to Write the Princeton Diversity Essay
• 4 Example Hooks for Princeton’s Meaningful Activity Essay
• How to Write the Meaningful Activity Essay for Princeton

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The Complete Guide to the Princeton Supplement

College Info , College Essays

Got your heart set on Princeton—the #1 ranked university in the US ? Then you'll need to learn how to write amazing Princeton essays for your Princeton Supplement, a key part of your application for admission.

In this detailed guide, we go over the different types of essays you'll be required to write for your Princeton application and provide you with some expert tips on how to write your most effective and unique essay possible.

Feature Image: James Loesch /Flickr

What Are the Princeton Essays?

The Princeton application requires five essays and three short answers from all applicants. One of these essays must answer a prompt provided by the Common Application , Coalition Application , or QuestBridge Application (depending on which system you choose to submit your Princeton application through).

The other four essay prompts , as well as the three short answer prompts, are part of the Princeton Supplement . The Princeton Supplement also requires an Engineering Essay from applicants who have indicated on their applications an interest in pursuing a BS in Engineering (B.S.E.). Students applying to the Bachelor of Arts (A.B.) degree program and those who are undecided must submit a supplemental essay as well.

Below, we'll look at each prompt in the Princeton Supplement. So let's get started!

While the Princeton supplement is submitted electronically, you might find that brainstorming the old fashioned way (with pen and paper!) helps you get your ideas organized.

The Bachelor of Arts/Undecided and the Bachelor of Science and Engineering Essays

Your first long essay is 250 words long and is assigned based on what you plan to major in. You will only need to answer one of these prompts .

The first prompt is for Bachelor of Arts (A.B.) degree and undecided applicants to respond to. If you are applying for the A.B. degree program or if you put undecided on your application, you must respond to this essay prompt in the first section of the supplement.

The second prompt is for Bachelor of Science and Engineering (B.S.E.) applicants to respond to. All applicants who indicate they'd like to pursue a bachelor of science in engineering degree must respond to this prompt. Next, we'll break down what each prompt is asking you to do and how to respond to it.

The good news is that both prompts are versions of the "Why This College?" essay, which is a pretty common essay to encounter on college applications. If you want more info on how to answer this type of question more generally, be sure to check out this article .

The A.B. Degree and Undecided Applicants Prompt

For A.B. Degree Applicants or Those Who are Undecided:

As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? (Please respond in 250 words or fewer.)

This question is asking you to make a case for why you'll be an excellent fit as a liberal arts student at Princeton . You can make your case in your response to this prompt by showing that you understand the value of the liberal arts education that Princeton offers, and that you've thought about how Princeton's programs fit your academic and future goals.

In addition to asking you to show how Princeton is a good fit for you, this prompt is really asking you to highlight why you are a good fit for Princeton. Everyone knows that Princeton is highly competitive, so your response to this prompt is your chance to show that you'll bring valuable intellectual interests and perspectives to the Princeton community as well.

What Makes A Good Answer?

#1: Show how you're unique. Are you excited to geek out about the connections between critical human geography and twenty-first century Arabic literature? To explore the relationships between psychology and social media? If you've got a weird, quirky, or unique set of academic interests, this is the place to go into detail about them. A good answer to this question will nail down one or more specific academic areas that you get genuinely pumped about and why you're interested in them. This is your chance to show the thought processes behind your choice to pursue an A.B. degree at Princeton...or why you put "undecided" on your application.

#2: Connect to Princeton's program offerings. You could name specific professors you hope to work with who share your interests, courses you'd be thrilled to take, or special program offerings you hope to participate in (like study abroad or research opportunities). In order to make your response to this part of the question genuine, you'll have to do your research on the programs you're interested in and really know your stuff. This will show admissions counselors that you're interested in going to Princeton because it's a good fit for you, not because it's ranked #1 on college lists.

#3: Be honest . Your response should make it clear that you've spent a lot of time thinking about your academic interests. Make sure you're telling the truth: don't pick an academic area just because you think it's impressive. To show your sincerity, make sure you're being specific about why you're interested in the area you're writing about. This will help your passion come across on the page.

What Should You Avoid?

#1: Avoid generalities. You don't want to respond to this question with general fields of study or disciplines. For instance, saying that "history" or "art" piques your curiosity won't be specific enough. Instead of "history," you could say, "I'm curious about how war monuments and memorials in the U.S. impact the communities they 're located in." Above all, you want to describe specific issues, questions, or perspectives in your areas of academic interest that you hope to explore when you become a student at Princeton.

#2: Don't focus on past achievements. This question isn't the place to talk about your academic achievements and awards from high school. Here's why: Princeton admissions isn't necessarily looking to learn about why you're good at the subjects you're interested in. They want to understand why you're curious about those areas and why you want to study them at Princeton.

3 Tips For Answering This Prompt

#1: Start with your interests. Start by brainstorming which academic interests you want to talk about. You might have to think for a little while! If you know you want to major in African American Studies, take some time to write out the historical, political, and economic issues and questions that get you excited about majoring in this field. Let the specific aspects of the fields of study you're considering be the foundation for your answer.

#2: Do your research. Once you've brainstormed the specific aspects of your major or possible majors that you're most curious about, head over to Princeton's website to search for more information. If it's African American Studies, comb through every sentence on that major's website. Look into the interests of professors in this department, courses they teach, and events hosted by the department. You can even talk about your interest in working with specific professors or taking specific courses in your response.

#3: Be specific. The more specific you can be about your academic interests, the more likely your answer is to appeal to Princeton admissions. You don’t have to have your entire degree plan mapped out, but you do need to show that you're already thinking carefully about how you'll forge your path forward as an independent thinker and intellectual citizen once you start at Princeton.

The B.S.E. Degree Applicant Prompt

For B.S.E Degree Applicants:

Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in, or exposure to engineering, and how you think the programs offered at the University suit your particular interests. (Please respond in 250 words or fewer.)

This prompt is specific for applicants who want to major in engineering at Princeton. Essentially, this prompt is asking you to highlight the factors in your background and experiences that have influenced you to pursue engineering.

More specifically , this prompt wants you to explain why Princeton engineering is the program for you.

#1: Showcase your background. A good answer to this question will explain why you're interested in engineering. For instance, maybe you grew up in a city that experiences earthquakes, so you want to study civil engineering to make buildings safer. Or maybe your parents and grandparents are engineers and you're passionate about carrying on the family legacy. Whatever your story, telling some of it will provide important context for your interest in engineering.

#2: Connect your interest to Princeton. Admissions counselors want to know why Princeton engineering is the only program for you. For example, say you want to focus on engineering for health professions. During your research, you read that Princeton students are developing new personal protective equipment for healthcare workers. This essay is a perfect place for you to explain that you want to join this research project! Making connections to real people, courses, and proj ects wi ll show that you're excited about the unique opportunities provided by Princeto n engineering .

#3: Share your research interests. In addition to stating a specific subfield of engineering that you're interested in (if possible), a good response to this prompt will describe your interest in key issues or questions pertaining to the subfield of engineering you want to stud y. For example, if you hope to become a chemical engineer who works with cruelty-free cosmetics, describe that research interest here. While it's important to be flexible, and it's okay if you don't have your whole future with engineering planned out, being able to describe some of your vision for your future in Princeton Engineering is a crucial part of a good response.

#1: Avoid discussing awards and achievements. Avoid talking about awards, competitions, or other academic achievements if possible. Princeton admissions can find out those details from other parts of your application. Instead, showcase the passion behind your interest in engineering. Instead of describing achievements, describe moments of inspiration in your story that have led you to pursue engineering at Princeton.

#2: Don't skip the context. You don't want to describe your specific interests in engineering without connecting them to what Princeton has to offer. Make sure you describe specific courses, professors, or research projects. Do your research and make sure your interests coincide with the possibilities Princeton provides.

Tip #1: Start with the research. It will be tough to write a meaningful response to this prompt if you haven't done some serious research about the B.S.E. program at Princeton. Get really acquainted with the B.S.E. program's website. Gather the info you need to incorporate information about professors you want to work with, research projects you'd like to work on, and courses you're eager to take.

Tip #2: Focus on your experiences. Incorporating your background with engineering is important to a good response here, but you need to be strategic about what details you include. Describe the moment your interest in engineering began, the most exciting experience you've had with engineering, or what gets you pumped about studying engineering at Princeton. Revealing where your interest in engineering comes from can help prove that the B.S.E. program is a good fit for you.

Tip #3: Be specific. State the subfield of engineering that you're interested in and/or what engineering issues pique your curiosity. Princeton wants to know that you already have a vision for how you'll be an active engineering student!

The Your Voice Supplement

The "Your Voice" supplement section consists of two required, approximately 250 word essays. The prompts for these essays (below) are asking you to give Princeton admissions a sense of how your past and ongoing experiences shape the kind of student you will be at Princeton.

In other words, the "Your Voice" supplement is asking you to show evidence that you live out values that fit with Princeton's values. So, to answer these two required questions, start thinking about points in your ongoing story that reflect your commitment to having hard conversations and serving others. We'll get into the specifics of how to write about your story in response to each prompt next.

Prompt #1: The Difficult Conversation Prompt

Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you? (500 words or fewer)

The first of the required "Your Voice" supplements is asking you to show that you're capable of engaging in civil discourse with others on campus —even when the topic of conversation is tough to talk about or goes against your own beliefs and values. For this essay, you’ll need to pick an experience or two from your life that has helped shape the way you interact with all sorts of people, even those you disagree with on things.

Describing these experiences and the lessons you’ve learned from them will help show that you’re prepared to respect and listen to others on campus who don’t have the exact same perspectives on things as you. A good response to this prompt will also show that you can push through uncomfortable situations and learn new things from others, and that you can help others around you do the same. 

#1: Share a real experience. Thinking of a challenging experience that seems meaningful enough to include in an application essay might feel...well, challenging. Nevertheless, you want your story to be as truthful as possible .

Princeton Admissions knows that you probably didn't change the world from one difficult conversation or situation. What they want to know is that you're willing to have tough conversations and listen to others with different viewpoints than your own. So, pick a memory of an experience that challenged you, taught you a lesson, or helped you grow. More specifically, make sure it’s an experience that has helped prepare you for the different perspectives and challenges you’ll encounter from others on campus. Try and recall as many details about what happened as you can, and draft a description of the situation that’s as true to real events as possible. 

#2: Be thoughtful. Did you learn something new during the experience(s) or lesson(s) you're writing about? Explain what you learned from it in your response! For instance, perhaps you learned that being a nonjudgmental listener can help others feel more comfortable with listening to what you have to say. Whatever you learned, make sure you describe it in your response. This will show Princeton Admissions that you're open to learning and growing.

#3: Show you're forward thinking. How will the knowledge you gained from this experience (or experiences, if you choose to write about more than one) shape your behavior as a Princeton student? Think about what college is like: you'll encounter students, faculty, and staff from all over the world. This means you'll be in constant contact with different values, cultures, and ways of thinking about the world. Princeton wants to know that you're prepared to participate in this environment in positive ways!

#1: Don't disparage anyone. Even if the conversation or experience you're describing was incredibly frustrating, don't insult the other people who were involved. Instead, show empathy toward the people you interacted with. Princeton Admissions wants to know that you're a person who can extend empathy to many different kinds of people to be a good student and citizen.

#2: Don't brag. Don't brag about what you accomplished. Instead, focus on what you learned from the conversation --even if you think that the other people involved were totally wrong and you were totally right. Admissions counselors want to know that you learned from your experience.

2 Tips For Answering This Prompt

Tip #1: Pick an experience or lesson that impacted you. You should definitely write about an experience that was meaningful to you, rather than one that you think is impressive or controversial. This is your chance to show how you’ve made the most of your unique experiences—you’re giving Princeton an idea of who you are, what you’re capable of, and how this all came to be. Take time to reflect on tough situations you’ve encountered and lessons you’ve learned before drafting your response. 

Tip #2: Connect the topic to college life. While you obviously need to describe the topic of your experience, how you handled it, and what you learned from it, a crucial part of your response is how it prepared you to be an engaged, ethical member of the Princeton community. Be sure to focus part of your response on explaining how what you learned will guide your life as a Princeton student. Whichever experiences or lessons you choose, you’ll need to explain how you can use what you’ve learned to have respectful and insightful conversations with people across Princeton’s campus. 

This is a chance to tell your story and show how committed you are to being a good citizen.

Prompt #2: The Service and Your Story Prompt

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (250 words or fewer)

This supplement prompt is asking you to show your commitment to serving others and/or being an engaged citizen —and you'll need to describe a specific experience or idea that demonstrates this commitment.

When the prompt asks "how does your own story intersect with these ideals," it means that you should think of real things you've done or real values you hold that motivate your civic engagement. This is a key part of the story you'll have to share in your response.

#1: Tell a story. Basically, the prompt is assuming that who you are and what you value will motivate how you serve others and participate as an engaged citizen. To answer this prompt effectively, then, think about telling the story behind your decision to serve or fulfill your civic responsibilities in a specific way.

#2: Connect it to your local life. The decisions we make about our community involvement are often personal. For instance, maybe someone in your family recovered from cancer as a child, so your story with service involves gathering donations for a pediatric cancer care center in the region where you live. Think about the personal connections that you've made, then include them in your response.

#3: Consider the future. Maybe you don't have much experience with service or civic engagement yet, but you have a big vision for how you'll serve and engage in the Princeton community. This prompt is a chance to describe the details of that vision. Alternatively, if you have existing experience with service and civic engagement and want to continue serving in similar ways at Princeton, share your ideas about how you'll accomplish that. Service and civic engagement are lifelong commitments—describing your ideas about how you'll serve in the future will show that you're prepared for that commitment.

#1: Don't be condescending. While it's likely that the people you've served in the past learned things from you, don't focus your response on describing how wonderful you are . Instead, focus on how your service and civic engagement experiences have refined your values and helped you become a better human, which is what Princeton admissions wants to hear about.

#2: Avoid delusions of grandeur. If you decide to include a description of how you hope to serve once you get to Princeton, don't get too carried away. For example, you probably aren't going to get every single Princeton student registered to vote...but you can probably make some progress. Be realistic about your ideas for how you'll serve in the future. Princeton admissions just wants you to show dedication to service and civic engagement. They don't expect you to solve all of the world's problems.

Tip #1: Tell a story. It's important to coach your answer in the form of a story. Describe who you served, what the service looked like, and why you decided to serve in this way. If possible, connect it to your background, your identity, or your values. Turning your service experience into a story for Princeton admissions will make it more memorable.

Tip #2: Describe the impact. Princeton Admissions doesn't just want to know the story of your past experience with service—they also want to know how the experience continues to impact you today. Describe what you learned from the experience, how it changed you, and how it shapes your current actions and values.

Tip #3: Connect it to your future. Connect your story about your service to your vision for your life as a student at Princeton. This will let admissions know that you'll also be an exceptional student outside of the classroom in the Princeton community.

The "More About You" Short Answer Supplements

The "More About You" short answer section of the Princeton Supplement is your last chance to show who you are: the real person behind all of the stats, scores, and successes that the rest of your application showcases. In fact, the instructions for this required portion of the supplement are clear: "There are no right or wrong answers. Be yourself!"

This means that, in 50 words or fewer, you'll need to give admissions counselors a clearer picture of the "you" behind the application. All three of the "More About You" short answer questions are required, and each one gives you a chance to provide a little more context for your desire to be a student at Princeton.

#1: The New Skill Prompt

What is a new skill you would like to learn in college? (50 words)

To answer this question, all you need to do is describe a skill that you want to learn in college! There are a couple of different ways that you could interpret this prompt. Just remember: answer honestly.

For starters, you could think of the prompt as asking about a skill that you want to learn from your actual college courses . If this is the path you choose, you could write about how you want to learn to produce a podcast, to lead a Socratic Seminar, or to write a winning elevator pitch. Connecting the skill you want to learn to your areas of academic interests is a solid strategy.

Alternatively, you could think more generally about any skill you want to learn during your time in college ! For example, maybe you struggle with public speaking, and you want to learn to share your ideas more clearly in your classes and your extracurriculars. Writing about skills that are more oriented towards exploring your identity, background, or interests outside of academics is perfectly fine here too.

Whatever skill you decide to write about, it's important to briefly explain why you want to learn that skill. For instance, if you were writing about learning to bake like your grandmother, you might explain that this skill has been passed down in your family for generations, and you'd like to pass it down as well. If you want to learn how to produce a podcast, maybe you'd explain that you were searching for an interesting podcast on Marxist economics, but couldn't find one that had good production quality, so you want to learn how to produce one yourself.

#2: The Joy Prompt

What brings you joy? (50 words)

The same principles go for this prompt: write your response about something that genuinely brings you joy. It could be an activity, a person or relationship, or an experience you've had. To answer this question, simply describe the thing that brings you joy.

A good answer to this question will identify one specific thing that brings you joy, then describe it with gusto. For example, if the thing that brings you joy is building model planes with your little brother, briefly tell the story of why that experience brings you joy. Maybe you like the challenge of focusing on small details, or perhaps your joy comes from building something with your hands.

Briefly giving these specific details will show how the thing that brings you joy reflects your values and identity --both of which will give more clues as to the kind of person you'll be as a student at Princeton.

#3: The Soundtrack of Your Life Prompt

What song represents the soundtrack of your life at this moment? (50 words)

This short answer is fun! Keep your song selection relatively clean, of course, but otherwise, just think of a song that you're literally listening to on repeat right now , or pick a song that symbolizes your current experience. Then explain why!

For example, maybe you'll write about "Inner Child" by BTS because getting ready to leave home for college in the midst of so much has made you reflect on your younger years. Or, if you've literally listened to "my future" by Billie Eilish one thousand times since its release, briefly write about why you can't stop hitting repeat.

Don't overthink this prompt: the music we love reveals things about our personality and how we cope with the realities of our lives. Just be real, and you'll show Princeton admissions another facet of your genuine personality and how you process the world.

How to Write a Great Princeton Essay: 4 Key Tips

To wrap up, here are some final tips to keep in mind as you write your Princeton essays and any other essays for college applications.

#1: Be Specific

A vague essay is certain to squelch your chances of getting into Princeton, so make sure you're being as specific as possible in your writing.

For example, if you're writing about somebody who inspired you, touch on the little quirks or traits they have to help the admissions committee more easily visualize this person, such as their subtle mannerisms, the way they handled stress, or their perseverance in a difficult situation.

Remember that you're writing about something real, whether that's a person, event, object, or experience. Your aim should be to make the subject of your essay feel as real to your readers as it did and does for you.

Other ways to ensure that you're being specific enough in your essay are to use common literary devices such as anecdotes, dialogue (an actual conversation you had with someone), imagery, and onomatopoeia. These not only add color to your writing but also paint the subject of your essay in a more effective, relatable way.

Lastly, I recommend getting somebody else to read over your essay (which I talk about more in tip 4); this person can let you know if your writing isn't specific enough and if too much is left to be implied.

#2: Be Honest and Use Your Voice

The whole point of writing an essay for a college application is to show the admissions committee who you are. In short, what makes you you ? This is why it's so critical to use an authentic voice in your Princeton essays.

For example, if you love making people laugh (and think humor is one of your defining traits), then it might be a good idea to include a joke or two in your personal essay.

However, don't exaggerate anything that happened to you or any feelings you might have —the admissions committee will more than likely be able to see through it. Remember that you want your voice and feelings to come across strongly but also (and more importantly) authentically.

Don't claim in your engineering essay that you've liked engineering since you were 3 years old if you only recently developed an interest in it. Lying about or exaggerating anything in your essay will simply make you seem insincere and, yes, even immature. So avoid it!

#3: Write Well and Avoid Clichés

You'll need to be a decent writer if you're hoping to get into Princeton—one of the most selective universities in the US ! On the technical side, this means that your Princeton essays should have no grammatical, spelling, or punctuation errors.

If you're unsure about a certain grammar rule, such as how to use a semicolon correctly, feel free to consult our SAT grammar guide for a quick refresher.

Writing well also means varying up your sentence lengths and styles (in other words, don't start every sentence with "I," even though you're likely talking about yourself).

On the more stylistic side, your essays should really grab your audience's attention—and keep it throughout. Therefore, you'll need to come up with a unique way to hook your readers from the beginning. For example, you could start with a piece of dialogue that someone said to you once (I'd avoid famous quotations, though, since these can come across really clichéd).

Alternatively, you could start with a memory, opening a description with a strong emotion you had, a sound you heard (using onomatopoeia would be a good idea here), or powerful, sensory images of the setting.

As a final tip, make a conscious effort to avoid clichés. These include quotations that have been quoted to death and phrases or idioms that are often overused. Using clichés indicates laziness to the reader and a lack of authenticity in your voice and storytelling.

For example, instead of writing, "I woke up at the crack of dawn," you could write something like "I woke up as soon as the sun began to peek over the horizon" (if you're the poetic type) or even just "I woke up at dawn" (if you're more like Hemingway).

Here is a lengthy but useful list of clichés to avoid in your writing .

Remember that you're ultimately telling a story with your essays, so don't be afraid to get creative and use a variety of literary techniques!

#4: Proofread, Proofread, Proofread!

The final step before you submit each of your Princeton essays is to edit and proofread it.

Editing isn't a one-step process. After you finish your rough draft, put your essay away and take it out again a few days or even weeks later to get a fresh perspective on what sounds good and what comes across awkward, unclear, or irrelevant. Do this step numerous times. At this time, you should also be checking for any typos, grammar errors, etc.

Once you've done a few editing sessions on your own, give your essay to someone you trust, such as a teacher, counselor, or parent, and have that person look it over and offer any feedback or corrections. Getting another set of eyes to look at your essay can help you catch smaller mistakes you might've failed to notice; it also gives a clearer sense as to what kind of impression your essay will likely leave on the Princeton admissions committee.

What's Next?

If you're applying to Princeton through the Common Application, you'll need to write an essay that answers one of the Common App prompts . Our in-depth guide goes over all the current prompts and gives you expert tips on how to answer them.

You can also check out our guide on how to choose a Common App prompt if you're struggling with deciding on the best one for your college application.

Not sure what your chances are of actually getting into Princeton? Calculate them with our own college acceptance calculator , and read up on how to submit a versatile college application .

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Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.

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How to write the Princeton supplemental essays (2023-2024)

Bonus Material: PrepMaven’s 50+ Real Supplemental Essays for Ivy+ Schools

Last year, Princeton admitted just 5.6% of applicants, meaning that if you want a shot at an admission for the 2023-2024 cycle, your application has to be just about perfect. 

One element of the Princeton application that many students struggle with is the Princeton writing supplement. It’s tricky to know exactly how to approach these supplemental essays: what can you write to stand out from the thousands of other applicants? What exactly are Princeton admissions officers looking for?

Fortunately, at PrepMaven, we’ve helped thousands of students craft compelling college application essays. It doesn’t hurt that many of our expert tutors have been admitted to Princeton themselves, and so they know exactly what works. 

In this guide, we’ll break down the 2023-2024 Princeton writing supplement, explaining exactly what you need to do to maximize your chances at a Princeton acceptance. 

As you read on, check out our free resource linked below: it contains real, successful examples of supplemental essays written for Princeton and other top schools. 

Download 50+ Real Supplemental Essays for Ivy+ Schools

Jump to section:

• Princeton 2023-2024 supplemental essay prompts 
• How to write Princeton’s first essay
• How to write Princeton’s second essay
• How to write Princeton’s third essay

Princeton’s 2023-2024 short answer questions

Princeton’s 2023-2024 supplemental essays .

This year, Princeton has three fairly intensive supplemental essays and three short answer questions. 

The supplemental essays are as follows: 

For A.B. Degree Applicants or Those Who Are Undecided As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? (Please respond in 250 words or fewer.)  For B.S.E Degree Applicants Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in or exposure to engineering, and how you think the programs offered at the University suit your particular interests. (Please respond in 250 words or fewer.) Your Voice (all applicants) Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you?  (Please respond in 500 words or fewer.) Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (Please respond in 250 words or fewer.)

The first thing to notice is that these essays all fall into well-known categories of the college essay. 

The first prompt, which will vary slightly depending on whether you’re applying to the engineering school or not, is simply a “Why Major?” essay, which asks you to explain your academic interests. 

What’s the key to a successful “Why Major?” essay for Princeton? We’ve written a comprehensive guide on this essay type here that covers all the ins and outs of what schools really want when they ask this question. 

The second prompt is one you’re likely to see from just about any school, and is a version of a Community/Diversity prompt. 

The third prompt is a classic Service essay prompt, which you can also think of as an Extracurricular essay with a slightly more specific focus. 

Read on below for break-downs of each of these prompts!

How to write Princeton’s first essay: “Why this major?”

The key to answering this supplemental prompt about your intended area of study is to answer three key questions: 

• What specifically are you interested in?
• Why , using specific details from your life, are you interested in that subject?
• How , using the specific resources available at Princeton, will you pursue that subject?

Now, if you’ve read our guide on how to write Why Major essays, then you likely already know that you should have a basic template you reuse anytime a school asks you this question. If you’ve already written a Why Major essay for another school, you should be able to save a lot of time by reusing the basic structure of that essay, and simply replacing the school-specific portions. 

If you don’t already have a template, here’s what it should look like: 

• Start with a brief anecdote from your life or academic question that interests you. 

The anecdote should show where your interest comes from, the moment you realized you wished to pursue this subject, or simply dramatize an important learning experience related to your chosen field of study. 

You can use this portion of the template for any school that asks a Why Major supplemental. 

• Use that anecdote to launch into a discussion of why the subject matter interests you/why you want to pursue it as a major. 

Do you want to study biology? Explain what about it fascinates you: what are the burning questions you hope to answer? What about the process of research or lab work speaks to you? Is there a practical purpose you hope to achieve through your study?

More of a humanities person who wants to study art history? The same rules apply: what about art history captivates you? Where does this passion come from? Why is it something you’d dedicate your life (or at least 4 years) to exploring?

Whatever your major, the rules of the game are basically identical: convincingly convey your passion for a particular subject to the admissions officers at Princeton, and they’ll be far more likely to see you as someone who will seriously pursue your interests–which is, of course, what they’re looking for. 

As with the anecdote, you can reuse this portion of the essay for any school with a similar prompt.

• Explain how you’ll use specific resources at Princeton to pursue your academic interests. 

This is the school-specific portion of the essay, which you’ll have to modify for every school you apply to. And the first step here is research: identify specific, unique offerings of Princeton University that you hope to take advantage of. 

Your best friend here will be the departmental website of the program/major to which you’re applying. Invest time in exploring that website: you’ll find all the information you need about curriculum, research, and work opportunities there. 

Then, you’ll take this specific information and focus on 1-2 key points at the end of the essay, favoring depth over breadth. Don’t just rattle off the first 10 things you see on the website: pick just a couple and spend a few sentences on each, explaining how the particular resource aligns with your academic interests and goals. 

Why do it this way? Well, the goal here is to: 

• Show Princeton you’ve done your research
• Convince the Princeton admissions committee that you really do think they’re a great fit for you. 

By picking just a few specifics and connecting them with your own interests and story, you’ll be able to do both of these things without coming off as inauthentic. 

Some great things to focus on would be: 

• Research programs
• Work/internship/coop opportunities
• Unique curricular offerings
• Unusual minors or specializations
• Service learning opportunities 
• Thesis/honors opportunities

While you’re doing all this, there are a few things you should avoid writing in the Princeton Why Major essay. Some of the Don’ts we list below are just too cliche; others are actually red flags for college admissions committees. 

Don’t: 

• Reference money as a primary reason for your major choice.
• It’s fine to be undecided! But even then you should discuss what kinds of things interest you and why. 
• Randomly Princeton name-drop professors or classes just because you came across them on the website.
• Forget to include a specific story, question, or hook to get the reader interested.

And that’s it! Do all of the above, and you’ll have the first of Princeton supplemental essays locked down tight–plus, you’ll have a great template for any other schools that ask the same question. 

Ready to get started? A great resource to begin with is our collection of real, successful supplemental essays. For stellar examples of the “Why Major” essay, check out the last supplemental essay for Princeton, as well as the first sample essay for UPenn. 

How to write Princeton’s second essay: Diversity/community

Here’s the second supplemental prompt:

Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you?  (Please respond in 500 words or fewer.)

If you haven’t already, you’ll soon come to recognize this essay prompt, as well as the language of “lived experience,” which will come up more and more often. The Oxford dictionary has a pretty straightforward definition here , but all that “lived experience” really means is your first-hand experience of the world, as opposed to things you may have read, heard, or learned. 

At heart, this kind of prompt is asking you to discuss how–based on specific elements of your life–you view your role as a potential member of Princeton’s diverse community. We call this the Diversity/community essay, because those are really always two sides of the same coin. 

With the Princeton Diversity/community essay, there are 2 basic options for structuring your response:

• Discuss community through the lens of your identity. 
• Discuss community through the lens of other events/activities/pursuits in your life. 

Which path you take will actually be easy to decide: 

If your identity (racial, ethnic, gender, sexual, religious, etc.) has significantly influenced your worldview or experiences, go with option 1. 

In other words, if you know you have something meaningful to say about how your identity has shaped you, that should structure your response. This might mean writing an essay about how discrimination or systemic biases have affected you or your family; it could just as well, however, mean writing about specific experiences you’ve cherished as a member of a particular culture. 

A few great examples from recent essays we’ve worked on: 

• An essay that focuses on a student’s biracial background and how she learned to use others’ ignorant/racist comments as opportunities for starting difficult conversations. 
• An essay exploring how a first-generation immigrant served as a translator for his parents. 
• An essay from a young woman exploring how she navigated the contradictions between her feminist views and the emphasis on tradition within her religion. 

If your identity has not significantly experienced how you view the world, go with option 2. 

If you don’t feel particularly connected to a specific identity, or if you can’t think of specific ways that your identity has affected you, you should instead focus on other elements of your life that have shaped your view of community. 

Think about what you want out of a community: then, think about what aspect of your life (an extracurricular, a hobby, a social circle) has shaped that desire. Tell that story. It may sound a bit tough to thread that needle, but it really isn’t so bad: here are a few really successful topics from recent students in response to this kind of prompt:

• An essay about how a student’s participation in yearly music recitals with strangers shaped how he views community as a place for everyone to share their gifts/talents. 
• An essay from an avid hiker about how his experiences maintaining hiking trails taught him to think of community as a shared, daily effort in the service of others. 
• An essay from a student who moved countries multiple times reflecting on what in each place contributed to creating a cohesive community. 

All the examples are different, but share one thing in common: using your personal experiences to reflect on your role in a diverse community. 

For successful examples of Diversity/community essays, check out the first Princeton essay and the first three UMich essays in the free collection below!

How to write Princeton’s third essay: Service

Princeton’s third supplemental essay is an essay on the topic of service and community engagement–another fairly standard kind of supplemental essay you’re almost certain to see pop up again! 

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (Please respond in 250 words or fewer.)

You’ll notice the word count here is much shorter than that of Princeton’s second supplemental essay, so you’re really just going to have enough time to tell a short story and then reflect on why/how service matters in your life. 

This essay can be quite difficult if you haven’t directly engaged in service-oriented work. If you have, then your job is a lot easier: as with the other essays, tell the story of the service you’ve done, then reflect on the lesson you learned. Ideally, work in a brief discussion of how you plan to continue this kind of service at Princeton. 

If you don’t have anything that’s directly related to service, you might want to interpret the prompt more broadly: formally or informally, how has your life been affected by service? Have you or your family benefited from someone else’s service? Have you had obligations or responsibility to family or loved ones? Do you feel strongly about a particular social issue? 

Any and all of those would work. For now, though, we recommend taking a look at a real response to this prompt below, which helped get one of our star tutors into Princeton. 

Over the pandemic, I tutored two middle school boys. Now, I love kids, but middle schoolers are not my number one favorites. They are often dismissive of authority and it’s very hard to hold their attention for longer than two minutes. So working with them on Zoom for an hour became my new challenge. I tried many tactics. When fun warm-ups, writing prompts, and Zoom games all failed, I was officially stumped. I couldn’t understand why they found me so uninteresting. I decided to pay closer attention to the passions they mentioned. Instead of imposing my own ideas, I listened to what they had to say. It turned out Lucian loved running. Getting him to read was like pulling teeth, but I found a Jason Reynolds book called Ghost, part of a series about a track team. We would spend ten or fifteen minutes at the beginning of each session reading it aloud to each other, and while he seemed to be engaged, I couldn’t tell exactly how much he was enjoying it. But when we finally finished, he asked me shyly, “What did you say the next one was called?” Sajiah proved to be tougher to please. He wasn’t swayed by any books I suggested to him, no matter the topic. He often hummed or rapped while working, which I found to be endlessly annoying, until I started listening to the actual words. I Googled the lyrics and noticed that he particularly enjoyed Grandmaster Flash and Afrika Bambaataa. So we began a project investigating the origins of hip hop, and created a website as the final product. He loved finding out more about the music he listened to every day, and I loved seeing him so happy with his work. I don’t pretend I saved the world by helping these boys, but I am proud of the creative way I found projects and topics they genuinely enjoyed investigating. I hope to continue working with children as a form of civic engagement throughout college and beyond; if I can help students like Sajiah and Lucian, it’ll be well worth it.

There’s a few key things to notice with this essay. 

First, it’s about a small, simple act of service. You don’t need to have started a non-profit or spent years volunteering: something as simple as tutoring two students can work perfectly well for this Princeton essay. 

Second, it treats this act with the appropriate level of seriousness. If your act of service isn’t on a large scale, don’t try to make out as if it is: something as simple as “I don’t pretend I saved the world by helping these boys, but I am proud of the creative way I found projects and topics they genuinely enjoyed investigating” will feel much more honest and convincing. 

Finally, this essay is a story. All the best essays are! Don’t just give us the broad strokes: really show us the details of whatever service work you’ve done. Once you’ve shown Princeton’s admissions officers that story, they’ll be far more likely to believe that you actually do take service seriously. 

The third Princeton supplemental essay doesn’t have to be difficult: stay honest, stay direct, and tell your story. 

To read other responses to this very prompt (and many other sample supplemental essays), download our collection below. And if you’d like the guidance of one of our expert tutors (some of whom wrote the very essays in that packet), just contact us . 

In addition to the three essays above, Princeton asks you to respond to three short answer questions, each in a bite-size 50 words or fewer. The questions are below: 

What is a new skill you would like to learn in college? What brings you joy?  What song represents the soundtrack of your life at this moment?

For these, the simplest advice is best: be yourself. Don’t overthink these! While the longer essays are quite important and will require multiple drafts and redrafts, you won’t need to put the same level of work into these short answer questions. 

You should, however, use up the 50-word limit they give you. Don’t just give Princeton a one-word answer to these questions. Instead, use the opportunity to show them as much of your personality and character as you can within 50 words, ideally by explaining each of your answers. 

So, for short answer prompt 1, don’t just say, “I want to learn public speaking skills.” Instead, elaborate on why : the explanation is always more interesting than the answer itself. 

The same applies to the other questions: convey your passion, tell us an anecdote, or just show us how your mind works. These are low stakes, but still worth your careful time and attention–this is Princeton, after all. 

If you’re applying to Princeton, the place to start is our comprehensive guide to the Princeton application for the 2023-2024 cycle , which you can find here. That guide doesn’t just cover what Princeton’s application requires of you: it uses the latest statistics and insights from our own Princeton undergraduate tutors to walk you through exactly what you’ll need to do to have a shot at Princeton.

Once you’re ready to start writing supplemental essays for Princeton and your other schools, we have two main pieces of advice. 

First: read real, successful sample supplemental essays that helped get students into Princeton and other hyper-selective schools. Most people don’t really know what schools like Princeton actually want from the supplemental essays, and the best solution is to spend lots of time reviewing sample essays. We’ve collected dozens of these essays in the free resource below. 

Second: get expert help. Whether you’re a brilliant writer or just an okay one, you’ll benefit tremendously from the advice of someone who’s already successfully navigated the college application process. Our college essay coaches aren’t just writing experts who can make your essay shine: they’re trained to know exactly what schools like Princeton expect to see . 

Check out the free sample essays below, and, when you’re ready to start writing, contact us to get paired with a college essay expert. 

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Mike is a PhD candidate studying English literature at Duke University. Mike is an expert test prep tutor (SAT/ACT/LSAT) and college essay consultant. Nearly all of Mike’s SAT/ACT students score in the top 5% of test takers; many even score above 1500 on the SAT. His college essay students routinely earn admission into their top-choice schools, including Harvard, Brown, and Dartmouth. And his LSAT students have been accepted In into the top law schools in the country, including Harvard, Yale, and Columbia Law.

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How to Write the Princeton Supplemental Essays 2023-2024

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Consistently ranked one of the best schools in the country, Princeton University boasts a cozy 5:1 student-faculty ratio, an excellent financial aid program, and a broad range of study abroad opportunities for undergraduates. If you get into Princeton , you’ll be taking classes with professors at the tip-top of their fields – so now it’s just a matter of getting that acceptance letter. We’re here to show you how to write the Princeton supplemental essays, helping you give your best shot at walking through FitzRandolph Gate as a freshman in the Great Class of 2028.

For its class of 2026, Princeton reports an average ACT of 33-35 , a math SAT of 760-800 , and a reading and writing SAT of 730-780 . With the norm being top-notch standardized test scores like these – and a similarly top-notch unweighted GPA of 3.9 for previous classes – you’ll need more than just a stellar transcript to stand out. This is where your essays come in.

Princeton asks you to respond to  two long-answer  and  three short-answer prompts , for a total of five prompts in addition to your Common or Coalition App Essay. Don’t let all the writing intimidate you! Each prompt is an opportunity to tip the scales of admission in your favor, and show Princeton officials who you really are beyond your grades and test scores. With that in mind, let’s have a look at Princeton’s seven supplemental essay prompts for the 2023-2024 application cycle.

Princeton’s 2023-2024 Prompts

Short responses (50 words).

• What is a new skill you would like to learn in college?
• What brings you joy?
• What song represents the soundtrack of your life at this moment?

Essay Prompts

Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. as a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. what lessons have you learned in life thus far what will your classmates learn from you in short, how has your lived experience shaped you  (500 words).

• Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals?  (250 words)

General Tips

For the 3 short-answer prompts, you’ll need to convey a meaningful response within a tight  50-word maximum . To do this, we recommend the following tips: avoid restating the question, trim unnecessary connector words, and use colons, semicolons, and em dashes to improve concision.

The two example responses below have the same word count—but the first uses choppy, overly verbose writing, and the second cleans it up using the tips we’ve just discussed.

“A new skill that I would like to learn in college is how to analyze literature. I would like to be able to discuss books like John Locke’s Two Treatises in greater depth. This is because it interested me in high school, but I didn’t understand many of Locke’s theories.”

“John Locke’s Two Treatises on Government has confounded and intrigued me ever since I first read it in high school. At Princeton, I’d love to sharpen my literary analysis skills through discussions with my classmates—and return to writers like Locke with a new understanding of the written word.”

The long essay prompts give you more room to work with –  150 words  for the first prompt and  250  for the other two—but choppy sentence structure, run-ons, and unnecessary fluff will confuse your reader no matter the length of the essay. As such, you should always strive for concision, even with the longer prompts.

To ensure a well-rounded application, try to write your essays on topics you haven’t mentioned in other prompts or your transcript. Admissions officials may start to see you as single-faceted if they see your coding team in your activity list, then read about the same coding team two more times in your short responses. To avoid this, vary your essay topics as much as you can—and take advantage of any prompts where you can discuss an aspect of your background that isn’t reflected in your transcript.

Finally, before we move to a prompt-by-prompt breakdown of the Princeton supplemental essays, here are two tips to keep in mind for both your short responses and long-answer essays.

One, be detailed.  For longer essays, try to go from specific anecdotes to broader themes—introductory paragraphs in particular benefit from starting on a direct quote or an engaging scene. For shorter prompts, pick responses that showcase your unique personality. Here’s an example: good food brings everyone joy, but maybe  your  favorite food is your grandma’s red velvet recipe that you love making with her, even if you can’t quite get it right yourself.

Two, make sure you’re always telling admissions officials about  you .  This may seem like obvious advice, but many applicants get swept away in explaining the technical aspects of a topic that interests them or describing a school’s resources without connecting them to their own aspirations. Instead of telling admissions officials their School of Public and International Affairs is impressive, tell them why you’re dying to take that one class that aligns perfectly with your interests. Instead of flatly stating that conversations on healthcare are important, tell your reader how a conversation  you  had completely changed your perspective.

With these higher-level tips out of the way, let’s move on to a prompt-by-prompt breakdown of the Princeton supplemental essays.

Princeton’s Short Responses

What is a new skill you would like to learn in college  (50 words).

For this prompt,  specificity is crucial —the more niche the skill you describe, the more interesting and unique your response. For instance, perhaps you want to pick up writing as a skill. But what kind of writing? Academic? Journalistic? Poetry? Narrowing your scope to a laser-focus will show admissions officials you’ve thought about your answer, and truly intend to pursue this skill once you’re on campus.

Another tactic is to focus on an extracurricular. Perhaps you want to learn bird-recognition through Princeton’s surprisingly active birdwatching community, or gain new knowledge about fashion by contributing to  TigerTrends . For this approach, you might try skimming through Princeton’s list of student organizations to see if any interest you.

“I want to be funny—and not just dad-joke funny, but gut-bustingly hilarious at all times. As soon as auditions open, I’d love to try out for Fuzzy Dice or Quipfire and take up improv comedy, so I can overcome my stage fright and start thinking on my feet.”

No matter the skill you choose, your response should show admissions officials your willingness to learn through the resources you find at college. Pay attention to the word “new,” and steer clear of skills you already have or that relate to activities you’ve already discussed. Picking a skill you’re completely unfamiliar with will reflect that you’re unafraid to improve yourself by trying new things.

What brings you joy?  (50 words)

This is an especially open-ended prompt, which leaves you free to  interpret it in a way that’s genuine and personal to you.  Your answer could be an object, an activity, a piece of media, a memory, or even a person that makes you happy in your day-to-day life. As always, detail is the key to a unique response—everybody likes a nice view, but only you know the joy of monthly hikes with your dad to the waterfall in the woods outside your hometown.

If you’re having trouble coming up with a specific answer to this prompt, consider the following questions: what do you do to cheer yourself up when you’re feeling down? If you had a spare $100 to spend on a hobby, what would you buy? Do you have strong feelings about your favorite color, or favorite food? As long as you can convey it in 50 words (and it’s appropriate), don’t be afraid to pick something strange—an unconventional answer will only help your essay stand out.

What song represents the soundtrack of your life at this moment?  (50 words)

This one can be a bit tricky.  Be creative,  and make sure to show your reader  why  the song you choose reflects your life. It doesn’t have to be a serious classical number either—your little brother’s enthusiastic but slightly off-beat mixtape might represent your life in a more personal way than Beethoven’s 5th Symphony.

You might also draw from movie soundtracks, or even a sound that people wouldn’t normally consider a song, such as a crackling campfire. Think about a song that will grab your reader’s attention—unless you have an interesting reason for choosing it, a consistent breaker of the Billboard Hot 100 likely won’t stand out. In contrast, saying you relate to the  Super Mario Bros . death jingle or the opening bars of the  Star Wars  theme will certainly pique some interest.

Princeton’s Essay Prompts

This prompt is a bit long, so let’s start by breaking it down. You’ll want to do three things here: one, reflect on a lived experience that shaped who you are today; two, explain why it shaped who you are; and three, illustrate how you’ll bring this lived experience as a new perspective to Princeton’s campus community. With a 500-word maximum, you’ll have time to expand on the lessons you’ve learned— but specificity is still key here. Instead of a laundry list of lessons, try picking one that’s central to who you are, and craft your narrative around that.

Here are some example categories you might reflect on:

• Formative experiences, in school or otherwise
• Important aspects of your background or identity
• Core values and beliefs
• Challenges you’ve overcome
• People or relationships that impacted you
• Sources of inspiration

Above all, Princeton often looks for students who can have respectful, open conversations with their peers even when those conversations challenge their beliefs. This prompt reflects that value— pay particular attention to the words “challenge” and “respectful.” You might write about the time you were halfway through an argument with a high-school classmate and realized you were completely wrong, or a career panel you attended that blew your life plans out of the water. If you can show admissions officials you have a unique perspective to bring to campus, and you’re open to other perspectives that might change your mind, you’ll go a long way toward convincing them you’re the kind of student they’re looking for.

Princeton has a longstanding commitment to service and civic engagement. Tell us how your story intersects (or will intersect) with these ideals.  (250 words)

This is another prompt where you might find yourself touching on topics you’ve already mentioned elsewhere – namely, any volunteering experience you might’ve listed in your activity transcript. However, bear in mind that you shouldn’t just be listing these experiences again in slightly more detail. Instead, try to  present a compelling narrative  about your beliefs regarding community and civic service, and how you came to believe them.

For instance, you might feel strongly that every citizen should exercise their right to vote. How did you first adopt this ideal? How have you furthered it in your own community? Have you volunteered for any voter outreach programs, or platformed information about voter registration on your social media? How did that work continue to shape your belief in being an active voter?

Even if you’ve already mentioned some of these activities in your transcript, providing the full narrative of your experience will give admissions officials a much deeper understanding of your commitment to service. You can craft this narrative by highlighting two things – one, how you gained your current beliefs, and two, how you’ve concretely demonstrated those beliefs in your volunteer work and activities.

Finally, you might also consider mentioning some volunteer opportunities you’re interested in at Princeton. Your conclusion would likely be the best place to include this—if you wrap up your essay by stating how you plan to carry your ideals forward into the future, explaining how you would do so at Princeton specifically could make a perfect endpoint for your narrative.

If you need help polishing up your Yale supplemental essays, check out our  College Essay Review  service. You can receive detailed feedback from Ivy League consultants in as little as 24 hours.

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Students Also Read

How to Approach Princeton's Essays (with Real Princeton Essay Examples from 2023)

Kate Sliunkova

AdmitYogi, Stanford MBA & MA in Education

20 min read

Introduction:

When it comes to college applications, writing the perfect essay can make all the difference. And for those applying to Princeton University, crafting standout essays is a must. But what sets a Princeton essay apart from the rest? In this article, we'll explore tips and tricks for nailing each of Princeton's essay prompts, along with examples from successful applicants. Whether you're just starting to brainstorm or putting the final touches on your essays, read on for expert advice on how to impress the admissions committee at one of the most prestigious universities in the world.

Princeton's Essay Prompts

250 word essays (princeton's "your voice" essays):.

• At Princeton, we value diverse perspectives and the ability to have respectful dialogue about difficult issues. Share a time when you had a conversation with a person or a group of people about a difficult topic. What insight did you gain, and how would you incorporate that knowledge into your thinking in the future? (250 words)
• Princeton has a longstanding commitment to service and civic engagement. Tell us how your story intersects (or will intersect) with these ideals. (250 words)

Princeton's Extracurricular Essay:

• Briefly elaborate on an activity, organization work experience, or hobby that has been particularly meaningful to you. (150 words)

50 Word Essays (Princeton's "More About You" Essays):

• What is a new skill you would like to learn in college? (50 words)
• What brings you joy? (50 words)
• What song represents the soundtrack of your life at this moment? (50 words)

Princeton's Degree-Specific Essays:

For ba / undecided applicants:.

As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? (250 words)

For BSE Applicants:

Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in or exposure to engineering, and how you think the programs offered at the University suit your particular interests. (250 words)

How to Write Princeton's Essays:

Princeton's "your voice" essays:, princeton's difficult conversation essay:.

"At Princeton, we value diverse perspectives and the ability to have respectful dialogue about difficult issues. Share a time when you had a conversation with a person or a group of people about a difficult topic. What insight did you gain, and how would you incorporate that knowledge into your thinking in the future?" (250 words).

When approaching this prompt, it's important to reflect on a time when you engaged in a conversation about a challenging topic. Choose a topic that you are passionate about or have experience with, and be sure to highlight your ability to listen actively to others' perspectives.

Start your essay by setting the scene, describing the context of the conversation and the people involved. Then, explain the issue being discussed and any differing opinions that arose. Show how you demonstrated respect for diverse perspectives and how you contributed to the discussion.

Next, describe the insights you gained from the conversation. Did you learn something new about yourself or others? Did the conversation change your thinking or perspective on the topic? Be specific about what you learned and how it impacted you.

Finally, discuss how you would incorporate this knowledge into your thinking in the future. What changes would you make to your approach to difficult conversations? How would you ensure that you continue to be open-minded and respectful of differing perspectives?

Remember to keep your essay concise and focused, while still showing depth and insight. By highlighting your ability to engage in respectful dialogue about difficult topics, you'll demonstrate that you embody the values that Princeton University holds dear. Here's a great example from Ryder, a current Princeton student. You can read all of his essays here.

Most people wouldn’t consider flutes and peas controversial, but at my family dinner table, they are. Years ago, my dad proclaimed flutes an inferior instrument stating, “Nobody likes the flute” (my mom does), and asking, “What great band features a flute?” (Dave Matthews Band), adding to the conversation some incendiary comments about peas culminating in the claim that “Peas are the least liked vegetable.” At the time, I couldn’t put my finger on why, but his assertions irked me. Irritated, I went to bat for flutes and peas with an inexplicable passion for all they had to offer, though neither are my favorite instrument or vegetable.

Since then, many dinnertime conversations and debates have taken place, the most volatile invariably circling back to touch on the value of flutes and peas, and I have come to understand why I have repeatedly championed their worth. When it comes to flutes and peas, my dad treats his opinions as fact—defending his views as “right” with googled information and naming as evidence a mysterious, undocumented majority of flute and pea haters. To this day, he remains convinced his opinion is irrefutably correct; those who think otherwise are brainwashed, don’t know better, or are lying.

Go ahead, call me a “flute and pea fanatic”; all I was ever fighting for was to stay open-minded. Thanks to my dad and his steadfast condemnation of flutes and peas, I watch out for opinion masquerading as fact and choose my own words carefully, believing that conflict often springs not from differing opinions, but from the way those opinions are asserted.

Princeton's Civic Engagement Essay:

"Princeton has a longstanding commitment to service and civic engagement. Tell us how your story intersects (or will intersect) with these ideals." (250 words)

To approach this prompt, first reflect on your experiences with service and civic engagement. Consider instances where you've made a positive impact on your community or participated in activities that align with Princeton's commitment to service. Begin your essay by briefly sharing your personal background or story that led you to engage in service and civic activities. This could include your upbringing, family values, or any transformative experiences that have shaped your commitment to service.

Next, provide specific examples of your involvement in service or civic-related activities. These could be volunteer work, community projects, leadership roles, or advocacy for social issues. Highlight the impact of your efforts, the skills you've gained, and any challenges you've faced along the way.

After discussing your past experiences, connect your story to Princeton's ideals by explaining how your commitment to service will continue during your time at the university. Research Princeton's service and civic engagement initiatives, such as the Pace Center for Civic Engagement or Community House, and identify programs or opportunities that resonate with your interests and goals. It also helps to briefly discuss your long-term aspirations and how your dedication to service will play a role in your future career or personal life.

Here's a great example of Princeton's civic engagement and service essay from Aileen, who got into incredible schools like Princeton, Harvard, UPenn, Dartmouth, Cornell, and Brown. You can read all of the essays that got her into those amazing schools here.

What makes a neighborhood feel like home? For me, it is cohesion, mutual dependency, and trust, but not necessarily residence: I don’t live in [Place Redacted]’s Chinatown, but it has nonetheless made an impact on me.

I became involved with Chinatown community organizations volunteering at one housing nonprofit’s annual summer film festival and neighborhood gathering. Witnessing the mutual obligation between neighbors and residents’ love for their community, I felt a connection to the neighborhood that ultimately motivated me to explore my cultural roots as an Asian-American and continue working with Chinatown organizations.

As part of a research project on economic inequality, I learned about the challenges Chinatown faces, from redlining and gentrification to language capability and racial discrimination. I became a tour guide with an organization to give college students and nearby young professionals a view of the neighborhood through an urban planning lens. I’ve continued this commitment to educating communities about the consequences of urban development and lack of awareness by holding similar conversations and workshops through school clubs.

I am so thankful to have engaged with the intricacies of a deeply connected neighborhood like Chinatown, but I am even more grateful for the skills its community has taught me. I have learned to advocate for community empowerment and reflection and combat economic inequality in a neighborhood by understanding its nuanced causes. Chinatown fostered in me the spirit of community organizing, which I will take with me for the rest of my life.

"Briefly elaborate on an activity, organization work experience, or hobby that has been particularly meaningful to you." (150 words).

When approaching this prompt, focus on an activity, organization, work experience, or hobby that has had a significant impact on your personal growth, interests, or values. Choose an experience that showcases your dedication, passion, and ability to make a meaningful contribution.

Begin by briefly describing the chosen activity or experience, providing context about your involvement. Be specific about your role and responsibilities, and explain why this experience is particularly meaningful to you. Be sure to also discuss the impact of this experience on your life. Consider the skills you've gained, the lessons you've learned, or the personal growth you've experienced as a result of your involvement. If possible, highlight any challenges you've faced and how you've overcome them, demonstrating resilience and adaptability.

Although the word limit for this prompt is short, it's crucial to convey a strong sense of purpose and passion in your response. By focusing on one meaningful experience and articulating its significance, you'll provide the admissions committee with a glimpse into your values and interests, making your application more memorable and compelling.

The incredible Princeton essay example below comes from Ryan, who got into Princeton, Stanford, Columbia, and Brown. You can read his entire college application here.

Since the cards were first dealt four years ago, I have not only become infatuated with the game of poker, but I've finally felt the warmth of genuine, requited best-friendship.

For its own sake, poker is an amazing game. A game of statistics, psychology, and luck, poker keeps objectivity enjoyable; whether through a sneaky play or just bad luck, the mathematically "correct" play is often wrong—you can't master the game.

But as much as I'm attached to poker, it'd be nothing without the "regulars": "Silverman"—the stone-cold bluffer. Jack—the sly psychologist. "Kato"—the careful calculator, and Jaden—the poker guru. Poker introduced us, but our friendships grew beyond the game: We get along like family.

I've made other friends along the way. I've grown as a student, as a friend, and even as a son over the same period. But nothing has made my life enjoyable like these four friends—through a game most see only in casinos, my dreams of authentic friendship have finally been realized.

Princeton's 50-Word Essays:

Princeton's new skill essay:.

"What is a new skill you would like to learn in college?" (50 words).

When approaching the "What is a new skill you would like to learn in college?" prompt, start by selecting a specific skill that genuinely interests you and aligns with your academic or personal goals. In one or two sentences, explain why this skill is important to you or how it might enhance your college experience. Then, briefly discuss how learning this skill at Princeton could contribute to your long-term aspirations. Throughout your response, convey enthusiasm and curiosity, showcasing your eagerness to grow and learn during your time at the university. Remember to keep your response concise yet impactful within the limited word count.

Here is a great example of Princeton's new skill essay from Gabi, who got into incredible schools such as Harvard, Yale, and Princeton. You can read all of her college applications here.

From hip-hop to choreopoem, I want to learn how to critically analyze, histioculturally deconstruct, and stylistically perform dance. Studying or daydreaming, a rhythm constantly flows through my head, and I hope to channel it through Lewis Center’s co-curricular and academic offerings.

Princeton's Joy Essay:

"What brings you joy?" (50 words).

To approach the "What brings you joy?" prompt, reflect on a specific activity, hobby, or aspect of your life that genuinely sparks happiness and fulfillment. Describe it briefly and vividly, capturing the essence of why it brings you joy. Within the limited word count, aim to convey your passion and enthusiasm, allowing the admissions committee to gain insight into your personality and values.

Below is an excellent example from Adem, who got into Princeton, Yale, Dartmouth, and Brown. You can read all of his amazing essays here!

I pedal up the steep, 4-mile long Kancamagus Highway climb. Despite being 67 miles into my ride, I still maintain my power and efficient turnover. Cycling is my secret escape, and nothing brings me more joy than spending hours on the saddle exploring backroads on a perfect fall day.

Princeton's Soundtrack Essay:

"What song represents the soundtrack of your life at this moment?" (50 words).

For the "What song represents the soundtrack of your life at this moment?" prompt, choose a song that resonates with your current emotions, experiences, or aspirations. Briefly describe the song and artist, then explain why it's significant to you at this stage in your life. Within the limited word count, aim to convey a personal connection to the song, offering a glimpse into your thoughts and feelings as you navigate this moment in time.

Below is a stellar Princeton essay example from Ryan S, who got into Princeton, UPenn, Cornell, and CMU. You can read all of his college applications here.

“Une Belle Histoire” by Michel Fugain. The guitars, trumpets, and chorus of the “Big Bazaar” mirrors my desire to explore all the unknowns. As I sing along, not understanding a lyric, I’m reminded that I may not understand everything in the present, but that’s okay.

Writing Princeton's Essay for BA / Undecided Applicants:

"As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests?" (250 words).

To approach this prompt, start by identifying the academic areas that genuinely pique your curiosity. Reflect on your passions, experiences, and future goals to determine which disciplines align with your interests. Be selective and focus on a few specific areas to provide depth in your response. Next, research Princeton's programs and offerings related to your chosen academic areas. This could include courses, majors, minors, research opportunities, or extracurricular activities. Familiarize yourself with the unique aspects of Princeton's liberal arts curriculum and how it encourages interdisciplinary exploration.

In your essay, briefly discuss your chosen academic areas and explain why they interest you. Share any relevant experiences, achievements, or personal connections that showcase your passion for these subjects. Then, demonstrate your knowledge of Princeton's programs by explaining how they suit your particular interests. Discuss specific courses, research opportunities, or resources that you are excited about and how they would enhance your academic journey. Additionally, consider mentioning any professors or ongoing projects at the university that align with your interests.

Finally, connect your exploration of these academic areas at Princeton to your long-term goals, whether they be professional or personal. Show how the university's approach to learning will equip you with the skills and knowledge necessary to achieve success in your chosen fields. By showcasing your genuine curiosity and demonstrating a deep understanding of Princeton's academic offerings, you'll convey your enthusiasm for learning at the university and illustrate how you would thrive in its intellectual environment.

The amazing Princeton essay example below comes from Kaya, who got into Princeton, Columbia, and JHU. You can read all of her essays here.

My life experiences and classwork have shaped my passion for neuroscience, psychology, and philosophy. Princeton's environment will deepen my understanding of my interests and allow me to develop new ones.

My concussions and visits with my neurologist and psychologist interested me in their fields, as I want to understand how the brain changes after trauma and how that affects behavior. Then, in junior year English, we read works by Emerson and Thoreau, and my previous tolerance of the humanities transformed into a love of philosophy. Philosophy allows for dissent and multiple interpretations, creating an ambiguity that balances the rigidity and clarity of science. The cognitive science certificate program combines neuroscience, psychology, and philosophy into one concentration, so I can explore the interconnectedness of all my interests.

Majoring in psychology gives me an opportunity to get an additional certificate in neuroscience. Instead of double majoring and taking all of the required neuroscience courses, I can just take neuropsychological classes that interest me, such as "Depression: From Neuron to Clinic" and "The Brain: A User's Guide." The psychology major also offers courses such as "The Psychology and Philosophy of Rationality" and "The Psychology of Moral Behavior," which combine my interests in psychology and philosophy.

Additionally, the "Princeternship" will allow me to apply classroom learning of psychology and neuroscience in my shadowing experiences with alumni in the field. It also gives me an undergraduate opportunity to create personal relationships with potential employers to begin my career path as a clinical psychiatrist.

Writing Princeton's Essay for BSE Applicants:

"Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in or exposure to engineering, and how you think the programs offered at the University suit your particular interests." (250 words).

To approach this prompt, begin by reflecting on your interest in engineering and any experiences or exposure you've had in the field. Consider personal projects, internships, competitions, or coursework that have shaped your passion for engineering.

Start your essay by discussing why you're interested in studying engineering, highlighting any specific areas or fields within engineering that particularly excite you. Share relevant experiences or achievements that showcase your dedication to the subject. Next, research Princeton's engineering programs and resources, including majors, courses, research opportunities, faculty, and facilities. Familiarize yourself with the unique aspects of Princeton's engineering education and its interdisciplinary approach.

In your response, demonstrate your knowledge of Princeton's engineering offerings by explaining how they align with your interests and goals. Discuss specific courses, research projects, or resources that you're excited about and explain how they would contribute to your academic and professional development. Additionally, consider mentioning any professors or ongoing research at the university that resonates with your interests, showing your eagerness to engage with the academic community at Princeton.

Lastly, connect your pursuit of engineering at Princeton to your long-term aspirations. Explain how the university's approach to engineering education will equip you with the skills, knowledge, and opportunities necessary to succeed in your chosen career path. By showcasing your genuine passion for engineering and demonstrating a deep understanding of Princeton's engineering programs, you'll convey your enthusiasm for learning at the university and illustrate how you would thrive in its intellectually stimulating environment.

The incredible essay example below comes from Princeton student Lily. She also got into MIT and UPenn, and you can read all of her essays and activities here.

My parents’ focus on maintaining our Chinese restaurant meant I grew up entertaining myself with origami formed from menus and indestructible towers of cardboard boxes between a broken sink and a dusty cash register. However, Computer Science brought me to a community that supports and fuels my desire for innovation.

In eighth grade, after learning about Scratch (a platform where beginners can create and share coding projects) my classmates started gathering around each others’ desktops to test our projects. Scratch taught me block coding, but also the endless lessons contained in others’ creations. The communities it created through its website and in my computer classes reminded me I didn’t have to work alone. Unlike my origami folds, my creations were no longer limited to my little designated corner; my programs could touch the lives of people beyond our restaurant.

At Princeton, I want to learn from Assistant Professor Andres Monroy-Hernandez, a developer of Scratch. His interest in systems that emphasize consumers’ benefits resonates with my aspiration to create community-driven programs that give people who feel isolated a place to thrive with other like-minded individuals. I strive to give others the same drive that comes from participating in college engineering summer camps and HTML classes with passionate professors and students, sharing the satisfaction of explaining doppler equations to a classmate that helped me debug a Python program.

Wincing at the amounts of abandoned crab rangoons every time I cleared a table at the restaurant also sparked an innate desire to reduce waste and increase sustainability in everyday life. With the ENV certification program, I would customize the sustainability courses I take to complement my Computer Science major. Electives like Economics of Food and Agriculture will give me a deeper understanding of the economics and source of the bulk boxes of broccoli we ordered every Friday. Joining clubs like Green Dining, I would directly impact my local environment by creating programs that will analyze the amount of produced food waste.

Princeton Engineering’s focus on learning to help humanity will nurture my desire of developing programs that’ll create thriving communities and increase sustainability.

Conclusion:

In conclusion, crafting standout essays for Princeton University requires a deep understanding of the prompts, genuine self-reflection, and a clear demonstration of your passions and goals. One of the most effective ways to master this process is by learning from real-world examples of successful essays that have helped students gain admission to prestigious institutions like Princeton.

By examining these examples, you can glean insights into what makes an essay stand out, identify patterns and strategies used by successful applicants, and ultimately apply those lessons to your own writing. Fortunately, we've built out a platform that lets high school students and parents access thousands of real-world examples of successful essays and extracurriculars that have landed students at incredible schools.

You can explore this vast repository of winning essays, learn from their successes, and refine your approach to tackling essay prompts from great schools like Princeton. Ultimately, by leveraging the power of real-life examples and the expert guidance provided in this article, you'll be well on your way to crafting compelling essays that capture the attention of Princeton University's admissions committee and pave the way for your future academic success.

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Princeton University Essay Examples

Princeton essay examples – introduction .

Are you wondering how to write the Princeton supplemental essays? Then this Princeton essay guide is just what you need! In fact, we’ll look at six Princeton essay examples and provide a detailed breakdown of why these were Princeton essays that worked. 

But before we dive into our Princeton supplemental essays examples, let’s learn more about Princeton University. 

Princeton University 

First, Princeton University is an elite private institution located in Princeton, New Jersey. Princeton is one of the Ivy League schools, founded in 1746. According to U.S. News , Princeton University is ranked #1 in National Universities. 

Princeton is a highly competitive university with an acceptance rate of around 4% . The university also routinely makes the list of Best Colleges for many of their majors. Want to know how to get into Princeton? It’ll take much more than just a good test score . The key to gaining admission to Princeton is to make your Princeton supplemental essays shine . 

Princeton essay guide

In this Princeton essay guide, we’ll explore that essential aspect of the Princeton application: the Princeton essay. We’ll highlight several Princeton supplemental essays examples and provide analysis on why these are Princeton essays that worked.

After reading through the Princeton supplemental essays examples, you’ll know exactly how to write Princeton supplemental essays! With strong essays, you have a better chance of beating that low Princeton acceptance rate.

How many essays does Princeton have? 

Wondering how to get into Princeton? One of eight Ivy League schools , Princeton attracts top-tier applicants who have near-perfect GPA s and test scores . If you want to stand out from the crowd, you’ll need to focus on crafting strong essays. 

We’ll give you more information on how to write Princeton supplemental essays later in this guide. Right now, let’s look at the Princeton requirements for essays. 

Princeton supplemental essay requirements

In addition to the Common App essay , Princeton requests four supplemental essays, one graded written paper, and three short answer questions as part of the Princeton admissions requirements. 

The purpose of the Princeton supplemental essays is to add another piece of the puzzle to your application by showcasing how your interests, passions, and goals match the college you hope to attend.  

You’ll be able to review some Princeton essay examples from Princeton essays that worked later in this Princeton essay guide. 

Princeton Essay Prompts

The current princeton essay prompts for the 2022-2023 princeton admissions cycle are listed below: .

Prompts are subject to change

These are the most recent Princeton essay prompts. However, these Princeton essay prompts might change for next year’s Princeton admissions season. Before you start writing your own essays, verify which Princeton essay prompts Princeton admissions requires for your Princeton application. 

Aside from the Princeton essays above, you must submit a graded written paper as part of your Princeton application. Princeton admissions officers use the graded written paper to assess an applicant’s “written expression in an academic setting.” We’ll discuss this aspect of the Princeton requirements in-depth later in this article. 

You might notice that some of the Princeton essay examples below may not reflect the current Princeton essay prompts. That’s okay! The Princeton essay examples we’ve highlighted can still be valuable tools to help you write your own college essays. So, read on!

How often do Princeton essays change? 

If you’re starting your research on how to get into Princeton early, you might be curious whether the Princeton essay prompts will change by the time you’re ready to submit your Princeton application. 

Many colleges changed their admission requirements because of the pandemic, like the new test-optional policy. So, how often do the Princeton essays change? It depends. A Princeton supplemental essay that was required two years ago might no longer be required. 

The Princeton requirements are usually published online in mid-summer for the upcoming admissions season. Before you start writing your Princeton essay, be sure to verify which prompts are listed as part of the Princeton requirements. 

Princeton Essay Examples – Short Essay #1 

Now that we know more about Princeton’s essay requirements, let’s look at some Princeton supplemental essays examples. The first prompt for the Princeton essay examples asks you to describe how you have spent the last two summer breaks from school. 

With only 150 words for your response, you’ll want to get straight to the point. Even if your summers were jam-packed with activities, it’s best to select one thing to talk about (for each summer break) so that you can provide a rich description full of specific details. 

The Princeton essay examples you’re about to see are not a reflection of the current essay prompts. However, they are examples of Princeton essays that worked and should be viewed as a guide on how to write a successful essay. 

Keep this in mind as we review two Princeton essay examples for this prompt and explain the reasons why these are Princeton essays that worked. 

Princeton Essay Examples #1

During the summer after my Sophomore year, my father was laid off from work and money was tight for my family, so I was limited in what I could do. I dedicated myself to teaching my four-year old sister, and we developed a very strong bond. I taught her to read, sounding out letters and guiding her small hand in writing them. I held the handlebars as she pedalled her first two-wheeler, picking her up every time she fell.

During the summer after my Junior year, I was accepted into the Summer Science Program in Biochemistry at a major university. At SSP, I was immersed into hours of intense lectures and lab sessions, but with some of the most passionate people I’ve ever met. I emerged with a stronger sense of the successes and failures involved in research and my unique place in the vast science research field.

Why this essay worked

This is an example of Princeton essays that worked for several reasons. First, the author anchors their response to the prompt by providing a detailed account of the activities they participated in each summer. 

In the first part of the response, the author gives insight into why they may not have as many extracurricular activities on their application – “my father was laid off from work…so I was limited in what I could do.” This part of the Princeton essay examples is exactly how you want to address any gaps in your resume or educational activities. 

Another reason why this example is one of the Princeton essays that worked is that the author uses a description of the science program they attended to explain their academic interests . Doing so shows the admissions officer that they are committed to this field as a result of their experiences. 

Let’s look at another version of the Princeton essay examples for this prompt. 

Princeton Essay Examples #2

Last summer, I served as the leader for a Summer Reading program at my neighborhood library. Whether it is talking in different voices or victory celebrations after finishing a book, whenever I am with children, I find myself being pulled into their childhood world—a world of simplicity, of undying curiosity, and of pure innocence. It is a world in which if everything is not perfect, it definitely can be. 

This summer, I learned more about the ever-changing world beyond Oregon through a program at Princeton University. The Institute was the first time I was asked to think critically, challenge my perspective, and coexist with others who brought a variety of experiences that I would not have encountered in my sheltered upbringing as a child of Vietnamese immigrants. I became more conscious of my biases through role-play simulations and debates on social issues facing the 21st Century.

The second sample in our Princeton essay examples is another fantastic instance of Princeton essays that worked well. In this response, the author describes the activity they participated in as well as how they were a leader in this role. You’ll want to do the same if you have also been in a leadership position like the author of this second essay from our Princeton essay examples. 

Another reason this is an example of Princeton essays that worked is because the author mentions what they did and connected this experience to what they learned. This shows self-growth and interpersonal development, which are two key characteristics of a successful college student. 

As we mentioned above, these two Princeton essay examples are not related to the current Princeton essay prompts. However, these Princeton essay examples are still useful and can help you as you write your own college essays , as they demonstrate clear and well-written responses in a unique voice. 

In the next few sections, we’ll examine Princeton essay examples that are relevant to the current Princeton essay prompts. 

Princeton Essay Examples – Short Essay #2

There are also two Princeton essay examples for the second essay prompt. This prompt asks you to elaborate on an extracurricular activity or work experience that was meaningful to you. 

Like the Princeton supplemental essays examples above, this essay has a maximum of 150 words. 

To write a successful essay, like the Princeton essays that worked below, you’ll want to choose an activity or experience that holds significance to you.

You’ll want to name the activity, describe what the activity is, and elaborate on what you do in that activity. Bonus points if you can also add why it is meaningful to you and/or what you learned because of this experience. 

We’ll review two extracurricular activities essay examples below and explain why they are Princeton essays that worked. 

Serving as a Student Government leader at my college has taught me the power of student voice and collaborative leadership. During my Junior year, I began attending Senate Meetings and was elected as a Senator a few months later. I began proposing solutions to problems my college faces, from lack of STEM programming to low voter turnout rates to poor multicultural outreach programs.

I created student committees to tackle these problems, the most recent being a committee working to bring a series of local STEM professionals for our artist-in-residence series. I was appointed as a student voice to faculty committees, such as the Diversity and Equity Committee.

I use this position to bring student concerns I hear from SG directly to the college board to catalyze changes in our college, such as the introduction of STEM cohort groups or providing resources for students of color.

In the first of the extracurricular activities essay examples, you’ll see that the author mentioned the extracurricular activity they participated in as well as their role within this activity. 

This is an important step that most applicants forget to include within their responses. You don’t want to assume that your reader knows what your position was within your activity, even if it’s listed earlier in your application. By including the name of the activity as well as your role in it, it helps your reader understand the nature of your involvement. 

Another strong aspect of this extracurricular activities essay examples is how the author describes their approach to identifying issues and proposing solutions. The author takes time to explain what they did in their position to make a change. This shows how they are a critical thinker and problem-solver. It also shows how they are good at advocating for others, which are essential skills to have in college . 

You can learn a lot from the first response in our extracurricular activities essay examples. Most notably, this is one of the Princeton essay examples that shows rather than tells. 

Let’s look at another version of the extracurricular activities essay examples. 

After watching my grandfather suffer from heart ailments, it was particularly meaningful to have the opportunity to conduct echocardiography research with a pediatric cardiologist. During my summer internship at a major Health and Science University, I designed and built heart models to mimic hypertrophic cardiomyopathy (HCM) disease and investigate strain comparisons in a 2D and 3D model. 

Continuously designing and analyzing my own experiments has not only taught me the value of diligence, patience, and replication in the laboratory setting, but it has also instilled in me a profound respect for the biological intricacies that make life possible.

The critical-thinking and problem-solving skills I have honed through research will enable me to tackle difficult, and sometimes unknown, problems with sound reasoning and confidence as I serve the underrepresented to help eliminate health disparities.

Like the other samples in our Princeton essay examples collection, this response works for a number of reasons. First, the author explains why this was a meaningful activity to them. This provides the reader with the connection between the author’s personal experience and the extracurricular activity they chose to highlight. 

Again, the author describes what they did in this activity as well as what they learned. What takes this response to the next level is that the author describes how they will use what they learned. They explain how this experience will help them to reach their future goals. 

The Princeton supplemental essays examples above are perfect samples of how to respond to the extracurricular activities prompt. 

In the next sections, we’ll look at Princeton supplemental essays examples for the long response prompt. Although, Princeton admissions no longer uses this prompt, the Princeton supplemental essays examples are still helpful guides . They can show you how to write an effective essay with a higher word count. 

Princeton Supplemental Essay Examples – Long Response

We have two Princeton essay examples for the final prompt. As we mentioned above, some of the Princeton essay examples in this Princeton essay guide are from old prompts. This includes the Princeton essay examples below. 

When you read the next two Princeton essay examples, you’ll notice that they are long responses at 650 words each. Again, these Princeton essay examples are from old prompts, and you no longer need to write a 650-word essay in addition to your Common App personal statement . 

Even though these Princeton essay examples do not reflect the newest prompts, you can use them to guide you as your work on your own Princeton essays. 

The prompt for the Princeton essay examples below asks the applicant to choose from a list of themes as a starting point and write about a person, event, or experience that defined their values or changed the way they approached the world. 

We’ll provide the theme that the authors of these Princeton essay examples chose before we discuss why these are Princeton essays that worked. 

“Culture is what presents us with the kinds of valuable things that can fill a life. And insofar as we can recognize the value in those things and make them part of our lives, our lives are meaningful.” – Gideon Rosen, Stuart Professor of Philosophy and chair, Department of Philosophy, Princeton University. (650 words)

“You’re too white.”

I stopped in my tracks in the middle of the mall parking lot, trying to comprehend the judgement that had been cast on me by my Arab girlfriends. Too white, my friend had said. I always knew that I didn’t fit perfectly into the mold of a Middle Eastern girl, but this was the first time I had been called too much of something.

I was raised by an Arab father and an Irish-American mother. Because my father was the ultimate authority in the household, his cultural values overruled my mother’s. I grew up learning how to prepare spreads of mansaf and dancing to Jordanian dabke songs on the Arabic channel.

I twirled in my Palestinian dress in front of the mirror and painted my eyes with kohl. I was submissive and complacent, seen but not heard. I learned how to be a good hostess and to act bubbly with my friends and guests. I learned the value of family and respect for elders. In short, I was the perfect Arab girl.

When I was sixteen, however, my mom, siblings, and I left my father and moved to a different state. My mom ran our household based on her cultural values, presenting an exhilarating amount of freedom. Instead of passing by American Eagle, I was allowed to buy a pair of distressed jeans. I ordered the number two at Burger King and danced to Katy Perry’s “Swish Swish” at non-Arab parties. I talked back to my mom and stormed out of the house angrily.

I never felt the “whiteness,” as some would call it, creeping up on me. I never woke up and just decided “I’m more white than Arab.” I simply took on the values that my mom’s family and my new friends expected me to have.

However, I felt that at any given time, I was either Arab or white, never both. With my Arab friends, I was the Middle Eastern fashionista princess. With my non-Arab friends, I was the rebellious American teenager. Of course, neither of these stereotypes represented my true personality; I was trying to mold myself into the cookie cutters others had created for me, so it hurt to be called too much of one thing. My cultural identity was dependent on the people I was with.

After adjusting to my new life of freedom, I reevaluated how I defined my cultural identity. Why am I limiting myself in who I can be? I thought. Why am I allowing culture to define my identity? Why do I feel the need to force myself into certain stereotypes in my family’s cultures? Faced with these questions, I realized that rather than fitting myself into my cultures, I should make the cultures fit me. I appreciate my heritage and many of the values I was raised on, but I am more than my cultural background. My experiences shape the lens through which I view and assimilate my Arab and American cultures.

My anthropology teacher once said, “Culture is a social construction. It’s what we make it.” My culture is not a force that defines me; rather, it is a conglomeration of my heritage and values that influences and guides me. Looking in the mirror, I don’t see just an Arab-American teenage girl. I see a person grown from years of stories, sorrows, and joys. I see the values that my mother and father have taught me. I see the people that have touched me.

I see the lessons I’ve learned from my mistakes. You’re too white. I can scoff at this remark now, knowing it is nothing but a cultural tag society places on me. As I continue down this lifelong path of identity formation, I will remember to keep my heart open to the lessons I can learn from experiences to shape me into the person I want to see in the mirror.

This is the first of our Princeton supplemental essays examples that starts with a direct quote. This can be an effective way to pull your reader in. 

What makes this response truly unique is how personal it is. The author shows who they were, who they are, and who they hope to be as a result of their culture. They paint a picture of what it’s like to grow up within two distinct cultures. 

Additionally, the author addresses the values they had before and after they moved to a different state. By describing the shift in their values, they are addressing the part of the prompt that asks how they incorporate values into their lives to make them meaningful. Overall, this is a very strong essay!

Now let’s look at a different version of the Princeton supplemental essays examples. Please note that names of specific programs have been removed to preserve the writer’s anonymity.

“Princeton in the Nation’s Service” was the title of a speech given by Woodrow Wilson on the 150th anniversary of the University. It became the unofficial Princeton motto and was expanded for the University’s 250th anniversary to “Princeton in the nation’s service and in the service of all nations.” Woodrow Wilson, Princeton Class of 1879, served on the faculty and was Princeton’s president from 1902–1910. (500-650 word limit)   

My seven-year-old cousin’s thirst for knowledge, as she meticulously traced letters of the alphabet into the sandy floor of her schoolroom in Vietnam, makes me wonder what would happen if her potential met optimal resources. My aunt has to tie strips of fabric onto public buses to know which ones to take home from the market because poverty prevented her from learning how to read.

These vivid memories after my family trip to Vietnam fuel my passion to return to my country to stimulate social change through empowering people to voice their needs in front of an audience of national legislators and international agencies. This will provide my cousin with the chance to put pen to paper and finally tell her stories. The hope that my aunt will be able to read the public buses’ destinations herself reassures me that the injustices in my country will be addressed with the presence of officials advocating for change.

During an intensive seven-week program at Princeton University, I examined the economic, technological, social, and environmental needs facing the globe in the 21st Century. Through state-of-the art innovative methodologies, such as role-play simulations, case studies, and presentations, I debated on topics ranging from the cycle of recidivism that fosters the prison industrial complex to the removal of people of color from 17th and 18th Century  paintings in current academia.

These enriching dialogues at three in the morning allowed me to recognize that not only does my voice matter, but the voices of other underrepresented communities do as well. I learned that my leadership abilities are no longer confined by my skin color, gender, or social and economic standing.

More importantly, this program launched my continual pursuit of the core values—Excellence, Integrity, Compassion, and Community—to empower those voices that are underrepresented in my own communities: locally and internationally. I plan to employ these values and my Princeton education to impact the societal and environmental influences on health and well-being as a public health expert.

My interests in medicine, the human body, and social activism were magnified in this program because I began to recognize that my presence in Vietnam as a future public health expert will serve as a catalyst for change, inspiring my people to become assertive in their quest for aid in a way that giving a check never could.

With a world-class education from Princeton, I will explore my passion for service through conducting lectures on making access to healthcare a reality in developing nations at the annual Princeton-Fung Global Forum. I look forward to meeting with students and professors to learn and collaborate with the goal of collective global health leadership to become a more just and equitable society. 

Returning to my birth country sparked my desire to bring justice and health care to those who are marginalized. My program at Princeton helped me realize that through activism and public health outreach, I can place a spotlight on the unheard voices in the developing world.

I often ask myself, is civic engagement the only catalyst for change or does one have to be in a position of power to create a more just and equal world? I am still wrestling with these questions as I strive to discover the right balance between making a contribution and raising awareness while maximizing the ultimate benefit to the recipients. Truly, I know that community service is for my cousin, aunt, and all the nations I seek to serve.

Like the Princeton supplemental essays examples above, this response works because it’s personal. In fact, the essay pulls you in with vivid descriptions of life in Vietnam. Then, the author connects that to the need for change and how they hope to achieve this change. 

Another thing that works about this sample of the Princeton supplemental essays examples is that the author bridges each example in the essay to the prompt’s theme of service . They are able to explain their interests, passions, and future goals and how each of these are related to service. 

The author also explicitly states how attending Princeton will help them reach their goals, which we haven’t seen yet in any of the Princeton supplemental essays examples above. This can be an effective tool to use in your own essays. You want to stand out from other applicants and show that you want to attend Princeton, which is what this essay does well. 

Now that we’ve explored all our Princeton supplemental essays examples, let’s discuss how to write the Princeton supplemental essays. 

How do you write the Princeton supplemental essays? 

5 tips on how to write the princeton supplemental essays, 1. start early.

As we saw in the Princeton supplemental essays examples above, writing a strong essay takes time. You’ll want to begin your Princeton essay well in advance of the application deadline. 

2. Brainstorm topics for your Princeton supplemental essays

Before you start writing, you’ll want to brainstorm potential topics for your Princeton supplemental essays. Read through the prompts and think about how you can use your essay topics to highlight different aspects of your identity, interests, or passions. 

3. Focus on one experience

It might be tempting to write about everything that has happened to you since you started high school, but less is always more. Focus on one experience per essay and use your word count to provide rich details about that experience. 

4. Be specific

Each of the Princeton supplemental essays examples did a great job of bringing specific details into their responses. As you are writing your own essays, incorporate specific points to help your essay stand out. 

5. Edit your essays

Although it might be tempting to do so, don’t skip this important step! Sometimes it takes two to four rounds of edits before your essays are ready to submit. Ask a friend, teacher, or advisor for feedback, and edit your essays appropriately . 

Princeton Admissions Requirements: The Graded Written Paper

As we mentioned above, the graded written paper is on the list of Princeton requirements for admission. So, you must submit a graded written paper as part of your Princeton application. 

There are certain guidelines to consider as you select which graded written paper to submit along with your Princeton supplemental essay. 

Your graded written paper must meet the following criteria: 

• Your paper should have been written for an academic course, preferably English, social studies, or history, during the last three years of high school (including senior year).
• You may choose a paper, essay, research paper, or essay exam to send. However, it must be an example of expository writing only, not creative writing. 
• One to two pages in length. 
• Must include the course instructor’s grade and/or comments. If a grading rubric was used, please include this as well. 

How to submit your graded written paper for Princeton

You can submit your graded written paper to the Princeton admissions office by choosing one of the following options: 

• Upload the paper alongside your Princeton application materials on the Common App or QuestBridge application. 
• Mail, email, or upload the graded written paper to your student portal. 

Princeton admissions officers will review the graded written paper. They will use it to determine whether an applicant demonstrates the ability to perform well in Princeton’s rigorous academic environment. 

Keep in mind that Princeton admissions is more interested in the quality of the writing, rather than the grade you received. We encourage you to submit a paper that demonstrates your best writing abilities, regardless of the grade. 

Additional Princeton Resources 

Need additional Princeton resources? Check out CollegeAdvisor’s How to Get into Princeton guide . In it, you’ll find more information on the Princeton supplemental essay, Princeton requirements, Princeton admissions, and more. 

How to Get Into Princeton Guide

If you loved our Princeton essay examples and Princeton essays that worked, you can read more college essay examples here . 

College Essay Examples: 10 Best Examples of College Essays and Why They Worked

Moreover, you can also watch our webinar to get an overview of common supplemental essay prompts . 

Supplemental Essay Prompts Overview

Finally, to learn more about how to get into Princeton, watch our Princeton University panel . 

Princeton University Panel

Princeton Essay Examples – Final Thoughts 

Lastly, we hope our Princeton essay examples guide helped inspire you to begin writing your own Princeton essay. Even though the Princeton supplemental essays examples we included in this article might not reflect the current prompts, they are a good to reference as you write your college essays. 

While you research how to write Princeton supplemental essays, you’ll want to pay particular attention to the Princeton essays that worked in this Princeton essay guide. 

So, if you want personalized support as you strategize on how to get into Princeton, we can help. Register with CollegeAdvisor today to receive one-on-one guidance through the college application process.

Claire Babbs wrote this article. Looking for more admissions support? Click  here  to schedule a free meeting with one of our Admissions Specialists. During your meeting, our team will discuss your profile and help you find targeted ways to increase your admissions odds at top schools. We’ll also answer any questions and discuss how  CollegeAdvisor.com  can support you in the college application process.

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Princeton Writing Program

The Writing Center

The Writing Center is open for virtual appointments. You may access our scheduling system to view appointment availability and book appointments. We look forward to speaking with you about your writing!

Princeton Graduate Students: Apply now to become a Writing Center Fellow! The deadline is 5:00 p.m. on Monday, July 15.

Alumni applying to health professional schools may book up to four appointments to consult with a Writing Center Fellow on their application essays, subject to appointment availability. Alumni may access our scheduling system using their TigerNet credentials.

If you are a non-Princeton student enrolled in a summer program, you may request access to our scheduling system by completing this form .

Learn more about Writing Center appointments and our scheduling system.

Every writer needs a reader, and the Writing Center has a reader for every writer! Trained to respond to writing from a variety of genres and disciplines, Writing Center Fellows offer free, one-on-one conferences about writing at any stage in the process.

Located in New South , the Writing Center welcomes undergraduate and graduate students working on any kind of writing project, as well as postdocs and faculty working on writing related to their research. We regularly see:

• undergraduate students working on essays for classes
• juniors and seniors working on independent research projects
• graduate students working on seminar papers, research or grant proposals, articles, or dissertations
• international students making the transition to U.S. academic writing
• students writing essays for fellowships or for graduate school or job applications
• students crafting oral presentations

Writing Center Fellows can help with any part of the writing process: brainstorming ideas, developing a thesis, structuring an argument, or revising a draft. The goal of each conference is to develop strategies that will encourage students to become astute readers and critics of their own work. Although the Writing Center is not an editing or proofreading service, Fellows can help students identify patterns in their writing related to mechanics and sentence structure.

Writing Center Fellows are there to listen, strategize, suggest, diagnose, and offer advice. They serve as sounding boards, careful readers, and helpful critics, and are able to help draw out ideas and possibilities that are implicit in a student's own thinking and writing. Writing Center conferences complement, but do not replace, the relationships students have with their teachers and advisors.

Writing Center Appointments

To meet with a Writing Center Fellow, make an appointment using one of the links below. Come with whatever you've got—an assignment, ideas, rough notes, or a partial or full draft.

Writing Center Conferences

Open to all undergraduates and graduate students  working on writing of any kind and at any stage in the process.

Bring a prompt to brainstorm, a rough draft of an essay, a cover letter, a grant proposal, a personal statement, a creative piece, or an oral presentation!

Standard Writing Center conferences are 50 minutes in length.

BOOK a WRITING CENTER CONFERENCE

Research Writing Conferences

These appointments are reserved for:

• Undergraduate juniors and seniors working on independent work. Bring ideas for a junior paper, a thesis funding proposal, essays for graduate school applications, or selections from a thesis!
• Graduate students, postdocs, faculty, and staff  working on writing of any kind related to their research. Bring ideas for a seminar paper or conference presentation, a grant or fellowship proposal, a draft of an article, or selections from a dissertation!

To book a Research Writing conference during the summer while we are operating virtually, please use the dropdown menu at the top of our scheduling system to identify Fellows who offer these conferences. Please note that our availability for Research Writing conferences is limited. We only offer 50-minute appointments at this time.

Postdocs, faculty, and staff: Please complete this form to request access to our scheduling system.

BOOK a RESEARCH WRITING CONFERENCe

Have a question or not sure how to proceed? Contact  [email protected] .

Anatomy of a Writing Center Conference

The Writing Center Fellow will likely ask you some  orienting questions  to get things started. Some of these might include:

• What’s the assignment?
• What feedback have you received about your writing in the past?
• How much time can you devote to revision?
• Is there something in particular you’re struggling with?
• What about your writing project excites you?

In collaboration with the Writing Center Fellow, you’ll narrow the scope of what you’ll focus on to  two or three main concerns .

In preparation for  reading your text  together, the Fellow will ask what you want them to pay attention to as they read, where you want them to start, and how much you want them to read.

The initial agenda you set together can be  renegotiated  as the conference continues!

As you and the Fellow read together,  you’ll be involved in the process . The Fellow might ask you to  highlight  areas you have questions about, or perhaps you’ll create a  reverse outline , distilling each paragraph into one main idea.

The Fellow will  honor your preliminary agenda . That said, they may also identify additional areas for discussion as they read.

When the two of you have finished reading, you’ll begin discussing together,  starting with the previously identified issue(s) . You may also  renegotiate your agenda  at this stage.

In 25 minutes, you and the Writing Center Fellow may only be able to work on  two or three kinds of problems  in an essay—motive and thesis, sources and evidence, orienting and structure, etc.

This section of the conference will be interactive!  The Fellow will help identify areas of concern in your writing, but it will be up to you to imagine solutions. Your writing is your own!

It may be productive for you to do some additional  freewriting  at this stage. Feel free to ask for time to do this if it would be helpful!

Planning for revision is an essential component of a successful conference . All writers need more revision than is possible during a single conference!

Together, you and the Writing Center Fellow will make a list of your  next steps for revision and takeaways for future writing projects . This may include advice about longer-term issues that you can work on in your writing moving forward.

Where Is the Writing Center?

The Writing Center is currently operating on a fully virtual basis. All appointments are held over Zoom. After you have booked your appointment, please check your confirmation email for the Zoom link that you will use to meet with a Writing Center Fellow at the start of your appointment. All times listed are in Eastern Daylight Time (UTC-04:00) regardless of your current location.

During the academic year, while classes are in session and during Reading Period, Writing Center conferences take place in person at the Writing Center in  New South . Take the elevator or the stairs to the second floor and enter the door labeled "The Writing Center" (to the left as you exit the stairs or to the right as you exit the elevator). Take a seat in our reception area; you'll know you're in the right place when you see the whiteboard with "Welcome to the Writing Center!" written on it. A Writing Center Fellow will come and find you at the start time of your appointment.

Policies & Frequently Asked Questions

Our approach.

Rather than offer the discipline-based help you can get from your advisers, professors, or preceptors, Writing Center Fellows help you learn to articulate your ideas to a non-specialist reader. In general, the Writing Center does not match you with a Fellow according to your paper topic; no matter what the subject matter, our Fellows serve as sounding boards, careful readers, and helpful critics. However, if you're a junior, senior, or graduate student working on a research project, you may sign up for extended appointments with a Writing Center Fellow in your field or neighboring discipline.

Our scheduling system will display the names of all Writing Center Fellows who are working on a given day, so you will know the name of the Fellow you will be working with in advance. Please note, however, that we reserve the right to swap your appointment with a different Fellow working at the same time if the need arises. We encourage you to make appointments with a variety of Fellows so you can benefit from different perspectives on your writing!

Please bring your assignment prompt and two hard copies of the notes, outline, or draft you would like to work on. It would also be helpful to bring any feedback you’ve received on the project from your professor, preceptor, or adviser, and any key sources that you’re working with. These materials can help a Writing Center Fellow contextualize your project, and may be useful to refer back to during the conference.

The best beginning to a conference is when you, the writer, have reflected on what kind of help you would like. Be sure to read your draft closely before you arrive, and perhaps jot down some notes indicating what you would like to focus on.

Writing Center Fellows do not read papers in advance of your conference. We believe that you will become a better reader and reviser of your own work through the experience of articulating your writing concerns at the beginning of the conference. Your Writing Center Fellow can combine an understanding of those concerns with the perspective of a reader coming fresh to your paper, and then use both to help you think about possibilities for revision. Furthermore, the Writing Center is a popular resource for writers of all levels of experience at Princeton. If Fellows read papers in advance, we wouldn't be able to serve as many people.

The Writing Center Fellow will ask what you would like to work on during the session. The Fellow will also ask to see the assignment prompt and to hear about any feedback you have received on your writing from your professor, preceptor, or adviser. You and the Fellow will then spend 5-15 minutes together reading the parts of the paper that you have both agreed to focus on.

The Writing Center Fellow will discuss your writing with you, which will frequently involve asking you questions about your ideas and getting you to talk through problems arising your writing. If you haven't yet written anything, the Fellow will help you brainstorm and organize ideas. You can expect to take plenty of notes! You will spend the last part of the session developing a plan for further writing and revision.

Learn more about how our conferences are typically structured.

Because our methods for working with writing are highly interactive, you should expect to be able to review no more than 8-12 pages at most in a single 50-minute conference with a Writing Center Fellow. How many pages you will be able to review together during your conference depends on the material you'll be working with and the type of feedback that you are hoping to receive. If you plan to bring a longer paper, we suggest identifying specific sections on which you would like to receive feedback.

Our Policies

Please do not contact individual Fellows regarding their availability for Writing Center appointments. Our Fellows are students too, and it's important to us that we protect their time. Our scheduling system is always up to date with Fellows' current availability for appointments, and new appointment times are added frequently during our busy periods. We recommend that you join our waiting list to be notified when new appointments are added; please check the "Our Scheduling System" section of our FAQs for more information about how to join the waiting list.

It is our policy that all Writing Center appointments must be made, modified, and canceled through our scheduling system.

If you have questions regarding Writing Center appointment availability, please write to the Associate Director for the Writing Center, Benjamin Fancy ( [email protected] ).

Your intake form is used to help the Writing Center Fellow you'll be working with to prepare for your appointment before meeting with you. Since Fellows do not read papers in advance, the information you provide in your intake form gives them an initial sense of what you'd like to work on and a jumping-off point to begin conversation about your writing. It also serves as an opportunity for you to reflect on your writing process and the kind of help you're hoping to receive. Finally, the information you provide helps to ensure that our services are a good fit for the kind of assistance you're looking for; for instance, while Writing Center Fellows can help identify patterns in your writing related to grammar and mechanics, we are unable to offer proofreading or editing services.

If you do not complete your intake form fully, a Writing Program administrative staff member may reach out to ask that you complete your form. If you do not complete your form, your appointment may be canceled. You can return to our scheduling system at any time to update your intake form as needed.

If you find you no longer need an appointment that you've booked, we ask that you cancel as soon as possible, and no later than 5 hours in advance , via our scheduling system; this allows other students the chance to book an appointment at the time you had been holding. Cancelations with less than 5 hours' notice are considered late cancelations; conferences cannot be canceled less than 1 hour before their start time. If you do not cancel at least 1 hour in advance and you do not attend your appointment, this is considered a no-show.

After two late cancelations or two no-shows, your account in our scheduling system is deactivated and you must write to the Associate Director for the Writing Center, Benjamin Fancy ( [email protected] ), if you wish to continue scheduling appointments. If you consistently arrive late to your appointments, your ability to make appointments may also be restricted. The Writing Center is a popular resource, and these policies are in place to help ensure that appointments are available for students who need them.

Our online scheduling system will normally allow you to book a maximum of two conferences each week. During our busiest times, we may temporarily limit you to scheduling one conference per week through our scheduling system. This is to ensure equitable access to appointments during periods in which demand is at its highest.

Our online scheduling system will allow you to book appointments up to two weeks ahead of time.

Writing Center Fellows will not discuss your conference with your instructor or share that you came to the Writing Center.

If you wish to consult with a Writing Center Fellow about a writing assignment that is framed as an exam, you must bring written permission from your instructor to the conference (this includes take-home exams and qualifying exams).

During the academic year—while classes are in session and during Reading Period—Writing Center conferences take place in person in New South; virtual appointments cannot be booked through our online scheduling system during these times and requests are considered on a case-by-case basis.

During breaks and exam periods as well as throughout the summer, Writing Center conferences take place virtually. A Zoom link will be provided in your confirmation email for appointments booked through our scheduling system during these times.

To request a virtual appointment while we are operating on an in-person basis, please write to the Associate Director for the Writing Center, Benjamin Fancy ( [email protected] ) with as much advance notice as possible (ideally 48 hours or more). When requesting a virtual appointment, please provide a list of dates and times when you would be available to meet. Please note that we are unable to accommodate requests to change an appointment that you have already booked on our in-person schedule to a virtual appointment.

Writing Center Fellows cannot meet with students about an assignment that they themselves are also currently working on. While you may certainly conference with a Writing Center Fellow who is taking a class with you, you may not work together on assignments for that class. If you make an appointment with a Fellow who is in the same class as you and is currently working on the same assignment, we will try to swap your appointment with that of another Fellow working at the same time. If we cannot make a swap, then we will need to cancel your appointment and you will need to reschedule for a different time.

While we encourage the practice of taking dictation and recording your own voice as a useful tool for reflection and note-taking, Writing Center conferences may not be recorded.

Please refer to the Generative AI Guidance provided by the McGraw Center for Teaching and Learning. Students wishing to engage with generative AI in Writing Center conferences are responsible for understanding whether and in what contexts the use of generative AI is permitted in their courses, research, and writing process.

Our Scheduling System

You'll be prompted to set up your profile the first time you log on to the system. This information helps us to better serve you and contact you if we have any questions prior to your appointment. You will be prompted periodically to verify that the information in your profile is up to date.

You may update your profile at any time by going to the Welcome menu, then select Profile & Communication Options . 

You can also manage your email options, system preferences, and register for text message notifications from this screen.

• Log on to our scheduling system .
• Search for an appointment using Preferred Appointment Date and Preferred Appointment Time , then click Find Appointments . Perfect matches for your search will be listed if they are available, otherwise you'll see a list of the closest matches. Click Reserve for the appointment you would like to book.
• Please note that at least one full hour must be available in order to book an appointment. Verify this using the dropdown for the end time of your appointment.
• Be sure to tell us about the assignment or project you're working on, then click Create Appointment to book your appointment.

Your appointment will be confirmed by email shortly after booking. Be sure to make a note of your appointment in your personal calendar!

• Search for an appointment using Preferred Appointment Date and  Preferred Appointment Time . Use Limit to  to narrow down your search by all 80-minute conferences or Fellows in a specific discipline, then click  Find Appointments . Perfect matches for your search will be listed if they are available, otherwise you'll see a list of the closest matches. Click Reserve for the appointment you would like to book.
• Please note that at least one and a half hours must be available in order to book an 80-minute appointment. Verify this using the dropdown for the end time of your appointment.
• Go to the  My Appointments menu and choose the appointment you would like to cancel.
• Select Cancel Appointment .

In Standard Display  mode:

• Search for an appointment using  Preferred Appointment Date  and  Preferred Appointment Time , then click  Find Appointments . If you're unable to find an appointment that fits your schedule on this day, select the  Waiting List  button.
• Select  Join Waiting List  to be notified of any openings for that day. You may also limit the notification based on your desired appointment time.

In  Calendar Display  mode:

• Navigate to the day on which you'd like to schedule an appointment. If you're unable to find an appointment that fits your schedule on this day, click the Waiting List link below that day's appointments.

If an appointment becomes available, you'll be alerted by email or text message depending on your notification preferences. Appointments that open are available on a first come, first served basis, so be sure to act quickly to book your appointment.

Princeton University 2023-24 Supplemental Essay Prompt Guide

Regular Decision: 

Regular Decision Deadline: Jan 1

You Have: 

Princeton University 2023-24 Application Essay Questions Explanation

The Requirements: 2 essays of 250 words, 1 essay of 500 words, 3 short responses

Supplemental Essay Type(s): Community ,  Why , Oddball

This is Princeton, the Number One university in the nation. Maybe you’ve heard of it? JK, we can smell the sweat on your palms from here. So first, take a breath. The Princeton supplement is extremely straightforward (perhaps too straightforward?) and your greatest challenge will be to refrain from overthinking it. Don’t intimidate yourself with visions of what you think admissions officers want to see on an application. Self-aggrandizing or downright false stories aren’t going to win anyone over. It’s the unique, specific details that only you can share that will set you apart and seal you in an admissions officer’s memory. Take this as your mantra: be yourself! 

For A.B Degree Applicants or Those Who are Undecided:

As a research institution that also prides itself on its liberal arts curriculum, princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. what academic areas most pique your curiosity, and how do the programs offered at princeton suit your particular interests (please respond in about 250 words or fewer.) .

To ace this question, you’ll need to articulate for admissions why a well-rounded liberal arts education is important to you. Do you think Princeton’s liberal arts curriculum will allow you to build upon your communication and problem solving skills, preparing you for a career in civil service? Maybe you think it will help you be more marketable once you enter the working world, preparing you to work in a variety of fields (which is especially helpful if you’re undecided). What classes are you dying to take? Which academic programs call to you and why? Demonstrate your interest in Princeton’s academic offerings (and liberal arts curriculum, for brownie points) and admissions is bound to be impressed!

For B.S.E Degree Applicants:

Please describe why you are interested in studying engineering at princeton. include any of your experiences in or exposure to engineering, and how you think the programs offered at the university suit your particular interests. (please respond in 250 words or fewer.).

You can get an engineering degree at thousands of schools across the country, so why are you so keen to study engineering at Princeton specifically? Remember that this isn’t set in stone, so don’t stress over your vision; just show that you’ve done your research. Maybe your sister regaled you with stories about her experience studying engineering at Princeton, and you knew you wanted the same experience for yourself. Maybe there is an alum who is doing what you aspire to do, and you want to follow in their footsteps! Does Princeton have a specific program that many other schools do not offer? Whatever it is that draws you to Princeton’s engineering program, make sure that, after reading your essay, admissions has a clear understanding of your interest and goals.

1. Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you?  (Please respond in 500 words or fewer.)

Engaging others in meaningful conversations about important issues can be incredibly intimidating and challenging, and the Princeton admissions department knows this. That is, in part, why they are curious to learn how your lived experiences will impact the way you engage with others on campus. What has shaped you as a person and how has that made your perspective unique? What lessons have you learned and applied? What can you share with others? Is there anything you can teach your classmates or peers about your hometown, culture, religion, identity, race, or ethnicity that they might not already know? Admissions wants to know how your lived experiences will affect the conversations you have and the ways in which you contribute to the Princeton community. Tell admissions a story that demonstrates your investment in listening, learning, and connecting.

2. Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (Please respond in 250 words or fewer.)

Princeton wants to welcome motivated, socially aware students to campus next fall, so tell admissions about a time when you gave back to your community in a meaningful way. (Hint: your “community” can be as small as your neighborhood and as large as the entire world or even universe!) Maybe you’ve volunteered at your church’s food pantry every other weekend since you were in middle school or canvassed for political candidates that you believe will generate positive change for generations to come. Whatever your example(s) may be, don’t be afraid to touch on what those experiences meant to you (after all, you do have 250 words to work with!). And bonus points if you can connect your past service to the work you hope to do in the future. 

More About You

Please respond to each question in 50 words or fewer. there are no right or wrong answers. be yourself, what is a new skill you would like to learn in college, what brings you joy , what song represents the soundtrack of your life at this moment.

Do not, we repeat, do not overthink your responses to these questions. Admissions even goes so far as to say that there are no right or wrong answers. So, go with your gut. Maybe, in college, you’re hoping to learn how to speed read, or play frisbee, or even ride a bike! Perhaps you want to tell admissions about the look on your sister’s face everytime you agree to play dress-up with her (what brings you joy?). As for the song, we’d recommend keeping it clean, but other than that, let your freak flag fly. Are you currently listening to “Midnight Sky” by Miley Cyrus on repeat? Or maybe “Ooh La La” by The Faces really resonates with you as you’re growing up and learning life’s tough lessons. Whatever it may be, be true to yourself and you’ll ace these short answers.

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Princeton Supplemental Essays 2023-2024

By Eric Eng

Unlike the broader prompts of the Coalition Application, Common Application, or the QuestBridge Application, Princeton’s supplemental essays for 2023-2024 are meticulously designed to uncover the multifaceted nature of each applicant. These essays are an opportunity to converse with the admissions committee to share your story, perspectives, and the diverse experiences that have shaped you.

As you prepare to articulate your thoughts, remember that these essays are a platform to demonstrate your academic interests and your potential to contribute to the vibrant Princeton community. We’ll delve into the nuances of Princeton’s supplemental essays for 2023-2024, offering insights and strategies to help you craft responses.

How Many Supplemental Essays Does Princeton Have?

The structure of Princeton’s supplemental essays for 2023-2024 is tailored to elicit a broad spectrum of responses, ensuring that each applicant can showcase their unique background and interests. All applicants must answer two essay prompts .

Applicants for the A.B. degree, as well as those who are still undecided, are required to respond to a distinct application prompt. Similarly, students applying for the B.S.E. degree also have their specific prompt to address.

Additionally, all applicants must respond to short-answer questions to uncover more personal and creative aspects of their character. These questions are brief yet profound, allowing a glimpse into what drives you, what you cherish, and how you perceive the world.

What are the Princeton Supplemental Essays 2023-2024?

Princeton University seeks to gain a more comprehensive understanding of prospective students by requiring them to submit a series of supplemental essays. These essays are intended to provide insight into students’ unique perspectives and experiences in addition to their academic achievements.

Essay Questions

• Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you?  (Please respond in 500 words or fewer.)
• Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (Please respond in 250 words or fewer.)

Essay Question- A.B. Degree Applicants or Those Who Are Undecided

• As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? (Please respond in 250 words or fewer.)

Essay Question- B.S.E Degree Applicants

• Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in or exposure to engineering, and how you think the programs offered at the University suit your particular interests. (Please respond in 250 words or fewer.)

Short Answer Questions (50 words or fewer)

• What is a new skill you would like to learn in college?
• What brings you joy?
• What song represents the soundtrack of your life at this moment?

How to Write the Princeton Supplemental Essays 2023-2024?

Writing Princeton’s supplemental essays for 2023-2024 is an exercise in introspection and articulation. It’s about delving deep into your experiences and emerging with insights that resonate with authenticity.

Remember that these essays are your opportunity to speak directly to the admissions committee, to make them see the world through your eyes, and to convince them of your potential to thrive and contribute at Princeton.

Princeton Essay Question 1

Question 1 of Princeton’s Supplemental Essay 2023-2024 focuses on community and personal growth. It asks you to reflect on how your lived experiences will influence the conversations you will have within the Princeton community.

Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you?  

This question is not just about what you have experienced but, more importantly, how these experiences have shaped your perspectives, values, and interactions with others. It’s an opportunity to showcase your ability to engage in meaningful dialogue, your willingness to learn from others, and your capacity to contribute to a diverse and dynamic community.

Understanding Princeton Essay Question 1

To effectively address Princeton Essay Question 1, it’s crucial to grasp its underlying intent. This prompt gauges your self-awareness, empathy, and ability to contribute to a diverse community.

It’s about understanding the value of different perspectives and how your unique experiences can enrich the collective conversation at Princeton. Reflect on moments in your life that have shaped your worldview. Consider how these experiences have prepared you to engage with and learn from people with different backgrounds and beliefs.

Brainstorming Your Response: Princeton Essay Question 1

Crafting a response to Princeton Essay Question 1 requires deep introspection and a clear understanding of how your experiences have shaped you. This question is an opportunity to reflect on your journey and how it has prepared you to contribute to Princeton’s diverse and intellectually stimulating environment. Here’s a guide to help you brainstorm effectively:

• Identify Pivotal Moments : Begin by recalling significant events or experiences in your life that have had a profound impact on your perspective or values. These could be challenges you’ve overcome, achievements you’re proud of, or moments of revelation. The key is to focus on experiences that have been transformative in shaping your worldview. Reflect on why these moments were pivotal and how they redefined your understanding of yourself and the world around you.
• Reflect on Lessons Learned : Every significant experience teaches us something. Delve into what these pivotal moments taught you about yourself, others, and the broader world. This is not just about the events but the insights you gained from them. Did they make you more empathetic, resilient, or open-minded? Understanding these lessons is crucial in demonstrating your capacity for growth and reflection.
• Connect to Community Engagement : Consider how your lessons have influenced your approach to interacting with diverse groups and engaging in community discussions. Princeton values students who can contribute positively to its community. Highlight how your experiences have equipped you to engage with people from different backgrounds, contribute to meaningful discussions, and foster an inclusive environment.
• Personal Growth Insights : Reflect on how these experiences have contributed to your personal growth and understanding of different viewpoints. This is about showcasing your journey towards becoming a more well-rounded individual. Discuss how your experiences have expanded your perspectives, challenged your preconceptions, and enhanced your ability to understand and appreciate diverse viewpoints.
• Future Contributions : Finally, think about how you can apply these lessons and insights to enrich conversations at Princeton. This is where you connect your past experiences and growth to your future potential. Illustrate how your unique perspectives and insights will contribute to the Princeton community, both in and out of the classroom. Show how your journey has shaped you and prepared you to make meaningful contributions to the conversations and experiences at Princeton.

Structuring Your Answer for Princeton Essay Question 1

When structuring your response to Princeton Essay Question 1, start with a compelling narrative that draws the reader into your world.

Begin with a specific personal story or experience that serves as a foundation for your essay. This anecdote should vividly illustrate the critical knowledge you’re discussing and set the stage for the insights you’ve gained. In the body of your essay, delve into the lessons learned from this experience. Be reflective and analytical, showing how these lessons have shaped your perspective and approach to community engagement.

Finally, conclude by connecting these insights to your potential contributions to the Princeton community. Highlight how your experiences and the lessons you’ve learned will enable you to engage in meaningful conversations and bring a unique perspective to campus discussions. Remember, the goal is to create a cohesive narrative that answers the prompt and showcases your ability to reflect, learn, and contribute in a community setting.

Princeton Essay Question 2

Question 2 of the Princeton Supplemental Essay 2023-2024 application cycle delves into social responsibility and civic engagement, core tenets of the university’s ethos. This prompt asks you to reflect on and articulate how your journey aligns with these ideals.

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? 

In 250 words, you are invited to explore and share instances from your life that demonstrate your commitment to service and engagement in societal issues. This question is an opportunity to showcase your understanding of and participation in activities that contribute to the greater good.

Understanding Princeton Essay Question 2

To effectively address Princeton Essay Question 2, it’s essential to understand what the university is seeking. This prompt is not merely a query about your community service experiences; it’s an invitation to demonstrate your comprehension of and commitment to societal responsibility.

Princeton is looking for students who recognize the importance of civic engagement and actively incorporate these values into their lives. This question seeks to uncover how you have applied the concept of service in your actions and how these experiences have shaped your perspective on societal responsibilities.

It’s an opportunity to show how your personal story intersects with the broader narrative of community service and civic engagement, highlighting your potential to contribute to Princeton’s culture of social responsibility.

Brainstorming Your Response: Princeton Essay Question 2

When approaching Princeton’s second essay question, which focuses on your commitment to service and civic engagement, it’s essential to delve into your personal experiences and reflect on how they align with Princeton’s values. This essay will showcase your dedication to societal contributions and how these experiences have shaped your perspective and aspirations. Here’s a guide to help you brainstorm effectively:

• Reflect on Meaningful Experiences : Start by identifying moments or activities in your life where you actively engaged in community service or civic engagement. These experiences range from volunteering at local organizations to participating in community projects or advocacy work. The key is to focus on experiences that were meaningful to you and had a significant impact on your understanding of service and community. Describe these moments in detail, emphasizing why they were important and how they resonated with your values.
• Personal Motivations : Reflect on what drives your commitment to service. This could stem from personal values, a desire to make a difference or experiences that have inspired you to help others. Understanding and articulating your motivations is crucial as it gives depth to your actions and shows a genuine commitment to civic responsibility. Explain how these motivations align with your broader life values and how they have guided your choices and actions in community service.
• Impact and Learning : Consider your service activities’ impact on the community and yourself. Discuss how your involvement has benefited others and what you have learned from these experiences. This could include gaining new perspectives, developing empathy, or understanding community needs better. Highlighting the mutual impact underscores the significance of your engagement and shows your ability to reflect on and learn from your experiences.
• Challenges Overcome : Reflecting on challenges you faced during your service activities and how you addressed them can provide insights into your problem-solving skills and resilience. Discuss any obstacles you encountered, whether logistical, interpersonal, or emotional, and how you overcame them. This demonstrates your commitment to service despite difficulties and your ability to adapt and persevere in challenging situations.
• Future Aspirations : Finally, contemplate how these experiences have influenced your future goals regarding civic responsibility. Discuss how your engagement in service and civic activities has shaped your aspirations, whether it’s continuing community service, advocating for change, or incorporating these values into your future career. This shows a forward-looking perspective and a continued commitment to contributing positively to society.

Structuring Your Answer for Princeton Essay Question 2

When structuring your response to Princeton Essay Question 2, begin with a compelling introduction that sets the stage for your narrative.

Start with a specific instance or story that epitomizes your commitment to service and civic engagement. This anecdote should be engaging and reflective of your more profound understanding of societal responsibilities.

In the body of your essay, expand on this experience, detailing your motivations, challenges, and the impact of your actions. Be reflective and honest, showcasing how these experiences have shaped your perspective and commitment to societal issues.

Conclude by tying your personal story to your future aspirations, illustrating how your experiences have prepared you to contribute to and benefit from Princeton’s culture of service and civic engagement. Remember, this essay is an opportunity to demonstrate your understanding of and commitment to societal responsibility, aligning your narrative with Princeton’s values.

Essay Question for A.B. Degree Applicants or Those Who Are Undecided

The Princeton essay question for A.B. degree applicants or those who are undecided is a thought-provoking prompt that invites you to introspect and articulate your academic curiosities and aspirations.

As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests?

This question is not merely about listing your interests; it’s an opportunity to demonstrate how your intellectual pursuits align with the unique educational offerings at Princeton. As a renowned research institution with a solid liberal arts curriculum, Princeton offers diverse academic disciplines.

Understanding Princeton Essay Question for A.B. Degree Applicants or Those Who Are Undecided

To effectively respond to this essay question, it’s crucial to understand what Princeton seeks. This prompt gauges your passion for learning and how well you have explored and understood your academic interests. It’s an opportunity to showcase your intellectual curiosity and how it drives your pursuit of knowledge.

Princeton is looking for students with apparent academic interests and an understanding of how these interests fit into a broader educational context. This essay should reflect your ability to connect your interests and the specific academic programs and resources offered at Princeton.

Expressing Academic Curiosities

Concerning Princeton’s supplemental essays for 2023-2024, expressing your academic curiosities is not just about listing your interests; it’s about weaving a narrative that demonstrates your passion for learning and how it has evolved .

This is your opportunity to delve deep into the subjects that ignite your intellectual fire and explain why they captivate you. Perhaps the intricate puzzles of mathematics, the rich tapestries of history, or the cutting-edge advancements in biotechnology draw you in.

Whatever your interests, the key is to convey them in a way that reflects a genuine enthusiasm for knowledge and discovery. It’s also important to reflect on how these interests have shaped your academic journey. Have they influenced your choice of courses, extracurricular activities, or personal projects?

This introspection shows Princeton’s admissions committee what you are passionate about and how these passions have driven your educational choices and experiences, painting a picture of a dedicated and curious learner.

Brainstorming Your Response: Princeton Essay Question for A.B. Degree Applicants or Those Who Are Undecided

When tackling the Princeton essay question for A.B. degree applicants or those who are undecided, it’s crucial to convey a clear and passionate understanding of your academic interests and how they align with what Princeton University offers. This essay is your chance to demonstrate your intellectual curiosity and how Princeton’s unique educational environment can nurture and develop your academic pursuits. Here’s a structured approach to brainstorming your response:

• Identify Your Academic Interests : List the subjects or fields most captivating your intellectual curiosity. These could range from broad disciplines like biology or history to more specific areas of interest like renewable energy or medieval literature. The key here is to delve into why these subjects intrigue you. Is it the complexity, the potential for innovation, or the historical significance that draws you in? This step is about laying the foundation of your essay by clearly defining what drives your academic passions.
• Research Princeton’s Programs : Once you’ve identified your interests, the next step is to research how they align with Princeton’s offerings. This involves looking into specific courses, departments, professors, and research opportunities related to your interests at Princeton. For instance, if you’re interested in environmental science, explore Princeton’s environmental studies program, notable faculty members in that department, and any unique research initiatives or projects. This research will inform your essay and demonstrate to the admissions committee that your choice of Princeton is well-considered.
• Personal Experiences : Reflect on personal or academic experiences significantly shaping your interests. This could include specific classes that piqued your interest, projects you’ve undertaken, extracurricular activities, or real-world experiences that have influenced your academic direction. Discussing these experiences provides context to your interests and shows how they have evolved. It also offers insight into your learning journey and how you have pursued your passions.
• Future Goals : Consider how studying your areas of interest at Princeton will help you achieve your long-term academic and career objectives. This is where you connect your current interests with your future aspirations. Explain how Princeton’s educational environment and resources will support your goals. Whether preparing for a specific career path or furthering your understanding in a particular field, this section bridges your present interests with your future ambitions.
• Unique Offerings : Finally, consider what unique aspects of Princeton’s curriculum, culture, and resources particularly appeal to your interests. This could be anything from Princeton’s interdisciplinary approach, specific courses that are unique to the university, opportunities for undergraduate research, or the overall academic environment. Highlighting these aspects shows that you deeply understand what Princeton offers and how it stands out from other institutions in nurturing your academic interests.

Structuring Your Answer: Princeton Essay Question for A.B. Degree Applicants or Those Who Are Undecided

When structuring your response to this essay question, start with a clear and engaging introduction that outlines your primary academic interests. This introduction should list these interests and hint at why they fascinate you.

In the body of your essay, delve into how these interests have developed over time. Discuss any relevant experiences, such as projects, readings, or encounters, that have shaped your academic journey. Then, transition into how Princeton’s specific programs, courses, and resources align with and can further these interests. Be specific in your references to Princeton’s offerings, showing that you have researched and understand how the university can uniquely support your academic pursuits.

Conclude by tying together your interests and Princeton’s offerings, illustrating a clear and thoughtful connection between the two. This conclusion should leave no doubt that Princeton is the ideal place for you to grow intellectually and achieve your academic goals. Remember, this essay is an opportunity to showcase your interests and ability to make informed and meaningful connections between your educational journey and what Princeton offers.

Essay Question for B.S.E Degree Applicants

The Princeton essay question for B.S.E. degree applicants is a focused prompt that seeks to understand your interest in engineering and how it aligns with the opportunities at Princeton University.

Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in or exposure to engineering, and how you think the programs offered at the University suit your particular interests. 

This question is not just an inquiry about your interest in engineering as a field; it’s a request for a narrative that combines your past experiences, current passions, and future aspirations in engineering. In a concise 250-word response, you are encouraged to weave together your journey in engineering – be it through academic pursuits, personal projects, or extracurricular activities – and articulate how Princeton’s engineering program aligns with your goals.

Understanding Princeton Essay Question for B.S.E Degree Applicants

To effectively respond to the B.S.E. degree essay question, it’s essential to understand what Princeton seeks to learn about you. This prompt aims to gauge your genuine interest in engineering and your knowledge of what makes Princeton’s engineering program distinct and suited to your aspirations.

It’s an opportunity to showcase your understanding of engineering and how your experiences have shaped your decision to pursue this path. The admissions committee is looking for candidates who can demonstrate a clear connection between their past experiences in engineering, their current academic and career goals, and the specific aspects of Princeton’s engineering program that appeal to them.

Demonstrating Passion for Engineering

When responding to Princeton’s supplemental essays for 2023-2024, particularly for those aspiring to join the B.S.E. program, demonstrating a genuine passion for engineering is crucial. This passion goes beyond a mere interest in the subject; it’s about showing a deep, intrinsic motivation and enthusiasm for engineering.

Your essay should reflect a clear understanding of what engineering means to you and how it resonates with your personal and professional aspirations. It’s about conveying your excitement for the field and your commitment to pursuing it as a career.

To effectively demonstrate this passion, focus on specific aspects of engineering that fascinate you. Whether it’s the potential for innovation, the challenge of problem-solving, or the opportunity to contribute to societal advancement, your essay should clearly articulate why engineering is not just a choice but a calling for you.

Brainstorming Your Response: Princeton Essay Question for B.S.E Degree Applicants

When preparing your response to the Princeton essay question for B.S.E. degree applicants, it’s essential to articulate your passion for engineering and how Princeton’s program aligns with your aspirations. This essay is an opportunity to showcase your experiences, interests, and goals in engineering and how they connect with the unique educational opportunities at Princeton. Here’s how you can structure your brainstorming process:

• Personal Engineering Experiences : Begin by reflecting on any significant experiences you’ve had in engineering. This could include hands-on projects, internships, participation in competitions, or research endeavors. Describe these experiences in detail, focusing on what you learned and how they fueled your passion for engineering. Whether it was building a robot, interning at a tech company, or conducting a research project, these experiences demonstrate your practical engagement with engineering and provide a solid foundation for your essay.
• Specific Interests in Engineering : Identify the areas within engineering that particularly excite you and explain why. Are you fascinated by renewable energy robotics or passionate about biomedical engineering? Delve into the reasons behind your interests – the potential impact on society, the intellectual challenges they present, or personal experiences that have drawn you to these fields. This step defines your engineering passions and how they have shaped your academic and career aspirations.
• Princeton’s Engineering Program : Research and highlight specific aspects of Princeton’s engineering program that align with your interests. Look into courses, professors whose work you admire, labs conducting groundbreaking research, or unique resources and facilities available at Princeton. This is your chance to demonstrate that you understand what Princeton offers and how it supports your engineering ambitions.
• Connection to Future Goals : Think about how studying engineering at Princeton will help you achieve your long-term career aspirations. Whether you aim to innovate in sustainable energy solutions, contribute to cutting-edge technological advancements, or lead in engineering, discuss how Princeton’s program is a stepping stone towards these goals. This section should bridge your interests and experiences with your future career plans, showing a clear trajectory that Princeton can help facilitate.
• Personal Growth and Development : Finally, consider how your experiences have prepared you for the rigors and challenges of an engineering program at an Ivy League university like Princeton. Reflect on the skills and knowledge you’ve gained from your experiences and how they have equipped you to succeed in a demanding academic environment. This could include problem-solving skills, teamwork, resilience, or a strong work ethic. Highlighting these aspects shows that you are passionate about engineering and ready to thrive in Princeton’s challenging yet rewarding program.

Structuring Your Answer: Princeton Essay Question for B.S.E Degree Applicants

When structuring your response to the B.S.E. degree essay question, begin with a compelling introduction highlighting your passion for engineering. This could be a brief anecdote or a statement that captures your interest in the field.

In the body of your essay, elaborate on your experiences in engineering, focusing on those most influential in shaping your decision to pursue this path. Be specific in detailing these experiences and how they have prepared you for further study in engineering. Next, connect these experiences to the aspects of Princeton’s engineering program that appeal to you. Show that you have researched and understand how Princeton’s resources, faculty, and opportunities align with your interests and goals.

Conclude by summarizing how Princeton’s program is the ideal fit for your engineering aspirations, tying together your past experiences, current interests, and plans. This conclusion should reinforce your enthusiasm for engineering and your conviction that Princeton is the best place for you to grow and succeed in this field. Remember, this essay is an opportunity to showcase your passion for engineering and your thoughtful consideration of how Princeton will help you achieve your academic and professional objectives.

Short Answer Questions

The short answer questions for the Princeton Supplemental Essays 2023-2024 application cycle present a unique challenge and opportunity within college admissions. Unlike the longer essay prompts, these questions require succinct yet impactful responses, each limited to 50 words or fewer.

These questions are designed to glean insights into your personality, interests, and perspectives in a concise format. They ask about a new skill you wish to learn in college, what brings you joy, and a song that represents your life’s current soundtrack.

Understanding Princeton Short Answer Questions

Understanding the intent behind Princeton’s short answer questions is critical to crafting effective responses. These questions are not just about brevity but depth and authenticity compacted into a small package. Each question aims to reveal different facets of your personality and preferences.

The question about a new skill you wish to learn in college probes your aspirations and openness to growth. The inquiry about what brings you joy seeks to uncover what you value and find meaningful. The question about a song representing your life’s soundtrack is an invitation to express your current state of mind or life phase creatively. These questions collectively offer a snapshot of who you are beyond academic achievements and extracurricular involvements.

Personal Insights

Personal insights are pivotal when crafting responses for Princeton’s 2023-2024 supplemental essays. These essays are not just a test of your writing skills or academic prowess; they are a window into your personality, values, and the unique perspectives you bring to the table.

This is your chance to let the admissions committee see the person behind the grades and test scores. It’s about sharing your story, passions, and the experiences that have shaped you. Whether it’s reflecting on a significant challenge you’ve overcome, a moment of epiphany, or a personal achievement, these insights should give a clear picture of who you are and what you stand for.

They should reveal your character, your motivations, and how your experiences have prepared you for the academic and social environment at Princeton. Remember, the goal is to connect with the reader on a human level, showing them a glimpse of your world and inviting them to see things from your perspective.

Brainstorming Your Response: Princeton Short Answer Questions

When addressing the Princeton short answer questions, it’s crucial to provide concise yet meaningful responses that glimpse your personality, interests, and aspirations. These questions are designed to understand you better as an individual beyond your academic achievements and extracurricular involvements. Here’s how you can effectively brainstorm your responses:

• New Skill : Reflect on a new skill or area of knowledge you’re eager to explore in college. This could be something that complements your major, a hobby you’ve always wanted to pursue, or a skill that aligns with your career aspirations. Think about why this particular skill fascinates you. Is it the challenge it presents, its relevance to your future goals, or simply the joy of learning something new? Your choice of skill and the reason behind it can reveal a lot about your interests, your approach to learning, and your openness to new experiences. This response should give a sense of your curiosity and how you wish to grow during college.
• Joy : Consider moments, activities, or experiences that bring genuine happiness or contentment. This could range from a cherished hobby, time spent with loved ones, to a particular accomplishment. Reflect on why these experiences are meaningful to you. Is it the sense of peace they bring, the fulfillment of personal passions, or the connections they foster with others? Your response should illuminate what you value most and what keeps you motivated and inspired. It’s an opportunity to show Princeton what lies at the core of your happiness and how these joyful experiences have shaped you.
• Soundtrack of Life : Choose a song that resonates with your current life phase, emotions, or aspirations. This isn’t just about picking a favorite tune; it’s about finding a piece of music that holds significant meaning for you at this point in your life. Consider why this song stands out – does it encapsulate your feelings, reflect your experiences, or represent your hopes for the future? Be prepared to explain its significance, as this can offer a unique insight into your personality, life journey, and perspective on the world. This response allows you to connect with the admissions committee more personally, using music as a universal language to express aspects of your identity.

Structuring Your Answer: Princeton Short Answer Questions

Structuring your answers to Princeton’s short answer questions requires a balance of clarity, conciseness, and creativity.

Start each response with a direct answer and a brief explanation or example that adds depth. For the new skill question, identify the skill and briefly explain why it interests you or how it aligns with your plans. When discussing what brings you joy, be specific and personal; this is an opportunity to share a glimpse of your life and values. Choose a track with personal significance for the song question and briefly describe why it represents your current life phase.

Remember, each response should stand alone as a clear and thoughtful reflection of your personality and experiences. The goal is to give the admissions committee a richer, more rounded understanding of who you are in just a few words.

In conclusion, the journey of crafting Princeton’s supplemental essays for 2023-2024 is both a reflective and strategic process. These essays are a unique opportunity for you to showcase your individuality, intellectual curiosity, and the value you can bring to the Princeton community.

They are about impressing the admissions committee with your achievements and aspirations and presenting a genuine, multi-dimensional portrait of who you are. As you reflect on your experiences, interests, and goals, remember that each essay is a piece of a giant puzzle that collectively illustrates your story.

The key is approaching these essays with thoughtfulness, creativity, and sincerity, ensuring each response stands out and complements the others to present a cohesive and compelling narrative of your journey.

Summarizing the Key Takeaways for Writing Princeton’s Supplemental Essays

The key takeaways for writing Princeton’s supplemental essays for 2023-2024 revolve around authenticity, depth, and clarity. First and foremost, be authentic in your storytelling. Let your unique voice and perspective shine through in every essay.

Secondly, delve deep into your experiences and thoughts. It’s not just about what happened but how these experiences have shaped you and your worldview. Be introspective and reflective, offering insights that go beyond the surface.

Lastly, clarity is crucial. With the word limits imposed, it’s essential to be concise yet powerful in your expression. Every word should serve a purpose: to evoke emotion, illustrate a point, or reveal something new about you. Remember, these essays are a chance to add color and context to the numbers and lists on your application, providing a fuller picture of who you are.

Final Tips on Authenticity, Coherence, and Ensuring the Essays Collectively Present a Well-Rounded Picture of the Applicant

As a final piece of advice, focus on authenticity, coherence, and presenting a well-rounded picture of yourself through Princeton’s supplemental essays for 2023-2024. Authenticity is about being true to yourself and your experiences. Don’t try to mold your essays to what you think the admissions officers want to hear. Instead, share your true self, genuine interests, and real aspirations.

Coherence is about ensuring that your essays, while they cover diverse topics, still weave together a consistent and clear narrative about you. They should complement each other, adding a new layer to your profile.

Lastly, aim to present a well-rounded picture of yourself. Cover different facets of your personality and life – your intellectual side, personal growth, passions, and aspirations. This holistic approach will help the admissions committee see you as a student and a valuable future member of the Princeton community.

Call to Action

Consider this a call to action as you begin crafting Princeton’s supplemental essays for 2023-2024. This is not just an application requirement; it’s an opportunity to make your voice heard and your story known. Approach these essays with the seriousness and creativity they deserve.

Remember, these essays are more than just words on a page; they are a mosaic of your experiences, beliefs, and aspirations. They are your chance to stand out in a pool of highly talented individuals and to show Princeton why you are a perfect fit for their community.

So, take a deep breath, gather your thoughts, and dive into this process enthusiastically and confidently. Your journey to Princeton starts with these essays, and how you craft them could shape the next few years of your academic and professional life.

Encouraging Students to Start Early and Seek Feedback on Their Essays

One of the most crucial pieces of advice for tackling Princeton’s supplemental essays for 2023-2024 is to start early. Give yourself ample time to brainstorm, write, and revise. This is not a task to be rushed. The more time you have, the more you can refine your thoughts and articulate them in a way that genuinely reflects who you are.

Additionally, don’t hesitate to seek feedback. Share your essays with teachers, mentors, or anyone whose opinion you value. Fresh eyes can provide new perspectives and valuable insights you might have missed. Feedback is a critical part of the writing process, and it can transform good essays into great ones. Remember, these essays reflect you, so take the time to ensure they are as strong as possible.

Reminding of the Importance of Proofreading and Refining Essays Before Submission

Lastly, proofreading and refining your essays before submission cannot be overstated. Princeton’s supplemental essays for 2023-2024 are your ticket to one of the most prestigious universities in the world, and they need to be flawless.

Proofreading goes beyond correcting grammatical errors or typos; it’s about fine-tuning your language, ensuring clarity of thought, and maintaining a consistent tone. Read your essays multiple times, refining them a little more each time.

Look for ways to make your language more vivid, your arguments more compelling, and your insights more profound. This meticulous attention to detail can significantly affect how your application is perceived. Remember, these essays are a testament to your dedication and ability, so give them the care and attention they deserve.

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Our expert team is dedicated to guiding ambitious students like you through every step of your application, ensuring that your unique talents and aspirations shine through.

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Don’t let the college admissions process overwhelm you. Take the first step towards your dream of attending Princeton by contacting AdmissionSight today. Schedule a free consultation with us, and let’s discuss how we can help turn your college aspirations into reality. With AdmissionSight, your journey to excellence begins now.

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5 Princeton Supplemental Essay Examples for

Are you looking for Princeton supplemental essay examples? You're in the right place. In this blog, we share five different Princeton supplemental essay examples to help you prepare for your own  supplemental college essays . Whether you are applying to Princeton itself or another prestigious and highly competitive institution like  Brown  or  Stanford , it is important that you ace your college essays. 

Most of the top colleges have a holistic admissions process, which is why they often require supplemental college essays in addition to your personal statement. These essays tell them a bit more about the person behind the grades and extracurriculars. It also allows them to evaluate your writing skills and get a sense of your personality. All of these things can significantly affect their decision to offer you admission, put you on the waitlist or reject your application altogether.

Reviewing different  college essay examples  is a great way to learn  how to write a college essay  because it teaches you how to tackle different types of prompts and gives you a better idea of what is expected from your essay. So, without much further ado, let's take a look at a few outstanding Princeton supplemental essays. 

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Article Contents 9 min read

Princeton supplemental essay example # 1.

Prompt: As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? - 250 words.

My record for solving the New York Times crossword puzzle is 12 minutes 45 seconds. That was three years ago, and I am still trying to beat it. 

I have always loved puzzles. The kind of puzzle doesn't matter much to me - whether it is a jigsaw puzzle, a rubrics cube, a crossword puzzle, or a mathematical equation. I simply enjoy having something in front of me that requires solving, and once I pick it up, I can't put it down until I solve it.

I believe that this love for solving problems is what got me interested in maths in the first place. I find it fascinating that we can use maths equations to understand complex concepts like time and space and solve problems in various areas like engineering and economics.

I have been intrigued by mathematics since my first algebra class in middle school because it is the key to figuring out some of the world's most complex puzzles. I have participated in summer programs for high school students where the focus was on applied mathematics and enrolled in an introduction to applied Maths course at my local community college in order to build a strong foundation. 

I am excited to learn about all the different ways we can use maths to solve puzzles in various disciplines, and I believe that the flexible and interdisciplinary nature of the maths program at Princeton would allow me to explore this interest in a way that no other school can. (250 words)

Prompt: Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in, or exposure to engineering, and how you think the programs offered at the University suit your particular interests. - 250 words.

"Which NASA are you talking about?" I asked my Princeton tour guide while struggling to pick my jaw back up from the floor. 

She chuckled and asked me which NASA I thought she meant. 

This exchange occurred last summer when I visited Princeton's Mechanical and Aerospace Engineering labs. I was excited to learn that students from the Princeton Rocketry Club had been instrumental in designing tools for the space program. I couldn't believe that undergraduate students were getting to contribute to the exploration of space. 

While I was excited to hear about this, I was definitely not surprised. One of the many reasons I am interested in pursuing my aerospace engineering degree at Princeton is that the program gives students a chance to explore, research, develop and invent independently. 

I have been working on a solar sailplane glider since last summer, and I am confident that with the knowledge and guidance that I will receive from the great minds at Princeton, I can use my senior year independent project to develop this project further. My aim is to improve the functionality of solar-powered airplanes, and I know that no other school can give the tools and facilities to do that. 

Lastly, I truly appreciate the fact that Andrea Goldsmith, the current dean of the school of engineering and applied sciences, is not only a brilliant mind but a woman who understands what it is like to be a woman in STEM.  (241 words)

Take the time to research! In order to write a strong essay in response to this prompt, you will need to research Princeton's engineering school and the specific engineering programs so that you can provide specific details. The admissions committee wants to know why you are applying to Princeton's engineering program, and general reasons like \"it's a highly ranked program\" are not going to cut it. ","label":"Tip","title":"Tip"}]" code="tab1" template="BlogArticle">

Prompt: Briefly elaborate on an activity, organization, work experience, or hobby that has been particularly meaningful to you. - 150 words.

When I first saw the flyer for community garden volunteers, I was confused. I didn't know we had a community garden, and more importantly, I didn't understand what a community garden was. That said, I had been looking for ways to get involved in my community, and I was intrigued. 

Two years later, I am one of the program's coordinators. I have gotten to work alongside people I might have never met otherwise, and they have taught me about giving back, gardening, and more. One of my favorite volunteers, Marjorie, an older lady with pink streaks in her greying hair who loves to tell me stories about the sixties, has even taught me how to cook the best collard greens I have ever had. 

I now understand that the community garden is there to grow food for the neighborhood and unite us by giving us a common goal.  (148 words).

Princeton supplemental essay example # 4

Prompt: At Princeton, we value diverse perspectives and the ability to have respectful dialogue about difficult issues. Share a time when you had a conversation with a person or a group of people about a difficult topic. What insight did you gain, and how would you incorporate that knowledge into your thinking in the future? -250 words.

I joined the Youth Collaboration Program at the end of my junior year of high school. It is a program that students from different schools in the city can apply for, and a select few are chosen to represent youth interests within the local government. I wanted to participate in the program to gain insight into the inner workings of local government and get practical experience.

What I did not realize is that this program is a collaborative enterprise and melting pot of ideologies, faiths, ethnic backgrounds, and socio-economic classes. Although I learned a lot from the program, I learned even more from the other students who participated in the program. We all shared our experiences with the representatives and each other. I particularly remember David talking about his cousin's body being stuffed into the trunk of a car after a gang killed him. 

Prompt: Princeton has a longstanding commitment to service and civic engagement. Tell us how your story intersects (or will intersect) with these ideals. – 250 words.

I started listening to French music a few years ago when I learned that it could help improve my vocabulary. That is how I came across a song called "Lettre à la Maison Blanche," in which the singer essentially begs the white house and the United Nations to help with the situation in Rwanda. The song was so touching that I googled the singer and found out it had been written about the Rwandese genocide. 

This led me to read about Rwanda and the fantastic progress that it has made as a nation since the end of the genocide. I was especially impressed by the country's efforts to conserve wildlife in the Nyungwe forest, which is one of the world's most biodiverse areas. As a volunteer for the Wildlife Conservation Society(WCS), I was able to spend last summer in Rwanda helping with WCS' education and outreach initiative.

It was one of the most enriching experiences that I have ever had. Not only because I am passionate about climate change but also because I got to travel, discover new cultures, and practice my French. This experience motivated me anew to keep working towards sustainability.

I would love to join the efforts of the students who run the many sustainability programs at Princeton. I am especially interested in the Princeton Environmental Activism Coalition (PEAC) and the Princeton Conservation Society, as I believe that my experiences with the WCS have given me the tools I need to be an asset to those teams.  (250 words)

The Princeton supplement requires students to provide some additional information about themselves. Students are required to answer the three questions below in 50 words or less. We recommend using as many of those 50 words as possible. You’re given space for 50 words for a response that could easily be one or two words, so take advantage of that space. 

Since these are not typical essay questions, you can play around with the format a little bit ( like in the example below) and get creative. Your responses to these questions should be honest but written with the audience in mind. Remember that the aim is to stand out and tell the admissions committee who you are. So stay away from generic answers, showcase your personality and highlight your strengths.

We recommend reaching out to a  college essay review service  if you have doubts about your answers or are unsure how to use these questions to showcase your strengths. 

Now, here are a few examples to give you a better idea of how to tackle these short answer questions:

What is a new skill you would like to learn in college?

I started writing my bucket list on my 16th birthday, and one of the items on my list is to learn how to speak at least five languages. I speak English, French, Spanish, and Portuguese. While in college, I'd like to learn Italian too. (43 words)

What brings you joy?

I derive joy from many things, including but not limited to the following:

·         The smell of new books

·         Warm chai lattes

·         Color-coordinated closets

·         Extended metaphors in rap music

·         That eureka moment when you solve a puzzle

·         Gilmore Girl re-reruns

·         Dancing toddlers

·         Musical sing-alongs ( especially Les Misérables)

·         Funny puns

Writing college essays is not easy, and the Princeton supplemental essays can be especially challenging. It is important that you give yourself enough time to research and plan before you start putting pen to paper for these essays. There is no golden template for college essays. The key is ensuring that your essay tells a story and teaches the admissions committee about you. This is especially important if you are trying to  get into college with a low GPA. 

Make sure you use specific examples from your background and experiences and include detailed information about the school to show the admissions committee that you are interested in this school in particular, not just any highly ranked institution.

If you want your Princeton supplemental essays to be as impactful as possible, you should consider investing in  college admissions consulting  so that you can benefit from the services of a college essay advisor. They can guide you through the brainstorming, researching, writing, and editing process to ensure you submit compelling essays that will stand out and help you beat the competition, even if you don't have perfect stats. 

Getting into Princeton requires a very strong application. Last year, the school had an acceptance rate of 4.3%, meaning that for every 100 applications received, only about four students were offered admission. So it is fair to say that getting into Princeton is no easy feat.

In addition to the  Common App essay , Princeton requires undergraduate applicants to submit four supplemental college essays, one graded written paper, and answer three short questions.

You can make your Princeton supplemental essay stand out by having a strong introduction, including specific details about the school's programs or majors, and showing instead of telling. If you're not sure how to do this naturally in your essay, we recommend reaching out to a  college essay advisor  for assistance.

You do not  need  one, but we recommend working with one if you want to maximize your chances of writing the best essay possible. As admission professionals, essay advisors can provide insight that the untrained eye can't.

Princeton no longer requires applicants to submit the optional writing section of the SAT or ACT. Instead, it asks applicants to submit a one or two-page paper, essay, research paper, or essay exam from one of their academic courses that a teacher graded. 

To be a competitive applicant for Princeton, you need a GPA of 3.9, as that is the current entering class' average.

Your Princeton supplemental essays are an integral part of your application. There are students with perfect stats who do not get in because of poorly written essays, so do not underestimate their importance.

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In Search of Tranquility: My Quest for Study Spots on Campus

July 7, 2024, ava adelaja.

Toward the end of my first semester at Princeton, I came to the harrowing conclusion that I could no longer study ( productively ) in my dorm room. 

It was the beginning of the winter reading period — a week-long interval at the end of the semester devoted wholly to producing final essays and projects and, of course, studying. I had an eight-page Modern Fiction paper to crank out. But, sitting at my messy desk, with the temptation of my warm bed calling to me from two feet away, I found that I could not type a word of this essay. So, like a good student, I stashed away my study materials into my backpack, donned my massive winter coat, and prepared myself to brave the impossibly terrifying world outside of my dorm: campus during finals season.

Let me explain: campus is not actually impossibly terrifying during finals season. It’s actually very fun and welcoming. It’s just impossibly crowded. Every formerly tranquil space becomes the opposite — dotted with students who’ve emerged from their campus crevices, with their friendly study buddies and loud conversations. Because of this reality, during reading period, despite its name, I found it almost impossible to read, or focus, or write a paper in any public space on campus. But, as my dorm proved not to be any more of a productive setting, I was forced to go on a quest. A quest in search of a place of quiet — without distractions — and full of sunlight (because I cannot study without some encouraging light). My first stop was Chancellor Green. 

In my opinion, Chancellor Green is one of the most gorgeous libraries on campus. It shares space with the building of East Pyne — home to many of Princeton’s language and humanities departments — and has more windows than I’ll ever have time to count. I love this library because of its light. Sunshine fills every corner of it. I also love it because of its private study cubicles. The Chancellor Green library has an upper level full of single study desks. After I failed to start my daunting essay in my dorm, I was sure that the omnipresent sunshine and solitude of Chancellor Green would be the perfect ingredients for my much-needed productivity. And I was right. Sitting by a large French window, surrounded by age-old books and alone, I cranked out 2/8 pages of my paper. But, as I tried to brave the third page, I was stuck. It seemed Chancellor Green’s well of reading period productivity had run dry for the day, so I, again, braved the outside world to seek out more.

My journey and midday hunger brought me to Frist Campus Center — home to the Frist Food Gallery (a cafeteria-esque basement level filled with snacks, a grill, a taco bar, a pasta/salad bar, an Asian food bar, and more). After securing a cheeseburger and fries for encouragement, I settled into Frist’s third-floor McGraw Center library. There, fed and encouraged by some more sunlight, I knocked out two more pages of my paper. I was feeling great about my progress and my discovery of some campus tranquility. But then came the lunch rush. More hungry students, with friendly study buddies and loud conversations, filled my study spot. It was time to disembark, again.

My next stop was New South — a building home to Princeton’s Creative Writing Department, Princeton’s Writing Center, and many empty classrooms, just waiting to be taken advantage of. Unfortunately, upon my arrival, I discovered that other desperate students had nabbed all these classrooms. But, on the Creative Writing floor, I found an empty table with some gorgeous and encouraging overhead light to knock out the next page of my paper. At this point, I was halfway through and still feeling the momentum. As a reward for finishing another page, another student abandoned their rare gem of an empty classroom, and I promptly seized it. Here, with the gift of a blank whiteboard and a room entirely to myself, I was able to brainstorm the final pages of my paper, pacing back and forth, throwing out ideas aloud, and jotting down notes on the board. It was here that I completed the final three pages of my paper.

With this completion under my belt, I felt brave enough to brave the monster of all study spots on campus — Firestone Library. I needed one last place to do the final edits on my paper. And I also needed a change of scenery. Firestone Library is the monster of all study-spots during reading period. The library has six levels — all stocked with large clusters of cubicles and a plethora of reading rooms where silence is mandatory. It is the motherlode of tranquil study spaces on campus. But, for a first-year still acclimating to the study culture, finding the right spot can be a little daunting. On this day, however, I was ready.

I sent the elevator to every floor, quietly and discreetly inspecting each reading room to see which one had the most encouraging sunlight and the least daunting amount of people. I landed on the C-floor Reading Room. Nestled behind the library’s Specials Collection section, the C-floor reading room has a ceiling of windows, so sunlight reaches every corner. It also seems the quietest of all the reading rooms — even during the reading period, many people seem to ignore it or forget that it exists. For me, it was the perfect place to conclude my beast of an essay. There, I completed the majority of edits for my paper, even added an aesthetically pleasing cover page, and called it a day. Throughout my spring semester, I often returned to the study spots I found on this day-long journey for tranquility, sunlight, and productivity. I’ve found that, usually, when I’m too deep into an assignment and unsure of what to write/do next, I just need to move. Having several go-to study spots on campus allows me to circulate, and not stay in one place mentally or physically.

I’m grateful for the opportunity to study on a campus with such a plethora of tranquil, sunlit spaces to focus, and I look forward to the study-spot discoveries that my next three years at Princeton will bring.

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How the College Application Essay Became So Important

S chool is out and summer is here. Yet future high school seniors and their families are likely already thinking about applying to college — a process that can be as labor-intensive and time-consuming as it is confusing. Students submit SAT scores, grades, references, personal essays, and more, often without a clear sense of what counts most.

The challenges facing college applicants today aren’t new. For over a century, Americans seeking higher education have had to navigate complicated admissions requirements including exams and grades as well as qualitative metrics of assessment, such as references, interviews, and essays.

Collecting so much academic and personal information has given colleges and universities greater control over the kinds of students they admit. In the first half of the 20th century, this information was mainly used to bar some applicants based on race, gender, and religion. Since the social movements of the 1960s and 70s, however, it has been used to do nearly the opposite by expanding access to previously excluded groups. In this process, personal essays have been especially valuable for the unique insights they can offer into applicants’ backgrounds and perspectives. In the context of today’s narrowing national diversity agenda, they are key to promoting inclusion in American higher education.

In the late 19th century, college admission standards were relatively low in America, even at the “Big Three” private universities, Harvard, Yale, and Princeton. In an era when few Americans had more than an eighth-grade education, and even fewer could afford the cost of higher education, there was little competition for admission. Applicants needed only to pass subject matter exams, tests that were rudimentary and could be taken repeatedly until passed. Even those who failed their entrance exams might be admitted if they had elite standing and could pay tuition.

Read More: How to Talk About Race on College Applications, According to Admissions Experts

By the turn of the 20th century, however, demand for higher education was growing. Colleges worked intentionally to admit a broader range of students, dropping archaic requirements like knowledge of Latin and Greek that had previously barred all but the most privileged high school students from applying. More and more qualified applicants competed for fewer available spots, which meant that colleges and universities could be more selective. 

But with more applicants passing exams and earning entry to higher education, private universities became increasingly concerned about the demographics of their student bodies. By the 1910s, as immigration increased, and more public high schools were better preparing students of all backgrounds to meet private entrance requirements, rising numbers of Jewish students were landing spots at the historically Protestant and upper-class universities. With antisemitism on the rise, many private colleges adopted new metrics of admission that could be used to limit the number of “undesirable” students, especially Jewish ones. 

It was at this juncture that selective colleges introduced the application essay to assess students for the amorphous category of "fit." Applications in general became much more involved and intrusive. 

For instance, beginning in 1919, Columbia required prospective students to complete an eight-page form, submit a photo, list their mother’s maiden name, and provide information about their religious background. Even standardized tests could be used to screen students by cultural background. Early entrance exams were heavily biased toward American customs and colloquialisms, putting first-generation immigrants at a disadvantage.

In the wake of World War II, the passage of the GI Bill created a surge in demand for higher education across the country. Between 1950 and 1970, enrollment in colleges and universities in the U.S. nearly quadrupled. 

Although public and private universities expanded in response, they still came under new pressures to bolster selective criteria that would allow them to limit the growth of their student bodies. To ensure spots for students long considered the natural recipients of higher education — especially white, middle-class, Protestant men — private colleges continued to use quotas and other forms of preference such as legacy status to effectively limit the numbers of Jewish students, people of color, and women admitted. Meanwhile, admissions were far from need blind; applying for a scholarship could damage your chance of acceptance.

Public universities like the University of California, Berkeley charted a different course. In the post-war period, the UC system admitted all students who met basic requirements — graduation from an accredited high school along with a principal's recommendation, acceptance by exam, or completion of an Associate’s degree. But public universities now also faced more demand than they could accommodate. Indeed, the 1960s California Master Plan for Higher Education acknowledged that state universities, too, might well have to introduce a selective process for choosing applicants in the face of expanded access across much wider class, geographic, and ethnic backgrounds. 

By the 1960s, a selective application process became common across major private and public universities. But the social movements of the 1960s and 70s forced private universities to drop their formal practices of discrimination and changed the use of personal essays and other qualitative metrics of evaluation in the process. 

For the first time, in the 1960s, admissions officers at historically white and Protestant universities acknowledged that applicants’ academic profiles were deeply shaped by the opportunities — educational, economic, and cultural — available to them, and that these in turn were shaped by students’ race, ethnicity, and sex. 

While special considerations about background had once been used to systematically exclude minorities, in the 1960s they were invoked for the first time to do the opposite, albeit with some striking limitations. 

By looking at applicants from a comprehensive standpoint, which included these markers of identity, even the most selective private universities made major strides in achieving racial diversity in this period. They also dropped quotas and began to admit women on an equal basis with men. Class diversity, however, was another matter — to this day private universities continue to be comparatively socio-economically homogenous despite meaningful shifts in other areas. 

Since the 1970s, the admissions system has only grown increasingly competitive, with more students than ever before applying to college. That forced universities to choose between strong applicants while building their own brands and competitive profiles. This competitive environment has turned the college application essay into a particularly important vehicle in the admissions process for learning about students’ backgrounds and human qualities.

Read More: How the End of Affirmative Action Could Affect the College Admissions Process

In 1975, a small group of mostly East Coast colleges came together to form the Common App — today used by more than 1,000 universities. The Common App led the way in formulating what we now think of as the personal statement, aimed at understanding the inner world of each student.

For more than 50 years now, universities both private and public have evaluated essays for a range of qualities including leadership capacity, creativity, service to the community, and ability to overcome hardship, as part of their admissions decisions. The kinds of questions universities ask, the qualities they seek, and the responses they receive have changed many times and have been shaped by the cultural trends of our times. 

In 2021 for example, following the spread of a global pandemic, the Common App introduced a question about gratitude for the first time. And while the prompts remained unchanged following the 2023 Supreme Court decision in Students for Fair Admissions Inc. (SFFA) v. President & Fellows of Harvard College and SFFA v. University of North Carolina , which formally excluded race as a factor in admissions, universities began to read them for the role of race, ethnicity, and other identities in students’ profiles. In these and many other ways, the essay has only gained value as a way for students to explain the important ways their experiences and identities have shaped their academic profiles.

Still, there have been calls to eliminate the college essay from admissions requirements from both the right and the left, as either frivolously inclusive, or potentially exclusionary. Now, at a time when there are major political constraints on supporting diversity and inclusion at the national level, personal essays give admissions committees important flexibility. They also allow colleges to evaluate students for underrated but essential intellectual and personal qualities hard to observe elsewhere, including the capacity for growth, self-reflection, and awareness of the world around them. 

The history of modern admissions shows how institutions of higher education have sought to engineer their classes, often reinforcing harmful racial, class, and gender hierarchies. There is little objectivity in the metric of “fit” that has shaped American admissions practices. But the Civil Rights era has had a powerful and long-lasting legacy in broadening access through an assessment of applicants that is attentive to identity. However flawed the system, the essay offers something no other metric can: an account of a student’s lived experience, in their own words.

Sarah Stoller is a writer and historian. She also tutors college essay writing.

Made by History takes readers beyond the headlines with articles written and edited by professional historians. Learn more about Made by History at TIME here . Opinions expressed do not necessarily reflect the views of TIME editors .

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Write to Sarah Stoller / Made by History at [email protected]

Summer Reads 2024: Princeton professors share what's on their lists

Illustration by Matilda Luk, Office of Communications

Six Princeton professors talk about beloved books on their shelves and share what’s on their summer reading lists — from scholarly nonfiction to crime fiction, with history, poetry, rom-com, artificial intelligence, magic, democracy, philosophy and more in the mix.

Some book choices reflect our contributors’ research and teaching. Others illuminate personal interests and current issues in the headlines. 

Campt is the Roger S. Berlind '52 Professor in the Humanities, and professor of art & archaeology and visual arts at the Lewis Center for the Arts . 

Tell us about a particular book on your shelf.  

" The Sweet Flypaper of Life , " photographs by Roy DeCarava, text by Langston Hughes.

This exquisite little book (which when opened, nestles perfectly in the palm of your hands) is a volume I teach regularly, but it’s also an endless source of inspiration and a beacon of hope. DeCarava’s intimate black-and-white photos of Harlem street and domestic life allow us to “feel" Black sociality through a complex play of darkness, shadow and light which resonates with deep affective power. 

His work is a prime example of a concept that lies at the heart of my research: "visual frequency" — a term that describes imagery that registers beyond what we see by soliciting powerful emotional responses. It captures ineffable qualities of Black sociality and its irrepressible strivings even in the face of the most challenging circumstances.

What’s on your summer reading list? 

As I prepare to go on sabbatical, I have the privilege of allowing my personal and professional booklists to merge as I now begin to embrace the delight of extended unstructured reading time — beginning with two books of poetry:

" To the Realization of Perfect Helplessness "   by Robin Coste Lew takes us on a lyrical journey through the author’s family photographs and the confluence of insights, responses and emotions that emerge through our encounter with the memories and relations that photographs conjure.

" Bluest Nude " by Ama Codjoe is a collection of verses which enact through poetry what I aspire to do in prose. Like me, she " writes to "  the artwork of Black artists including  Betye Saar, Malick Sidibé, Mickalene Thomas, Carrie Mae Weems, and my Princeton colleague in visual arts Deana Lawson,  among others.

Rounding out the top three titles on my work/pleasure reading list is " Devotion ," the first catalog/collection of essays on and conversations with the genre-defying filmmaker Garrett Bradley. With essays and interviews by an exceptional range of artists, critics, curators and scholars including Huey Copeland, Tyler Mitchell, Joy James, Doreen St. Felix, Legacy Russell, Kevin Quashie, Arthur Jafa and Linda Goode Bryant, quite frankly, I cannot wait!

Tom Griffiths

Tom Griffiths 

Griffiths is the Henry R. Luce Professor of Information Technology, Consciousness, and Culture of Psychology and Computer Science .

Tell us about a particular book on your shelf. 

I am going to break the rules a little bit to include two books that I highly recommend for readers interested in learning more about artificial intelligence:

" The Alignment Problem: Machine Learning and Human Values " by Brian Christian. One of the biggest questions raised by AI is how to create AI systems that are aligned with human values. This book takes on that question and provides a great introduction to some of the ideas behind modern AI. Brian was my co-author on "Algorithms to Live By" (2016), and I loved this new book of his.

" The Worlds I See: Curiosity, Exploration, and Discovery at the Dawn of AI " by Fei-Fei Li, a 1999 alumna and former faculty member at Princeton, where she did some of the fundamental research that launched the AI revolution. This book elegantly interweaves her story with insights about how AI works and is this year's Pre-Read for the incoming Class of 2028.

Most of the non-fiction reading I do is about finding connections between topics in AI and cognitive science and ideas in other fields. Two books I’m excited to read are:

• " Games: Agency as Art " by C. Thi Nguyen. Games are objects that reveal a lot about human cognition — designing a game partly involves reverse-engineering how people think about the world and what they find rewarding. This book takes a unique perspective on games and game design that I am hoping will inform some new projects in my lab.
• " Magus: The Art of Magic from Faustus to Agrippa " by my Princeton colleague Anthony Grafton, the Henry Putnam University Professor of History. This book is about how early practitioners of magic interpreted aspects of what we would later recognize as cognitive science through a supernatural lens. What we believe about magic provides a very pure measure of how human minds interpret their environment. I have a few papers that look at this idea in detail.

I also read a lot of fiction — about a book a week. Here are three novels I’m looking forward to reading this summer:

• " The Familiar " by Leigh Bardugo explores the interpretation of magic and miracles in post-Inquisition Spain (a topic of particular interest as my wife has Sephardic heritage).
• " Dawn " by Octavia E. Butler is a science fiction story about a survivor rescued from an extinction event by aliens and tasked with recreating human society. Alignment problems abound.
• " Empires " by Nick Earls unfolds over three centuries and three continents. I grew up in Australia and read books by Australians when I get homesick — Earls is one of my favorite Australian authors.

Jacob Nebel

Nebel is professor of philosophy and a 2013 Princeton graduate .

My favorite philosophy book is " Reasons and Persons " by Derek Parfit. It’s just breathtaking in scope, wrestling with questions about the rationality of morality and self-interest, our attitudes to time, the nature and importance of personal identity, and our obligations to future generations. The headline, “ Tibetan monks found chanting text by Oxford philosopher, ” refers to this book.

Parfit died unexpectedly in 2017. He, his work, and his mentorship (he supervised my BPhil thesis at Oxford) meant a great deal to me. A wonderful biography — “ Parfit ” by David Edmonds — was published last year by Princeton University Press.

Some philosophy books:

• " The Bounds of Possibility: Puzzles of Modal Variation "   by Cian Dorr, a 2002 Princeton graduate alumnus, John Hawthorne and Juhani Yli-Vakkuri, is about the limits of how different things could have been. For example, Nassau Hall could have been smaller than it actually is, but it couldn’t have been as small as my pinky toe. This sort of judgment gives rise to various puzzles, which are the topic of this book.
• " Bias: A Philosophical Study ." What is it for someone or something to be biased? Why do we tend to attribute bias to people who disagree with us, and to think that we ourselves are less biased than others? This book, by my Princeton colleague (and senior thesis adviser) Thomas Kelly, professor of philosophy, is about questions like these concerning the nature and normative significance of bias.
• " The Rules of Rescue: Cost, Distance and Effective Altruism " by Theron Pummer is about whether and in what ways our duties to aid are sensitive to the number of people we could help, their distance from or connections to us, the cumulative sacrifice we make over our lifetimes, and how we want our own lives to go.

Some non-philosophy books:

• " The MANIAC"   by Benjamín Labatut is a fictionalized biography of John von Neumann (among other things). 
• " City in Ruins "   by Don Winslow is the conclusion to a crime trilogy I’ve enjoyed so far. 
• " Glorious Exploits " by Ferdia Lennon is a comedy set in Sicily during the Peloponnesian War.
• " Funny Story "   by Emily Henry, queen of the millennial meet-cute.
• " Everyone Poops " by Tarō Gomi (originally published in Japanese). I have a 2-year-old son, and this summer is potty-training season.

Christy Wampole

Wampole is professor of French and Italian .

" Perspectives on Our Age: Jacques Ellul Speaks on His Life and Work ." Recently, I’ve taken an interest in technophobia and technoskepticism and was happy to find some of my intuitions confirmed in the writings of the French sociologist Jacques Ellul (1912-1994). 

Although he died before the Internet and cellphones had introduced now familiar forms of distraction, depression and anxiety, Ellul wrote presciently about the many ways technology would change every aspect of culture, including daily life, art, literature and philosophy. The humanity of his writing inspires me to bring an analog spirit to my writing and teaching.

I am in the middle of a book project on the Zeitgeist or the spirit of the times, an idea that emerged in response to the French Revolution.

Back then, several European thinkers — mostly Germans — tried to figure out why the people seemed suddenly moved by some invisible force to rise up against monarchy, and one of the more consistent explanations was that a ghostly figure, the spirit of the age, had exerted its influence on them.

This project has filled my shelves with an odd mix of books: writings on ghosts, revolution, atmospheres, Napoleon, vibes, pop culture, crowds, Romanticism, journalism, public opinion polls, generations. Still left to read over the summer are:

• " The Unnamable Present "   by Roberto Calasso ("L'innominabile attuale" in Italian), part of a series about the secular West in the 20th century.
• " The Mood of the World "   by Heinz Bude, originally published in German under the title "Das Gefühl der Welt," seeks to understand contemporary uneasiness in the realms of politics, finance, social life and technology. 
• " Generation X: Tales for an Accelerated Culture "   by Douglas Coupland, a book about and for my generation, which, perhaps because of my default Gen-X slacker attitude, I never actually read. 
• And many more books with titles that refer in some way to the spirit of the times: " Surfing the Zeitgeist "   by Gilbert Adair, " The Spirit of the Age "   by William Hazlitt, the two-volume " L’Esprit du temps "   by Edgar Morin and "Geist der Zeit"   by Ernst Moritz Arndt, published in 1806 .

I will also do a deep dive into the Mass-Observation Archive, a social research project started in 1937 using questionnaires, diaries, and various observers who would record the minutiae of daily life. Some of the materials collected have been anthologized into volumes such as “ Speak for Yourself: A Mass-Observation Anthology 1937-1949 .”

Anna Yu Wang

Yu Wang is assistant professor of music .

" Representing African Music: Postcolonial Notes, Queries, Positions " by Kofi Agawu. With chapter titles like “Polymeter, Additive Rhythm, and Othering Enduring Myths,” this book is chock full of provocations on the ethics of researching African music (in particular) and music beyond the Western canon (in general). It models daring question-asking, compelling argumentation, and candor. My thinking continues to be challenged, in the best of ways, by this book.

First, let me recommend some mind-opening reads:

• " Record of a Spaceborn Few " by Becky Chambers, part of the exquisite “Wayfarers” series, winner of the Hugo Award for Best Series in science fiction or fantasy. Set in an outer space human colony, this book is a sensitive and hope-filled exploration of death, change, immigration, otherness and the makeup of social institutions.
• " Private Equity " by Carrie Sun. This memoir penned by the former assistant of a major hedge fund CEO explores mental hardship, Asian-American identity and workplace culture.
• " The Sea Around Us " by Rachel Carson. This book offers a beautiful account of the history and lifeforms of the earth’s ocean. It is written in a vivid, transporting prose that I aspire towards in my own writing.

These more scholarly books on my summer reading (and rereading) list engage the ethics and politics of difference-making and relation-seeking, and the way these opposing tendencies leave their mark on aesthetic experience.

• " Ornamentalism " by Anne Anlin Cheng, professor of English at Princeton. This book studies how the ornament, cast as the site of the oriental, feminine and marginalized, became leveraged as the foil for “modernity.”
• " Interspecies Communication: Sound and Music Beyond Humanity " by my Princeton colleague Gavin Steingo, professor of music, surveys the motivations behind human attempts at animal and alien communication in the 20th century. It addresses charged themes like desire, love and the imagination of the human/nonhuman divide.
• " Sound Relations: Native Ways of Doing Music History in Alaska " by Jessica Bissett Perea. This study of Indigenous musicking in Alaska shows how musical acts and positionalities are formed from a dense network of incommensurable truths.
• " Chinatown Opera in North America " by Nancy Yunhwa Rao. This book historicizes the significance of Cantonese opera among the first Chinese immigrants in Canada and the U.S., stretching the limits of how American music is conventionally defined.

Leonard Wantchekon

Wantchekon is the James Madison Professor of Political Economy and professor of politics and international affairs .

My favorite book is " Ambiguous Adventure " by Cheick Hamidou Kane, a classic of African literature. It is the captivating story of the Diallobe community facing the challenge of preserving their cultural identity in the face educational opportunities brought by the French colonial rule. The central character, Samba Diallo, becomes a brilliant college student in France, while remaining deeply rooted in his local traditions. The question is how to remain true to the “ultimate values” of the past while embracing modern education.

I am re-reading two novels related to my work:

• " Homegoing " is a historical fiction novel by Yaa Gyasi. It follows the family history of a woman from the Asante ethnic group in Ghana during the transatlantic slave trade. Her two daughters are separated by life circumstances — one marries a British governor running the slave trade and the other is an enslaved captive of the same man. The book covers the lives of their descendants over several generations. It parallels my research on the intergenerational trauma of the transatlantic slave trade and on the social mobility of students from the first colonial schools in Benin, my home country, and Nigeria.
• “ Burger’s Daughter ” is a political and historical novel by the Nobel Laureate Nadine Gordimer. It covers the emergence of a group of white political activists working alongside the African National Congress of Nelson Mandela to end the Apartheid regime. The novel is a direct and vivid account of the struggle against Apartheid in the 1970s, which inspired my own involvement in the prodemocracy movement in Benin in the early '80s, as well as my 2012 autobiography, “ Rêver à contre-courant ."

Also on my list is " Purple Hibiscus " by Chimamanda Ngozi Adichie, on the lives of two siblings from an upper-class family in Eastern Nigeria during the Civil War. It is a fascinating account of a wealthy Nigerian authoritarian family, the emotional turmoil of the children and the powerful bonds that emerge from it.

And three books to read ahead of the 2024 presidential election:

• The most interesting read is “ Politics Is for Power: How to Move Beyond Political Hobbyism, Take Action and Make Real Change ” by Eitan Hersh. The book describes the way contemporary American politics has become more of a hobby, an entertainment or a spectator sport, with strong emotional attachments to candidates and dinner table arguments triggered by sound bites from campaign ads or provocative social media posts by politicians. It calls for a shift in political culture with more constructive dialogue between informed citizens as well as effective collective action for meaningful social change. It is also a call for us to be more involved in local politics.
• A great complementary reading is “ Reclaiming Participatory Governance: Social Movements and the Reinvention of Democratic Innovation ,” a collection of essays by Adrian Bua and Sonia Bussu. The book explores the challenges of bottom-up democracy, in which citizens play a prominent role in policy formulation and implementation. Participatory governance requires electoral campaigns that are deliberative, with more town hall meeting-style interactions between candidates and voters, as opposed to campaign ads and rallies. This is consistent with evidence from my research on deliberative political communication, indicating that these strategies promote ethical voting and informed citizenry.  
• For an in-depth history of town meetings in American democracy, I would suggest Frank M. Bryan’s “ Real Democracy: The New England Town Meeting and How It Works .” The bottom line is that, “Citizens are not born, they are raised.” In 19th-century New England, town halls were widely perceived as training grounds for citizenship.

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Princeton Seminary Welcomes Alum Rev. Dr. Karen Rohrer as Associate Academic Dean

July 10, 2024 | Alumni, Faculty, Featured, Homepage, Public, Releases & Statements

Growing up in the Presbyterian church, Rev. Dr. Karen Rohrer, the new Associate Academic Dean at Princeton Theological Seminary, has always been drawn to life in community.

“The value of doing life together is a theme in much of what I do,” she says. “Raised by a village of lovely people, I didn’t have much of a picture at the time of what that meant theologically, but it felt like home.”

Rohrer studied World Religions and English, Linguistics, and Speech in college, where multiple professors and her local pastors recommended seminary. A mere six weeks after graduating, she entered Princeton Seminary where she would meet her husband and a community of lifelong friends.

“As I was figuring out seminary, I was so impressed with everything that I saw, and the communication from Princeton Seminary was so thoughtful and theologically grounded,” she says. “Princeton Seminary seemed like a place that thought carefully about what it means to be faithful through all of life.”

And now, returning as an administrator she has come full circle.

“Part of my career has been realizing, in each new setting, that the thriving of that setting is informed by a broader ecosystem, and so I become interested in how to impact that broader ecosystem. In my last vocational home, I became fascinated by how the ecosystem of administration informs the way students are formed for life within and alongside institutions,” Rohrer says. “I’ve found that a trustworthy culture — that is the people and systems with which we collaborate — is vital to enabling work that forms people well for ministry and faithful life in the world. I saw an opportunity to join such a culture here: to be a part of this team in a really compelling season at this Seminary.”

A key focus for Rohrer is empowering and supporting the Center for Barth Studies, the Center for Asian American Christianity, the Stockton Center for Black Church Studies, the Center for Women, Theology and Gender, and the Center for Contemplative Leadership.

“I care deeply about this kind of located work that brings a particular experience and expertise into conversation with the broader church,” she continues. “Innovation is happening in the centers as they bring theoretical and experiential frames to bear on the broader culture, which helps enrich theological education across the board. I want to support those voices from the inside, continuing to weave them into the broader work of Princeton Seminary.”

Her work will also center on degree programs and collaborating with Johnna Herrick-Phelps, PhD, the first-ever Associate Dean for Online and Digital Learning at Princeton Seminary, to expand online education offerings.

“Princeton Seminary was a formative place for me and created the theological structure on which to hang all the work I’ve done since I graduated,” Rohrer says. “The opportunity to embody what I learned here and help to convene and create generative structures in this system is really exciting.”

This is a beautiful and unique place that has incredible resources, and I’m excited to be a part of how we deploy those resources for the good of students, the church, and the world.

She previously served as an organizing co-pastor at Beacon, a new faith community in Philadelphia (her first job after graduating Princeton Seminary in 2011), and then as director of the Center for Adaptive and Innovative Ministry at Pittsburgh Theological Seminary.

Rohrer “accidentally” became a church planter at Beacon, having been invited to walk in the Kensington neighborhood where a Presbyterian church was in the process of closing. Her love of that community and excitement to share life there led to a position as co-founder (along with Rev. Rebecca Blake) of the new Presbyterian community called Beacon.

“I had not seen starting something new as a possibility before, but walking through the neighborhood, it felt possible to gather a community I could already see connecting and mirror back, in worship and life together, what God was already doing there. It felt like a place where the community I was called to was already unfolding. And this urban, historically Catholic community welcomed Rebecca and me as two young, earnest Protestant pastors — and maybe a little bit as curiosities, too. It was a delightful way to become a pastor.”

During her time at Pittsburgh Seminary, Rohrer also co-edited, along with Michael Gehrling and Scott J. Hagley, Sustaining Grace: Innovative Ecosystems for New Faith Communities  (2020), which looks at the ways in which new and established faith communities support each other, under the broader theme of the ecosystem.

“Monoculture is bad for an ecosystem,” Rohrer explains. “We need others to be different than we are yet we’re constantly trying to push the world into the limitations of our own image. Our inspiration for the book was how to thrive better together and speak honestly about what we need – including what is and isn’t working and how to invite ourselves and others to address the pain points directly. This book was a chance to work together to chart a path forward.”

The book came together by way of 13 collaborators, convened around a table, sharing their essays and “fighting it out” in a loving way.

“The affection within the group allowed us to live out this idea of an ecosystem and see where it took us – and it took us to the book, but also to the conviction of the book—that we need each other to do this work well.”

This sort of collaborative process reflects Rohrer’s desire for collaboration not just as a workflow process, but as a formative practice that prepares us for working faithfully and living well.

“In an age of loneliness, I believe divestment from institutions ends with individualism,” she continues. “When there are so many untrustworthy institutions, people are more likely to go it alone. If my impact here at Princeton Seminary can help build a more connected, trustworthy, and mission-driven institution, that would be a great success.”

Having recently received a doctorate in Creative Writing and Public Theology from Pittsburgh Theological Seminary, outside her work at the Seminary, Rohrer is looking forward to writing creatively about what it’s like to live life “Christianly and in community” in 2024 “from a particularly Millennial church-insider perspective, with all the complications, joys and absurdity therein.” 

Her soon to be colleagues express their excitement on Rohrer’s onboarding with Dean Bowlin adding “Those of us in Academic Affairs are delighted that Karen Rohrer has returned to Princeton Seminary and joined our team. The gifts she brings–theological wisdom, church experience, and administrative talents—will be a blessing to us all.”

You might see her around after hours, writing in the library and doing her best to bear witness to the holy and the silly as she has known them in her life in church and institutions.

Peter Singer Alana Holmberg

• The Big Feature

Peter Singer Is Through With America

But the world’s “most dangerous” philosopher has some parting thoughts..

Evan Mandery July 11, 2024

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In a Princeton University lecture hall one morning last December, Peter Singer, one of the world’s most influential—and controversial—living philosophers, offered his Philosophy 385 (“Practical Ethics”) students a brief overview of their upcoming final. The registrar, he noted, had scheduled the exam for the following Sunday evening. This, he proclaimed, “seems unethical.”

The line got a good laugh. A hint of winter chill hung in the air, the undergrads having just sloughed off their Canada Goose parkas and settled into the seats of Wood Auditorium in McCosh Hall, a Tudor Gothic behemoth that was once the largest building on campus. It was here, 102 years earlier, that Albert Einstein described his theory of relativity to a packed house.

The 200 students enrolled in Philosophy 385—about as many as in all other Princeton philosophy classes combined—were acutely aware, per the course syllabus, that they were his final crop:

This course will challenge you to examine your life from an ethical perspective. NOTE: This will be the last time I teach this course before my retirement from Princeton University.

In May, following a two-day farewell conference, the now-78-year-old Australian bade farewell to Princeton and, with a perceptible measure of good riddance, the United States, his second home for more than a quarter-century. For his final class, Singer had prepared a PowerPoint looking back on his years at Princeton—and America.

It’s striking to consider the extent to which the United States has been shaped by Singer’s version of utilitarianism—the belief that actions are ethical insomuch as they increase our collective pleasure and limit our collective suffering. His addition to this ancient idea is simple and profound: Singer believes that all pain experienced by sentient beings counts the same.

The logical extensions of his intellectual positions have on occasion caused great controversy, as when Singer’s belief that newborns lack self-consciousness led him to assert that in extreme cases, parents should have the right to end the life of a severely disabled infant. In response, a disability rights organization dubbed him “the most dangerous man on earth.” Generally speaking, Singer sees few ideas as off-limits. He recently helped launch the Journal of Controversial Ideas , which last fall published an article on whether zoophilia is morally permissible.

Whatever one might think of Singer’s ideas, there’s no doubt they’ve had a great deal of impact. Interest-based utilitarianism is at the root of Singer’s path-breaking advocacy for animal rights and, somewhat controversially, of effective altruism, the charitable principle famously espoused by cryptocurrency entrepreneur Sam Bankman-Fried, who was convicted of fraud last year. Earlier this year, along with Polish philosopher Katarzyna de Lazari-Radek, Singer launched a podcast exploring how to live an ethical, meaningful life.

Perhaps most profoundly, his philosophy flicks at the core of America’s democratic project. While the Founding Fathers were most influenced by John Locke, it was John Stuart Mill—a utilitarian—whose ideas shaped the evolution of constitutional liberalism in the second half of the 20th century. As we face one of the most fraught political periods in recent memory, it’s sobering to hear Singer’s take on America’s shortcomings—and his assessment of what’s to come.

Singer first arrived in the US in 1973, shortly after finishing his graduate work at Oxford University. He was accompanied by his wife, Renata, who’d recently given birth to their first child. The couple had planned to return to Australia to raise their daughter but wanted to spend some time in the States first. “Obviously, everything in America is a big presence growing up in Australia,” Singer told me during one of several interviews.

On the advice of philosopher Derek Parfit, another influential philosopher of Singer’s generation, Singer accepted a visiting professorship at New York University and settled into university housing on Bleecker Street in Greenwich Village.

The NYU position came with the possibility of a two-year extension, but the college was then on the verge of bankruptcy. It ultimately sold off its uptown campus, and the administrators informed Singer that they wouldn’t renew his contract. “We were reasonably okay with that,” he recalls. “We didn’t want our children to grow up as Americans, really.” He quickly landed an appointment at La Trobe University in Melbourne, Australia.

“‘Animal Liberation’ lit the fire for me,” says the attorney and activist Cheryl Leahy. “You cannot overstate the importance of Singer’s work in influencing and launching this movement.”

With time to kill between jobs, he spent the fall of 1974 teaching a continuing education course. In it, he presented a draft of a manuscript based on an essay he’d published the year before in the New York Review of Books . The piece was inspired in part by Singer’s decision , four years earlier, to stop eating meat. It was persuasive enough to convince the Review ’s founder and editor, Robert Silvers, to become a vegetarian.

Published in 1975 with the same title, Animal Liberation is almost inarguably the most important book in the history of animal rights. It has remained in print for 50 years and been read by almost everyone in the field. Cheryl Leahy read it at age 13, after a classmate accused her in the lunchroom of eating the “decomposing flesh of a tortured animal.”

Today, Leahy is executive director of Animal Outlook, a nonprofit focused on animal protection, and has spent her 20-year career as an attorney advocating for the interests of nonhuman beings. “ Animal Liberation lit the fire for me,” she told me. “It probably did for countless people. You cannot overstate the importance of Singer’s work in influencing and launching this movement.”

Thanks in part to Singer, vegetarianism in the United States has increased over the years. In 1994, barely 1 percent of Americans self-identified as vegetarian or vegan. Recent surveys put the rate at 5 to 8 percent. Yet with population growth, the US public now consumes more meat than ever, and the vast majority of factory-farmed animals still live short, miserable lives. Even “cage-free” hens, Singer laments, are generally crowded into giant sheds with thousands of birds. “I’m disappointed [the animal welfare movement] hasn’t gone further,” he told the class I attended.

Some 25 years after the couple’s NYU adventure, Singer received an invitation to teach at Princeton. Their kids were grown, and he and Renata had been contemplating a move anyway. “In fact,” he says, “we’d been talking about going to a Third World country for something quite different.” But a friend, animal rights activist Henry Spira , argued that Singer had a greater obligation: “Henry said to me at some stage, ‘You ought to come over the United States because it’s a much bigger pond and you’ll have a much bigger impact. The United States needs your ideas just as much as Australia, but it’s 15 times bigger and you’ll have more of a world influence.’” The offer proved “just a bit too tempting to turn down.”

Back in the lecture hall, with Australian understatement, Singer informed his students that his 1999 hiring “caused something of a stir.” Indeed, the New York Times ran a front-page article declaring that no academic appointment had caused such controversy since 1940, when City College had tried to hire atheist philosopher Bertrand Russell.

Editorial writers, the story noted, “have compared Mr. Singer’s hiring to that of a Nazi.” Then-Republican presidential candidate Steve Forbes, a Princeton alum and supporter, threatened to stop donating to the university if the appointment stood. Protesters blocked the entrance to Nassau Hall, the administration building, because of Singer’s support of euthanasia in extreme circumstances. But Princeton President Harold Shapiro stood behind Singer, and the hubbub subsided.

Given all of this year’s campus upheaval over Israel’s activities in Gaza, Singer’s hiring kerfuffle seems almost quaint today. I asked several of his students whether their professor had stirred up any serious controversy during the semester—all said no. During the lecture, when Singer spoke proudly of his role in launching the Journal of Controversial Ideas , no one seemed to bat an eye.

Near the end of his lecture, Singer addressed an elephant in the room—Bankman-Fried, the cryptocurrency exchange founder who’d just been convicted of defrauding customers and investors out of at least $10 billion. Bankman-Fried also ranked among the most prominent champions of effective altruism (EA), a movement inspired in significant part by Singer’s 1971 article “ Famine, Affluence, and Morality .”   

EA proponents generally advocate for using data and reason to maximize the future benefits of any charitable action. In his paper, Singer argued that the failure of wealthy people to contribute to humanitarian causes was akin to failing to help a child drowning in a shallow pond. He was referring in this case to a famine afflicting Bangladeshi war refugees, but the argument applied generally.

In 2009, inspired by Singer’s work, Oxford philosophers Toby Ord and Will MacAskill launched an organization, Giving What We Can , framed around their pledge to donate at least a tenth of their income to effective charities. The next year, Bill Gates and Warren Buffett invited fellow billionaires to take the Giving Pledge , a vow to dedicate the majority of their wealth to charitable causes. When a group of 17 billionaires signed the pledge in late 2010, the press release included a statement from Singer.

Singer explained to his students how Sam Bankman-Fried had claimed he’d never intended to commit fraud and “sometimes life creeps up on you.” He lowered his voice and added, “Well, be warned: Don’t let life creep up on you.”

Although their causes and motivations have been questioned , the notion that rich people ought to be more altruistic—the “A” in EA—is not a matter of serious dispute. It’s the “E” where things get complicated.

In 2013, Singer co-founded The Life You Can Save , an organization named after one of his books that attempts to quantify and maximize charitable impact, often in terms of quality-adjusted life years , a metric borrowed from the public health universe. In practical terms, this usually means steering money to causes that benefit developing nations as opposed to, say, your elementary school PTA.

At the heart of MacAskill’s own 2016 book, Doing Good Better , is the idea that a dollar spent by a citizen of a rich country could do 100 times more good if spent in an impoverished nation. This notion is not particularly controversial either, at least not among ethicists, who by and large would agree that giving to the opera is neither charitable nor effective by any meaningful definition of the words.

But then there’s “longtermism,” an EA offshoot that prioritizes the elimination of existential risks such as biological and nuclear weapons, climate change, and malicious AIs, which longtermers say could wreak havoc on future humans or other forms of life—which could include (non-malicious) sentient AIs. In a more recent book, What We Owe the Future , MacAskill casts protecting the denizens of the distant future as the moral imperative of our time—the ultimate cause.

This view is highly controversial. The New School for Social Research philosophy professor Alice Crary, a prominent critic, calls longtermism “toxic” because of the stark utilitarian tradeoff it embraces. The focus on “existential risk,” she writes , “marks a dramatic shift from the concern with present and near-term suffering that is the hallmark of their effective altruist progenitors.”

Effective altruism, which Singer’s work helped inspire, “makes students in places like Princeton feel like they’re the heroic rescuers of the world,” says philosopher Alice Crary. “And these institutions have enriched themselves off of it.”

Singer distances himself from strong longtermism in part for this reason. He’s also skeptical of the longtermers’ more speculative projects, like aiming to protect the interests of sentient AIs. Utilitarians, Singer says, are split on whether hypothetical beings deserve the same consideration as actual humans. “That I still regard as one of the most difficult and baffling issues in ethical theory,” he says.

He’s also doubtful that we can meaningfully adjust our actions to do good in the distant future and is thus careful to distinguish between the dangers from asteroids and viruses—“where we can significantly reduce risks for modest amounts of money”—and more abstract projects. As for general artificial intelligence, AI that broadly matches or surpasses human capabilities, “we don’t know whether that will come, we don’t when it is coming, and we don’t really know what we could do now that would reduce that risk.”

But Singer is more tolerant of the notion of pursuing a high income with the intent to donate a sizable portion to charity. The EA community calls this “earning to give,” and it’s a significant part of the work of effective altruist Benjamin Todd’s organization 80,000 Hours (the average person’s work longevity); its disciples included Bankman-Fried, who claimed he aspired to accumulate near-infinite wealth so he could redistribute it.

For his students, Singer put up a slide reading, “Do Good But Don’t Be Sketchy!” explaining how Bankman-Fried had told journalist Kelsey Piper he’d never intended to commit fraud, and “sometimes life creeps up on you.” A father of three and grandfather of four, Singer then lowered his voice. “Well, be warned,” he said. “Don’t let life creep up on you.”

But Singer’s admonition begs the question of whether EA can be used to justify unethical behavior. It certainly seem to rationalize the existence and inform the ethos of elite colleges like Princeton, an institution that admits more students from the top 1 percent of the income distribution than from the bottom 60 percent, and where graduates’ most common career path is “business.”

EA arguably relieves such institutions of the pressure to embrace a more socioeconomically diverse group of students and encourage them toward public-interest careers. “EA makes students in places like Princeton feel like they’re the heroic rescuers of the world,” Crary says. “And these institutions have enriched themselves off of it.”

“Australia does elections better than America. We have ranked-choice voting and we have proportional representation for the Senate. We vote on Saturdays…We have an independent electoral commission, which draws up electoral boundaries.”

Singer might not go that far, but he was willing to sign on as an unpaid adviser (in name only) to Class Action , a nonprofit I co-founded that advocates against inequitable admissions policies at so-called elite colleges and the funneling of graduates into investment banking and management consulting careers.

To his students, Singer said: “You will get asked to donate to various charities after you graduate, and one of them might be to improve education here at Princeton. The question can be raised: Is this the most effective thing that you can do with your donations?”

He acknowledged that they might feel a debt to their alma mater: “But I think you should think of your charitable donations like that in a different pocket from donations where you want to really do the most good in the world.”

While Singer is best known for his influence on animal rights and effective altruism, his Oxford graduate thesis, later published as his first book , focused on the ethics of civil disobedience in democracies. In it, he argues that our voluntary participation in a democratic process obligates us to accept its outcome.

“After the election,” Singer wrote in 1973—amid the Watergate scandal that would lead to then-President Richard Nixon’s resignation—“it is too late to say that one never accepted its validity.” It’s thus only natural that he has followed American politics closely, and critically, ever since the Supreme Court declared George W. Bush president in 2000, shortly after Singer arrived at Princeton. Now, like much of America, he’s anxious about November.

“One of the things that’s absurd about American politics is first-past-the-post voting,” Singer says, citing the practice of allowing voters to select only one candidate and awarding the seat to whomever has the most votes—as opposed to alternative voting systems that are used around the world and widely perceived as fairer . “The reason that Bush was president instead of [Al] Gore was Ralph Nader running for the Greens,” he says. “That was terrible of him, and I’ve never forgiven him, but it also shows how stupid this voting system is. [Donald] Trump never would have gotten the nomination in 2016 if they’d used ranked-choice voting.”

“Australia does elections better than America,” he adds, citing a litany of practices he views as beneficial. “We have ranked-choice voting and we have proportional representation for the Senate. We vote on Saturdays, not a weekday. We have an independent electoral commission, which draws up electoral boundaries—we don’t have politicians do it. We don’t have primaries. We have parliamentary parties elect their leaders, which means they’ve been through the scrutiny of their colleagues, so it’s a much better proving ground for who’s going to be a good leader.”

He holds special enmity for the Electoral College. “Hillary [Clinton] got nearly 3 million more votes than Trump, so she should have been president,” Singer says. “And the gerrymandered electorates are disgraceful as well.”

Singer points to the “great pity” of Ruth Bader Ginsburg’s decision not to retire when she could: “Does Joe Biden really want his legacy to be the reelection of Donald Trump and everything that that will mean?”

Whatever his debt to the United States and its institutions, Singer’s national allegiance is clear. “I’ve never thought of myself as an American,” he says, as we talk about how difficult it is for his countrymen to accept the insanity of US politics. “They are astounded about the gun laws,” he says. “Australia has very tough gun laws, and they were brought in by a conservative prime minister, John Howard. It’s just incredible to me that America cannot see how obviously terrible it is to have guns available to everybody.”

The critiques continue. “America lacks universal health care coverage, which is something that we Australians all take for granted,” Singer says. “This is perhaps more controversial, but we generally don’t think that it’s a good idea to have a Supreme Court that decides issues like abortion.”

Australians, he adds, have difficulty grappling with the outsize sway of money over politics and policy here. “It’s not that money has no influence in Australia,” he explains, “but it doesn’t have the same kind of influence on individual elected representatives, because what matters is the political party—and individual candidates for Parliament don’t have to raise their own money.”

Prior to Trump’s recent criminal conviction, over a vegan lunch at a Princeton dining hall, I ask Singer what he sees in America’s future. “You think philosophers have crystal balls, do you?” he asks with a smile. I counter that I do not, but that readers would be keenly interested in an astute traveler’s observations of our embattled democratic order. “You’re Alexis de Tocqueville in this story,” I say.

“I hope I can live up to it.”

He thinks for a moment. “I don’t know,” he says, finally. “Until recently, I thought that Trump was not going to be electable. I thought he had this 40 percent of hardcore supporters, but that wasn’t going to be enough. But obviously, the polls that have come out recently have been more scary than that. I wish there were a strong Democrat running for office who is not in his 80s, but that doesn’t seem like it’s going to happen.”

Trump’s behavior has polarized the nation and “encouraged this idea that we have our own set of facts,” he emphasizes. “Bush did some of that , too. I think Karl Rove said something like, ‘You’re living in the reality world.’ But Trump has made it so much worse, talking about the fake news stuff just to get people to believe that there were no facts you can agree on. I think that’s been very damaging to democracy.” (Rove has denied that he was the source of the quote in question, which the New York Times Magazine attributed to an anonymous “senior adviser to Bush.”)

Trump would not “do what needs to be done” on climate, and that problem “dwarfs the others,” Singer says. “Another four years, then it’s almost past the time where we can prevent catastrophic climate change.”

Most utilitarians believe that engaging with ideas—even patently false ones—generally serves the greater good, but on the eve of the first presidential debate, which was disastrous for President Joe Biden, Singer said he thought Trump might be the rare exception. Debating Trump, he told me in an email, “would be unethical if this would-be despot, crazy person were not the overwhelmingly likely nominee of one of America’s two major political parties.”

Yet based purely on a political-utilitarian calculus, he figures Biden didn’t have much choice. “I think it would look weak to refuse to debate him,” Singer said. “Trump would make a lot of hay with that. He would say, ‘He’s old and senile and can’t do it.’” After the debate, Singer wrote on X that “Biden should announce that at the Democratic Convention he will release his delegates to vote for the candidate with the best chance of defeating Trump.” In a follow-up email, he cited the “terrible blot” of Nader’s 2000 presidential campaign on Nader’s own career as a consumer advocate and the “great pity” of Ruth Bader Ginsburg’s decision not to retire from the Supreme Court while Democrats controlled the Senate, which resulted in the reversal of Roe v. Wade “and now is denying the EPA the power to issue essential environmental regulations.”

“Does Joe Biden really want his legacy to be the reelection of Donald Trump and everything that that will mean for the US and the world?” he said.

He fears what a second Trump term might portend. He’s particularly worried about Trump’s fossil-fuel cheerleading and hostility toward climate action. “He’s not going to do what needs to be done, and that’s a huge problem that dwarfs the others. Another four years,” Singer told me, “then it’s almost past the time where we can prevent catastrophic climate change.”

The demise of the founders’ grand experiment isn’t far behind on his worry list: “Would it be the end of American democracy? Probably not is my guess, but there’s a much greater chance of it being the end of American democracy if Trump is elected than if he’s defeated. I wouldn’t like to take that risk. And the fact that he would not support Ukraine against his friend [Russian President Vladimir] Putin, whom he understands so well, is also a big worry. Because that’s not just about the plight of Ukraine, it’s about the rule of law in international affairs.”

His concern extends to the Gaza situation. “Trump is such a loose cannon” that he’s difficult to predict, Singer says. “But given the idea that he’s all about putting America’s interests first and he doesn’t seem to show that he cares much about other people, he may well believe that it’s in America’s interest for the Netanyahu government to do as it wishes. And that may be much worse for the Palestinian people than if Biden, who is at least trying to put some pressure on the Netanyahu government to have a ceasefire, remains in office.”

Back in McCosh Hall, the hour drew to a close—and with it Singer’s Princeton career.    

After nearly a quarter-century, there was a palpable sense he’d had enough. His farewell slide to his last-ever Practical Ethics class—which was followed by a rousing standing ovation from the students—had nothing whatsoever to do with philosophy or politics or even ethics.

It was a photo of Singer in a wetsuit, surfboard in hand, practicing a hobby he took up in his 50s. “Bye,” it said. “I’ve gone surfing.”

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• Moscow Oblast
•  » 
• Elektrostal

State Housing Inspectorate of the Moscow Region

Phone 8 (496) 575-02-20 8 (496) 575-02-20

Phone 8 (496) 511-20-80 8 (496) 511-20-80

Public administration near State Housing Inspectorate of the Moscow Region

10 Things I Hate About You

July 11, 2024, melissa ruiz.

Returning to Princeton after a semester abroad, I was looking forward to conducting my senior thesis research over the summer. Princeton, where everything feels familiar. But I quickly realized that, like people, places frequently change over time. In honor of one of my favorite romantic comedies of all time, I decided to write my own version of 10 Things I Hate About You: Princeton Edition. 

I hate the hill. (There is steady incline from Yeh College to Nassau Hall) It's simple: going up this hill every time I want a cup of coffee or have a work shift on campus is an absolute pain.

I hate the weather. As a New Jersey native, you'd think I'd be used to it by now but I live farther north where we don't have this kind of humidity. The heat wave hitting Princeton this summer, with temperatures in the high 90s, is something I'm not particularly happy about.

I hate leaving Rocky, my residential college. For my summer research, I'm staying in the newer residential colleges, NCW and Yeh. I miss the charm of Rocky, the greenery and the peacefulness. Seeing people walk around or taking photoshoots, it's a distinct environment I've grown accustomed to. NCW and Yeh feel like I'm in a small isolated world.

I hate that my friends aren't here. Most of them are off in different parts of the world or the country working on amazing projects. I miss having people I'm close to nearby, especially after being apart for so long.

I hate all the new construction sites; every day, there's literally a new roadblock. But with each detour, I'm led to a new path I've never taken. I see a new side of Princeton that I wouldn't have seen before because I stick to the same routine. So, while it can be frustrating each day, I'm learning to be grateful for each new place I discover. 

I hate how much I love my lab. We have so many new people over the summer but that comes with the quick reminder that their presence is only temporary. So with each moment I grow closer to them, I know how much harder it's going to be to say goodbye.

I hate how much I love crocheting. I've picked up a hobby I've wanted to pursue for years but never had the time for. Crocheting is such a great, mindless activity and I know that soon I won't have countless hours to spend on my different projects.

I hate how much I love working on my thesis. These two months simultaneously feel like I've gotten so much and nothing done. Running a longitudinal study across different institutions takes a lot of preparation and organization. While I'm close to being where I want to be, I know I still have a lot to do. But I enjoy it because it's work I'm passionate about—work I feel is important.

I hate how time flies so fast here. I only have a few weeks left before the summer session ends and I'll be going home. I'm trying to soak in every moment, every time my lab comes up with a new topic to debate, like grapes vs. cherries or what constitutes a cake. These are the moments I won't forget.

So, in the wise words of Kat Stratford, “But mostly I hate the way I don’t hate you. Not even close. Not even a little bit. Not even at all.” Just like with growing pains, I come to see everything from a new perspective. I see how change can be good and bad, but most of all, how I'm changing with it.

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Elektrostal

Our editors will review what you’ve submitted and determine whether to revise the article.

Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189.

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Opinion Guest Essay

I Can’t Revel in J. Lo’s Fall From Grace

Credit... Hector Vivas/Getty

Supported by

By Yarimar Bonilla

Dr. Bonilla is a contributing Opinion writer who covers race, history, pop culture and the American empire.

• July 12, 2024

Jennifer Lopez has been hailed as a trailblazer: a Latina from the Bronx who transcended her humble origins to become a global superstar. She made the green dress she wore to the Grammy Awards in 2000 so famous that it led Google to create a separate image search function, Google Images.

J. Lo’s romantic life has been as closely followed as her artistic life. She and Ben Affleck got engaged in 2002 and later broke up, but they reunited in 2021. Their marriage the following year was her fourth and his second.

In February, she released “This Is Me … Now,” a self-funded multimedia project inspired by their love story that includes an album, a movie and a behind-the-scenes documentary titled “The Greatest Love Story Never Told.”

The internet has not been kind. The movie has been widely panned as nonsensical, corny, belabored and just plain weird, while the documentary is so unflattering, it’s hard to believe she greenlighted it. She has been accused of being a narcissist and a phony , among other things. The tour Ms. Lopez announced shortly after the album’s release has been canceled.

Throughout the documentary, friends and family members question her need to shine the spotlight on her new marriage, but she insisted that she wanted to share her journey to self-acceptance and true love.

For someone who’s reached the pinnacle of fame and wealth but struggled romantically, this might be meaningful. But for the rest of us — amid wars, postpandemic inequalities, inflation, civil rights erosion and a terrifying election — a multimillionaire’s personal quest to find love just doesn’t inspire. This is especially true for young people of color. The notion that you, too, can rise from the barrio to Hollywood through sheer grit doesn’t speak to a generation disillusioned with the myth of meritocracy.

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